Approaches and Methods inLanguage Teaching

Lori Vanden Berghe, M.Ed.West Texas A&M UniversitySpring 2012

Approaches and M

ethods

Grammar Translation Method The Direct Method The Natural Approach Audio-Lingual Method Total Physical Response The Silent Way Desuggestopedia Community Language Learning Communicative Language Teaching Participatory Approaches Content Based Task Based Learning Strategy Cooperative Learning Multiple Intelligences

Grammar Translation vs Direct Method

The Grammar Translation Method:

1. Maintains close association between the foreign language and the mother tongue

2. Lays emphasis on speech3. Follows the adult’s natural

way of learning a language4. Teaches the language by

‘rule’ and not by ‘use5. Teaches formal grammar

from the very beginning

 The Direct Method:1. Avoids close association

between the second or foreign language and the mother tongue

2. Lays emphasis on speech3. Follows the child’s natural

way of learning a language4. Teaches the language by

‘use’ and not by ‘rule’5. Does not favor the

teaching of formal grammar at the early stage

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THE NATURAL APPROACH

Krashen and Terrell Emphasis on exposure rather than

practice Designed to develop basic communication

skills - both oral and written1. Basic personal communication skills: oral

(e.g., listening to announce ments in public places)

2. Basic personal communication skills: written (e.g., reading and writing personal letters)

3. Academic learning skills: oral (e.g., listening to a lecture)

4. Academic learning skills: written (e.g., taking notes in class)

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SIMILARITIES

Direct method

Natural method

•Develop basic communication skills •Students listen to teacher•Teacher uses pictures and occasional native language•Just above current level of proficiency•Low affective filter

THE AUDIO-LINGUAL METHOD

Stresses the mechanistic aspects of language learning and language use

Drills in the use of grammatical sentence patterns

Repetition and imitation Teacher directs and controls the

language behavior of students Vocabulary kept to a minimum

Click image to view demonstration

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TOTAL PHYSICAL RESPONSE

Teaches language through physical (motor) activity.

Reduces learner stress and creates a positive mood by involving game-like movements

Establishes a memory connection Grammar is taught inductively Learners primary role is listener and

performer

Click image to view demonstration

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THE SILENT WAY

Caleb Gattegno: “to teach means to serve the learning process rather than to dominate it.”

Teacher begins with something the students already know.

Teacher points and gestures Silence is a tool: the teacher only speaks when

necessary Students develop their own criteria for correctness The elements of the language are introduced logically

Click image to view demonstration

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DESUGGESTOPEDIA

Created by Georgi Lozanov

Features classroom decoration, furniture, arrangement of classroom so that students feel comfortable and confident.

Use of music, Teacher is authoritative figure: “People remember best and

are most influenced by information coming from an authoritative source.”

Varying tone and rhythm of material presented; dramatizing and emotionalizing gives meaning to linguistic material. 1. Introduction: The teacher teaches the material in “a

playful manner” instead of analyzing lexis and grammar of the text in a directive manner.

2. Concert session (active and passive): in the active session, the teacher reads with special  intonation as selected music is played. Occasionally, the students read the text together with the teacher, and listen only to the music as the teacher pauses in particular moments. The passive session is done more calmly.

3. Elaboration: The students sing classical songs and play games while “the teacher acts more like a consultant

4. Production: The students spontaneously speak and interact in the target language without interruption or correction.

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Community Language Learning

Charles Curran The students

determine what is to be learned

The role of the teacher is that of a facilitator and support

EXPLANATION: › Students (8 to 12 maximum) sit in a circle. › There is a small portable tape recorder inside the circle.› The teacher (who is termed the ‘Knower’ ) stands outside the

circle. › When a student has decided on something they want to say in

the foreign language, they call the Knower over and whisper what they want to say, in their mother tongue.

› The teacher, also in a whisper, then offers the equivalent utterance in English (or the target language).

› The student attempts to repeat the utterance, with encouragement and shaping from the Knower, with the rest of the group eavesdropping.

› When the Knower is satisfied, the utterance is recorded by the student.

› Another student then repeats the process, till there is a kind of dialogue recorded.

› The Knower then replays the recording, and transcribes it on the board.

› This is followed by analysis, and questions from students. In a subsequent session, the Knower may suggest activities springing from the dialogue.

› Gradually, the students spin a web of language.

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Taperecorder

KNOWER

COMM

UNICATIVE LANGUAGE TEACHING

Emphasizes fluency and meaning in concrete terms Learners are introduced to a variety of conversational

contexts Target language is the vehicle for communication Students express opinions and ideas Social context provided for communication in

cooperative groups or pairs Teacher is facilitator Listening part of authentic communication Grammar and vocabulary learned in situational context

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PARTICIPATORY APPROACHES

Paulo Freire Content is based on issues of

concern to students Goal to help students understand

forces in their lives:› Social› Historical› Cultural

Empower decision making Language taught in service to action, experience-centered

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CONTENT-BASED

Language objectives

Content objectivesLanguage

across the curriculum

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TASK-BASED

Learners are completing a task with others

Work to understand each other and the task at hand

Problem-solving tasks provide critical thinking and meaningful interaction through authentic learning opportunities

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LEARNING STRATEGY TRAINING

Strategies not taught in isolation Metacognition

› Plan› Monitor› Evaluate

Hands-on experiences: › Interactive› Manipulative

Social/Affective› Interact with others

Use:› Self-talk› Cooperation with others

Goal: transfer strategiesHOME

CO-OPERATIVE LEARNING

Language for both academic and social purposesHOME

MULTIPLE INTELLIGENCES

Howard Gardner Create activities that draw on all

eight intelligences Enable each student to reach their

potential over time

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ReferencesGalloway, Anne. Communicative Language Teaching: An Introduction And Sample Activities.Center

For Applied Linguistics. June 1993. Web.

Johnson, Roger T. and David W. “An Overview of Cooperative Learning.” Creativity and Collaborative

Learning; Brookes Press, Baltimore, 1994. Print.

Lakota Lesson 1: The Silent Way. YouTube. 2009. Video.

Larsen-Freeman, Diane. Techniques and Priciples in Language Teaching, 2nd Ed. Oxford University

Press, 2000. Print.

The Audio Lingual Method. YouTube. 2011. Video.

TPR.Teacher Training Video. Cambridge UPELT.Youtube. 2010. Video

Richards, Jack C. and Theodore S. Rodgers. Approaches and Methods in Language Teaching, 2nd Ed.

Cambridge University Press, 2001. Print.