Test Review

Methods and approaches

Method - Is a plan for presenting the language material to be learned and

should be based upon a selected approach.
Approaches - Is of a set of principles or ideas about the nature of language
learning which would be consistent over time.
Technique - Referred to the actual implementation in the language
classroom.

Grammar Translation Methods (GTM) (Before known as Classical

Method), focuses on teaching how translate, to read and understand literary
texts in the target language, to make students aware of their native
language structure and vocabulary, and to improve students mental
capacities with grammar exercises.
- Errors are not tolerated. Accuracy is emphasized strictly. Accuracy means
grammatical correctness.
- Vocabulary is taught in the form of lists of isolated words.
- Classes taught in mother tongue with little use of target language.

The Series Method Created by Franois Gouin, the Series Method was a
method that taught learners directly (without translation) and conceptually
(without grammatical rules and explanations) a series of connected
sentences that are easy to perceive.

Direct Method (DM) - DM was born as a reaction to GTM because GTM

cannot prepare learners for real life language situations. It focuses on
Teaching Sts how to communicate in the target language. Teaching of
thinking in the target language.
Classroom instruction was conducted exclusively in the target language.
- Only everyday vocabulary and sentences were taught.

- Grammar was taught inductively.

- Concrete vocabulary was taught through demonstration, objects, and
pictures; abstract vocabulary was taught by association of ideas.
- Both speech and listening comprehension were taught.
- Correct pronunciation and grammar were emphasized.
Audio-lingual Method (ALM) Created as a variation of the Army Method
in the ALM, Learning is based on the principles of Behaviorism where Rules
are induced from examples, explicit grammar rules are not given, Learning
is inductive and Habit formation is actualized by means of repetitions and
other mechanical drills. Listening and speaking are emphasised. There is a
natural order of skills 1. Listening 2. Speaking 3. Reading 4. Writing
Everyday speech and oral skills are important. Perfect pronunciation is
required. Language is primarily for Oral Communication.
Community Language Learning (CLL) - students work together to
develop what aspects of a language they would like to learn. The CLL
emphasizes

the

sense

of

community

in

the

learning

group,

it

encourages interaction as a vehicle of learning, and it considers as a priority

the students' feelings and the recognition of struggles in language
acquisition. There is no syllabus or textbook to follow and it is the students
themselves who determine the content of the lesson by means of
meaningful conversations in which they discuss real messages. Notably, it
incorporates translation, transcription, and recording techniques.

Suggestopedia - The approach was based on the power of suggestion in

learning, the notion being that positive suggestion would make the learner
more receptive and, in turn, stimulate learning.
- Covering a huge bulk of learning material.
- Structuring the material in the suggestopaedic way: global-partial partialglobal, and global in the part part in the global, related to the golden
proportion.
- As a professional, on one hand, and a personality, on the other hand, the
teacher should be a highly-regarded professional, reliable and credible.

- The teacher should have, not play, a hundred percent expectation of

positive results (because the teacher is already experienced even from the
time of the teacher training course).
- The teacher should love his/her students (of course, not sentimentally but
as human beings) and teach them with personal participation through
games, songs, classical arts, and pleasure.

The Silent Way (SW) - is a language-teaching method that makes

extensive use of silence as a teaching technique. The method emphasizes
learner autonomy and active student participation. Silence is used as a tool
to achieve this goal; the teacher uses a mixture of silence and gestures to
focus students' attention, to elicit responses from them, and to encourage
them to correct their own errors. Pronunciation is seen as fundamental to
the method, with a great deal of time spent on it each lesson. The Silent
Way uses a structural syllabus and concentrates on teaching a small number
of functional and versatile words. Translation and rote repetition are
avoided, and the language is usually practiced in meaningful contexts.
Evaluation is carried out by observation, and the teacher may never set a
formal test.
Total physical Response (TPR) - It is based on the coordination of
language and physical movement. In TPR, instructors give commands to
students in the target language, and students respond with whole-body
actions. Grammar is not taught explicitly, but can be learned from the
language input. TPR is a valuable way to learn vocabulary, especially
idiomatic terms, e.g., phrasal verbs.

Natural Approach - It aims to foster naturalistic language acquisition in a

classroom setting, and to this end it emphasizes communication, and places
decreased importance on conscious grammar study and explicit correction
of student errors. Efforts are also made to make the learning environment as
stress-free as possible. In the natural approach, language output is not
forced, but allowed to emerge spontaneously after students have attended
to large amounts of comprehensible language input.

Communicative language teaching (CLT) - is an approach to language

teaching that emphasizes interaction as both the means and the ultimate
goal of study.
- Emphasis on learning to communicate through interaction in the target
language.
- The introduction of authentic texts into the learning situation.
- The provision of opportunities for learners to focus, not only on language
but also on the learning process itself.
- An enhancement of the learners own personal experiences as important
contributing elements to classroom learning.
- An attempt to link classroom language learning with language activities
outside the classroom.
Deductive instruction - the teacher gives the students a new concept,
explains it, and then has the students practice using the concept. For
example, when teaching a new grammar concept, the teacher will introduce
the concept, explain the rules related to its use, and finally the students will
practice using the concept in a variety of different ways.
Inductive instruction - makes use of student noticing. Instead of explaining
a given concept and following this explanation with examples, the
teacher presents students with many examples showing how the
concept is used. The intent is for students to notice, by way of the
examples, how the concept works.
Difference between English as a foreign Language and English as a
second Language
An English teacher who teaches English to speakers of other languages in a
non-English speaking country is teaching EFL. For example, an American
living and teaching English in Spain is an EFL teacher. His or her students
are most likely Spanish and their first language (L1) is most likely Spanish.
The students are studying EFL.
A teacher living and teaching English in an English speaking country, such
as the U.S. or Australia, is teaching ESL. The teacher's (or tutor's) students
are most likely students who are from non-English speaking countries, but
are now living and studying English in an English-speaking country. The
English language learner (ELL) may be living permanently in the country or
may just be visiting the country.