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Teaching methods

Is a style of teaching used teachinjg foreign languages

It has its origins during World War II when it became known as the Army Method.

Some characteristics of the method are:

Drills are used to teach structural patterns

Set phrases are memorised with a focus on intonation

Vocabulary is taught in context

Grammatical explanations are kept to a minimum

Focus is on pronunciation

based on the assumption that the coordination of speech and action will boost language learning. It was developed by James Asher in the 70s

He drew from a variety of areas, including psychology, learning theory and humanistic pedagogy.

here are the most salient features of the TPR:

The coordination of speech and action facilitates language learning.

Grammar is taught inductively.

Meaning is more important than form.

Speaking is delayed until comprehension skills are established.

The role of the teacher is central. S/he chooses the appropriate commands to introduce vocabulary and structure.

The silent way is a methodology of teaching language based on the idea that teachers should be as silent as possible during a class but learners should be encouraged to speak as much as possible.

The focus is placed entirely on students and their learning process. The teacher and their instruction are (at best) peripheral to the process.

There are three basic principles of the method:

The learner needs to discover or create

Learning is made easier by the use of physical objects such as Cuisenaire rods

Learning is made easier by problem-solving using the target language

This methodology involves teaching reading skills in the context of interesting and stimulating literature.

Supporters of this method believe children will learn to read naturally, just as they learn to talk and walk.

In the whole language approach reading should not be taught, but rather acquired through trial and error. The teacher facilitates the learning process, but provides little direct instruction.

There is an emphasis on comprehension as the ultimate goal of reading.

Children are encouraged to guess unfamiliar words using picture or context clues.

Children are also encouraged to use invented spelling to write their own stories.

NLP (Neuro Linguistic Programming) has been around in language teaching longer than we may realise.

NLP (Neuro Linguistic Programming) has been around in language teaching longer than we may realise.

Those teachers who incorporate elements of suggestopedia, community language learning, music, drama and body language into their lessons are already drawing on NLP as it stood twenty years ago.

Learners make decisions based on beliefs and value judgements.

NLP identifies these as 'beliefs', 'values', 'decisions' and 'memories', broadly defined as the way someone handles information.

NLP is about recognising patterns.

NLP is concerned with process rather than content.

NLP provides a model of how we communicate with ourselves and others.

Focuses on what “learners are expected to do with the language”

This approach emerged in the United States in the 1970s

defining educational goals in terms of precise measurable descriptions of the knowledge, skills, and behaviors students should possess at the end of a course of study”

Individualized instructions

Some characteristics of the method are

Performance- based instructions

Adaptive to the changing needs of students

Outcome- based learning

Mastery learning

emphasizes interaction as both the means and the ultimate goal of learning a language.

It is also referred to as “Communicative Approach”

Task-based language learning, a more recent refinement of CLT, has gained considerably in popularity.

Some characteristics of CTL are:

Focus on communicate rather than structure

Emphasis on functional uses of language in different social settings

Use of activities than relate language forms with functions

Focus on meaningful tasks

The basis of CLIL is that content subjects are taught and learnt in a language which is not the mother tongue of the learners.

Natural Method

Based on observation and interpretation of how learners acquire both first and second languages in nonformal settings.

This was an attempt to develop a language teaching proposal that incorporated the "naturalistic" principles researchers had identified in studies of second language acquisition.

The Natural Approach grew out of Terrell's experiences teaching Spanish classes.

Since that time Terrell and others have exper­imented with implementing the Natural Approach in elementary- to advanced-level classes and with several other languages.

CLIL

Refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focussed aims, namely the learning of content, and the simultaneous learning of a foreign language'

Some characteristics of the method are:

Knowledge of the language becomes the means of learning content

Language is integrated into the broad curriculum

CLIL is based on language acquisition rather than enforced learning

Task Based Language Teaching

Refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching”

Task-based language learning, sometimes referred to Task-Based Instruction, ‘makes the performance of meaningful tasks central to the learning process’

Some characteristics of the method are:

Students are encouraged to use language creatively and spontaneously through tasks and problem solving

Students focus on a relationship that is comparable to real world activities

The conveyance of some sort of meaning is central to this method

Assessment is primarily based on task outcome

Content Based Instruction

Is an approach to language teaching that focuses not on the language itself, but rather on what is being taught through the language

the language becomes the medium through which something new is learned.

Some characteristics of the method are:

Language learning becomes more interesting and motivating.

CBI offer a wide educational knowledge to learners in the form of the different topics instructed.

It helps students develop valuable study skills such as note taking, summarizing and extracting key

Cooperative Language Teaching

Cooperative Learning is an approach to teaching that makes maximum use of cooperative activities involving pairs and small groups of learners in the classroom

Cooperative learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others.

Some characteristics of the method are:

Responsibility for each other

Social skills taught and reinforced

Top priority: get the job done, have fun, enjoy each other

Effective group processing

Communicative Language Teaching

Competency Based Languaje teaching

Neurolinguistic Programming

The silent way

Total Physical

Respon​​​​​​se

Audiolingual Method

Whole Languaje