Methods/ Approaches GRAMMAR TRANSLATION METHOD

Proponen t/s
Johann Seidenstuck er, Karl Plotz, H.S Cllendorf and Johann Medinger

Goals/Characteri stics
Its fundamental purpose of learning a foreign language is to be able to read literature in written in the target language. Students must learn about the grammar rules and vocabulary of the target.

Teachers Role
The teacher is authoritative .

Studen ts Role
The students do as what the teacher says so that they can learn what the teacher knows.

Sample Activities
- Reading Comprehensio ns Questions - Fill-in-theblanks - Memorization - Use words in sentences

DIRECT METHOD

F. Franke

-Teaching grammar using an inductive approach. -Teachers who utilize this method intend that students learn to think in the target language teaching through pantomiming, realia and other visual aids. - focus on questionanswer patterns -teacher-centeredness

Teacher directs the classroom activities.

The students are less passive. The teachers are more like partners in the education al process.

-Reading aloud - Question and Answer exercise - Fill-in-theblank exercise - Map drawing - Paragraph Writing

ORAL APPROACH AND SITUATIONAL LANGUAGE TEACHING

Harold Palmer and A.S Hornby

-A practical command of the four basic skills of a language, through structure -accuracy in both pronunciation and grammar

The teachers function is three-fold. In the presentation stage, the

Learner is only required to listen and repeat what the

-Listening practice - Choral imitation - Substitution drilling - Question and

-ability to respond quickly and accurately in speech situations -automatic control of basic structures and sentence patterns - language skills are learned more effectively if they are presented orally first then in written form - analogy is a better foundation for language learning than meanings

teacher serves as a model setting up situations in which the target structure is created then modeling the new structure for the students to repeal. The teacher should be a skillful manipulator, using questions, commands and other cues to correct sentences from the learners. The primary role of the teacher is organizing review which includes: timing, oral practice, revision,

teacher says and to respond to questions and command s. After the initial stage, more active participati on is encourag ed. This includes learners initiating responses and asking each other questions .

Answer drilling - Correction

adjustment to special needs of individuals, testing and developing activities.

AUDIOLINGUAL METHOD

Charles Fries and other structuralists

Short-range objectives include training in listening comprehension, accurate pronunciation, recognition of speech symbols and ability to produce these symbols into writing. Long range objectives include accurate pronunciation and grammar, ability to respond quickly and accurately in speech, knowledge of sufficient vocabulary to use with grammar patterns. -Particular emphasis was laid on mastering the building blocks of language and learning the rules for them.

The role of the teacher is central and active. It is a teacherdominated method. The teacher models the target language, controls the direction and pace of learning, and corrects learners performance . The teacher must keep the learner attentive by varying drills and tasks and choosing relevant situations to Learners are viewed as organism s that can be directed by skilled training technique s to produce correct responses . They play a reactive role by respondin g to stimuli and thus have little control over the content, pace and

-Dialog memorization - Backward build-up expansion drill - Repetition drill -Chain drill -Single slot substitution drill - Multiple- slot substitution drill Transformatio n drill - Question and Answer drill -use of minimal pairs -Grammar Game

practice structures.

style of learning.

ALTERNATIVE APPROACHES AND METHODS TOTAL PHYSICAL RESPONSE

James Asher -The general objectives of TPR are to teach oral proficiency at a beginning level. -Language through physical activity. - L2 process parallel to L1. - Grammar taught inductively. -Attention to meaning rather than form. -Aim to minimize learners stress. The teacher is the director. It is his/her responsibilit y to provide the best kind of exposure to language so that the learner can internalize the basic rules of the target language. They are performer s and listeners. They are imitators of their teachers nonverbal model. -Using commands to direct behavior -role reversal -action sequence

SILENT WAY

Caleb Gattegno

-Learning by discovery/ problem solving. -accompanying objects -vocabulary central -emphasis on oral language

The teacher should be silent. His/her tasks are to teach, to test, and to get out of the way.

The students should be productiv e. Students should respond to command s, questions and visual cues.

-Peer correction -teachers silence -sound color charts - word charts -translation -group-work -freeconversation -recording -transcription

COMMUNITY LANGUAGE TEACHING

Charles A. Curran

-holistic approach - topic-based -emphasis on oral language - humanistic aspect of language learning

Teacher is the counselor and non directive. Teacher recognizes how threatening a new learning situation can be for adult learners.

Students are members of the communit y. They are very dependen t initially upon the teacher.

-taperecording student conversation -transcription -reflective listening - small group tasks

SUGGESTOPED Georgi IA
Lozanov

-classroom environment (decor, furninture, arrangement) - music and rhythmic breathing -vocabulary central

The teacher is the authority in the classroom.

The students undergo infantiliza tionadopting a childlike role. The learners relax and are true believers.

-classroom set-up -peripheral learning -positive suggestion -visualization -role-play -primary activation -secondary activation -individual and small group reading and writing -writing portfolios - writing conferences

WHOLE LANGUAGE APPROACH

U.S. Educators

-use authentic literature rather than artificial specially prepared texts and exercises designed to practice individual reading skills -focus on making meaning in reading

Teacher is seen as facilitator and an active participant in the learning community

Collabora tors Evaluator s -Selectors of learning

and expressing meaning -reduced emphasis on other skills that are not considered to developing meaning such as grammar, spelling, capitalization and punctuation

rather than an expert passing on knowledge.

materials and activities

MULTIPLE INTELLIGENCE S

Howard Gardner

Focuses on the language class as the setting for a series of educational support systems aimed at making the language learner a better designer of his/her own learning experience

Teacher administers MI inventory, curriculum developers, lesson designers, analysts, activity inventors, critically orchestrator s of a rich array of multisensory activities.

Engage in a process personalit y developm ent, see their goals in broader terms, take MI inventory, develop their own profiles based on the inventory

LINGUISTIC INTELLIGENCE - debates, journal keeping, small and group discussions LOGICAL INTELLIGENCE - scientific demonstration s, logical problems and puzzles, calculations SPATIAL INTELLIGENCE Graphic organizers, optical illusions, using mind maps, charts, maps and diagrams

BODILY KINESTHETICrole play, mime, hands on activities MUSICAL INTELLIGENCE - music appreciation, jazz chants INTERPERSON AL INTELLIGENCE - group brainstorming, pair work INTRAPERSON AL INTELLIGENCE - independent student work, journal keeping

NEUROLINGUS TIC PROGRAMMIN G

John Grindler and Richard Bandler The linguistic part of NLP is concerned with the way the language we use shapes and reflects our experiences. We use language in thought as well as in speech to

Teacher is expected to model his/her teaching on expert teachers they most admire.

Find successfu l models for that person they themselv es are striving to

represent our beliefs about the world and life.

Teachers should apply the principle of NLP which are outcomes, rapport, sensory and flexibility.

become

COMPETENCYBASED LANGUAGE LEARNING

U.S. Educators

It addresses what the learners are expected to do with language. The focus on outputs rather than inputs to learning is central to the competencies perspective. It is based on the functional and interactional perspective on the nature of language.

Teachers role is to devise more effective ways to transmit skills.

The students should master the structure of socially prescribe d knowledg e.

-task performance -work schedules, time sheets, pay checks -social language -job application -job interview

CURRENT COMMUNICATIVE APPROACHES COMMUNICATI VE LANGUAGE TEACHING

Del Hymes, Halliday, Labov, etc. -the goal of language teaching is to develop what Hymes referred to as communicative competence -an integrative and content level -a linguistic and instrumental level -an affective level of interpersonal relationships and conduct -a level of individual The teacher has two main roles: -facilitate the process of interaction between all participants in various activities and texts. -act as an independent Negotiato r between the self, the learning process and the object of learning -games -role plays - simulations - oral production activities

learning needs -a general educational level of extra-linguistic goals

participant within the learningteaching group. Teacher is the primary source of input in the target language. He/ She create a classroom atmosphere that is interesting, friendly and in which there is a low affective filter. -provide informati on about their specific goals -take an active role in ensuring sensible input -decide when to start producing speech and when to upgrade it -Input is presented in the target language using techniques such as TPR, mime and gesture. -Group techniques similar to CLT

NATURAL APPROACH

Tracy Terrell and Stephen Krashen

-designed to help beginner become intermediates -designed to depend on learners needs -grammatical structures are acquired in a predictable order -language acquisition is different from language learning -language acquisition is the only way, competence in second language occurs -conscious learning operates only as a monitor or editor that checks or repairs the output of what has been acquired -learners emotional state can act as filter that impedes or blocks necessary to acquisition

COOPERATIVE LANGUAGE LEARNING

John Dewey

An approach designed to foster cooperation, to develop critical and thinking skills and to develop

The teacher has to create a highly structured and well-

The primary role of the learner is

-three- step interview -roundtable -think-pairshare

communicative competence through socially structured interaction activities.

organized learning environment in the classroom, set goals plan and structure tasks, establish the physical arrangement of the classroom, assign students to groups and select materials.

a member of a group who must work on tasks with other group members. Students direct involvem ent and participati on are required.

-numbered heads

CONTENTBASED INSTRUCTION

Saint Augustine

An approach to second language teaching in which it is organized around the content or information that students will acquire The goal of CBI is to prepare students to acquire the languages while using the context of any subject matter, to activate and develop existing language skills, to acquire learning skills and strategies, to develop general

Teacher is the facilitator. -full of knowledge in the subject matter -able to elicit knowledge from their students -keep context foremost in their

-assume active role in several dimensio ns -active interprete rs of input

-Use of authentic materials such as newspaper and magazine -Use of realia such as guidebook, journals, radios and TV broadcast

academic skills, to broaden students understanding of English speaking people.

planning and presentation s -responsible for selecting and adapting authentic materials -become student analysts

TASK BASED LANGUAGE TEACHING

Willis and Nunan etal.

An approach based on the use of tasks as the core unit of planning and instruction in language teaching. Logical development of CLT

-selector and sequencer of tasks -preparing learners for the tasks

-group participan t -monitor -risktaker innovator

-informationgap tasks -problemsolving devices -decisionmaking tasks -opinion exchange tasks