3.

METHODS OF LANGUAGE TEACHING

DIEP. THI NHU NGUYEN, PH.D.

 METHODS
1. Would you be able to name the teaching
method(s) you use?

2 What are the key features of it and what are its

underlying principles?
 METHODS
A method is a way of teaching
Key features: Key Principles:
• what language is; • the aims of a course;
• how people learn; • what to teach;
• how teaching helps • teaching techniques;
people learn. • activity types;
• ways of relating with
students;
• ways of assessing.
 REQUIRED CONTENTS
Methods of language teaching:
1. The Grammar-Translation Method
2. The Direct Method
3. The Audio-Lingual Method
4. The Silent Way
4. Desuggestopedia
5. The Structural-Situational Method
6. Community Language Learning
7. Total Physical Response
8. Communicative Language Teaching
9. Task-Based Learning (TBL)
10. An eclectic approach
References
Larsen-Freeman, D. & Anderson, M.
(2011), Techniques and principles in
language teaching. pp. 13-84; pp. 85-130
& pp.149-164.
Harmer, J. (2017), How to teach English.
pp.48-49; pp.50-51.
Richards, J. C., & Rodgers, T. S. (2014).
Approaches and methods in language
teaching. pp. 44-5.
Brown, H. D., & Lee, H. (2015). Teaching by
principles. pp. 42-43.
 METHODS OF LANGUAGE TEACHING
1. The grammar-translation Method 1800
2. The direct method 1900
5. The structural-situational
Method 1920-1930; 1930-1960
3. The audio-lingual method 1945
4. The Silent Way 1950
5. Desuggestopedia 1970
6. Total Physcal Response 1970
7. Cognative Approach 1970
8. Cognative approach 1970
9. Communicative Approach 1980
10. Humanistic Approach 1985
11. Task Base Language Learning 1987
12. Dogme 1990
13. Electic Approach / Personal Methodology
References
Larsen-Freeman, D. & Anderson, M.
(2011), Techniques and principles in
language teaching. pp. 13-84; pp. 85-
130 & pp.149-164.
Harmer, J. (2017), How to teach English.
pp.48-49; pp.50-51.
Richards, J. C., & Rodgers, T. S. (2014).
Approaches and methods in language
teaching. pp. 44-5.
Brown, H. D., & Lee, H. (2015). Teaching
by principles. pp. 42-43.
Scrivener, J. (2011). Learning teaching:
The essential guide to English language
teaching . pp. 31-33.
LANGUAGE TEACHING METHODS
THE GRAMMAR-TRANSLATION METHOD
THE GRAMMAR-TRANSLATION METHOD
• The aims and Requirements
Helping learners:
- Read, enjoy literature works
- Develop knowledge, ability of argument & analysis
 THE GRAMMAR-TRANSLATION METHOD
TEACHING AND LEARNING PROCEDURES
• Teaching steps • Classroom Teaching
1. Reading texts 1. Lesson: excerpt from a literary
2. Explaining the or scientific text with questions
meaning of 2. S: Read excerpt aloud, then
vocabulary, translate into mother tongue, T:
sentences give new words’ meaning if
3. Showing POS, necessary
grammar rules 3. T: correct all mistakes and
4. Exercises show the answers
5. Translation 4. Translate some key words from
lesson, give synonyms and
antonyms
5. Grammar exercise: Sentence
Structure; SV) related G points
•Techniques
1. Translation of the Literary
Passage
2. Reading Comprehension
questions
3. Synonyms & Antonyms
enlarge Vo & understand
concepts
4. Cognate  FL & MT
5. Deductive Application of Rule
6. Gap-fill
7. Memorization
8. Use words in Sentences
9. Composition Writing
 THE GRAMMAR-TRANSLATION METHOD

• Still the predominant classroom method in some

cultures;
• Rarely using the target language;
• Spending a lot of time reading and translating texts,
doing exercises and tests, writing essays
• Relatively little focus on speaking and listening skills.
DIRECT METHOD
 DIRECT METHOD
• The aims and Requirements
Developing Ability by FL:
- Communication
- Thinking
 association: words and images by FL

MT
 DIRECT METHOD
TEACHING AND LEARNING PROCEDURES
• Teaching steps • Classroom Teaching •Techniques
Students 1. No MT 1. Read loudly
1. Vo by Lis & Board, visual Aids 2. S withdraw Gr rules 2. Questions & Responses
2.Repeat Vo loudly, Pro Focus 3. No order with Textbooks by Fl C Agents
3.Lis Daily Utterances 4. Vo, Gr, Topics teach 3. Self Corrections
4. practice common expressions, lessons 4. Q Control Practice
new S patterns 5.Textbooks for Simple Conversation
consolidations 5. Gap-fill
Teachers 6. Focus on cultures of 6. Dictation at different
1.T: Mistake Correction target L high speeds
2.Questions Communication qualifications from T 7. Lis T’s descriptions &
agents (Pronunciation)  Drawing
3.Ask S practice Speaking, Negative T 8. Writing about simple
Conversations topics
SITUATIONAL LANGUAGE TEACHNG
 SITUATIONAL LANGUAGE TEACHNG
• The aims and Requirements
Developing Ability by FL:
- Communication
- Thinking
 association: words and images by FL

MT
THE AUDIO-LINGUAL METHOD
 THE AUDIO-LINGUAL METHOD
• The aims and Requirements
Imitation & memorization  L
Improving language capability by
- Lis & Sp at Stage 1
- Re & Wr at Stage 2
-  Final goal: using L as a native speaker
MT
 THE AUDIO-LINGUAL METHOD
TEACHING AND LEARNING PROCEDURES

• Teaching steps • Classroom Teaching •Techniques

1. Dialogue taught by tape,
projector, board 
provided situations
2.Repetition:
W-> Ph >Sen-> Dia
3.T: Correction, Model  Ss’
imitation
4. S: Role play; Chain drill;
Transformation drill .
1. Dialogue Memorization 1. Learning by heart (Dia)
2. Pattern drill 2. Backward build-up drill
3. Order: 3. Chain drill
Lis  Sp (emphasized) ; 4. Single/ Multi–slot
Re  Wr substitution drill
4. Mechanic practice 5.Role play
without explaining 6. Qs- Rs Practice
5.T: bandmaster 7. Complete the Dia
8. W & Gr Games
9. Mimic-memorize
 THE AUDIO-LINGUAL METHOD

• Based on largely discredited theory but having have a

strong influence over many classrooms;
• Forming good habits through students’ listening to
model dialogues with repetition and drilling but with
little or no teacher explanation.
TOTAL PHYSICAL RESPONSE (TPR)

the movements
 TOTAL PHYSICAL RESPONSE (TPR)
• The aims and Requirements
Creating Environment  internalize the language
Language acquisition (baby LA)
 Lis: priority
Using: Hypothesis building & Hypothesis
testing  use and gradually discard hypotheses
 THE AUDIO-LINGUAL METHOD
TEACHING AND LEARNING PROCEDURES

• Teaching steps • Classroom Teaching •Techniques

1. T: Models for Ss’ activities 1. Expose 1.T: Role play/ Action

2.T: commands for Ss follow 2. Test sequence
the orders (easy to difficult) 3. Teach 2.T: accept mistakes, correct
3.S: understand meaning by 4. Test minor mistakes, make
body language funny T & L environment,
avoid stress
TOTAL PHYSICAL RESPONSE (TPR)

(Scrivener, J., 2011, Learning Teaching, p. 182)

 TOTAL PHYSICAL RESPONSE (TPR)

Quick
Gestures Understanding Doing
Demonstrations

(Scrivener, J., 2011, Learning Teaching, p. 182)

 TOTAL PHYSICAL RESPONSE (TPR)

• Mainly useful with beginner and lower-level

students;
• Listening to instructions from the teacher,
understanding and doing things in response,
without being required to speak when ready
COMMUNICATIVE LANGUAGE TEACHING (CLT)
OR COMMUNICATIVE APPROACH (CA)
 COMMUNICATIVE LANGUAGE TEACHING (CLT)
OR COMMUNICATIVE APPROACH (CA)

• The aims and Requirements

- Ability to communicate in a FL
- L used as a communicative function in a social context
- Meaning of communication when: partners – relation-
interaction
- Focus:
• daily expressions;
• materials: native S; diverse vocabulary, readability
• Elements: Para verbal; Extra verbal; Pragmatic
 Flexible function approach
 COMMUNICATIVE LANGUAGE TEACHING (CLT)
TEACHING AND LEARNING PROCEDURES
• Teaching steps • Classroom Teaching •Techniques
1. warm up/ lead in 1.Approach to 1. Positive techniques in other
2. S Observe input corpus/ communicative for learners methods
handout  information 2.T: facilitators and 2. Advanced techniques in
(individuals/ pairs/ groups) classroom managers language: phonetics,
3.S: give opinion 3.S: perform communication vocabulary, grammar: Limerick;
(individuals/ activities Key-work context; Task-based
representatives), 4.Classroom activities for grammar teaching
discussing, arguing, communication; 3.Advanced techniques in 4
presenting, role play 5.Vo & Gr: components for skills: Lis grill; News summary;
4.T: conclude main points, fluent communication Explain and Comment; Picture
conceptualize language 6.Language mistakes: strips writing
issues, emphasize 4 skills, inevitability, a factor in 4. Language Games, techniques
point notes in interacting process of acquiring supported Information
process in a FL language Technology & internet
 COMMUNICATIVE LANGUAGE TEACHING (CLT)
OR COMMUNICATIVE APPROACH (CA)

• Learning best with participating in meaningful communication;

• Useful when distinguish between a stronger and a weaker version of
CLT.
• With strong CLT, learning by communicating, doing communication
tasks with a limited role for explicit teaching and traditional practice
exercises;
• With weak CLT, learning through a wide variety of teaching, exercises,
activities and study, with a bias towards speaking - listening work;
• Most current course books, a version of weak CLT.
SUGGESTOPEDIA
SUGGESTOPEDIA
COMMUNITY LANGUAGE LEARNING (CLL)

• Using of the learners’ first language and with teacher

help in mediating.
• Having aims to lower anxiety
• Allowing students to communicate in a more genuine
way than a typically possible one.
 THE NATURAL APPROACH

• A collection of methods and techniques from

many sources;
• Providing learner with natural comprehensible
language to pick up language in ways similar to
a child learning their first language.
 TASK-BASED LEARNING (TBL)

• A variant of CLT
• Basing work cycles around the preparation for,
doing of
• Reflective analysis of tasks that reflect real-life
needs and skills.
 THE SILENT WAY

• A collection of methods and techniques from

many sources;
• Providing learner with natural comprehensible
language to pick up language in ways similar to
a child learning their first language.
 PERSON- CENTERED APPROACHES

• Any approach placing learners & their needs at

the heart of what is done.
• Syllabus and working methods not be decided
by the teacher in advance of the course, but
agreed between learner and teacher.
 PERSONAL METHODOLOGY

• Very few teachers have ever followed a single

method in its entirety (unless working in a
school demanding to do and carefully monitors
adherence).
• Still some similar factors between different
teachers using methods
 PPP – ESA

PPP ESA

PRESENTATON ELEMENTS for

PRACTICE SUCCESSFUL
PRODUCTION LANGUAGE
LEARNING
 THE PPP PRUCEDURE

PRESENT PRACTICE PRODUCE

Context & Situation Sentences Sentences
Meaning & Form Control practice Free Practice
 THE ELEMENTS FOR ESA

ENGAGE STUDY ACTIVATE

Drawing situations Language points Students creation
Model sentences & Task perform
Practice
 ESA LESSON SEQUENCES

This consists of the teacher following

Thisthe sequence:
consists of the teacher following the
ENGAGE – STUDY – ACTIVATE.
sequence: ENGAGE – STUDY – ACTIVATE.
This is the best format for the teacher
Thiswho
is the best format for the teacher
knows the student’s needs.
who
knows the student’s needs.
 REFERENCES
Main Points:
• Learning Theory;
• Language theory;
• Teacher & student’s role;
• Techniques
https://youtube.com/watch?v=L2JaADcWegA&feature=share