1. Language Teaching Methods/ Approaches
English Methodology I
UCSC-2008
Mg.Roxanna Correa

2. Grammar-Translation Method (early 19th century)
Nature of Language
Systematic study of the prescribed grammar of classical Latin and classical texts.
Language Learning
Exercise mental abilities

3. Grammar-Translation Method (early 19th century)
LANGUAGE TEACHING
Instruction given in mother tongue
Little use (of language) for communication in target language

4. Grammar-Translation Method (early 19th century)
LANGUAGE TEACHING
Teacher does not have to be able to speak target language
Focus on appreciating literature of target language and translation

5. SOME PRINCIPLES Literary languare is superior to spoken language.
If sts are able to translatae from L2 to L1 they are considered successful lg learners.
Ability to communicate in the foreign lg is not a goal for teaching.
Reading are writing are the skills developed
Class are teacher centered

6. SOME PRINCIPLES
Native language equivalents are found for ALL target words.
Learning is emphasized through similarities between L1and L2.
Sts learn about the form (grammar )of the target lg
Deductive pedagogical technique is applied for grammar rules.
LL provides good mental exercise ( use of memory is promoted)

7. Direct Approach
1886.The IPA is established Phonetics becomes an issue in language teaching. First true scientific contributions to language learning begins.
Reaction to the Grammar Translation Method

8. Direct Approach Nature of Language
Everyday spoken language. Culture, history, geography, everyday life of TL speakers.
Language Learning
Associate meaning with TL directly

9. Direct Approach Language Teaching No use of mother tongue allowed
Lesson begins with dialogues and conversations

10. Direct Approach Language Teaching Grammar rules learned inductively
Teacher must speak the target language

11. Reading Approach Reaction to the Direct Approach
Reading is viewed as the most appropriate skill to have in a foreign language since many people did not travel abroad (from U.S.)

12. Reading Approach
Not enough teachers could speak target language well enough to use it for teaching
Only grammar is useful for teaching reading .
Emphasis on translation

13. AUDIO- LINGUAL APPROACH
WWII ( )breaks out and U.S. military requires people to speak and understand foreign languages
The U.S. government hires linguists to help teach and develop materials

14. AUDIO- LINGUAL APPROACH
THEORETICAL BASE
Linguistic and Psychology.Charles Fries (1945) led the way in applying principles from sturctural linguistics in developing this approach.
In 1957 principles from behavioral psychology (Skinner) were incorporated.

15. AUDIO- LINGUAL APPROACH
NATURE OF LANGUAGE
Sentence and sound patterns
LANGUAGE LEARNING
Overcoming native language habits; form new target language habits.

16. AUDIO- LINGUAL APPROACH
LANGUAGE TEACHING
Conduct oral/aural drills and pattern practice.

17. SILENT WAY
1960 Chomsky argued the language acquisition could not take place through habit formation., but rather a rule formation
This method shares certain principles with the Cognitive Approach

18. SILENT WAY Nature of Language
Unique since it is the expression of a particular group of people.
Language Learning
Develop inner criteria for corrections by becoming aware of how TL works.

19. SILENT WAY Language Teaching
Remain silent in order to subordinate teaching to learning. Focus student attention; provide meaningful practice.

20. Desuggestopedia/ Affective - Humanistic Approach
NATURE OF LANGUAGE
Language is a process of communication and the factors which influence the linguistic message.
Meaningful texts, vocabulary emphasized.
LANGUAGE LEARNING
Overcome psychological barriers to learning

21. Desuggestopedia LANGUAGE TEACHING
Desuggest limitations: teach lengthy dialogues through musical accompaniment, playful practice, and the arts.

22. Community Language Learning
Developed by Charles Curran (1976). Influenced by humanistic psychology Carl Rogers (1951) and Brown (1994).
Nature of language:
Student generated
Language Learning:
Learn nondefensevely as whole persons following development stages.

23. Community Language Learning
Language Teaching
Include the elements of security, attention, aggression, reflection, retention, discrimination

24. NATURAL APPROACH listening recognized as a very important skill
An outgrowth of second language acquisition research, especially by Krashen (1981) and Terrell(1977)
listening recognized as a very important skill
listen and respond non-verbally
learners progress by being exposed to meaningful input just one step beyond their level of competence

25. NATURAL APPROACH Nature of language
Vehicle for communicating meaning; vocabulary emphasized
Language Learning:
Listen; associate meaning with target language directly.

26. NATURAL APPROACH Language Teaching
Delay speaking until students are ready; make meaning clear through actions and visuals.

27. TOTAL PHYSICAL RESPONSE
In the 60’s and 70’s research gave rise to the hypothesis that language Learning should start first with understanding and later proceed to production. (Winitz 1981)

28. TOTAL PHYSICAL RESPONSE
NATURE OF LANGUAGE
The oral modality is primary. Culture is the lifestyle of people who speak the language natively.
Vocabulary and grammatical structures are emphasized

29. TOTAL PHYSICAL RESPONSE
Language Learning
TPR is usually introduced in the student’s native language.
Meaning is made clear through body movements
Main aim is to reduce the stress.
Students speak when they are ready.

30. TOTAL PHYSICAL RESPONSE
LANGUAGE TEACHING
Initially the teacher is the director of all the students behaviour.
In the second phase sts demonstrate they can understand the commands by performing them alone.
After learning to respond to oral commands the sts learn to read and write

31. Communicative approach
Nature of Language
Communicative competence. Notions/functions
Authentic Discourse
Language Learning
Interact with others in the target language; negotiate meaning.
Ability to communicate in second language/TL

32. Communicative approach
Language Teaching
Use information gaps, role-plays, games
Group and pair work is stressed
Authentic material use is encouraged

33. Communicative approach
Focus in on meaning, not form
Teachers should be able to use the target language fluently and appropriately

34. CONTENT-BASED, TASK BASED, Participatory Approaches
Nature of Language
Medium for doing learning
Language Learning
Attend to what is being communicated, not the language itself, except when form-focused.
Lear how to learn

35. CONTENT-BASED, TASK BASED, Participatory Approaches
Language Teaching
Engage students in learning others subject matter, tasks, or in problem-solving around issues in their lives.

36. Leaning Strategy Training, Cooperative Learning and Multiple Intelligences.
Language learning
Learn how to learn
Language Teaching
Teach learning strategies ; use a variety of activities that appeal to different intelligences.