Language Teaching Methods

An Overview: Each teaching method is based on a particular vision of understanding the language or
the learning process, often using specific techniques and materials used in a set sequence. The main
methodologies are listed below in the chronological order of their development:
 Grammar Translation – the classical method
 Direct Method – discovering the importance of speaking
 Audio-lingualism – the first modern methodology
 Humanistic Approaches – a range of holistic methods applied to language learning
 Communicative Language Teaching – the modern standard method
 Principled Eclecticism – fitting the method to the learner, not the learner to the method
Direct and Grammar Translation Methods: Grammar Translation Method Sometimes also
known as the Classical Method, this is a traditional teaching technique that was used to teach
Latin and Greek and was particularly in vogue during the 16th Century. The focus at this time
was on the translation of texts, grammar, and rote learning of vocabulary. There was no
emphasis on speaking and listening comprehension because Latin and Greek were taught
more as academic subjects rather than a means of oral communication. This teaching method
is still common in many countries and institutions around the world, and still appeals to those
interested in languages from an intellectual or linguistic perspective. However, it does little to
improve your ability to use the language for oral communication.
Direct Method This approach, also known as the ‘oral‘ or ‘natural‘ method, originated
around the 1900s as an alternative to the traditional grammatical translation method. At this
time teachers were starting to experiment with teaching and educational models as previous
techniques were failing to improve spoken communication. The focus is on good
pronunciation, with spontaneous use of the language, no translation, and little grammar
analysis.
The Direct Method is based on the direct involvement of the student when speaking, and
listening to, the foreign language in common everyday situations. Consequently, there is lots
of oral interaction, spontaneous use of the language, no translation, and little if any analysis of
grammar rules and syntax. The focus of the lessons is on good pronunciation, often
introducing learners to phonetic symbols before they see standard writing examples. The
Direct Method continues to provoke interest and enthusiasm today, but it is not an easy
methodology to use in a classroom situation. It requires small classes and high student
motivation, and in the artificial environment of a classroom it is difficult to generate natural
situations of understanding and guarantee sufficient practice for everyone. However, variants
of this method have been developed where the teacher allows limited explanations in the
student’s native language and explains some grammar rules to correct common errors a
student may make when speaking. One of the most famous supporters of this method was the
German Maximilian Berlitz, who founded the Berlitz chain of private language schools.
Some characteristics of this method are:  Lessons are in the target language  There is a focus
on everyday vocabulary  Visual aids are used to teach vocabulary  Particular attention is
placed on the accuracy of pronunciation and grammar  A systematic approach is developed
for comprehension and oral expression
The Audio-lingual Teaching Method: With the outbreak of World War II armies needed to
become orally proficient in the languages of their allies and enemies as quickly as possible.
This teaching technique was initially called the Army Method, and was the first to be based on
linguistic theory and behavioral psychology
Explanation: Based on Skinner’s Behaviorism theory, it assumed that a human being can be
trained using a system of reinforcement. Correct behaviour receives positive feedback, while
errors receive negative feedback. This approach to learning is similar to the Direct Method, in
that the lesson takes place entirely in the target language. Emphasis is on the acquisition of
patterns in common everyday dialogue. The Audio-lingual Method was widely used in the
1950s and 1960s, and the emphasis was not on the understanding of words, but rather on the
acquisition of structures and patterns in common everyday dialogue. These patterns are
elicited, repeated and tested until the responses given by the student in the foreign language
are automatic.
Some characteristics of this method are:  Drills are used to teach structural patterns  Set
phrases are memorised with a focus on intonation  Grammatical explanations are kept to a
minimum  Vocabulary is taught in context  Audio-visual aids are used  Focus is on
pronunciation  Correct responses are positively reinforced immediately Modern Usage The
Audio-lingual Method is still in use today, though normally as a part of individual lessons
rather than as the foundation of the course. These types of lessons can be popular as they are
relatively simple, from the teacher’s point of view, and the learner always knows what to
expect.
Developments & Problems: This extensive memorization, repetition and over-learning of
patterns was the key to the method’s success, as students could often see immediate results,
but it was also its weakness. It was discovered that language was not acquired through a
process of habit formation. The method’s insistence on repetition and memorization of
standard phrases ignored the role of context and knowledge in language learning. As the study
of 8 linguistics developed, it was discovered that language was not acquired through a process
of habit formation, and that errors were not necessarily bad. It was also claimed that the
methodology did not deliver an improvement in communicative ability that lasted over the
long term.
The Humanistic Approaches to Learning: An explosion of new and radical approaches to
learning a language came to light in the 1970s. These approaches are often grouped under the
title of Humanistic Approaches due to their method of concentration, touching on the innate
ability and capacity that all learners are presumed to possess.
Suggestopedia This method is based on the idea that the mind has great potential and can
retain information by the power of suggestion. This teaching method uses relaxation as a
means of retaining new knowledge.
In their initial lessons learners receive large quantities of information in the new language.
The text is translated and then read aloud with classical music in the background. The scope is
to supply an atmosphere of total relaxation where understanding is purely accidental and
subliminal. Using large quantities of linguistic material introduces the idea that language
understanding is easy and natural. In the following lesson, learners use the material in a
variety of communication activities. The original learning techniques and theory developed by
Georgi Lozanov have since developed into the Accelerated Learning movement.
Total Physical Response (TPR): Allow students to produce when they are ‘ready’.
Improvement comes from supplying communicative input, not from forcing production. – Dr
Stephen Krashen This method draws on the basic principles of how young children learn their
first language. Developed by James Asher, this teaching method involves a wide range of
physical activities and a lot of listening and comprehension, as well as an emphasis on
learning as fun and stimulating. Total Physical Response has limitations, especially when
teaching abstract language and tasks, but is widely considered to be effective for beginners
and is still the standard approach for young learners.
The Silent Way: Another example of a method categorized under the Humanistic
Approaches, with this technique the teacher is supposed to be practically silent – hence the
name of the method – and avoids explaining everything to the students. This method is based
on a problem-solving approach to learning, whereby the students’ learning becomes
autonomous and co-operative. The scope is to help students select the appropriate phrases and
know how to control them, with good intonation and rhythm. The teacher does not repeat the
material nor supplies the phrases that the student has to imitate, and there is no use of the
learner’s native language. Patterns contain vocabulary, and coloured guides for pronunciation
are used to assist the teacher in guiding the students’ understanding while saying the least
amount possible.
Community Language Learning: Also sharing many of the same principles as the Silent
Way, this technique was relatively short-lived. Seeing the student as a ‘whole’ person, the
method involved students sitting in a circle and encouraging them to use their feelings,
intellect, relationships and reactions.
The Communicative Method is in reality an umbrella term – a broad approach rather than a
specific teaching methodology, and has now become the accepted ‘standard’ in English
language teaching. Communicative Language Teaching is a natural follow-on from the
reaction during the 70s against previous methods which over-focused on teaching
grammatical structures and template sentences, and which gave little or no importance to how
language is actually used practically.
Explanation: It emphasizes the ability to communicate the meaning of the message, instead of
concentrating on grammatical perfection. The Communicative approach emphasizes the
ability to communicate the message in terms of its meaning, instead of concentrating
exclusively on grammatical perfection or phonetics. Therefore, the understanding of the
second language is evaluated in terms of how much the learners have developed their
communicative abilities and competencies. In essence, it considers using the language to be
just as important as actually learning the language.
The Communicative Language Teaching method has various characteristics that
distinguish it from previous methods:  Understanding occurs through active student
interaction in the foreign language  Teaching occurs by using authentic English texts 
Students not only learn the second language but they also learn strategies for understanding 
Importance is given to learners’ personal experiences and situations, which are considered as
an invaluable contribution to the content of the lessons  Using the new language in
unrehearsed contexts creates learning opportunities outside the classroom.
Misconceptions: As the method is a broad approach to teaching English, rather than a rigid
series of activities, there are some popular misconceptions of what CLT involves. Learning a
language is interactive, co-operative, learner-centered and contentbased, but the approach
does not mean that learning a second language involves just ‘conversation‘. Using the Method
The most common educational model applied in the context of the Communicative Method is
the Functional-Notional approach, which emphasizes the organisation of the syllabus. This
breaks down the use of language into 5 functional categories that can be more easily analyzed:
personal (feelings, etc.), interpersonal (social and working relationships), directive
(influencing others), referential (reporting about things, events, people or language itself), and
imaginative (creativity and artistic expression). These 5 broad functions are then delivered by
the teacher in the classroom using the ‘3 Ps’ teaching model, which stand for Presentation,
Practice and Production.
Modern Teaching Methods: The modern language teacher doesn’t follow one rigid method,
but applies the Principled Eclecticism approach – fitting the method to the learner, not vice
versa. This means choosing the techniques and activities that are appropriate for each
particular task, context and learner, with a focus on motivation and helping learners become
independent and inspired to learn more. The explanation of Principled Eclecticism also
includes a useful ten-point guide for teachers and language students on the best teaching and
learning techniques. The New Principled Eclecticism Method : Fitting the method to the
learner, not vice versa Today the professional language teacher has a good grounding in the
various techniques and new approaches, and they know and understand the history and
evolution of teaching methodologies. The modern teacher will in fact use a variety of
methodologies and approaches, choosing techniques from each method that they consider
effective and applying them according to the learning context and objectives. They prepare
their lessons to facilitate the understanding of the new language being taught and do not rely
on one specific ‘best method’.
Some Examples  The teacher proposes a variety of exercises, both written and oral, to
improve the learner’s accuracy, fluency and communicative ability.  The teacher corrects
errors immediately if the scope of the classroom activity is accuracy, but if the scope of the
activity is fluency these errors will be corrected later on.  The teacher develops all four
linguistic capabilities (reading, writing, listening and speaking).  To improve pronunciation
the teacher uses drills, where students repeat automatically the phrases spoken by the teacher.
 The teacher helps the student personalize the use of grammatical and lexical elements used
in class.  The teacher understands that a didactic program has to include not only grammar
and lexis, but also linguistic functions, colloquialisms, idioms, etc.  The teacher introduces
exercises of guided discovery for new grammar rules.  At times the teacher may translate –
but only if they know both languages very well and believe it is the most efficient way to
provide the meaning of a new concept in that moment, especially for abstract ideas. The
teacher is committed to developing a wide range of resources in order to give relevant,
stimulating, and productive lessons. It is impossible to do everything if only one method is
used. As a result, professional EFL teachers follow what is described as the Principled
Eclecticism approach, where students are also encouraged to be autonomous in their learning.
However, some private schools and training companies still prefer to promote a specific in-
house branded method or approach, though often mainly for commercial or marketing reasons
rather than for didactic reasons