Surigao del Sur State University

Tandag Campus
Graduate School

Name: QUENNEE R. ESCOBILLO

Subject: MAELT 205/ Approaches & Methods in Language Teaching
Time: 8:00- 11:00 am
Instructor: Dr. Maria Lady Sol A. Suazo

Assignment:
Out of these three theories of the early stages of language acquisition, I am
more on Interactionist perspectives. In terms of Linguistic focus, it says that

Communicative Approach

What good would it do any of your students if they know all the different ways
of conjugating a verb but fail to communicate a coherent message?

Communication is essentially the rationale for language and the

Communicative Approach seeks to develop those skills that enable students to
meaningfully engage with each other.

Interactive activities are the hallmark of this approach. As the teacher, your
responsibility is to give the students as much opportunity to give and receive
meaningful communication as possible. For example, you can let students
introduce themselves, share their hobbies using the target language. Instead of
just presenting the language, you’re giving them a task that can only be
accomplished by using the target language.

The difference between statements shared in a round of show and tell and
those found in textbooks is that the former are much more meaningful to your
students. They’re purposeful and in context—not a list of discordant sentences
used to illustrate a rule of grammar. Authentic materials are used every so
often.

A poster touting a concert or a flyer about some huge sale at a mall can be
fertile ground for learning. In the Communicative Approach, students
experience the target language as experienced by native speakers.

Communicative Language Teaching (CLT) method

The idea behind this approach is to help learners communicate more
effectively and correctly in realistic situations that they may find themselves in.
This type of teaching involves focusing on important functions like suggesting,
thanking, inviting, complaining, and asking for directions to name but a few.

Community Language Learning

It’s called Community Language Learning because the class learns together as
one unit. Not listening to the same lecture, but interacting in the target
language. The teacher’s role is that of a counselor, a guide, an encourager.
Here’s what might happen in an innovative CLL class: Students sit in a circle.
Because the approach is learner-led, there’s no set lesson for the day. The
students decide what they want to talk about. Someone might say, “Guys, why
don’t we talk about the weather?” That student will then turn to the teacher
(who’s standing outside the circle) and ask for the translation of his statement.
The teacher, acting as facilitator, will give him the translation and ask him to
utter it out loud. She’ll guide his pronunciation at the same time. The class,
listening to the teacher and student, are already learning from the interaction.
When the teacher is satisfied that the first student got the pronunciations right,
she’ll deliver her statement to the group again. (There’s a recorder standing by
to record the first line of conversation.)
After that, another student might chime in to say, “I had to wear three layers
today.” She then turns to the teacher for help. The process is repeated until a
whole conversation is saved in the recorder.
This conversation is then transcribed and mined for language lessons featuring
grammar, vocabulary and subject-related content.
In this approach, the students work as a community—learning together and
negotiating the lessons. Your role as a teacher is to encourage them to open
up, participate in the discussion and contribute to the whole process.
Community Language Learning method
This is probably one of the English teaching methods where the student feels
the safest as there’s a great emphasis on the relationship and bond between
the student and teacher. Unlike a lot of the other methods and approaches of
teaching English as a Second Language, a lot of the L1 (mother tongue) is used
for translation purposes
Functional-notional Approach
The Functional-notional Approach recognizes language as purposeful
communication. That is, we talk because we need to communicate something.
There’s purpose and meaning behind the sounds that come out of our mouths.
In essence, we have verbs, nouns, pronouns, adjectives and so on in order to
express language functions and notions.
When we speak, we do it to inform, persuade, insinuate, agree, question,
request, evaluate and perform other “functions.” We do it to talk about
concepts (“notions”) like time, events, action, place, technology, process,
emotion, etc.
So a teacher’s first stop when using this approach is to evaluate how the
students will be using the language.
For example, when teaching very young kids, you might want to teach them
language skills that would help them communicate with mommy and daddy,
or with their friends. So, you can teach them key social phrases like “thank you,”
“please” or “may I borrow.”
When dealing with business professionals, a different syllabus would be in order.
You might want to teach them formal forms of the language, how to delegate
tasks, how to vocally appreciate a job well done. You could create role playing
scenarios where students get a basic feel for typical workplace situations. For
example, in a marketplace situation, you can teach functions like asking a
question, expressing interest or negotiating a deal. Notions involved could be
about prices, quality or quantity.
You can certainly teach grammar and sentence patterns, but they’re always
subsumed by the purpose for which language is used.

Strategies

Cooperative learning. This learning strategy is useful for English teachers who
incorporate literature into their classroom. Cooperative learning requires
students to discuss a piece of literature in small groups. By allowing the students
to engage in meaningful discussion, they begin to learn to analyze literature
and participate in an educational process that they will find more interesting
than a general lecture on a chapter in a book.
How to Use Dialogues or Conversations techinique
For the non-English speaking migrant, we are teaching essential vocabulary
necessary to function in the American setting with a minimum of language
knowledge. A variety of presentation techniques are discussed in the
introduction to Young Adult HELP! KIT. One of them is the use of dialogues.
Dialogues are a very useful teaching technique once an initial set of
vocabulary is understood. The purpose of using a dialogue is to present a
situation of real language in which the student role plays in a safe environment
before being met by the real thing. By using role-playing dialogues, the
students come to own the language - to internalize the phrases used so they
become a part of their repertoire of English. For this reason, dialogues should
be performed with books closed allowing for the students' total attention to be
focused on the oral language presented. They should be short, easily
repeatable, and use everyday language with a wide application.
In many cases, migrant adults are illiterate in their own language so we can't
depend on printed materials to initiate conversations. Create a "real" situation
with "realia" or pictures to give all the contextual clues possible. Present
important vocabulary first and then begin to introduce the conversation,
keeping students' attention focused on the situation and oral language
presented. Our goal in using "conversations" is for the student to be able to say
each part of the conversation easily and without prompting. Many repetitions
are necessary to do this. Repetitions must be fun, well-paced, varied and
interesting. Each conversation should first be modeled by the teacher
performing both (oral) parts of the conversation, but changing position or voice
tone to indicate the different parts. (Puppets are helpful in these situations, or a
simple costume such as a hat.)
Many repetitions while students listen are ideal for the very beginning student
since they need to hear the sounds of English and the voice inflections several
times before they can be expected to reproduce them. We want students to
enjoy their lessons and to feel unthreatened by them, because in a
comfortable setting they will learn more easily. Therefore, each new step
should be non-threatening, and repeated sufficiently so everyone feels very
comfortable before going on to a higher level of difficulty. Once the teacher
has modeled 2-3 times, (or more if necessary), the students can begin to speak.
Take each line or phrase one at a time and have the whole group repeat it
together (3 times has been found to be about right for a fairly simple sentence).
Then go on to the next line or person in the conversation and do the same, add
the small parts together 3 times, etc. until you have gone through the whole
conversation. Then repeat the whole conversation 3 times as a group. Move
up the pace as it becomes more comfortable to keep it from getting dull.
LANGUAGE EXPERIENCE APPROACH
1. The "experience" which will be written about may be a drawing, something
the student brought from home, a group experience planned by the teacher
(field trip, science experiment, film strip, party, etc.), or simply a topic to discuss.
2. The student is asked to tell about his/her experience.
3. The student then dictates his or her story or experience to the teacher, aide,
volunteer, or to another student. The writer copies down the story exactly as it is
dictated (do not correct the student's grammar while the story is being written
down).
4. The teacher reads the story back, pointing to the words, with the student
reading along. With young children at very beginning levels, it may be
necessary to read back each sentence as it is dictated.
5. The student reads the story silently and/or aloud to other students or to the
teacher.
6. The experience stories are saved and can be used for instruction in all types
of reading skills.
7. When students are ready, they can begin to write their own experience
stories. A good way to introduce this is to discuss the experience, write a group
experience story, and then have students write their own stories.
8. Students can re-write their own previous stories as their language
development progresses, and then illustrate them to make books for other
students to read.
(From: New England Multifunctional Resource Center for Language and Culture
in Education, Prepared by Suzanne Iruio.)

An approach is a way of looking at teaching and learning. Underlying any

language teaching approach is a theoretical view of what language is, and of
how it can be learnt. An approach gives rise to methods, the way of teaching
something, which use classroom activities or techniques to help learners learn.
Example
The communicative approach is the best-known current approach to
language teaching. Task-based teaching is a methodology associated with it.
Other approaches include the cognitive-code approach, and the aural-oral
approach (audiolingual method).
In the classroom
Learners in the modern language classroom often learn through techniques
drawn from a variety of methods/approaches in what has been labelled an
‘eclectic approach'. Teachers select techniques from various approaches
according to the different needs of their learners. Most coursebooks mix
methods and techniques in this way.
Approaches, methods, procedures, and techniques
Approach : this refers to “theories about the nature of language and language
learning that serve as the source of practices and principles in language
teaching”. It offers a model of language competence. An approach describes
how people acquire their knowledge of the language and makes statements
about conditions which will promote successful language learning.

Method : a method is the practical realization of an approach. Methods

include various procedures and techniques as part of their standard fare.

Procedure : a procedure is an ordered sequence of techniques. A procedure is

a sequence which can be described in terms such as first you do this, then you
do that… Smaller than a method and bigger than technique.

Technique : a common technique when using video material is called “silent

viewing”. This is where the teacher plays the video with no sound. Silent viewing
is a single activity rather than a sequence, and as such is a technique rather
than a whole procedure.

A term that is also used in discussions about teaching is “model” – used to

describe typical procedures, usually for teachers in training. Such models offer
abstractions of these procedures, designed to guide teaching practice.

The Grammar – Translation Method

This is a method that has been used by language teachers for many years.

At one time it was called Classical Method,since it was first used in the teaching
of the classical languages,Latin and Greek.
Earlier in this century,it was used for the purpose of helping students read and
appreciate foreign language literature.

Classes are taught in the students' mother tongue,with little active use of the
target language;

Vocabulary is taught in the form of isolated word lists;

Elaborate explanations of grammar are always provided;

Reading of difficult text is begun early in the course of study;

Little attention is paid to the content of text,which are treated as exercises in

grammatical analysis.

Audio-lingualism
Audio-lingual methodology owes its existence to the Behaviourist models of
learning using the Stimulus-Response-Reinforcement model, it attempted,
through a continuous process of such positive reinforcement, to engender
good habits in language learners.
Audio-lingualism relied heavily on drills like substitution to form these habits.
Habit-forming drills have remained popular among teachers and students, and
teachers who feel confident with the linguistic restriction of such procedures.
Presentation, Practice, and Production
A variation on Audio-lingualism in British-based teaching and elsewhere is the
procedure most often referred to as PPP, which stands for Presentation,
Practice, and Production. In this procedure the teacher introduces a situation
which contextualises the language to be taught. The students now practice the
language using accurate reproduction techniques such as choral repetition,
individual repetition, and cue-response drills
The Communicative Approach
The communicative approach or Communicative Language Teaching (CLT) is
the name which was given to a set of beliefs which included not only a re-
examination of what aspects of language to teach but also a shift in emphasis
on how to teach!
Some methods
These methods developed in the 1970s and 1980s as humanistic approaches to
remove psychological barrieis to learning.
Community Language Learning
- students sitting in a circle
- a counsellor or a knower
- making the utterance
The Silent Way
- the teacher says as little as possible
- interacting with physical objects, especially with Cuisenaire rods
Total Physical Response (TPR)
This method is developed to reduce stress people feel while studying foreign
languages. Learners are allowed to speak when they are ready.
1. Using commands to direct behaviour
2. Role reversal
3. Action sequence
PRINCIPLES
1. The students' understanding of the target language should be developed
before speaking.
2. Students can initially learn one part of the language rapidly by moving their
bodies.
3. Feelings of success and low anxiety facilitate learning.
4. Language learning is more effective when it is fun.
5. Students are expected to make errors when they first begin speaking.
Teachers should be tolerant of them. Work on the fine details of the language
should be postponed until students have become somewhat proficient.
References:
https://www.researchgate.net/figure/1-COMPARISON-OF-BEHAVIORIST-
INNATIST-AND-INTERACTIONIST-THEORIES-OF-
LANGUAGE_tbl1_49552300/download
https://education.cu-portland.edu/blog/classroom-resources/teaching-
strategies-for-english-teachers/

https://www.teachingenglish.org.uk/blogs/james-taylor/james-taylor-ppp-ttt-
tbl-dogme

https://www.teachingenglish.org.uk/blogs/jane-willis/grammar-based-
teaching-task-based-teaching-making-shift

http://englishteachingmethod.blogspot.com/2011/03/approaches-methods-
procedures-and.html