Summary of all the Approaches/Methods in Teaching English as a Second or Foreign Language

Presented to:

Dr. Judith D. Bacarro

Professor, LED 403: Language Teaching Approaches, Methods, and Techniques

Presented by:

Lord Vincent Van N. Mendoza

MAEd – Teaching English Student, University of Mindanao

Approach/Method Proponent(s) Theory of Characteristics Teacher Role Student

Language/Learning Role
Grammar- Karl Plötz and Learning Theory: Learning is largely by critic translator
Translation Johann Deductive learning is translation to and
Method a.k.a. Seidenstücker essential. First, the from the target Teacher is the A student is the
Classical Method teacher gives rules language. strict authority. passive receiver
explicitly then the rules Classes are of the new
are reinforced with Grammar rules are to teacher information.
examples and be memorized and centered. The teacher
exercises. long lists of starts the
vocabulary learned by activities and
Language Theory: heart. There is little directs them.
Language is for or no emphasis The student is
understanding the placed on developing supposed to
literature. Translation oral ability. memorize the
is the way to learn the rules and the
 language. Oral new vocabulary
communication is not with her/his
primarily important. meanings in
Written language is her/his native
superior to spoken language.
language. Students also
learn the structure of
their own native
language. Those who
study a foreign
language become more
cultured and
intellectual.

Direct Method Stephen Learning Theory: It is learning by director/partner A student is an

a.k.a. Natural Krashen and Inductive learning is associating directly in active
Method Tracy Terrell essential. There is a English. The teacher participant.
(late 1970s and direct relation between usually directs
early 1980s) form and meaning. L2 Lessons begin with a the interactions Sometimes pair
learning is similar to dialogue using a but he/she is not works take
L1 acquisition. There modern as dominant as place. Even the
is a direct exposure to conversational style in GTM. teacher takes
the target language. in the target Sometimes acts roles in
Exposure of Long language. Material is like a partner of activities.
chunks in the target first presented orally the students.
language. Learning with actions or
occurs naturally. pictures. The mother
tongue is NEVER,
 Language Theory: NEVER used. There
Language is for oral is no translation
use. Each language is
unique. There is a
direct relation between
form and meaning. No
other language should
interfere when learning
a language.

Reading West, Reading approach is a The priority in The teacher A student is

Approach Michael way to start teaching does not need to basically a
studying the target
(1937) beginning readers. have good oral reader.
language is first, proficiency in
It is based on cognitive reading ability and language.
theory originally second, current
conceptualized by
Albert Bandura. and/or historical
knowledge of the
country where the
target language is
spoken.Only the
grammar necessary
for reading
comprehension and
fluency is
taught. Minimal
attention is paid to
pronunciation or
gaining
conversational skills
in the target
language. From the
beginning, a great
amount of reading is
done in L2, both in
and out of class. The
vocabulary of the
early reading
passages and texts is
strictly controlled for
difficulty. Vocabulary
is expanded as
quickly as possible,
since the acquisition
of vocabulary is
considered more
important that
grammatical skill.

Translation reappears
in this approach as a
respectable classroom
 procedure related to
comprehension of the
written text.

Audiolingualism / Charles C. Learning Theory: Structures are The teacher is A student is an

Army Method Fries Learning is based on sequenced and like an imitator of the
the principles of taught one at a orchestra teacher as
Behaviourism. (Mim- time. Structural leader. S/he perfect model of
mem approach). patterns are taught directs and the target
using repetitive controls the language or the
Habit Formation is drills. Little or no language native speakers
essential. grammatical behaviour of the in the audio
explanations are students. T is a recordings.
Language Theory: provided; grammar good model of
Language is based on is taught the target
descriptive linguistics. inductively. Skills language,
Every language is seen are sequenced: especially for
as its own unique Listening, speaking, pronunciation
system. The system is reading and writing and other oral
comprised of several are developed in skills. The
different levels. (i.e. order.Vocabulary is differences
phonological, strictly limited and between Sts’ L1
morphological, and learned in context. and L2 should
syntactic). There is a be known by
natural order of skills. the teacher.
1. Listening, 2.
Speaking, 3. Reading,
4. Writing. Everyday
speech and oral skills
 are important. Perfect
pronunciation is
required. Language is
primarily for Oral
Communication.

Oral Approach/ Harold Palmer, Situational Language In the S/he listens and
Theory of
Situational A.S. Hornby, presentation repeats what the
learning: Teaching is
Language and other stage the teacher says;
Learning British applied The theory of characterized by two teacher serve as responds to
linguists from learning major features: a model (setting questions and
the 1920s underlying up situations) commands
Situational • Focus on Then s/he
Language becomes like
vocabulary the skillful
Teaching is a
type of and reading is conductor.
behaviorist one of the
habit-learning most salient
theory. It
addresses traits of SLT.
primarily the In fact,
processes rather mastery of a
than the
set of high
conditions of
learning. Frisby, frequency
for example, vocabulary
cites Palmer's items is
views as
authoritative: believed to
lead to good
As Palmer has reading skills.
pointed out,
• An analysis of
there are three
processes in English and a
learning a classification
language - of its
receiving the
knowledge or prominent
materials, fixing grammatical
it in the memory structures into
by repetition,
sentence
and using it in
actual practice patterns, also
until it becomes called
a personal skill. situational
(1957: 136)
tables, is
French likewise believed to
saw language
learning as habit help learners
formation. internalize
The fundamental grammatical
is correct speech rules.
habits_________
The pupils
should be able to
put
the words,
without
hesitation and
almost without
thought, into
sentence patterns
which are
correct. Such
speech habits
can be cultivated
by blind imita-
tive drill. (1950,
vol. 3: 9)

Theory of
language:
The theory of
language
underlying
Situational
Language
Teaching can be
characterized as
a type of British
"structuralism."
Speech was re-
garded as the
basis of
language, and
structure was
viewed as being
at the heart of
speaking ability.
Palmer, Hornby,
and other British
applied linguists
had prepared
pedagogical
descriptions of
the basic
grammatical
structures of
English, and
these were to be
followed in
developing
methodology.
"Word order,
Structural
Words, the few
inflexions of
English, and
Content Words,
will form the
material of our
teaching"
(Frisby 1957:
134). In terms of
language theory,
there was little
to distinguish
such a view
from that
proposed by
American
linguists, such as
Charles Fries.
Indeed, Pittman
drew heavily on
Fries's theories
of language in
the sixties, but
American theory
was largely
unknown by
British applied
linguists in the
fifties. The
British
theoreticians,
however, had a
different focus to
their version of
structuralism —
the notion of
"situation." "Our
principal
classroom
activity in the
teaching of
English structure
will be the oral
practice of
structures. This
oral practice of
controlled
sentence patterns
should be given
in situations
designed to give
the greatest
amount of
practice in
English speech
to the pupil"
(Pittman 1963:
179).
The theory that
knowledge of
structures must
be linked to
situations in
which they could
be used gave
Situational
Language
Teaching one of
its distinctive
features. This
may have
reflected the
functional trend
in British
linguistics since
the thirties.
Many British
linguists had
emphasized the
close
relationship
between the
structure of
language and the
context and
situations in
which language
is used. British
linguists, such as
J. R. Firth and
M. A. K.
Halliday,
developed
powerful views
of language in
which meaning,
context, and
situation were
given a prom-
inent place: "The
emphasis now is
on the
description of
language activity
as part of the
whole complex
 of events which,
together with the
participants and
relevant objects,
make up actual
situations"
(Halliday,
Mclntosh, and
Strevens 1964:
38). Thus, in
contrast to
American struc-
turalist views on
language (see
Chapter 4),
language was
viewed as
purposeful
activity related
to goals and
situations in the
real world. "The
language which
a person
originates ... is
always
expressed for a
purpose" (Frisby
1957: 16).
AFFECTIVE-HUMANISTIC METHODS:
*Community Charles Curran Learning Theory: The language- Language Language
Language (1976) CLL advocates a counseling Counselors clients
Learning/ holistic approach to relationship begins
Counselling- language learning. with the client's The teacher
Learning in "True human learning" linguistic confusion tries to remove Initially the
Second is both cognitive and and conflict. The the threatening learner is
Languages affective. This is aim of the language factors in the dependent on
termed "whole person counselor's skill is classroom. the teacher. As
learning". A group of first to Even the s/he goes on
ideas concerning the communicate an teacher stands studying the
psychological empathy for the behind the language he
requirements for client's threatened students to becomes more
successful and "non- inadequate state reduce because and more
defensive” learning are and to aid him the teacher's independent.
collected under the linguistically. Then superior
acronym (SARD). slowly the teacher- knowledge and
Security Attention & counselor strives to his existence
Aggression enable him to arrive are also
Retention & Reflection at his own threatening
Discrimination increasingly factors.
Security: Students independent
should feel secure to language
enter into a successful adequacy. This
learning experience. process is furthered
Classroom atmosphere, by the language
students' relations with counselor's ability
each other, teacher's to establish a
attitude to students all warm,
affect students' feelings understanding, and
of security. accepting
Attention: Attention is relationship, thus
the learner's becoming an
involvement in "other-language
learning. self" for the client.
Aggression: is to show
what has been learnt
for "self-assertion” like
a child who tries to
show what he/she has
learnt. The child tries
to prove the things
he/she has learnt.
Retention: If the
"whole person" is
involved in the
learning process, what
is retained is
internalised and
becomes a part of the
learner's "new persona"
in the foreign
language. The material
should neither be too
old nor be too new or
conversely too
familiar. Retention will
best take place
somewhere in between
novelty and familiarity.
Reflection: Students
need quiet reflection
time in order to learn.
The teacher reads the
text for three times and
the students relax and
listen for reflection.
Students also listen to
their own voice from
the tape for reflection.
Discrimination:
Students should
discriminate the
similarities and the
differences among
target language forms
by listening to
themselves and the
teacher carefully. They
should also listen to
discriminate if what
they say is similar or
different from what the
teacher says.
Language Theory:
Language is for
communication.
Language is for
developing creative
thinking. Culture is
integrated with
language. The focus
shifts from grammar
and sentence formation
 to a "sharing and
belonging between
persons". Language is
what you learn and
share with others.
Students should trust
the learning process,
the teacher and the
others.

*Silent Way Caleb Learning Theory: A Silent way lesson The teacher is a Students should
Gattegno Cognitive Psychology typically follows a technician or an make use of
is the basis. Language standard format. The engineer who what they
learning is not habit first part of the lesson facilitates already know.
formation. It is rule focuses on learning. Only They are
formation. Language pronunciation. the learner can responsible for
learning has a Depending on student do learning. The their own
sequence from the level, the class might teacher is aware learning. They
known to the unknown. work on sounds, of what the actively take
Students induce the phrases, or even students already part in exploring
rules from examples sentences designated know and the language.
and the languages they on the Fidel chart. At he/she can The teacher
are exposed to, the beginning stage, decide the next works with the
therefore learning is the teacher will step. The students and the
inductive model the appropriate teacher is silent. students work
sound after pointing Silence is a tool on the language.
Language Theory: to a symbol on the because St-st interaction
Languages of the chart. Later, the teacher's is important. Sts
world share a number teacher will silently silence gives can learn from
of features (e.g. every point to individual the each other.
language uses subject, symbols and responsibility to
object; every language combinations of the student.
has adjective, adverb, symbols, and on Besides
verb ...etc.) However monitor student teacher's
each language is utterances. The silence helps
unique. Language is teacher may say a students
for self expression (to word and have a monitor
express thoughts, student guess what themselves and
perceptions, ideas and sequence of symbols improve their
feelings). "Cognitive compromised the own inner
Coding" helps learners word. criteria.
learn the language.
"Colour rods" and The pointer is used to
"Fidel Chart" are used indicate stress,
for cognitive coding. phrasing, and
intonation. Stress can
be shown by touching
certain symbol more
forcibly than others
when pointing out a
word. Intonation and
phrasing can be
demonstrated by
tapping on the chart
to the rhythm of the
utterance.

After practice with

the sounds of the
language, sentence
patterns, structure,
and vocabulary are
practiced. The teacher
models an utterance
while creating a
visual realization of it
with the coloured
rods. After modelling
the utterance, the
teacher will have a
student attempt to
produce the utterance
and will indicate its
acceptability. If a
response is incorrect,
the teacher will
attempt to reshape the
utterance or have
another student
present the correct
model. After a
structure is
introduced and
understood, the
teacher will create a
situation in which the
students can practice
the structure through
the manipulation of
the rods. Variations
on the structural
theme will be elicited
from the class using
 the rods and charts.

*Suggestopedia / Georgi Learning Theory: The approach was Teacher is the A student plays
Suggestology / Lazanov People use 5-10% of based on the power of authority. a child's role
Lozanov their mental capacity. suggestion in Learners learn (infantilization).
In order to make better learning, the notion better if they get S/he adopts a
use of our mental being that positive the information new identity
reserves, limitations suggestion would from a reliable (new name, job,
need to be make the learner authority. family...etc.) As
desuggested. Students more receptive and, Students must s/he feels more
should eliminate the in turn, stimulate trust and respect secure, s/he can
feelings that they learning. Lozanov that authority. be less
cannot be successful holds that a relaxed inhibited.
and thus, to help them but focused state is
overcome the barriers the optimum state for
to learning. learning. In order to
Psychological barriers create this relaxed
should be removed. state in the learner
There are six and to promote
principle theoretical positive suggestion,
components through suggestopedia makes
which desuggestion use of music, a
and suggestion comfortable and
operate and that relaxing environment,
set up access to and a relationship
reserves. between the teacher
Authority: People and the student that is
remember best when akin to the parent-
the new information child relationship.
comes from a reliable Music, in particular,
authoritative source. is central to the
Infantilization: approach. Unlike
Authority is also used other methods and
to suggest a teacher- approaches, there is
student relation like no apparent theory of
that of "parent-child" language in
relationship. In the suggestopedia and no
child's role the learner obvious order in
takes part in role which items of
playing, games, songs language are
and gymnastic presented.
exercises that help the
older student regain the
self confidence,
spontaneity and
receptivity of the child.
Double-planedness:
The learner learns not
only from the
instructions but also
from the environment.
Physical features of the
classroom are
important.
Intonation: Varying
intonation of the
presented material
helps to avoid
boredom. T should
present the material
with different
intonation patterns.
Correct intonation
patterns should be
emphasised.
Rhythm: Materials
presented with varying
rhythm and tones are
more interesting.
Concert pseudo-
passiveness: Materials
presented with varying
rhythm, intonation, and
tone should be
accompanied by music.
Music should have
sixty beats in a minute.
Baroque concertos
work very well for this
purpose.

Language Theory:
Lazanov does not
articulate a theory of
language. However
according to this
method
communication is a
two-plane process.
Language is the first of
the two planes. In the
second plane, there are
 factors, which
influence the linguistic
message (e.g. the way
one dresses, non-verbal
behaviours that affect
the linguistic message).

*Total Physical James J. Asher Learning Theory: James J. Asher Initially the Initially students
Response There are three teacher is the are the followers
defines the Total
hypotheses: director of all of the teacher.
Physical Response student Usually after ten
A) Innate Bio- (TPR) method as one behaviour. In to twenty hours,
program: There exists that combines the later stages, of instruction
a specific, innate bio- the teacher is some students
program for language information and skills being directed. will be ready to
learning, through the use of the speak the
which defines an kinesthetic sensory language. At
optimal path for first system. This this point they
and second language start to direct
development. Children combination of skills the teacher.
develop allows the student to
listening assimilate
competence before
information and skills
they develop the ability
to speak. They make “a at a rapid rate. As a
blue-print” of result, this success
the language first. leads to a high degree
They develop "a
of motivation. The
cognitive map" of the
language during basic tenets are:
listening process.
B) Brain Understanding the
Lateralisation: The
spoken language
brain has two main
parts: left hemisphere, before developing the
and right hemisphere skills of
, which have speaking. Imperatives
different learning
functions. If both are the main
hemispheres are structures to transfer
activated, learning is or communicate
more information. The
effective.
C) Stress (an affective student is not forced
filter): Stress to speak, but is
intervenes between the allowed an individual
act of learning and
readiness period and
what is to be
learned. The allowed to
lower the stress is, the spontaneously begin
greater the learning to speak when the
becomes.
student feels
Language Theory:
Language is primarily comfortable and
oral. It is just like the confident in
acquisition of native understanding and
language. Learners
first listen (silent producing the
period), then oral utterances.
production starts. Oral
communication is
crucial. Skilful use of
 imperatives by the
instructor can be
helpful for the
acquisition of many
vocabulary items and
grammatical structures.
Asher views the verb
and particularly the
verb in the imperative
as the central linguistic
motif around which
language use and
learning are organised.

Communicative Canale and Learning Theory: Communicative The teacher is a A student is a

Language Swain (1980); language teaching facilitator of communicator.
Teaching (CLT) Haliday Little is known about (CLT) is an approach his/her students' S/he is engaged
(1973); the learning theory of to language teaching learning. He/she in negotiating
Hymes, D. “The Communicative that emphasizes is a manager of meaning
(1971); Approach". Activities learning a language classroom actively. S/he is
that involve real first and foremost for activities. responsible in
communication the purpose of He/she acts as managing
promote learning. communicating with an advisor and her/his own
Language that is others. monitors learning.
meaningful to the students'
learner supports the performance.
learning process.

Language Theory:
 Language is for
communication. The
goal of language
teaching is to develop
"communicative
competence". Using
the language
appropriately in social
contexts is important
and communicative
competence should be
acquired.

Eclectic Approach Larsen- Theory of Language Eclecticism involves Here we are Learner is seen
Freeman Language is based on the use of a variety of adopting the by us as the
(2000) and structures which are language learning role of teacher center of
Mellow (2000) used to convey activities, each of roughly equal to teaching
meanings, which which may have very CLT. We learning
perform functions. different consider teacher activities. His
Theory of Language characteristics and as a facilitator: participation is
Learning may be motivated by who facilitates very important.
We see language different underlying the learner, as a So teacher will
learning as a combined assumptions. The use guide: who always try to
process of structural eclecticism is due to guides the involve the
and communicative the fact that there are students, as a learners. As
activities. strengths as well as slightly higher well as the
weaknesses of single rank official: learner's role in
theory based who uses his class should be
methods. Reliance authority to cooperative and
upon a single theory conduct the they will be
of teaching has been class and make allowed to
criticized because the the process of communicate,
use of a limited teaching and self correct each
number of techniques learning other and ask
can become systematic. questions about
mechanic. The the substance
students, thus, cannot provided for
get benefits of teaching
learning. Relativism learning
i.e. to emphasize the activities.
context of
pedagogical
situations is also
criticized because it
leads towards
dissimilarities rather
than similarities
between teaching
contexts. The use of
eclecticism does not
mean to mix up
different approaches
randomly. There must
have some
philosophical
backgrounds and
some systematic
relation among
different activities.
Usually it is
recommended to mix
structural approaches
 with communicative
use of language.

References:

Brown, D. H. (1987). Principles of Language Learning and Teaching. New Jersey: Printice Hall Regents.

Celce-Murcia, M. (1991). Teaching English as a Second or Foreign Language. (pp.3-10). Boston, Massachusetts: Heinle &
Heinle.

Larsen-Freeman, D. (1993). Techniques and Principles in Language Teaching. Hong Kong: Oxford University Press.

Richards, J. C. & Rodgers, T. S. (1990). Approaches and Methods in Language Teaching: A description and analysis. New
York: Cambridge University Press.