Methods and approaches in language teaching 1, Introduction In this chapter, I want to provide an overview of methods and approachs in language teaching. The bulk of the chapter is devoted to methods. In the second part of the chapter, I broaden the discussion to a consideration of the approaches under which these methods can be grouped. At the end of the chapter you should be able to: + identify the essential characteristics of methods + describe a number of more popular methods + describe three to five practical teaching ideas from the “methods cra” that are still popular today * distinguish between synthetic and analytical approaches to teack * describe the principles underpinning task-based language teaching 28 Scanned with CamScannerScanned with CamScannerScanned with CamScannerScanned with CamScannerScanned with CamScannerScanned with CamScannerScanned with CamScannerChapter 3: Methods and approaches in language teaching of the conversation and discover that they are able to have an extended conversation in the target language. Communicative Language Teaching ‘The Natural Approach (explained below) and Communicative Language Teaching (CLT) are not designer methods. In fact, they are not really “methods” at all, in that they do not advocate a prescriptive set of procedures or classroom activities, and there is no universal agreement by adherents to the approaches on the “one best way,” simply because there is no one best way. CLT is actually a philosophical view of language acquisition and use that encompasses a broad range of practices. The CLT views of language and learning articulated here are therefore, necessarily, rather simplistic, and do not represent the range and subtlety of view that can be found in the literature. the Ste ies CLT BSLGHS alate, language was seen poluentes pronunciation features that could be found in “inventories of vocabulary that could be found in sets of rules that could be found in grammar books. » pointed ‘out that language is first and a system for the expression of meaning, and ‘communication. Again, learning was memorization, but through le learners to express personal e can be no single overall objective. se learner needs, and they will be syllabus will have multiple dimensions s need to do with language), notions as well as the features of pronunciation, at they will need in order to do things 35 Scanned with CamScannerTEACHING ENGLISH to YOUNG LEARNERS — David Nunan FFF with language and express ideas. Ordering of objectives will be guided by learner needs. Activities will engage learners in simulating in class the sorts of things they will need to do with language outside of the classroom. Learners will acquire language by using it, rather than by learning about it. Learners are seen as negotiators and interactors — active participants rather than passive recipients. The teacher has many roles: facilitator of the communication process, needs analyst, counselor, process manager, cheerleader, informant, and so on. Materials have the primary role of promoting communicative language use. They are task-based and draw on authentic data. The Natural Approach ‘The Natural Approach was developed by Stephen Krashen and Tracy Terrell. It is based on Krashen’s (1981, 1982) controversial theory of language acquisition. According to Krashen, there are two routes to attaining a - acquisition — a natural, subconscious process, and us process. What is controversial is Krashen’s claim g cannot lead to subconscious acquisition. roach (NA) falls within the CLT “family” in that meaning. Additionally, the authors argue that the heart of language. This is in direct contrast as Audiolingualism and the Silent Way, which it the amount of vocabulary presented to the ing up the learner's knowledge of grammatical : NA is to give beginners and intermediate skills. Four broad areas are identified: yeaah lid a Scanned with CamScannerChapter 3: Methods and approaches in language teaching * basic personal, communicative skills — both oral and written + academic learning skills — both oral and written. The syllabus is based not on an inventory of pronunciation, vocabulary, and grammar items, but on a selection of communicative activities and topics derived from learner needs. This also distinguishes the NAasa member of the CLT family. Activities are designed to get learners expressing meanings rather than manipulating form. ‘These activities foster acquisition by allowing comprehensible input about things in the here-and-now. According to Krashen, again controversially, comprehensible input is the necessary and sufficient condition for language acquisition, Learners should not try and learn language in the usual sense, but should try and lose themselves in activities involving meaningful communication. The teacher's primary role is to act as a source of comprehensible input. He/She must create ‘climate” for learning, and must choose and mixture of classroom activities. \ded for teaching older learners, the NA x Teeschews a focus on form, and ries behind Audiolingualism had fallen that had developed out of this learners, ot for some aspects of the nsible input provided by TPR Scanned with CamScannerTEACHING ENGLISH to YOUNG LEARNERS — David Nunan 3. Approaches: Synthetic versus analytical approaches So far, I have concentrated on describing a representative range of language j teaching methods. I now want to say something about approach. Approach is a broader concept than method, An approach does not specify classroom techniques, but rather articulates a principle or set of principles that can be) used as the basis for methodological action. into two different approaches. The first sae ret The second is known as the 16). The essential difference between these approach begins by focasng onthe [approach begins by focusing on the learner. ok authors, and teachers adopting. f frequency. They are then taught s labeled “synthetic” because the tak Scanned with CamScannerChapter 3: Methods and approaches in language teaching not of language items, but of communicative tasks based on learner needs. From the very beginning, learners are exposed to naturalistic chunks of language that contain a range of phonological, lexical, and grammatical features. They comprehend the meaning of these chunks through the communicative contexts in which the language occurs. ‘The approach is called “analytical” because the task for the learner is to analyze or break down the language chunks into their component parts. Most of the methods described in the preceding section are basically synthetic in nature; the exceptions are Community Language Learning, Communicative Language Learning, and the Natural Approach. 4 rac approaches: A further look { BOOS .oun Tati . want se in greater detail at analytical approaches. that analytical approaches offer more potential or teaching younger learners. In particular, I teaching, project-based instruction, ighat Communicative Language Teaching Janguage and learning than jid-1970s, at the level of classroom has been Task-Based Language hip between CLT and TBLT? In the relationship in the following way: feacHees! (L ? If so, why have nwo terms for lies the difference? The answer 39 Scanned with CamScanneris that communicative language teaching is a broad, philosophical approach to the language curriculum that draws on theory and research in linguistics, anthropology, psychology, and sociology. (For ‘a review of theoretical and empirical roots of CLT, see Savignon, °1993.) Task-based language teaching represents a realization of this philosophy at the levels of syllabus design and methodology. Other realizations that could fairly claim to reside within the CLT family include content-based instruction (Brinton, 2003), text-based syllabuses (Feez, 1998), problem-based learning, and immersion education (Johnson & Swain, 1997). Itis also possible to find essentially grammar-based curricula that fit comfortably within the overarching philosophy of CLT. This is particularly true of meaning, and in which ‘to manipulate form. ss, being able to Scanned with CamScanner~ Chapter 3: Methods and approaches in language teaching that can be used for the development of a whole range of different classroom procedures: a needs-based approach to content selection an 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 learner's own personal experiences as important contributing elements to classroom learning the linking of classroom language learning with language use ‘outside the classroom. , they consist of a number of tasks it whole, Planning a class party making up the project might 5 Scanned with CamScannerTEACHING ENGLISH to YOUNG LEARNERS — David Nunan Projects do not have to involve a great deal of time or resources, Below are two examples ftom my Go For It textbook series. Do a class survey! ‘Choose a time: after school today, tonight, Saturday, Christmas, next vacation. ‘Ask your classmates about their plans and write them in your notebook. “What are you doing on Saturday?” “I’m going to the movies with a friend.” Place go to amovie study for a math test wash my dog ave dinner wit Scanned with CamScannerChapter 3: Methods and approaches in language teaching Content-Based/Theme-Based Instruction In your reading, you may come across two terms: Content-Based Instruction and Theme-Based Instruction. Content-Based Instruction (CBI) refers to language courses in which the content is drawn from other school subject areas such as math, science, or social studies. Theme-Based Instruction (TBI) refers to the development of language courses around topics that are interesting and relevant to learners. Both types of teaching have dual aims: the learning of language and the mastery of content knowledge. An introductory course in science for elementary school students delivered through the medium of English would be an example of CBI. These approaches to language teaching represent an analytical approach because, in the first instance, decisions about what to teach are based on content rather than language criteria. Donna Brinton gives the following example of theme-based Janguage instruction: ~ Beginning-level English language leaners studying English a che eee erie the them of Rendsito. Since che m of this class is language acquisition, the English over several weeks of instruction, ons that ar either language-base (i Bad to learn because of other school 43 Scanned with CamScannerTEACHING ENGLISH to YOUNG LEARNERS — David Nunan requirements (such as science) or that connect closely with their daily lives outside of school (such as friendship). Content-based classes are sometimes jointly taught by language teachers and content specialists, In these cases, the language instructors need to be familiar with the subject domain being, taught and the subject specialists need to develop new skills in the way they deliver instruction. In particular, content teachers need to accommodate their teaching linguistically, para-linguistically, and in terms of their instructional routine. Brinton gives the following examples of these types of accommodation: Lisaw of | slower rate of speech gesturing to emphasize i important points checking students’ background knowledge frequent comprehension checking simpler sentence grammar * outlining the day's activities on the board shorter se sentences wig naa dob ofp aide mig vas sac Sth dona Yad. Scanned with CamScanner