1. TEACHING METHODS A Brief Synthesis TESOL for adults 2009 Canada TESOL Center

2. The Grammar – Translation Method /Classical Method
Goals Ss be able to read literature written in English.
Role of Teacher Very traditional, high authority
Learning process Translating from English to the native language.
Study grammar deductively and memorize rules
Apply memorized rules in other examples
St-T interaction Mostly T->St / Little St->T or St<->St
Language viewed As superior to spoken language
Culture viewed As consisting of literature and the fine art
Primary skills Vocabulary and grammar -> Reading and writing
Language in class St’s native language
Evaluation Written tests where Sts are basically asked to translate
St’s errors T supply correct answer soon
Techniques used
* Translation of a literary passage – spoken or written
* Reading comprehension questions – info scanning & inferences based on understanding
* Antonyms / Synonyms
* Cognates – (for languages that keeps similarity to English) – To recognize cognates
* Deductive application of rule – apply learnt grammar rules to different examples
* Fill-in-the-blanks – words, prepositions, verbs in correct tense.
* Memorization – vocabulary and grammar rules
* Composition – based on a topic

3. The Direct Method
Goals Ss be able to how to communicate and think in English.
Role of Teacher Sts less passive than “the grammar/trans meth”; T& St as partners
Learning process Meaning is associated directly in English / NO translations
Syllabus based upon situations or topics
NO grammar rules are given
St-T interaction T <-> St / St<-> St
Language viewed As primarily spoken, no written
Culture viewed As consisting of history of people, of daily lives
Primary skills Vocabulary emphasized over grammar / Basically oral
Language in class ONLY English in class
Evaluation Based in using the language, both orally and written
St’s errors T help Sts self-correct errors whenever need
Techniques used
Reading aloud
Questions & answers exercise
Getting Sts self-correct – eliciting
Conversation practice – Questions may contain grammar sturct ./ Sts practice each other
Fiil-in-blanks – induced grammar rules included
Complete missing info – by pictures, etc Sts are asked orally provide necessary info
Paragraph writing

4. The Audio-Lingual Method
Goals Ss be able to use English communicatively.
Role of Teacher Orchestra leader- direct, control and good model for imitation
Learning process Based on behavioral psychology
Imitation – repetition – drilling based on a pattern in a dialogue
Oral practice followed by reading & writing work
St-T interaction Initially T->St / Later T<-> St & St<->St
Language viewed Every language has its unique system / each level has its pattern
Culture viewed As everyday behavior & lifestyle of people
Primary skills First listening & speaking; later reading & writing
Sound system & grammar patterns priorized
Language in class ONLY English in class
Evaluation
St’s errors
Techniques used
Dialogue memorization – thru mimicry, role play, performing the dialogue
Backward build-up (expansion) drill – cracking down long sentences in part, later make whole sent.
Repetition drill
Chain drill
Single-slot substitution drill / Multiple-slot substitution drill / transformation drill
Q & A drill
Complete the dialogue – fill in blanks
Grammar game

5. The Communicative Language Teaching
Goals Ss .
Role of Teacher O
Learning process B Ie
ork
St-T interaction St
Language viewed ern
Culture viewed e
Primary skills g
Language in class ONLY English in class
Evaluation
St’s errors
Techniques used
Dia