Approches, Methods and Techniques

Objectives:

By the end of the lesson, students will be able to:

 Demonstrate knowledge and distinction, orally or in writing, between the three

concepts: approaches, methods and techniques.
 Match each theory (approach and method) with appropriate classroom activities
(techniques)
 Discuss, orally or in writing, the advantages and disadvantages of each of the
presented approaches in relevance to the Algerian context.
 Compare and contrast between the different approaches.

I/ Definitions
Approach: an approach is a set of correlative assumptions dealing with the nature of
language teaching and learning.
 An approach refers to theories about the nature of language and language
learning which are the source of the way things are done in the classroom and
which provide the reasons for doing them.
 An approach describes how people acquire their knowledge of the language and
makes statements about the conditions which will promote successful language
learning.
Method:
 A method is the practical realisation of an approach.
 An approach is axiomatic, a method is procedural. Within one approach, there can be
many methods.

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  The originators of a method have arrived at decisions about types of activities, roles of
teachers and learners, the kinds of material which will be helpful and some model of
syllabus organisation.
 Methods include various procedures and techniques as part of their standard fare

Procedure:
 A procedure is an ordered sequence of techniques. It can be described in terms such as
First you do this, then you do that ..... .It is smaller than a method and bigger than a
technique.

Technique:

 A technique is implementational – that which actually takes place in a classroom.

 It is a particular trick, stratagem, or contrivance used to accomplish an immediate
objective.
 Techniques must be consistent with a method, and therefore in harmony with an
approach as well.

II. Teaching Methods and Approaches

In language teaching, there are constant changes and developments of teaching methods
and approaches. Each new method or approach is built out of the limitations of the preceding
one.

II.1. The Grammar-Translation Method/Approach

II.1.1. Introduction

 GTM was also called classical method since it was first used in the teaching of the
classical languages, Greek and Latin.
 Earlier in this century, this method was used for the purpose of helping students read
and appreciate foreign language literature. It was also hoped that, through the study of
the grammar of the target language, students would become more familiar with

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 grammar of their native language and that this familiarity would help them speak and
write their native language better.

II.1.2. Principles:

1. The goal of foreign language study is to learn a language in order to read its literature
or in order to benefit from the mental discipline and intellectual development that
result from foreign-language study.
2. Grammar Translation is a way of studying a language that approaches the language
first through detailed analysis of its grammar rules, followed by application of this
knowledge to the task of translating sentences and texts into and out of, the target
language.
3. It hence views language learning as consisting of little more than memorizing rules
and facts in order to understand and manipulate the morphology and syntax of the
foreign language.
4. Reading and writing are the major focus; little or no systematic attention is paid to
speaking or listening.
5. Vocabulary selection is based solely on the reading texts used, and words are taught
through bilingual word lists, dictionary study, and memorization. In a typical
Grammar-Translation text, the grammar rules are presented and illustrated, a list of
vocabulary items are presented with their translation equivalents, and translation
exercises are prescribed.
6. The sentence is the basic unit of teaching and language practice. Much of the lesson is
devoted to translating sentences into and out of the target language, and it is this focus
on the sentence that is a distinctive feature of the method. Earlier approaches to
foreign language study used grammar as an aid to the study of texts in a foreign
language, But this was thought to be too difficult for students in secondary schools,
and the focus on the sentence was an attempt to make language learning easier.
7. Accuracy is emphasized. Students are expected to attain high standards in translation,
because of the high priority attached to meticulous standards of accuracy which, as
well as having an intrinsic moral value, was a prerequisite for passing the increasing
number of formal written examinations that grew up during the century.

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 8. Grammar is taught deductively - that is, by presentation and study of grammar rules,
which are then practiced through translation exercises. In most Grammar-Translation
texts, a syllabus was followed for the sequencing of grammar points throughout a text,
and there was an attempt to teach grammar in an organized and systematic way.
9. The student's native language is the medium of instruction. It is used to explain new
items and to enable comparisons to be made between the foreign language and the
student's native language.

II.1.3. Common Classroom Activities

1. Translation
Students translated sentences or short reading passages from the target language into their
native language.

2. Reading Comprehension Questions

Students answered questions in the target language based on their understanding of the
reading passage.

3. Antonym/Synonym
Students were given one set of words and were asked to find antonyms in the reading passage.

4. Fill in the Blanks

Students were given a series of sentences with words missing.

5. Deductive Application of Rules

Grammar rules were presented with examples. Once students understood a rule, they were
asked to apply it to some different examples.

II.1.4. Criticism

1. This method gave the wrong idea of what language is and of the relationship between
languages. Language was seen as a collection of words which were isolated and
independent, and there must be a corresponding word in the native language for each
foreign word learners learn.
2. This method tended to be a continuous process of memorisation of lists of grammar
rules, vocabulary and of attempts to produce perfect translations of literary extracts.

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 The result was that the focus was on the form and not on the meaning. Very often
students could not concentrate on the message as they were obliged to read word by
word.
3. Because this method focused on giving definitions, rules, explanations and exceptions
in the mother tongue, the time necessary for practising the FL was greatly reduced.
Moreover, the technique of giving definitions and rules was very boring and of little
benefit to the learners.
In the mid- and late nineteenth century opposition to the Grammar Translation Method
gradually developed in several European countries. This Reform Movement, as it was referred
to, laid the foundations for the development of new ways of teaching languages and raised
controversies that have continued to the present day.

II.2. The Direct Approach/Method

II.2.1. Introduction

 This approach was developed initially as a reaction to the Grammar-Translation

approach in an attempt to integrate more use of the target language in
instruction.
 This method became popular during the early years of the twentieth century.
 It was called ‘Direct’ because the teaching of the FL was done without any
reference to the mother tongue.
 The Direct Method was based on the assumption that one should learn a FL as
one would learn one’s mother tongue.

II.2.2. Principles and Procedures

1. Classroom instruction was conducted exclusively in the target language.

2. Only everyday vocabulary and sentences were taught.
3. Oral communication skills were built up in a carefully graded progression organized
around question-and-answer exchanges between teachers and students in small,
intensive classes.
4. Grammar was taught inductively.
5. New teaching points were introduced orally.

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 6. Concrete vocabulary was taught through demonstration, objects, and pictures; abstract
vocabulary was taught by association of ideas.
7. Both speech and listening comprehension were taught.
8. Correct pronunciation and grammar were emphasized.

II.2.3. Grammar-Translation Method Vs Direct Method

GTM DM

Teaching and learning  Materials are based on ordinary

materials were based upon situations in which the learner might
great literature and high expect to find himself/herself on going
Teaching
Materials principle. abroad
 For example: a lesson on the bank, the
restaurant, or the hotel- or on subjects of
ordinary conversation – geography,
money, the weather.
 There was little attempt to construct a
grammatical syllabus, and if there was
any grammar teaching, it was inductive.

Teaching The activities of the learners  No translation was allowed. Instead, the
Techniques had been limited to learning learner was expected to listen, to answer
by heart, and to translating questions, to work in pairs or groups on
either from the foreign conversations, to write down dictations,
language into the mother once the written tongue had begun to be
tongue, or vice versa. an object of study

II.2.4. Criticism of the Direct Method

1. In this method, all the language activities were related to classroom context and not to
real life situations.
2. This method can also be criticised for being time consuming because it is not easy to
explain the meaning of difficult words through pointing at objects and dramatisation,
especially in the case of abstract words.
3. This method requires a native speaker to teach the target language or a highly
competent teacher who is very fluent in the foreign language.
4. The Direct Method also requires a great number of class hours as most of the work is
done in the classroom.
5. It is better suited to beginners than to more advanced learners.