LANGUAGE TEACHING METHODS

IRYNA MYKYTKAIRINA SPIRINA

ALENA RYNEISKAYA SHTUKAR

GABRIELA LOBO MAYORDOMO

INDEX 1. GRAMMAR-TRANSLATION METHOD 2.COGNITIVE APPROACH 3.AUDIOLINGUAL METHOD

4. DIRECT METHOD 5. THE NATURAL/COMMUNICATIVE APPROACH 6.TOTAL PHYSICAL RESPONSE

7.THE SILENT METHOD 8.SUGGESTOPEDIA 9.COMMUNITY LANGUAGE LEARNING.

10. LANGUAGE IMMERSION 11. COMMUNICATIVE LANGUAGE TEACHING 12. STRUCTURAL APPROACH

1. GRAMMAR - TRANSLATION METHOD (I)

• Originally used to teach 'dead' languages (and literatures) such as Latin and Greek. (1890 – 1930)

• Language = collection of isolated words.• Principles:

o Literary language is superior to the spoken language. o Translating is the goal.o Teacher = authority.o The primary skills to be improved are reading and

writing no spoken communication or listening comprehension.

o Its focus is on accuracy and not fluency.o Error correction: If a student’s answer is incorrect, the

teacher asks another student to answer no feedback

1. GRAMMAR - TRANSLATION METHOD (II)

• Typical exercises:o Translation of a Literary Passageo Reading Comprehension Questionso Antonym/synonymso Fill-in-the-blankso Deductive Application of Rule

• Easier for the teacher.• Students =bored.

Jelou shilrren, hoy vamo’ a ver el “ver-tu-bi”Ai amLlu arJi is…

2. COGNITIVE APPROACH• Origin1950ies psychology & applied linguistics ( J.B. Carroll and K.

Chastain)• Language = a set of skills the modern version of the grammar-translation

method• FL learning = the conscious study of grammatical rules (deductive) only

meaningful practice is effective.• FL teaching = the development of linguistic competence.• Careful with imitation and memorization. • Student’s mistakes = a necessary and natural phenomenon.• The cognitive approach is essentially a theoretical framework.• LAD is determining.

3. AUDIOLINGUAL METHOD• Origin WWII Behaviorist theory (stimulus-response-reinforcement)• Language = a collection of habits.• FL learning = a mechanical process of habit formation.• FL teaching = manipulation of language elements that occur in fixed

relationships . • “Drill, drill, and more drill, and only enough vocabulary to make such drills

possible" (Hockett 1959)• Student’s mistakes = don´t help to develop the habits, should be corrected immediately.• The child is moulded by regularities the environment.

4.Direct Method (1970)• Developed by Maximilian Berlitz• No use of mother tongue=meaning is connected with a target language• Grammar rules avoided (don´t give rules:make them figure out the rule)• Never translate= act and demonstrate• Teacher-student/student-student activities(reading

aloud,question-answer exercises,fill-in-the-blank• Emphasis on good pronunciation/oral transmission• Speech and listening comprehension are

taught(contextual/topical teaching)

5.The natural/communicative approach

• origin→Tracy Terrell and Stephen Krashen• Focus on communicative competence:auralcomprehension/ early speech production/ speech activities• Comprehension precedes production• Small groups of students• Visualization activities: slide presentations, word games, dialogues,

recreational activities,realia• The classroom=student-centered

6. Total Physical Response

• Developed by J.Asher,based on the coordination of speech and action

• Primarily designed for students in early stages of language learning

• Command forms used to convey info• Students not forced to speak until ready• The importance of aural comprehension

7. THE SILENT WAY• Originated in 1963 by Dr.Caleb Gattegno (Egypt)• Teacher – silent , learners – speaking• Emphasis on PRONUNCIATION. Self-correction.• Role of the teacher – observer• No use of the mother tongue. No translation. Context• No formal evaluation just observation.• Use of CHARTS

Sound/ Colour chartWord chartFidel chart

www.youtube.com/watch?v=CMLFI38_1cE/watch?v=CMLFI38_1cE

http://www.youtube.com/watch?v=85P7dmPHtso

8. SUGGESTOPEDIA

• An avant garde method/ 1967/ Georgi Lozanov• Small & intensive classes• Material presented in melodic and artistic way• Relaxation is needed• Memory training• Language perceived globally

9. COMMUNITY LANGUAGE LEARNING

• Elaborated by Charles Curran (USA)• It encourages personal growth, and self-development• Learning a language is viewed as collective experience• Based on communication Oral proficiency• Use of the mother tongue. • Activities : translation, transcription, free conversation,

listening, reflection and observation, repeating• Focus on fluency rather than accuracy• GoalsUnderstanding & Speaking

10. LANGUAGE IMMERSION

• The regular school curriculum is taught through the medium of the target language.

• The second language is the vehicle for content instruction

• Focus on fluency• Main purposes: to promote bilingualism and

develop learner’s communicative competence • The first modern language immersion programs

appeared in Canada in the 1960’s

11. COMMUNICATIVE LANGUAGE TEACHING (CLT)

• Aim: to communicate effectively and appropriately

• Emphasis on interaction • Similar to the Communicative Approach• Different situations and functions: inviting,

suggesting, expression of time, visiting a doctor…

• More important to achieve the defined outcome rather than have accuracy on language forms

• Language use outside the classroom• Classroom activities

12. STRUCTURAL APPROACH

• Language as a set of grammatical rules and structures to be learned

• Emphasis on speech rather than reading or writing

• Habit formation, repetitions and drill exercises• Mastery of structures is more important than the

acquisition of vocabulary• Pupil’s activity• This approach has some disadvantages

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