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Language Teaching Methods and Approaches

The document discusses various language teaching methods and approaches throughout history including: 1) The Grammar Translation Method from the 19th century focused on memorization of rules and vocabulary lists with little active use of the target language. 2) The Direct Method from the late 19th/early 20th century emphasized using the target language for instruction with no translation allowed. 3) The Audiolingual Method from the 1940s-1960s used mimicry and memorization of dialogs to build language habits through repetition and reinforcement of responses. 4) The Cognitive Approach viewed language learning as rule acquisition and emphasized individualized instruction and allowing errors to be part of the learning process. 5) The Communicative

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73 views16 pages

Language Teaching Methods and Approaches

The document discusses various language teaching methods and approaches throughout history including: 1) The Grammar Translation Method from the 19th century focused on memorization of rules and vocabulary lists with little active use of the target language. 2) The Direct Method from the late 19th/early 20th century emphasized using the target language for instruction with no translation allowed. 3) The Audiolingual Method from the 1940s-1960s used mimicry and memorization of dialogs to build language habits through repetition and reinforcement of responses. 4) The Cognitive Approach viewed language learning as rule acquisition and emphasized individualized instruction and allowing errors to be part of the learning process. 5) The Communicative

Uploaded by

Lucia
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© © All Rights Reserved
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Language Teaching

Methods and
Approaches
Didactics 1
Lucía Moreira-Karina Báez
Definitions to bear in mind – D. Brown
Approach Method Technique

Theoretically well-informed positions


Any of a wide variety of
and beliefs about the nature of A generalized set of classroom
exercises, activities, or tasks
language, language learning and the specifications for accomplishing
used in the language classroom
applicability of both to pedagogical linguistic objectives.
for realizing lesson objectives.
settings.

Primarily: Focus on teacher and


students roles and behaviors

Secondarily: Focus on features such


as linguistic and subject-matter
objectives, sequencing and materials.
Most times applicable to a variety of
audiences.
Once upon a
time…..
As early as the 2nd century BC
the Romans were taught Greek
by immersion.

Marcus Fabius Quintilian 35-95


AD set the first principles of
second language instruction.
He promoted practical,
contextualized instruction
Medieval Period

• Greek instruction decreased and Latin took


over.

• Grammatical analysis became prominent,


with mastery of rules becoming as
significant as communication skills.
The Renaissance
In the 17th century the focus on language study was on utility rather than analysis.

Comenius’ inductive approach (1631-1658)

Some of his techniques published in his book:

•Use imitation instead of rules to teach a language


•Have your Ss repeat after you
•Use a limited vocabulary initially
•Help your Ss practice reading and speaking
•Teach language through pictures to make it meaningful
19th century: Grammar Translation
Method

• Memorization of grammatical rules and vocabulary lists


• Translate sentences into and from the forei
• Classes are taught in the L1 with little active use of the target language
• Reading of difficult classical texts is begun early
• Little attention to the content of texts grammatical analysis)
• Little or no attentio to pronunciation
Translation is once Reading
Reading comprehension is more a respectable
classroom procedure
Approac
the only language skill
emphasized h
Only the grammar useful In the 30s it was
for reading comprehension viewed as the
is taught most usable skill
The teacher does to have in a
Vocabulary is controlled at not need to have a foreign language
first (based on frequency good oral proficiency
and usefulness) in the TL
The Direct Method
• Meaning is conveyed directly in the target language through
demonstration and visual aids.
• No translation is allowed (teacher must be native or native-like
proficient in the language).
• Grammar is learnt inductively.
• Lessons begin with dialogs and anecdotes in modern conversational
style.
• Literary texts are read for pleasure and not analysed grammatically.
• Speaking and listening are taught.
• Correct pronunciation and grammar are emphasized.
• Oral communication skills are built up progressively by question and
answer exchanges between T and Ss in small intensive classes.
Audiolingual Method Also called the “Army Method”
US 1940s, 1950s and 1960s

• Lessons begin with dialogs.

• Mimicry and memorization are used,


based on the assumption that
language is habit formation.
• Grammatical structures are sequenced
and rules are taught inductively.
• Skills are sequenced: listening,
speaking-reading, writing postponed
• Pronunciation is stressed from the beginning.

• Vocabulary is severely limited in initial stages.

• A great effort is made to prevent lerner errors.

• Successful responses are immediately reinforced.

• There is a tendency to manipulate language and disregard context.

• The teacher must be proficient only in the structures, vocabulary,etc she is


teaching since learning activities and materials are carefully controlled
(tapes, language labs and visual aids).

• Little or no grammatical explanation. It’s taught by inductive analogy.


Cognitive Approach

• Language learning viewed as rule acquisition, not habit formation.

• Instruction often individualized. Learners are responsible for their


own learning.
• Grammar must be taught but can be either deductively (rules first,
practice later) or inductively (rules stated after practice or left as
implicit information for the learners to process on their own).
• Pronunciation is not emphasized; perfection is not realistic.
• Reading and writing as important as speaking and listening.

• Errors are viewed as inevitable and should be used constructively


in the learning process.
• T is expected to have a good general proficiency in the TL and
ability to analyse it.
Communicative Approach assumptions
The content of a
The teacher’s role
The goal of language course
is primarily to
language teaching will include
facilitate
is the learner semantic notions
communication
ability to and social
and secondarily to
communicate functions, not just
correct errors
linguistic
structures

T should be able to use the TL


fluently and appropriately
Students often…
• work in groups or pairs to transfer (and, if necessary,negotiate)
meaning in situations where one person has information that the
other lacks.
• engage in role-play or dramatization to adjust the use of the target
language to different social contexts
• Skills are integrated from the beginning, a given activity might
involve reading, speaking,listening and perhaps also writing.
• Classroom materials and activities are often authentic to reflect
real-life situations and demands.

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