Approaches and Methods in English Language Teaching

Grammar-Translation method.
1. It is used to helping students to read foreing language literature
  1. Students need to learn grammar rules and vocabulary related to the target language.
    1. Students translate from one language into another.
      1. Students study in a deductively activity. (They memorize the grammar rules, then They apply them using different examples)
        Students learn grammar paradigms.
        Students memorize native language equivalents for target language words.
    2. Students use their native language most of the time in each lesson.
      1. Students develop vocabulary and grammar most of the time.
        Students work on their Reading and Writing skills.
        Students do not often work on their Speaking, Listening and Pronunciation skill in class.
        Students can be evaluated by using Written test (They translate from their native language into the target language) or making some Questions (They apply grammar rules).
        Some techniques to teaching and evaluating the Students' performance can be: "Translation of a Literary Passage, Reading Comprehension Questions, Antonyms and Synonyms, Cognates, Fill - in - the - Blanks Exercises, Memorization, Use Words Sentences and Compositions".
  2. Teacher is who teaches the grammar rules, gives examples and checks the activities, in other words, the teacher is the authority.
    1. If students make errors or do not know an answer, the teacher supplies them with the correct answer.
Direct method.
1. It intented that students learn how to communicate in the target language
  1. The teacher uses realia, pictures, is say, use of demostration and visual aids.
    1. But HE NEVER TRANSLATE It into the students´ native language.
  2. PRINCIPLES
    1. The reading skill will be developed through practice with speaking.
    2. Using realia or pictures in the classroom environment should be used to help Ss understand the meahing
    3. The native language should not be used in the classroom
    4. The teacher should demostrate because the Ss should make a direct association between target language form and meaning.
    5. Use language in real context because they should be encouraged to speak as much as possible.
    6. Grammar should be taught inductively
  3. TECHNIQUES
    1. Reading aloud
    2. Question and answer exercises
    3. Conversation practice
    4. Fill- in the blanks exercise
    5. Dictation
    6. Map drawing
    7. Paragraph writing
2. It believes that students to associate meaning with the target language directly when the teacher intruduces a new target word or phrase.
Audiolingual method.
1. Focused on teaching listening and speaking before reading and writing. It uses dialogues as the main form of language presentation and drills as the main training techniques. Mother tongue is discouraged in the classroom
  1. History
    1. A) Before world war II there were 3 methods "A modified direct method" "A reading approach" "A reading/oral approach" B) Origins and was developed in USA during the world war II (The army method). C) the term “Audiolingualism” was coined by Professor Nelson Brooks
      1. This method was born because methods like "direct method" and "reading/oral approach" lacked standardization of vocabulary and grammar so teachers couldn't agree what was important to teach for beginning, intermediate or advanced learners and this other methods lacked “STRUCTURE”
        This method is based on the approach the theory of language: Structuralism Structural linguistics influenced Audiolingualism. this means that teachers first teach sentences, then phrases, next morphology and finally phonology
        As well based on approach of the theory of learning: Behaviorism psychology influenced Audiolingualism. Behaviorists believe that humans are organisms capable of learning many behaviors.
        1. Stimulus: Bring out behaviors. 2. Response: Triggered by stimulus. 3. Reinforcement: Marks the response as being appropriate or not and encourages repetition which is vital in the learning process.
  2. Procedure
    1. Extensive oral instruction is required where the target language is used. Typical procedures: 1. Model dialogue. Repeat. Correction of mistakes. Memorize. 2. Dialogues are adapted and then acted out. 3. Key structures are selected and used for pattern drills. 4. Textbooks. Follow-up reading, writing activities may be introduced. 5. Follow-up activities in a language laboratory.
      1. Characteristics of the Teaching/Learning Process: A) New vocabulary and structural patterns are presented through dialogs. B) Dialogs– learning through imitation and repetition C) Positively reinforced Grammar is induced from the examples.
        The Emphasis of Language Areas and Language Skills 1. The emphasis is placed on the acquisition of the patterns of the language 2. The natural order of skills presentation is adhered to: listening, speaking, reading, and writing. 3. The oral/aural skills receive most of the attention. 4. The students are taught pronunciation
        Types of learning and teaching activities
        Dialogues
        Contextualize key structures
        Illustrate situations
        Used for repetition and memorization
        Drills
        1. Repetition 2. Inflection 3. Replacement 4. Restatement 5. Completion 6. Transposition 7. Expansion 8. Contraction 9. Transformation 10. Rejoinder 11. Restoration
  3. Roles
    1. Teacher: is the central an active Model of the target language, that controls the process of learning Monitors and controls the learner’s performance
      1. Students: are imitators, they can be directed by skilled training techniques, external displays, reactive role. They do not initiate interaction
        The role of instructional materials Teacher - oriented Tape recorders, a language laboratory and audiovisual equipment are important
Situational method
1. Theory of the languaje
  1. Speech was seen as the foundation of language and structure was seen as the heart of the ability to speak.
2. Theory of the learning
  1. Learning theory it is a type of behavioral theory of learning by habits.
    1. As palmer points out, there are three processes in learning a language:
      1. 1.Receive the knowledge or materials
      2. 2. Fix it in memory by repeat
      3. 3. And use it in practice until it becomes a personal skill
3. Characteristics
  1. The teaching of the language begins with the spoken language, the material is taught orally, before it has been presented in written form.
  2. The language that is learned is the language that is used in the classroom.
  3. Reading and writing are introduced once a lexical and grammatical base is established
  4. New topics are introduced and practiced in situations.
4. The objectives of the situational language teaching method are to teach a practical command of the four basic language skills
5. Teaching and learning activities
  1. Elicitation: The teacher uses mimicry, gestures to say words, makes the student ask questions, make sentences, or give examples of new patterns.
  2. Repetition practices: The teacher gets the student's attention and slowly repeats a word or pattern clearly, eg Where the pen?
  3. Question answer exercises: A student asks and another answers until everyone participates asking and answering the new way of ask.
6. Rol of material
  1. This method relies on textbooks and visual aids. The textbook contains organized lessons planned around different grammatical structures. Visual aids can be prepared by the teacher these can be; posters, polished cards, figures.
7. Rol of teacher
  1. Time control in activities. Oral practice, to support the structures of the book. Adjust to special needs of students. Evaluate. Develop extra activities from those presented in the textbook.
8. Rol of student
  1. The student listens and repeats what the teacher says and responds to questions and commands. Participation is encouraged, it includes initial responses by students and then they ask each other, although the teacher controls the introduction and practice of new structures.
Audiovisual method
1. All kinds of material are used, for the student learning, such as, maps, murals, drawings, photos, songs, or even with modern media that reproduced the human voice (gramophone, record player), to provide the student accurate sound reproduction Foreign
2. Audiovisual is all course with sound recordings and images projected in the form of slides that accompany the dialogues.
  1. Audiovisual methods completely modify the chronological development of activities done in class, this with the help of phases, to get the results expected.
    1. 1. Presentation of the dialogue: images are projected with a explanation using an Audio.
    2. 2. Explanation: each sequence (sound image-text) projected again for a better understanding.
    3. 3. Repetition: the student must memorize all the dialogue, being able to emit the text that accompanies each image. Phonetic correction should be done at this stage.
    4. 4. Exploitation and re-employment: the teacher can lead a little talk about the topic of the dialogue or ask that the student carry out transformations and / or transpositions
    5. 5. Transpose and free employment: work on the mechanisms grammatical should contextualize, applying them to themes and different situations.
Silent way
1. Teacher is silent as much as posible in the class, and the students use the second language as much as posible.
  1. Students find out, create and use what is to be learned.
  2. Physical objects and visuals facilitate the learning.
  3. Approach
    1. Theory of language
      1. Language is seen as groups of sounds associated with specific meanings and organized into sentences or grammar units.
        Language is taught through unreal situations.
        Vocabulary is the main area in the language.
        Stages of the Silent Way:
        1. Initial encounter with the unknowning.
        Teacher creates awareness about the language.
        2. Practice of skills.
        Students can guide their own practice.
        3. Mastery of skills.
        Students challenge themselves by developing their skills.
        4. Application of skills.
        Skills allow to meet further challenges.
    2. Theory of learning
      1. Retaining system
        It allows to remind the linguistic elements and makes possible the communication.
        Teacher's role
        Teachers model, help, and guide desired student responses
        Teacher is responsible for creating an environment that facilitates student's learning, using the correct materials.
      2. Learning system
        Silence is the best way for learning so that students can concentrate on the task to do and the means to achievment it.
        Learner's role
        Students should work in autonomy and responsible way.
        And they have to carry out the interlanguage to get the target language.
  4. The general goal is to give is oral and aural facility near-native fluency in the target language, and correct pronunciation.
Desuggestopedia
1. It is developed to help students eliminate the feeling that they are not able to be successful and the negative association they may have toward studying and thus to help them overcome the barriers to learning.
  1. Roles
    1. Teachers
      1. Teachers is the authority in the classroom.
        Teachers initiate the interaction with the whole group at the beginning of the course.
      2. Teachers should accelerate the process by students learn to use another language for everyday communication.
        Teachers present the dialogues through two "concerts" (receptive phase and active phase).
        Teachers can use the native language in class when it is necessary.
        Teachers evaluate the students' perfomance every lesson.
    2. Students
      1. Students learn by dialogues in the target language
        Students can use the native language so that they can make the meaning of the dialogue clear.
        Students practice grammar and vocabulary
        Students develop their speaking skill, reading skill and writing skill.
        Students are evaluated through their performance during the lessons.
    3. Course
      1. The course is conducted in a classroom that is birght and cheerful (posters are hung around the classroom)
Total Physical Response
1. It is a language teaching method built around the cordination of speeach and action.
2. It attempts to teach language through physical (motor) activity, a memory connection is traced, the stronger the memoru association.
3. It is a Natural method
  1. Asher sees three process as central.
    1. Children develop listening competences before they develop the ability to speak
    2. Children ability in listening comprehension is acquired because children are required to respond physically to spoken language.
    3. Listening comprehension has been stablished, speech evolves naturally and effortlessly out f it..
    4. TPR as diredted toringht-brain learning, whereas most second language teaching methods are directed to left brain learning.
4. The general objective is to teach oral proficiency at a beginning level.
  1. TYPES OF LEARNING AND TEACHING ACTIVITIES
    1. Imperative drills. They are typically used to elicit physical actions and activity. (conversational dialogues)
    2. Role plays center on everdyday situations such as at the restaurant, supermarket or gas station.
    3. The slides presentations are used to provides visual center for teacher narration, which follwing commands and for questions to Ss.
    4. Reading and writing activities
  2. ROLES
    1. Learner roles is to be listener and performer.
    2. The teacher plays an active and direct role in TPR.
      1. He is the instructor. The reacher who dicides what to teach, who models and presents the new material and who selects it, He controls the language input the learnersreceie.
    3. Materials. Materials and realia play an increasing role. >Teacher´s voice, actions, gestures. > Common classroom objects, such as books, pens, cups and furniture. >Include pictures, realia, slides and word charts.
  3. PRINCIPLES
    1. The memory is activated through learner response
      1. Ss understand the targer language before Speaking .
        Ss should not made memorize fixed routines.
    2. Tne target language shoould be presented in chunks not just word by word.
      1. Ss can learn through observing actions
        Ss must develop flexibility in understanding novel combinations of target language
        Spoken language should be emphasized over written language.
    3. TECHNIQUES
      1. Using commands to direct behavior
        Role reversal: Students speak
        Action sequence
      2. REAS OF THE LANGUAGE
        Vocabulary and grammatical structures
        Imperactives
        Writing language
Community Language Learning
1. Students work together to develop what aspects of a language they would like to learn
  1. Roles
    1. Teacher
      1. Teacher: Recognizes how threatening a new learnign situation and suppors his student in their struggle to master the target language they are responsible for providing a safe environment in which students can learn
    2. Students
      1. Learners: Depend uppon the teacher. However the learners continue to study, so that they become increasingly independent
    3. Materials
      1. The role of instructional materials Materials: may be developed by the teacher: little more than summaries on the blackboard or overhead projector of some of the linguistic features of conversations generated by students, conversations may also be transcribed and distributed for study and analysis Learners may work in groups to produce their own materials, such as scripts for dialogues and mini-dramas
  2. Procedure
    1. Changes within the lesson, sometimes students are assertive as when they are having a conversation, but students typically have a conversation using their native language, and the teacher hels them to express what they want to say
      1. Types of learning and teaching activities
        1. Translation. A learner whispers a message or meaning he or she wants to express, the teacher translates it into the target language. 2. Croup Work. Preparing a story that will be presented to the teacher and the rest of the class. 3. Recording. Students record conversations in the target language. 4. Transcription. Students transcribe utterances and conversations they have recorded for practice and analysis. 5, Analysis. Students analyze and study transcriptions of target language sentences in order to focus on particular lexical. 6. Reflection and observation. Learners reflect and report on their experience of the class. 7. Listening. Students listen to a monologue. 8. Free conversation. Students engage in free conversation with the teacher or with other learners.
  3. History
    1. Method developed by Charles A. Curran and his associates
      1. Theory of Language: Social process which is caracterized by 6 different processes 1. The whole-person process 2. The educational process 3. The interpersonal process 4. The developmental process 5. The communicative process 6. The cultural process
        Theory of learning: "The human learning" "the whole person learning" and "non-defensive learning"
Content Based Learning.
1. Richards and Rodgers (2001) says that “content-based instruction refers to an approach to teaching a second language in which instruction is organized around the content or information that students will acquire, rather than around a language or another type of study plan ”(Richards & Rodgers, 2001, p. 204).
2. According to Richards and Rodgers (2001), CBI is based on two relevant principles:
  1. CBI better reflects the needs of students to learn a second language. Daily necessities in a real life situation might be easier to acquire and use the target language as a tool with real purpose, for example getting food, studying, getting a job and others.
  2. People learn a second language more successfully when they use language as a means of acquiring information, rather than as an end in itself.
3. Brinton (2003) offers some additional principles for CBI that complement those offered by Richards and Rodgers (2001). These principles are important for language teachers who intend to use and promote the CBI in their lessons:
  1. (1) Base instructional decisions on content rather than language criteria. (2) Integrate skills. (3) Involve students actively in all phases of the learning process.
  2. (4) Choose content for its relevance to the life, interests, and academic goals of students. (5) Select authentic texts and assignments.
4. Role of teacher and role of studentt
  1. The role of students is to actively participate with both content and language. using each to learn the other.
    1. Student-student interaction
      1. Students often work collaboratively to understand content while actively using the language they are learning.
  2. The teacher must set clear learning objectives for both the content and the language. Then, the teacher creates activities to teach both, supporting the language necessary for the study of the content.
    1. The goals of teachers who use CBl
      1. Teachers want students to master both the language and the content. The content can be topics of general interest to students, such as current affairs or their hobbies, or it can be an academic subject, which provides natural content for the study of the language.
    2. Teacher-student interaction
      1. The teacher guides the students' learning. The teacher supports them by making students pay attention to how language is used to deliver content and by supporting their language development.
Communicative approach
1. Does not eliminate, but readapts pedagogical principles of previous methodological methods or approaches and rather collects those that have so far been applied optimizing them in an eclectic way
2. Students will be the protagonists of their learning and will have the ability to learn to learn, through comunication and learning strategies
  1. With the aim of organizing classes in a way that facilitates sociability, creating a teaching learning climate that enables motivation and comunication between students and between teachers and students
Lexical approach
1. It is a way of teaching and understand language as a composition of lexical units rather than grammatical structures.
  1. The units are words, chunks formed by collocations, and fixed phrases.
    1. Theory of learning
      1. The language is acquired by a process of observation, hypothesis and experiment so the target language store in the mind and it could be used it .
      2. Acquisition is accelerated by contact with people with a higher level of competence in the target language.
    2. The main objective
      1. Helping students to find out for themselves how language is apply it so that they will note the opportunity areas and achieve the outcome learning.
        Procedure
        1. Experiential procedures: Involve the students in affective interaction with an engaging and creative text.
        Students read a text, and say their own opinions before studying the language in the text or answering comprehension questions.
        2. Students are focused on a special point of the text.
        Students identify instances of the point, find out and match its use.
        Roles
        Teacher
        Teacher guides the students' attention to lexical features thought to be useful.
        teacher reformulates the student's texts.
        Teachers should employ extensive, comprehensible language for receptive purposes.
        Student
        Students choose features they believe will be useful for them to carry out the language.
    3. Language Awareness
      1. Tomlinson (2003) says that 'Paying attention to features of language in use can help learners to notice the channel between their own performances in the target language'.
        Materials and teachers are important elements to carry out the understand and use of lexical chunks.
        It is important to combine a Language Awareness approach to learning with a Lexical Approach to describing language.
2. It involves an increased role for word grammar (collocation and cognates) and text grammar (suprasentential features).

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Approaches and Methods in English Language Teaching

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