An Overview of Teaching Approaches, Methods and Techniques

ELE3102 Principles of ELT

Approaches, Methods and Techniques

Grammar Translation Method Direct Method Audiolingual Method Community Language Learning Suggestopaedia The Silent Way Total Physical Response Communicative Approach

Grammar Translation Method

The grammar-translation method is a method of teaching foreign languages derived from the classical (sometimes called traditional) method of teaching Greek and Latin. In grammar-translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and their native language. Advanced students may be required to translate whole texts word-for-word.

Grammar Translation Method

There are two main goals to grammar-translation classes. One is to develop students reading ability to a level where they can read literature in the target language. The other is to develop students general mental discipline. This method focuses on reading and writing and has developed techniques which facilitate more or less the learning of reading and writing only. As a result, speaking and listening are overlooked.

Grammar Translation Method

Grammar-translation classes are usually conducted in the students native language. Grammar rules are learned deductively; students learn grammar rules by rote, and then practice the rules by doing grammar drills and translating sentences to and from the target language. More attention is paid to the form of the sentences being translated than to their content. When students reach more advanced levels of achievement, they may translate entire texts from the target language. Tests often consist of the translation of classical texts. There is not usually any listening or speaking practice, and very little attention is placed on pronunciation or any communicative aspects of the language. The skill exercised is reading, and then only in the context of translation.

Grammar Translation Method

a. Instruction is given in the native language of the students. b. There is little use of the target language for communication. c. Focus is on grammatical parsing, i.e. the form and inflection of words. d. There is early reading of difficult texts. e. A typical exercise is to translate sentences from the target language into the mother tongue (or vice versa) f. The result of this approach is usually an inability on the part of the student to use the language for communication. g. The teacher does not have to be able to speak the target language.

Direct Method
The direct method of teaching, sometimes called the natural method. The method refrains from using the learners' native language and uses only the target language. (a reaction to the Grammar Translation Method and its failure to produce learners to communicate in the foreign language they are studying) It was established in Germany and France around 1900. Characteristic features of the direct method are: Teaching concepts and vocabulary through pantomiming, real-life objects and other visual materials Teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language) Centrality of spoken language (including a native-like pronunciation) Focus on question-answer patterns

Direct Method
a. Classroom instructions are conducted exclusively in the target language. b. Only everyday vocabulary and sentences are taught during the initial phase; grammar, reading and writing are introduced in intermediate phase. c. Oral communication skills are built up in a carefully graded progression organized around question-andanswer exchanges between teachers and students in small, intensive classes. d. New teaching points are introduced orally. e. Reading is for pleasure. f. Grammar is taught inductively.

Direct Method
g. Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary is taught by association of ideas. h. Both speech and listening comprehensions are taught. i. Correct pronunciation and grammar are emphasized. j. Student should be speaking approximately 80% of the time during the lesson. k. Students are taught from inception to ask questions as well as answer them. l. The target culture is also taught inductively. m. The teacher must be a native speaker or have native like proficiency in the target language.

Audiolingual Methods
The audio-lingual method, Army Method, or New Key, is a style of teaching used in teaching foreign languages. It is based on behaviourist theory, which professes that certain traits of living things, and in this case humans, could be trained through a system of reinforcementcorrect use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback. This approach to language learning was similar to another, earlier method called the direct method. Like the direct method, the audio-lingual method advised that students be taught a language directly, without using the students' native language to explain new words or grammar in the target language. However, unlike the direct method, the audio-lingual method didnt focus on teaching vocabulary. Rather, the teacher drilled students in the use of grammar.

Audiolingual Methods
Drills and pattern practice are typical of the Audiolingual method. (Richards, J.C. et-al. 1986) These include Repetition: where the student repeats an utterance as soon as he hears it Inflection: Where one word in a sentence appears in another form when repeated Replacement: Where one word is replaced by another Restatement: The student re-phrases an utterance

Audiolingual Methods
a. b. c. d. e. f. g. h. i. Lessons begin with dialogues. Mimicry and memorization are used, based on the assumption the language is habit formation. Grammatical structures are sequenced and rules are taught inductively. Skills are sequenced: listening, speaking reading, writing postponed. Pronunciation is stressed from the beginning. Vocabulary is severely limited in initial stages. A great effort is made to prevent learner errors. Language is often manipulated without regard to meaning or context. The teacher must be proficient only in the structures, vocabulary, etc. that he or she is teaching since learning activities and materials are carefully controlled.

Community Language Learning

Community language learning (CLL) is an approach in which students work together to develop what aspects of a language they would like to learn. The teacher acts as a counsellor and a paraphraser, while the learner acts as a collaborator, although sometimes this role can be changed.

Community Language Learning

Community language learning (CLL) was primarily designed for monolingual conversation classes where the teacher-counsellor would be able to speak the learners' L1. The intention was that it would integrate translation so that the students would disassociate language learning with risk taking. It's a method that is based on English for communication and is extremely learner-focused. Although each course is unique and student-dictated, there are certain criteria that should be applied to all CLL classrooms, namely a focus on fluency in the early stages, an undercurrent of accuracy throughout the course and learner empowerment as the main focus.

Community Language Learning

Suggestopaedia
Suggestopaedia is a teaching method which is based on a modern understanding of how the human brain works and how we learn most effectively. It was developed by the Bulgarian doctor and psychotherapist Georgi Lozanov The term 'Suggestopaedia', derived from suggestion and pedagogy, is often used loosely to refer to similar accelerated learning approaches. Suggestopaedia was originally applied mainly in foreign language teaching, and it is often claimed that it can teach languages approximately three times as quickly as conventional methods

Suggestopaedia
The intended purpose of Suggestopaedia was to enhance learning by tapping into the power of suggestion. Lozanov claims that Suggestopaedia is a system for liberation; liberation from the preliminary negative concept regarding the difficulties in the process of learning that is established throughout their life in the society. The method implements this by working not only on the conscious level of human mind but also on the subconscious level, the minds reserves.

a. b.

Surroundings and atmosphere in classroom are the vital factors to make sure that "the students feel comfortable and confident", and various techniques, including art and music, are used by the trained teachers. The lesson of Suggestopaedia consisted of three phases at first: deciphering, concert session (memorization sance), and elaboration.[
Deciphering: The teacher introduces the grammar and lexis of the content. Concert session (active and passive): In the active session, the teacher reads the text at a normal speed, sometimes intoning some words, and the students follow. In the passive session, the students relax and listen to the teacher reading the text calmly. Music (Pre-Classical) is played in the background. Elaboration: The students finish off what they have learned with dramas, songs, and games. Then it has developed into four phases as lots of experiments were done: introduction, concert session, elaboration, and production. Introduction: The teacher teaches the material in a playful manner instead of analyzing lexis and grammar of the text in a directive manner. Concert session (active and passive): In the active session, the teacher reads with intoning as selected music is played. Occasionally, the students read the text together with the teacher, and listen only to the music as the teacher pauses in particular moments. The passive session is done more calmly. Elaboration: The students sing classical songs and play games while the teacher acts more like a consultant. Production: The students spontaneously speak and interact in the target language without interruption or correction.

Presentation A preparatory stage in which students are helped to relax and move into a positive frame of mind, with the feeling that the learning is going to be easy and fun.First Concert - "Active Concert" This involves the active presentation of the material to be learnt. For example, in a foreign language course there might be the dramatic reading of a piece of text, accompanied by classical music.Second Concert - "Passive Review" The students are now invited to relax and listen to some Baroque music, with the text being read very quietly in the background. The music is specially selected to bring the students into the optimum mental state for the effortless acquisition of the material.Practice The use of a range of games, puzzles, etc. to review and consolidate the learning.