TEACHING

APPROACHES
APPROACHES, METHODS, PROCEDURES,
&
TECHNIQUES
Balikpapan
University
Arapa Efendi S.S., M.Hum
arafaefendi@gmail.com

Introduction

Approaches theories about the

nature of language & language

learning that serve as the source of
practices and principles in language
teaching (Richard & Rodgers 1986:
16)
Method practical realization of an
approach that might include various
procedures and techniques as part
of the standard fare
Procedure ordered sequences of
techniques
Techniques teaching model or
typical procedures or sets of
procedures of language teaching

ELT Methods: Basic Principles

1.
2.
3.
4.

5.

GT (Grammar Translation
Method) Classical
Direct Method
Audio-Lingual Method
Humanistic Approach

CLL (Community Language

Learning)

Silent Way

Suggestopedia

TPR (Total Physical

Response)
CLT (Communicative Language
Teaching)

Grammar Translation Method:

Grammar as the Soul of Language
It was originally used to teach

Latin and Greek in 19th Century to

which the primary focus is on
memorization of grammar rules
and vocabularies. Communicative
competence is ignored
Teacher is the primary source of
learning traditional teachercentered learning
L1 is the medium of instruction.
Classes are taught in students
mother tongue with the little active
use of the target language.
Deductive learning teacher
gives rules explicitly the rules are
reinforced by giving examples and
exercises.

Weakness of GT
GT doesnt emphasize on basic skills of

listening and speaking

The frequent uses of mother tongue
prevents the students to read and speak in
English
It prevents the students to think directly in
English
Students get less or even no opportunity to
participate in the class

Direct Method: pushing the tongues

The language teaching is done through discussion,

conversation, & reading in the language itself without any

use of students mother tongue, without translation, and
the presentation of rules. The first words are taught by
pointing to objects or pictures of performing actions.
Direct Method Natural language teaching
Characteristics: correct use of grammar and
pronunciation, this method helps learners to enjoy the
language without fear.
Disadvantages: Useless to be used in crowd classes, it

does not fit to language learning such as reading &

writing, requiring various visual aids.

Contd
Richards and Rodgers on aspects of teaching oral language (1986:10)
Never translate: demonstrate
Never explain: act
Never make a speech: ask questions
Never imitate mistakes: correct
Never speak with single words: use sentences
Never speak too much: make students speak much
Never use the book: use your lesson plan
Never jump a/round: follow your plan
Never go too fast: keep the pace of the student
Never speak too slowly: speak normally
Never speak too quickly: speak naturally
Never speak too loudly: speak naturally
Never be impatient: take it easy

Audio Lingual Method: Repeat After Me!

Audio-Lingual Method

Behaviorist model of language

learning using the stimulusresponse reinforcement
model.
It uses language drills to form
habits, avoid the mistakes,
language skills are best
presented orally first then in
written form.
Characteristics: 1) students
hear a dialogue, 2) repeat each
line of the dialogue, 3) certain
keywords may be changed in
the dialogue.

ALM, Contd
Teacher: Theres a cup on the table . . . repeat
Students: Theres a cup on the table
Teacher: spoon
Students: Theres a spoon on the table
Teacher: Book
Students: There is a book on the table
Teacher: on the chair
Students: Theres a book on the chair
etc. (Harmer 2001:79-80)

Humanistic Approach
Principles Language learning is an anxiety-causing and

provoking activity so learners need to be relaxed and

confident enough to exploit the learning opportunities
available to them
CLL (Community Language Learning)
to create a genuinely warm and supportive community
among learners and gradually to move them from
complete dependence on the teacher to complete
autonomy.
Teacher acts as the counselor that aims at reducing
the threatening factors in the classroom
students-centered language learning

Silent Ways
A feature of silent way is the behavior of

a teacher who typically stays silent of

the time as the part of his/her role as
facilitator and stimulator because it is
believed that learner discovers and
creates language rather than just
remembers and repeats what has been
taught.
Students make use of what they already
know and are responsible for they own
learning

Suggestopedia
Suggestopedia is based on the

fact that the brain can be

directly stimulated through the
power of suggestion
(developed by Georgi Lozanov
in Harmer, 2001: 89).
Learning can be enhanced
when students learn in a state
of deep relaxation bordering on
hypnosis which can be brought
through yogic technique,
rhythmic breathing, and
listening to music (Nunan,
1991: 239)

TPR: Im not a Robot!

TPR asks students to respond

physically to language they

hear
In other words, language
learning is established by body
movement and associating
language to physical actions
(smiling, walking, looking).

CLT: Communicative Language Teaching

CLT to create realistic context for
language learning in the classroom.
An emphasis on learning to communicate
through interaction in the target language.
The introduction of authentic texts into the
learning situations
Role-Play and simulation are very popular
in CLT
Sequencing of materials is determined by
the content, function and meaning that will
maintain students interest
Activities are negotiated based on learner
preferences and needs.