Language Teaching Methods/

Approaches
Grammar-Translation Method (early
19th century)
• Nature of Language
• Systematic study of the
prescribed grammar of classical
Latin and classical texts.
• Language Learning
• Exercise mental abilities
Grammar-Translation Method (early
19th century)
• LANGUAGE TEACHING
• Instruction given in mother
tongue

• Little use (of language) for

communication in target
language
Grammar-Translation Method (early
19th century)
• LANGUAGE TEACHING

• Teacher does not have to be

able to speak target language
• Focus on appreciating
literature of target language
and translation
SOME PRINCIPLES
• Literary languare is superior to
spoken language.
• If sts are able to translatae from L2
to L1 they are considered
successful lg learners.
• Ability to communicate in the
foreign lg is not a goal for teaching.
• Reading and writing are the skills
developed
• Class is teacher centered
SOME PRINCIPLES
• Native language equivalents are
found for ALL target words.
• Learning is emphasized through
similarities between L1and L2.
• Sts learn about the form (grammar)of
the target lg
• Deductive pedagogical technique is
applied for grammar rules.
• LL provides good mental exercise
( use of memory is promoted)
 Direct Approach
• 1886.The IPA is established
Phonetics becomes an issue in
language teaching. First true
scientific contributions to
language learning begins.

• Reaction to the Grammar

Translation Method
 Direct Approach
• Nature of Language
• Everyday spoken language.
Culture, history, geography,
everyday life of TL speakers.
• Language Learning
• Associate meaning with TL
directly
 Direct Approach
Language Teaching
• No use of mother tongue
allowed
• Lesson begins with
dialogues and
conversations
 Direct Approach
• Language Teaching
• Grammar rules learned
inductively

• Teacher must speak the

target language
 AUDIO- LINGUAL APPROACH
• WWII (1939-1945 )breaks out
and U.S. military requires people
to speak and understand foreign
languages
• The U.S. government hires
linguists to help teach and
develop materials
AUDIO- LINGUAL APPROACH

THEORETICAL BASE
Linguistic and Psychology.Charles Fries
(1945) led the way in applying principles
from sturctural linguistics in developing this
approach.

In 1957 principles from behavioral

psychology (Skinner) were incorporated.
AUDIO- LINGUAL APPROACH
• NATURE OF LANGUAGE
Sentence and sound patterns
LANGUAGE LEARNING
Overcoming native language
habits; form new target language
habits.
AUDIO- LINGUAL APPROACH

• LANGUAGE TEACHING
Conduct oral/aural drills and
pattern practice.
 SILENT WAY

• 1960 Chomsky argued the language

acquisition could not take place
through habit formation., but
rather a rule formation

• This method shares certain

principles with the Cognitive
Approach
 SILENT WAY
• Nature of Language
• Unique since it is the expression
of a particular group of people.
• Language Learning
• Develop inner criteria for
corrections by becoming aware
of how TL works.
 SILENT WAY
• Language Teaching
• Remain silent in order to
subordinate teaching to learning.
Focus student attention; provide
meaningful practice.
 Suggestopedia/ Affective - Humanistic
Approach

NATURE OF LANGUAGE
Language is a process of
communication and the factors
which influence the linguistic
message.
Meaningful texts, vocabulary
emphasized.

LANGUAGE LEARNING
Overcome psychological barriers to
learning
 Suggestopedia
• LANGUAGE TEACHING
• Teach lengthy dialogues through
musical accompaniment, playful
practice, and the arts.
Community Language Learning
• Developed by Charles Curran (1976).
Influenced by humanistic psychology Carl
Rogers (1951) and Brown (1994).
• Nature of language:
• Student generated

• Language Learning:
• Learn nondefensevely as whole
persons following development
stages.
Community Language Learning
• Language Teaching
• Include the elements of security,
attention, aggression, reflection,
retention, discrimination
 NATURAL APPROACH
• An outgrowth of second language
acquisition research, especially by Krashen
(1981) and Terrell(1977)
– listening recognized as a very
important skill
– listen and respond non-verbally
– learners progress by being
exposed to meaningful input just
one step beyond their level of
competence
 NATURAL APPROACH
Nature of language
Vehicle for communicating
meaning; vocabulary
emphasized
Language Learning:
Listen; associate meaning with
target language directly.
 NATURAL APPROACH
• Language Teaching
• Delay speaking until students are
ready; make meaning clear
through actions and visuals.
 TOTAL PHYSICAL RESPONSE
• In the 60’s and 70’s research
gave rise to the hypothesis that
language Learning should start
first with understanding and later
proceed to production. (Winitz
1981)
 TOTAL PHYSICAL RESPONSE
• NATURE OF LANGUAGE
• The oral modality is primary.
Culture is the lifestyle of people
who speak the language natively.
• Vocabulary and grammatical
structures are emphasized
 TOTAL PHYSICAL RESPONSE
• Language Learning
• TPR is usually introduced in the
student’s native language.
• Meaning is made clear through
body movements
• Main aim is to reduce the stress.
• Students speak when they are
ready.
 TOTAL PHYSICAL RESPONSE
• LANGUAGE TEACHING
• Initially the teacher is the director
of all the students behaviour.
• In the second phase sts demonstrate
they can understand the commands
by performing them alone.
• After learning to respond to oral
commands the sts learn to read and
write
Communicative approach
• Nature of Language
• Communicative competence.
Notions/functions
Authentic Discourse
Language Learning
Interact with others in the target
language; negotiate meaning.
Ability to communicate in second
language/TL
Communicative approach
• Language Teaching
• Use information gaps, role-
plays, games
• Group and pair work is stressed
• Authentic material use is
encouraged
 Communicative approach
• Focus in on meaning, not form
• Teachers should be able to use
the target language fluently and
appropriately