LANGUAGE TEACHING METHODOLOGIES

METHODOLOGIES PROPONENTS APPROACH DESIGN PROCEDURE

Theory of Theory of Objectives Syllabus Key Typical Learner roles Teacher Roles of Source of Restrictions/C
Language Learning features/systems techniques material meaning/understa aveats
and Culture of and activity Roles nding
techniques/langua types
ge skills
emphasized

1. Grammar-Translation Karl Plotz – Literary - -To be able to - - Reading - - Consumer of - “knower"; For Bilingual Little or no o
Method language Deductive read, Structur Memorizati knowledge, authoritarian translation dictionaries attention to
carries a approach understand al - Writing on mere and reading listening and
high of and appreciate participant, - Primary source purposes Teacher speaking
importance grammar written target - Translation -Translation reader, writer, of Language,
for students literature. translator. composer of
to learn it. -Use words knowledge and
-To develop in sentences meaning.
- Culture is reading, Determiner of
viewed as writing, - content.
including translation Compositio
literature skills.. n writing Facilitator, guide.
and fine
arts.

-Spoken
language is
mainly used
rather than
written one.

G-Yan Dungan Mamuyac- BSE IV (ENGLISH)

2. Direct Method Charles Berlitz -Language -Inductive - To provide - -Correct - -Active - Direct class - Additional -Actions, -Teacher must
is viewed practically Structur pronunciation and Conversatio learners, activities substance, be Native
primarily as useful al grammar were n on -Demonstrations, Speaker or
speech rathe knowledge in emphasized. practice, -Active -For pleasure have native-
r than communicatio receiver of -Authentic like
writing n using the -Speech, -Dialogues, patterns materials. proficiency in
target Listening skills L2.
-Interwoven and listening -Anecdotes, -Concrete
language
comprehension vocabulary
and grammar -Reading
aloud -Pictures

-Miming

3.Reading Approach Michael West - Reading - Reading - To be able to - Text- - Reading - Skimming, - - Supporting - To get - Story books, - Focuses on
approach is of read and based + scanning, Understanding students develop meaning from content materials, written skill
a way to comprehe understand the vocabul - Comprehension extensive explicitly reading whole chunk poetry, charts, therefore
start nsion text quickly. ary skills reading, stated comprehension. of texts lacks in
Teaching level of intensive information. speaking skill
beginning understan -To be able to - Based - Translation is a reading - Motivating and - To have
learners ding. identify on the classroom - Deducing encouraging good - Oppressive;
meaning develop procedure. the meaning learners set vocabulary because
-Based on rather than ment of of unfamiliar reading strategies and integratae vocabularies
cognitive letters or reading lexical items naturally with and grammar
theory words skill other class are controlled
(Albert work
Bandura) - To be able
to read
actively

G-Yan Dungan Mamuyac- BSE IV (ENGLISH)

4. Audio lingual Bloomfield -Language - - To respond - - Pronunciation - Mimicry - Pattern - Language - Enhancing -Tape recorders -No
Method is composed Inductive quickly and Structur practice modeler skills and other audio grammatical
Skinner of structural accurately in al - Structures - visual equipment explanation
building - speech Memorizati -Accuracy -Drill leader
blocks ( positive re situations and + - vocabulary on Enthusiast -writing is
sounds, inforceme knowledge of Pronunc -Direct authority postponed
syllables, nt sufficient voc iation - Question- -Passive
morphemes, abulary to use and-answer receiver - very little
words, - with grammar drill use of mother
contrastiv -Listener tongue
sentences, patterns.
e analysis - Repetition
phrases)
drill
- Leaning
through
mechanical
habit
formation

5. Oral-Situational Pittman - The - - To teach - -Speaking -Chorus - Imitator - Context Setter -Guide for - Textbooks: - Only L2 is
Approach structural Situationa practical Situatio Listening, repetition, learning contains used in the
view of l command of n-based Pronunciation dictation, - Memorizer - Model(setting up process organized lesson class room
language is Language four basic + skills, drills, and situations) plans about diff.
the view Teaching skills of structure Memorization, controlled - Respond to -Procedure grammatical - Writing is
behind the is a type language - and Grammar oral- based question and -Error corrector structures, postponed
oral of approach vocabul proficiency reading and commands
approach behavioris through ary writing tasks -Visual aids: wall
and t habit- structure - -pair charts, flashcards,
situational learning accuracy in practice and pictures, etc.
Language theory both group work
teaching. pronunciation
Speech was - and grammar
viewed as Inductive
basis of -To be able to
language respond
and quickly and
structure as accurately in
being at the
heart of

G-Yan Dungan Mamuyac- BSE IV (ENGLISH)

 speaking speech
ability. situations

6. Cognitive Approach Noam Chomsky -A cognitive - - To think - -Individualized - - Individual -Teacher has an - deliberate - Taught -
& Neisser theory of Language about their Structur Learning visualizatio Learner advanced manipulation vocabulary Pronunciation
learning learning is cognitive style al n, proficiency in the of language to is not
sees second viewed as and how it -Rule Acquisition mnemonics, -Responsible language taught improve -context emphasized
language a rule of affects their Language using clues for their own learning because a
and an ability to
acquisition acquisitio learning Learning in reading -book perfect
learning. analyze it
as a n, not comprehens pronunciation
conscious habit -To -Grammar is ion, is unreal
and formation understand taught underlining
reasoned how they key words,
prefer to -Pronunciation is
thinking scanning
think not emphasized
process, and self-
involving testing and
the monitoring
deliberate
use of
learning
strategies

7. Affective- Abraham Maslow -It favors - Emerged - To learn the - -Respect is - -Whole -Counsellor -Supplement -Teacher -Teacher
Humanistic Approach/ & Carl Rogers the artistic, in the language in Learner- emphasized. Collaborativ Person to the should be
Designer Methods physical, mid- order to Generat e Work Or activities proficient in
and cultural twentieth communicate ed -Instruction -Collaborative L2 and
aspects of century to other occurs in pairs -Pair Facilitator student’s L1.
subject which people. and small groups. Activities
matter. counterbal
ance to - To develop -Meaningful -Reflection
- It exclusivel the self‐ Communication Works
considers y concept of the
the need for intellectua learner
self- l (or
reflectivene cognitive)
ss and self- accounts

G-Yan Dungan Mamuyac- BSE IV (ENGLISH)

 actualizatio of
n among learning,
learners. such as
mentalism
- It focuses .
on the
sociopsycho
logical
dynamics of
classrooms
and schools.

8. Total Physical Dr. James J. - TPR - TPR can - To teach - -Bringing the -Role Play -Director - Order taker -Provides - Lesson-by- - emphasis on
Response Asher reflects a also be basic speaking Sentenc language to life. meaningful lesson account of meaning, not
grammar linked to skills e-based -Story - Commander learning. a course taught form,
-based view the ‘Trace -Instant telling according to TPR
of language. Theory’ of - To teach the understanding of - Action - Performer -Used as -It is too
memory principles.
language the target - Imperative Monitor realia demanding.
- Most of in through language. drills
the psycholog
physical/moto (There is
grammatical y, which
structure of holds that r activities. limited use of
the target the more IM’s in this
language often or approach)
and the more
hundreds of intensivel
vocabulary y a
items can be memory
learned connectio
from the n is
skilful use traced, the
of stronger
the the
Imperative
memory
by the
instructor. associatio
n will be
and the
more
likely it

G-Yan Dungan Mamuyac- BSE IV (ENGLISH)

 will be
recalled.

9. Community Charles Curran - The -The CLL -To Attain - Non- -Focus on fluency -Reflection - Client - Counselor - Used for - Materials may -Working
Language Learning/ foreign view of near-native function rather than on study and be developed by with
Counselling-Learning language learning is like mastery al accuracy. experience - Learners analysis the teacher as monolingual
learners’ a holistic become the
of the target (spatial
tasks are “to one, since -Translation members of a -Impeding course develops -Working
apprehend “true” language. location, and conversations
the sound human time, community - their growth may also be with large
degree, - Free and classes
system, learning is transcribe and
assign both social conversatio interaction. distributed for
fundamental cognitive transacti n study and -Teacher can
meaning, and ons and analysis and be non-
and to affective. learner may directive
interacti
construct a work in group to
basic ons e.g. produce their -Time Control
grammar of own material,
the foreign Asking such as scripts -Lack of a
language.” for for dialogues and
syllabus,
informat mini-dramas.
which makes
ion
objectives
unclear and
evaluation
difficult to
accomplish,

10. Silent way Caleb Gattegno - - - To foster - -Enhances - - Inventor - Pantomimist -Mediate and - Meaningless - Minimal
Considerabl Vocabular concentration Structur Problem solving Pantomimin facilitate symbols (spoken feedback
e y as a al g -Problem - Natural student recall language)
discussion central - To discover syllabus - Hones Solver Observer
is devoted dimension and create with pronunciation -Mediation
to the of lessons
importance language things to be planned
of grasping learning learned around
the and the gramma
“spirit”(pho choice tical - Fosters - Cuisenaire
nological of items concentration of rods
and Vocabular and students
Suprasegme y as related
ntal crucial. vocabul
elements) of ary.

G-Yan Dungan Mamuyac- BSE IV (ENGLISH)

 the
language,
and not just
its
component
form.
11. Suggestopedia Georgi Lozanov - Relies on - - To enhance -A 1. Comfortable -Listening - Relaxer, - Autohypnotist - Uses text -A rich sensory -The only
the power of Suggestio learning by suggesto environment activities, True believer and tape learning major
suggestion n is the tapping into pedia which materials environment linguistic
for heart of the power of course 2. The use of concern the dialogues (pictures, colour, problems in
acquiring Suggestop suggestion. last music text and text graded by music, etc.) the language
language edia thirty vocabulary lexis and classroom are
knowledge. - To facilitate days and 3. Peripheral of each unit grammar. -A positive memorization
- Human the consist Learning expectation of and
brain establishment of ten success and the integration.
could and 4. Free Error use of a varied
units of
process maintenance study. range of methods: -Students
6. Music, drama
great of personal Classes dramatized texts, should
and art are
quantities relations are held music, active understand
integrated in the
of four participation in and make
- To absorb learning process
material if hours a songs and games, creative
simply information at day, six etc. solution of
8. Positive
given the a much higher days a problems; the
Suggestion
right rate than is week. mental state of
conditions otherwise The 10. Visualization the is critical
for possible central to success-
learning, through the focus of learners must
among use of each forgo ,ind-
which are background unit is a altering
a state of music and dialogue substances
relaxation softly-spoken consisti and other
and giving information ng of substances.
over the students 1,200
control of words or
the so, with
teacher. an
(Brown, accomp
1994) anying
vocabul

G-Yan Dungan Mamuyac- BSE IV (ENGLISH)

 ary list
and
gramma
tical
commen
tary.

12. Comprehension- Valerian - Emphasize -A -The entire - Basic - Listening - The - Guesser, -Actor, props user - Promote - Visual and - Lessons may
based Approach Postovsky understandi method of goal of the oral and comprehension listening immerser comprehensio prerecorded be practical,
ng learning a method is written activities listener n and materials depending on
of language new comprehensio commun -Comprehension may involve communicatio instructor's
rather than language n. ication skills, reading, visual and n lesson plan.
speaking. through skills listening prerecorded
the materials -Enhance
- process of such as a set listening skill
Comprehens understan of pictures
ion-based ding the with -Develop
learning meaning accompanyi endurstanding
resembles of words ng cassette
the natural and tapes
approach expression identifying
placed in an s in the the objects
academic language or actions in
setting with as the pictures.
intellectual opposed The pictures
competencie to any are graded
s as its goals other form in difficulty,
of starting with
language concrete
learning. vocabulary,
such as
numbers,
and moving
toward more
abstract
functions,
such as

G-Yan Dungan Mamuyac- BSE IV (ENGLISH)

 analyzing a
situation.

13. Natural Approach -Krashen & Tracy - - Natural - To be able to - Basic - Listening -Asking - Guesser, - Actor, Props - Promote - Audio Tapes - Error
Terell order function oral and comprehension questions Immerser User comprehensio correction is
Communic
hypothesis adequately in written and eliciting Listener n and - Videotapes and unnecessary
ation as the -Acquisition other audio visual
: the target commun one-word communicatio
primary acquisitio situation. ication n equipments
answers
function of n of skills -Comprehension
language grammatic skills, reading, -Facilitate
-Command
al listening acquisition of
based
structures large
activities,
proceeds vocabulary
mime,
in a
gesture,
predictabl -Enhancing
context
e order. skills

- Errors
are signs
of
developm
ental
processes

-
acquisitio
n/ learning
hypothesis

G-Yan Dungan Mamuyac- BSE IV (ENGLISH)

14. Communicative Hymes and -Language -The - To make - Non- -Greater room for -Group - -Facilitator -Promote - Many - The
Approach Halliday as a system theory of communicativ function individual Activity Communicato communicativ proponents of provision of
for learning e competence al interpretation and r. e language CLT have opportunities
communicat underlyin the goal of (spatial variation - use advocated the use for learners to
ion g this language location, Cooperative of authentic from focus, not
approach teaching, and time, -Engage learners Learning life materials in only on the
- The is holistic develop degree, in class. These language but
Communica rather than procedures for social communication, -Negotiation include: signs, also on the
tive behavioris the teaching transacti and require the magazines, learning
Approach in use of such -Role play/
tic. of the four ons and advertisements, process itself.
language communicative Dramatizati
According language interacti newspapers,
teaching processes as on -Language
to this skills ons e.g. pictures, symbols.
starts from a approach, (listening, information grammar is
theory of the notion speaking, Asking sharing, seen as a
language as of habit reading and for negotiation of language tool
communicat formation writing) that informat meaning, and not an aim.
ion. is rejected acknowledge ion interaction.
and the
language interdependen -Authentic
learning is ce of language Activities
considere and
d as communicatio
cognitive n.
process.

G-Yan Dungan Mamuyac- BSE IV (ENGLISH)