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Approaches, Methods and Activities in Language Teaching

The document summarizes the history and major methods of language teaching. It describes three early methods - the Classical/Grammar Translation Method focused on grammar rules and translation, the Direct Method emphasized oral communication without translation, and the Audiolingual Method aimed to form habits through repetition. Later methods included the Designer Methods of the 1970s which incorporated affective and discovery learning ideas, the Natural Method which delayed speech production, and Communicative Language Teaching which emphasized using the language for meaningful communication.

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80 views21 pages

Approaches, Methods and Activities in Language Teaching

The document summarizes the history and major methods of language teaching. It describes three early methods - the Classical/Grammar Translation Method focused on grammar rules and translation, the Direct Method emphasized oral communication without translation, and the Audiolingual Method aimed to form habits through repetition. Later methods included the Designer Methods of the 1970s which incorporated affective and discovery learning ideas, the Natural Method which delayed speech production, and Communicative Language Teaching which emphasized using the language for meaningful communication.

Uploaded by

Wild Heart
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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APPROACHES, METHODS

AND ACTIVITIES IN
LANGUAGE TEACHING
HISTORY OF THE METHODS OF
LANGUAGE TEACHING
 The methodological history of language
teaching is described as ‘changing winds and
shifting sands’
 Has three cited methods:
 Classical Method
 Direct Method

 Audiolingual Method
Classical Direct Method Audiolingual
Method Method
•Also called •Lots of oral •Otherwise known
Grammar interaction, as the Army
Translation spontaneous use Method
Method of the language, •Used by the
•Focus on no translation, Americans after
grammatical rules, and analysis of World War II
syntactic grammatical rules
structures, along and syntactic
with rote structures
memorization of
vocabulary and
translation of
literary texts
THE LANGUAGE TEACHING
METHODS
 Grammar Translation Method
 Direct Method

 Audiolingual Method

 Designer Method

 Natural Method

 Communicative Method
GRAMMAR TRANSLATION METHOD

 First known as Classical Method


 It has eight characteristics
GTM CHARACTERISTICS

 Classes are taught in mother tongue


 Much vocabulary is taught
 Long elaborate explanations of the intricacies
of grammar
 Reading of difficult classical texts
 Grammar provides the rules for putting words
together and instruction focuses on the form
and inflection of words
 Reading of difficult classical texts
 Little attention is paid to the content of texts

 Exercises in translating disconnected


sentences from the target language into
mother tongue
 little or no intention is given to pronunciation
DIRECT METHOD

 Lots of oral interaction


 Spontaneous use of the language

 No translation between first and second


languages
 Little or no analysis of grammatical rules

 Has eight characteristics


DIRECT METHOD CHARACTERISTICS

 Classroom instruction was conducted


exclusively in the target language
 Only everyday vocabulary and sentences
were taught
 Oral communication classes were built up

 Grammar was taught


 New teaching points were taught through
modeling and practice
 Concrete vocabulary was taught

 Speech and listening were taught

 Correct pronunciation and grammar were


emphasized
AUDIOLINGUAL METHOD

 Based on behavioristic theory


 Failure of ALM
 Itdidn’t teach long-term communicative
proficiency
 Popularity waned

 Language was not really learned through a


process of habit formation and overlearning
ALM CHARACTERISTICS

 New materials is presented in dialog form


 Dependence in mimicry, memorization of set
phrases and overlearning
 Structures are sequenced

 Structural patterns are taught

 There is little or no grammatical explanation


 Vocabulary is strictly limited and learned in
context
 Much use of tapes, language labs and visual
aids
 Great importance to pronunciation

 Very little used of the mother tongue by


teachers
 Successful responses are immediately
reinforced
 Great effort to get students to produce error-
free utterance
DESIGNER METHOD

 Products of multidisciplinary researches after


ALM waned
 Community Language Learning
 Suggestopedia

 Silent Way

 Total Physical Response


Community Suggestopedia Silent Way Total
Language Physical
learning Response
•An •Views that the •Discovery learning •Anchored on
affectively- human brain •Learners learn the Trace
based could process better: Theory
method great quantities 1. If they discover •Demands
•Learners in of material if or create rather listening and
the simply given the than remembers acting
classroom right conditions and repeat
are regarded for learning 2. By
as a group accompanying
rather than a physical objects
class 3. By problem
solving involving
the material to
be learned
NATURAL METHOD

 It is believed that learners would be benefited


if production is delayed until speech emerges
 Involves three stages:
 Preproduction stage- development of listening
comprehension skills
 Early production stage- usually marked with
errors as students struggle with the language
 Extending production into longer stretches of
discourse involving more complex games, role-
plays, open-ended dialogs, discussions and
extended small work
COMMUNICATIVE LANGUAGE TEACHING

 Has five features:


 Emphasis on learning to communicate through
interaction in the target language
 Introduction of authentic texts into the learning
situation
 Provision of opportunities for learners to focus

 Enhancement of the learner’s own personal


experiences
 An attempt to link classroom language learning
with language activation outside the classroom
PRINCIPLES RELATED TO
COMMUNICATIVE LANGUAGE
TEACHING
 Learner-centered teaching
 Cooperative learning

 Interactive learning

 Whole language education

 Content-centered education

 Task-based learning

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