METHODS OF

LANGUAGE
TEACHING
(AN INFOGRAPHIC)

THE TEACHING OF ENGLISH

(EN 306)

Submitter by:

Maria Carmela C. Almares, LPT

MaEd- English
 ME T HODS OF
L ANGU AGE T E ACHI NG
GRAMMAR TRANSLATION
METHOD (1845)
The Grammar-Translation Method (GTM) is one of the oldest and most traditional
methods used in language teaching. It originated in the teaching of classical
languages such as Latin and Greek and became prominent in the 19th century. This
teaching method requires translation from and into the target language.

HOW IS GTM CARRIED OUT?

Memorization of
Translation Knowledge of Vocabulary and
Exercises Grammar Rules Grammar Rules

Repetition and
Reading Texts
Drills of Words
with Translation
and Sentences

THE ROLE OF THE THE ROLE OF THE

TEACHER STUDENT
The teacher is the The student
central authority in listens to the
the classroom. teacher.

The teacher provides The student

and explains memorizes
grammatical vocabulary and
concepts and grammar rules.
vocabulary.
The student
The teacher performs
accurately corrects repetitive
the learners when translation
they commit mistakes. exercises.

ADVANTAGES DISADVANTAGES
OF GTM OF GTM
It provides a clear and It neglects oral skills, which
structured approach to learning are essential for real-life
grammar, which can enhance communication.
students' understanding of

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language structure.
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It is beneficial for students
Students often engage in rote
learning without
understanding practical
whose primary goal is to read applications, leading to
and appreciate literature in the boredom and frustration.
target language.
Focus on written texts and
Using the native language can

0 T
help clarify difficult concepts
and reduce misunderstandings
during the learning process.
grammar rules without real-
life context can hinder the
development of
communicative competence.

It promotes mental discipline The method relies heavily on

and intellectual development the teacher's knowledge and
through rigorous practice and control, limiting student
memorization. interaction and active
participation.
 ME T HODS OF
L ANGU AGE T E ACHI NG

DIRECT METHOD (1900)

The Direct Method (DM), also known as the Natural Method, appeared as a response to
the flaws of the Grammar-Translation Method. It emphasizes direct engagement with
the target language through speaking and listening, mirroring the natural way children
learn their first language. The method rejects the use of the students' native language
and focuses on immersion in the target language.

HOW IS DM CARRIED OUT?

Lessons are Grammar is taught Objects, pictures and

conducted in the inductively and learned visual aids are used for
target language through practice. learning the language.

Spontaneous use of Emphasis on pronunciation

question and answer activity and intonation of words and
in the target language sentences

THE ROLE OF THE THE ROLE OF THE

TEACHER STUDENT
The teacher acts as a The student engages
model for accurate actively in speaking
language use and providing and listening activities,
constant examples of contributing to
correct pronunciation and conversations and
grammar. classroom interactions.

The teacher motivates The student uses

students to speak and think the target language
in the target language, exclusively during
providing ample class time.
opportunities for practice.
The student listens
The teacher offers immediate carefully to the teacher
and gentle correction to help and peers to mimic
students improve their correct usage and
accuracy and fluency. pronunciation.

ADVANTAGES DISADVANTAGES
OF DIRECT METHOD OF DIRECT METHOD

It developments oral It requires significant

proficiency, as students are resources, such as visual aids

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constantly engaged in speaking
and listening activities.
Students learn to think in the
target language, which can
lead to more natural and fluent
communication.
and realia, and can be
demanding on teachers in
terms of preparation and
creativity.
Success heavily depends on
the teacher's proficiency in
the target language and their

0
The method is engaging and
interactive, making language
learning more enjoyable and
dynamic.
ability to effectively facilitate
the method.
There is often less emphasis
on writing skills, which can
lead to imbalances in overall
language proficiency.
 ME T HODS OF
L ANGU AGE T E ACHI NG

AUDIO LINGUAL METHOD (1950)

The Audio-Lingual Method (ALM), initially called the Army method developed in the
1950s, is a language teaching approach based on behaviorist theories of learning. It
emphasizes the teaching of listening and speaking before reading and writing. The
method relies on repetitive drills and practice, aiming to create automatic responses in
the target language.

HOW IS ALM CARRIED OUT?

Oral drills to teach Structural patterns are Grammatical explanations

structural patterns presented through dialogues are kept to a minimum.

Vocabulary is taught in Audio-visual aids are used

context with focus on pronunciation

THE ROLE OF THE THE ROLE OF THE

TEACHER STUDENT

The teacher The student

provides varieties of produces correct
drills to keep response through
learner’s motivation. skilled training
techniques.
The teacher
controls the The student listens
language behavior to the teacher and
of the learners. imitate accurately.

The teacher models The student responds

good pronunciation and performs control
task in learning the
and intonation for
target language.
learner’s imitation.

ADVANTAGES DISADVANTAGES
OF ALM OF ALM

Students overlearn the

It makes language learning
information but can’t really use it
accessible to large groups of
fluently outside of the memorized

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ordinary learners
patterns.
Constant drills make students Not enough attention is paid to
remember the materials for a the skills that are not oral.
very long time. Therefore, writing suffers
frequently.
Students have very good
pronunciation as it is taught Students don’t get an explicit

0
straight from the beginning.

Students also get a lot of

context about the culture of
the language they are learning
through exposure to dialogues
and texts.
presentation of grammar, which
is needed sometimes. Thus,
some grammar rules may stay
vague.
Errors are not allowed, and the
students are pressured to
reproduce the examples given by
the teacher with no mistakes.
 ME T HODS OF
L ANGU AGE T E ACHI NG
COMMUNICATIVE LANGUAGE
TEACHING (1970)
Communicative Language Teaching (CLT) is a language teaching method that
emphasizes interaction and communication as both the method and the ultimate goal
of learning a language. It aims to develop learners' communicative competence by
involving them in authentic, real-life contexts and tasks, prioritizing functional language
use over isolated grammar instruction.

HOW IS CLT CARRIED OUT?

Learning communication Student participation and

Introduce authentic or collaboration through pair
through interaction in the
realia texts into the work, group activities, and peer
the target language.
learning situation. feedback sessions.

Focus on meaningful task Grammar is taught to ensure

and communication rather accuracy and enhance
than structure listener comprehension.

THE ROLE OF THE THE ROLE OF THE

TEACHER STUDENT

The student acts

The teacher
as communicators.
facilitates
communication in the The student engage
classroom. themselves in
meaningful
The teacher acts as communicative
an adviser, answering tasks inside a
questions, and classroom
monitor performance.
The student
contributes in the
The teacher provides process of learning.
constructive feedback

ADVANTAGES DISADVANTAGES
OF CLT OF CLT

Pays insufficient attention to the

Increases the student-teacher
context in which teaching and
relationship, in terms of
learning take place.

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interactive learning.

Provides the opportunity for Not all classrooms are equip to

students to be aware of their allow group work activities and
abilities and exhibit them. for teaching aids and materials.

Students can learn the target

language in an enjoyable way. Solely focuses on the fluency but

0
Seeks to personalize and
not the accuracy which may
result to incoherent grammar
localize language and adapt it sentences.
to interest students.
The teacher should prepare the
syllabus, considering the
students’ interests and needs
which is exhausting and time
consuming.
 ME T HODS OF
L ANGU AGE T E ACHI NG
TASK BASED LANGUAGE
TEACHING (1970)
Task-Based Language Teaching (TBLT) can be seen as a result of the limitations of
traditional language teaching methods. It emphasizes using tasks for grammar teaching
and encourages learners to engage in meaningful communication. It aims to develop
student’s communicative competence by engaging them in tasks. It posits that language
is learned when used in context, and the focus is on meaning rather than in form.

HOW IS TBLT CARRIED OUT?

Present the task that the

Students perform the task Students prepare the task to
students are expected to through small groups or by be shared to the class
do (Pre-Task). pairs (Task) (Planning)

Student reports their work to The teacher gives feedback to

the class (Present) the students’ work (Feedback)

THE ROLE OF THE THE ROLE OF THE

TEACHER STUDENT

The student
The teacher
adopts an active
establishes clear
role in task-based
goals for each task-
lesson.
based lesson.
The student
The teacher makes focuses on
opportunities for meaning when they
language-focused perform a task.
learning available.
The student can
assess their own
The teacher gives
performance and
feedback to student’s
progress.
tasks appropriately.

ADVANTAGES DISADVANTAGES
OF TBLT OF TBLT

This method may not be

The tasks mimic real-life
appropriate for the beginners of
situations, which helps students
the target language.

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improve their communication
skills.
The lesson might fail if the
It is student-centered, thus students are too lazy, too
allowing more meaningful excited and not motivated.
communication.
It may doesn’t suit for all kinds of

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Tasks are relatable so
students so they are more
motivated and engaged.
learners since there are some
who prefer more structure and
guidance.

Students gain practice in

collaborating with others and There is a risk for learners to
making group decisions. achieve fluency at the expense
of accuracy.
 ME T HODS OF
L ANGU AGE T E ACHI NG

REFERENCES

Richards, J. C., & Rodgers, T. S. (2001).

Approaches and Methods in Language
Teaching (2nd ed.). Cambridge University
Press.

Zbornik radova, et.al. (2023). REVIEW OF FIVE

METHODS USED IN ENGLISH LANGUAGE
TEACHING . Retrieved from :
https://www.researchgate.net/publication/37
6633795

Liu, Q.-x., & Shi, J.-f. (2007). An Analysis of

Language Teaching Approaches and Methods
—Effectiveness and Weakness. US-China
Education Review, 4(1) (Serial No.26).
Retrieved from
https://www.researchgate.net/publication/37
6633795

Larsen-Freeman, D., & Anderson, M. (2011).

Techniques & Principles in Language
Teaching. Oxford University Press.