LANGUAGE TEACHING METHODOLOGIES

Grammar Direct Audio- Total The Task-

- Method lingual physical communicati based
Translatio method response ve language language
n Method teaching teaching

1. Teachin - Enables - enable

g goals students to students to
- -use the - have - facilitate
read and communicat
communic target students students’
appreciat e in the
ate in the language enjoy language
e target
target communica learning learning by
literature language
language. tively to engaging
written in
communic - be able to them in a
the target -
ate in choose from variety of
language Overlearnin
- Think in another among these tasks that
g the target
- Helps the target language. the most have a clear
language
understand language. appropriate outcome.
- reduce
grammar -Use it form, given
the stress
rules and automaticall the social
students
new y without context and
feel when
vocabular stopping to the roles of
they are
y think the
studying
interlocutors.
-Form new other
habits in language - be able to
the target manage the
-
language. process of
encourage
negotiating
s students
meaning
to
with their
continue
interlocutors.
learning
beyond
basic
proficienc
y.
- to base
foreign
language
learning
upon the
way
children
learn
their
 native
language

2. Roles of - - the Teacher’s - Initially, -The teacher: - The

the Teacher’s teacher role: an the facilitates teacher’s
teachers role: directs the orchestra teacher is communicati role is to
/student authority, class leader, the on in the choose
s provide activities directing and director classroom, tasks,
knowledge controlling of all establishes based on an
- the
, and the language student situations. analysis of
student role
guidance. behavior of behavior. students’
is less - He acts as
her students, The needs, that
- Student’s passive an advisor,
providing students are
role: listen than in the answering
her students are appropriate
to the Grammar- students’
with a good imitators to the level
teacher Translation questions
model for of her of the
and do as Method. and
imitation. nonverbal students
she says monitoring
- The model. - and to
their
teacher At some create pre-
performance
and the -Student’s point task and
.
students role: (usually task
are more imitators, after 10– - He might follow-up
like follow the 20 hours make a note phases that
partners in teacher’s of of their are in line
the directions instructio errors to be with the
teaching– and respond n), some worked on at abilities
learning as accurately students a later time and needs
process. and as will be during more of the
rapidly as ‘ready to accuracy- students.
possible speak.’ At based
- The
that point, activities.
teacher also
there will
- At other monitors
be a role
times he the
reversal
might be a students’
with
‘co- performan
individual
communicat ce, and
students
or’ engaging intervenes
directing
in the as
the
communicati necessary.
teacher
and the ve activity
- The role
other along with
of the
students. students.
students is
-Students: to
communicat communic
ors. They are ate with
actively their peers
engaged in to
negotiating complete a
meaning—in task.
trying to
make
themselves
understood—
even when
their
knowledge of
the target
language is
incomplete.
- students are
seen as more
responsible
for their own
learning.
3. Charact - - students - New - The -Everything - A pre-task
eristics Translate need to vocabulary teacher is done with a phase
of the from one associate and issues communicati typically
teaching language meaning structural command ve intent. begins a
/learnin into with the patterns are s to a few task
-Students use
g another. target presented students, sequence.
the language
process language through then
- Students a great deal - The tasks
directly dialogues. performs
study through are
the
grammar - when the - The communicati meaningfu
actions
deductivel teacher dialogues ve activities l and
with
y. introduces are learned such as relevant so
them.
a new through games, role- that the
- They
target imitation - These plays, and students
memorize
language and same problem- see the
grammar
word or repetition. students solving tasks reason for
rules,
phrase, he demonstr doing the
native - Drills -True
demonstrat ate that task and
language (such as communicati
es its they can can see
equivalen repetition, on is
meaning understa how the
ts for backward purposeful
through the nd the task relates
target build-up)
use of command -The use of to possible
language are
realia, s by authentic situations
vocabular conducted
pictures, performi materials. It in their
y words. based upon
or ng them is considered lives
the patterns
pantomim desirable to outside the
present in alone.
e; he never give students classroom.
the
translates - The an
dialogue. - Students
it into the teacher opportunity
Students are
students’ next to develop
actively
native - Successful recombine strategies for
engaged
language. responses s elements understandi
with the
are of the ng language
- Students task, with
positively command as it is
speak in the teacher
reinforced. s to have actually
the target monitoring
students used.
language a - Grammar their
develop
great deal is induced - Activities in performan
flexibility
and from the CLT are often ce and
in
communic examples carried out by intervenin
understan
ate as if given students in g when
ding
they were small necessary.
- Students’ unfamiliar
in real groups.
reading and utterances - The task
situations. Small
written work . has clear
numbers of
- is based outcomes
- The students
upon the so that both
Grammar students interacting
oral work students
is taught learn to are favored in
they did and
4. Interacti - Most of -The - There is - The -The teacher Teacher:
on the initiation student-to- teacher may present input
interactio of the student interacts some part of provider
n in the interaction interaction with the the lesson. during the
classroom goes both in chain whole initial
- At other
is from the ways, from drills or group of phase of
times, he is
teacher to teacher to when students the lesson,
the
the students students take and with sets the
facilitator of
students. and from different individua task,
the activities,
students to roles in l making
- There is but he does
teacher, dialogues, students. note of
little not always
although but this language,
student - Initially, himself
the latter is interaction is provides
initiation the interact with
often teacher- feedback
and little interactio the students.
teacher- directed. -
student– n is
directed. Most of the - Sometimes
student characteri
interaction he is a co- Students:
interactio zed by the
is between communicat work
n. teacher
teacher and or, but more closely
speaking
students often he together,
and the
and is establishes help each
students
initiated by situations other
respondi
the teacher. that prompt accomplish
ng
communicati the task and
nonverba
on between to problem-
lly.
and among solve.
- Later the students.
on, the - Students
students interact a
become great deal
more with one
verbal another.
and the They do this
teacher in various
responds configuration
nonverba s: pairs,
lly. - triads, small
Students groups, and
perform whole
the groups.
actions
together.
Students
can learn
by
watching
 each
other. At
some
point,
however,
they must
demonstra
te their
understan
ding of
the
command
s in order
to retain
them.
- As
students
begin to
speak,
they issue
command
s to one
another as
well as to
the
teacher.

5. Feelings There are There are There are no - reduce -will be more - are
of the no no principles of the stress motivated motivated
students principles principles the method people by doing
-express
of the of the which relate feel when tasks that
their
method method to this area. studying prepare
individuality
which which other them for
relate to relate to languages. -student the real
this area. this area. security is world
- allow
enhanced
learners to
speak
when
they are
ready.
- to make
language
learning
as
 enjoyable
as
possible.
- Feelings
of success
and low
anxiety
facilitate
learning.

6. How the - Literary - Language - Every - the oral -Language is -

languag language is primarily language is modality for Language
e/culture is spoken, seen as is primary communicati is for
is considered not having its on. communic
- Culture
viewed superior written. own unique ating and
is the - Linguistic
to spoken system. The for
- Students lifestyle competence,
language system ‘doing.’
study of people the
comprises
- Culture common, who speak knowledge of - Culture is
several
is viewed the forms and not
everyday different
as language their explicitly
speech in levels:
consisting natively. meanings, is dealt with
the target phonological
of only one part although
language, ,
literature of certain
culture morphologic
and the communicati tasks might
consisting al, and
fine arts. ve have a
of the syntactic.
competence. cultural
Each level
history of Another focus, such
has its own
the people aspect of as when
distinctive
who speak communicati students
patterns.
the target ve prepare
language, - Everyday competence different
the speech is is knowledge ethnic
geography emphasized. of the foods to
of the functions that share.
- The level
country language is
of
used for.
or countries complexity
where the of the -Culture is
language is speech is the everyday
spoken, and graded, lifestyle of
informatio however, so people who
n about that use the
the daily beginning language
lives of students are
presented
 the with only
speakers of simple
the patterns.
language.
- Culture
consists of
the everyday
behavior and
lifestyle of
the target
language
speakers.

7. What - - - Vocabulary - -Areas of - The

languag Vocabula Vocabular is kept to a Vocabular language: meaning
e ry and y is minimum y and Language dimension
areas/ski grammar emphasize while the grammati functions of language
lls are are d over students are cal might be is
emphasi emphasize grammar. mastering structures emphasized emphasized
zed d. the sound are over forms. .
- oral
system and emphasize
- Reading communic - Students -
grammatical d over
and ation is work with Depending
patterns. other
writing seen as language at on the
language
are the basic. Thus - A the discourse nature of
areas.
primary the reading grammatical or the task,
These are
skills that and writing pattern is not suprasententi any of the
embedded
the exercises the same as al level. four skills
within
students are based a sentence. can be
imperativ -Students
work on. upon what utilized.
- The es. work on all
There is the students
oral/aural four skills
much less practice -
skills receive from the
attention orally first. Understan
most of the beginning.
given to ding the
- attention. -
speaking spoken
Pronunciat Pronunciatio
and word
ion also n is taught
listening. should
receives from the
precede
- attention beginning.
its
Pronunci right from
productio
ation the
n.
receives beginning
little, if of a course. - The
any, spoken
attention. language
is
emphasize
 d over
written
language.
- Students
often do
not learn
to read the
command
s they
have
already
learned to
perform
until after
10 hours
of
instructio
n.

8. The role - The - The - The target TPR is -The

of the meaning students’ language is usually students’
- There is
students of the native used in the introduce native
no explicit
’ native target language classroom, d in the language is
role for the
languag language should not not the students’ permitted in
students’
e is made be used in students’ native CLT
native
clear by the native language.
-Whenever language.
translating classroom language.
possible, the
it into the
target
students’ After the
language
native introducti
should be
language. on, rarely
used not only
The would the
during
language native
communicati
that is language
ve activities,
used in be used.
but also for
class is
explaining
mostly the
the activities
students’ Meaning to the
native is made students or in
language. clear assigning
through homework.
body
movement
s.
9. Evaluati - Written - students - Students - Formal -A teacher The teacher
on tests are asked to might be evaluation evaluates not constantly
( translate use the asked to s can be only his evaluates
from their language, distinguish conducted students’ students in
native not to between simply by accuracy, but light of task
language demonstrat words in a commandi also their outcomes
into the e their minimal ng fluency. and the
target knowledge pair, for individual language
-A teacher
language about the example, or students they use.
can evaluate
or vice language. to supply an to perform
his students’
versa) - appropriate a series of
- They are performance
Questions verb form in actions.
asked to do informally in
about the a sentence.
so, using - As his role as
target
both oral students advisor or co-
culture or
and written become communicato
questions
skills. more r.
that ask
advanced,
students to - For more
their
apply formal
performan
grammar evaluation, a
ce of skits
rules teacher is
they have
likely to use
created
an integrative
can
test which
become
has a real
the basis
communicati
for
ve function.
evaluation
. - In order to
assess
students’
writing skill,
for instance,
a teacher
might ask
them to write
a letter to a
friend.

10. Student - If The Student - Teachers - Errors of Focus on

errors students teacher, errors are to should be form are form is
make employing be avoided if tolerant of tolerated essential to
errors or various at all them and during students’
do not techniques, possible. only fluency-based learning.
know an tries to get correct activities and Error
 answer, students to major are seen as a correction
the teacher self-correct errors. natural is done
supplies whenever outcome of through
-As
them with possible the recasts or
students
the correct development modeling
get more
answer of or by
advanced,
communicati giving brief
teachers
on skills. grammar
can
explanation
- The teacher
‘fine tune’ s.
may note the
—correct errors during
more fluency
minor activities and
errors return to
them later
with an
accuracy
based
activity.

Teaching Techniques

Grammar-  Translation of a literary passage:

Translation
- students translate a reading passage from the target language into their native
Method
language.
- The translations maybe written or spoken or both
- shouldn't translate Idioms and the like literally but rather in a way that shows
that they understand their meaning

 Reading Comprehension questions:

- Questions based on their understanding of reading passages. It is divided into 3
groups:
- Group 1: question information contained within the reading passage
- Group 2: students will have to make inferences based on their understanding of
the passage.
- Group 3: questions require students to relate the passage to their own
experience.

 Antonyms/Synonyms:
- Students are given one set of words and are asked to find antonyms or
synonyms in the reading passage.
- Or students might be asked to define a set of words based on their
understanding of them

 Cognates:
- students are taught to identify cognates by learning spelling or sound patterns
shared between languages. They also memorize words that resemble cognates
but have different meanings in the target language. This method is useful only for
languages that share cognates.

 Deductive Application of Rules:

- Grammar rules are presented with examples. Exceptions to each rule are also
noted. When students understand a rule, they apply it to some examples.

 Fill-in-the-blanks Exercise
Students are given a series of sentences with words missing. They fill in the
blanks with new vocabulary items or with items of a particular grammar type

 memorization: Students are given lists of target language vocabulary

words and their native language equivalents and are asked to memorize
them.

 use words in the sentences: In order to show that students understand

the meaning and use of a new vocabulary item, they make up sentences
with a new vocabulary
  Composition: Students will write a topic related reading passage in the
target language or summarize the reading passage

Direct Method  Reading aloud: Students take turns reading sections of passage.
 Question and answer exercise: Students are asked questions and
answers in full sentences .
 Getting students to self - correct: Teacher helping students to correct
their errors by themselves.
 Conversation practice: Teachers should regularly ask individual
students some questions about themselves.
 Fill - in - blank exercise: Students would have induced the grammar
rule they need to fill in the blanks.
 Dictation: Students listen to the teacher and write down what they have
heard.
 Map drawing: Students labeled the map follow the teacher’s instruction.
 Paragraph writing: Students write paragraphs based on their memories
or the model paragraph.

Audio-lingual  Dialogue Memorization: mimicry practicing sentence patterns and

method grammar points.
 Backward Build-up (Expansion): Dril Long sentences are broken
down last phrase and gradually build up to the entire line natural
intonation
 Repetition Drill: repeat model quickly and accurately
 Chain Drill: ask and answer questions control communication and
speech checks
 Single-slot Substitution Drill: a substituted word or phrase, practicing
sentence structure
 Multiple-slot Substitution Drill: Similar, recognize parts of speech
 Transformation Drill: transform sentences, practice different sentence
structures.
 Question-and-answer Drill: practice quickly, reinforcing the question
 pattern
 Use of Minimal Pairs: differ by one sound, improve pronunciation and
perception.
 Complete the Dialogue: fill in blanks, reinforcing memory and
understanding
 Grammar Game: practice grammar points, expression with repetition

Total physical  Using Commands to Direct Behavior

response
The use of commands is the major teaching technique of TPR. The commands
are given to get students to perform an action; the action makes the meaning of
the command clear. Since Asher suggests keeping the pace lively, it is necessary
for a teacher to plan in advance just which commands she will introduce in a
lesson. If the teacher tries to think them up as the lesson progresses, the pace will
be too slow.
 Role Reversal
Students command their teacher and classmates to perform some actions. Asher
says that students will want to speak after 10–20 hours of instruction, although
some students may take longer. Students should not be encouraged to speak until
they are ready.
 Action Sequence
The teacher gives three connected commands. For example, the teacher told the
students to point to the door, walk to the door, and touch the door. As the students
learn more and more of the target language, a longer series of connected
commands can be given, which together comprise a whole procedure. While we
did not see a long action sequence in this very first class, a little later on students
might receive the following instructions, which they act out.

The  Authentic materials: advocate the use of authentic language materials

communicative for students' high-intermediate level of proficiency. For students with
language teaching lower proficiency use simpler authentic materials or to use items of
realia that do not contain a lot of language.
 Scrambled Sentences: Teacher will give them scrambled sentences of
paragraph or passage. They are told to unscramble the sentences so that
the sentences are restored to their original order. In addition, students
might also be asked to unscramble the lines of a mixed-up dialogue
 Language Games: Games that are truly communicative, have the three
features of communication: information gap, choice, and feedback.
  Picture Strip Story: one student in a small group was given a strip
story. She showed the first picture of the story to the other members of
her group and asked them to predict what the second picture would look
like. They had a choice as to what their prediction would be and how
they would word it.
 Role-play: the teacher establishes the situation and the student will role-
play. Can help students choose among these appropriate forms, given the
social context.

Task-based Prabhu identified three types of tasks, all of which were represented in the lesson
language teaching we have just observed:
 Information-gap tasks: Involves exchanging information to complete
a task, such as filling a schedule or describing a picture. This requires
participants to share knowledge they have
 Opinion-gap tasks: Requires students to express personal preferences
or feelings to solve a problem, like giving advice or finding solutions to
social issues. In the observed lesson, students surveyed classmates about
favorite subjects
 Reasoning-gap tasks: Involves inferring new information from what is
already given, such as finding the best route on a train schedule or
solving riddles. Prabhu favors reasoning-gap tasks because they
encourage sustained engagement with meaning, unlike simpler
information-gap and open-ended opinion-gap tasks.
According to Ellis (2009), TBLT tasks can be unfocused or focused:
 Unfocused tasks: Designed to provide learners with opportunities for
general communication.
 Focused tasks: Designed to create opportunities for communicating
using specific linguistic items, typically grammar structures.
Ellis also distinguishes between input-providing and output-prompting tasks
 Input-providing tasks: Engage learners with receptive skills like
listening and reading, allowing teachers to introduce new language
 Output-prompting tasks: Encourage students to speak or write
meaningfully. In the observed lesson, students shared information on
their cards to help their group complete a schedule.