1. Language Teaching Methodology
Approaches, Methods and Procedures

2. Defining Methodology
the study of the practices and procedures used in teaching, and the principles and beliefs that underline them.
It includes
the study of the nature of language skills and procedures for teaching them
the study of the preparation of lesson plans, materials and textbooks for teaching language skills
the evaluation and comparison of language teaching methods

3. Approach Method and Procedure
a set of assumptions about the nature of language, language learning and teaching.
METHOD
an overall plan for systematic presentation of language based upon a selected approach
PROCEDURE
specific activities manifested in the classroom that are consistent with a method and therefore are in harmony with an approach as well

4. Three different views of the nature of language
Structural view: It views language as a system of structurally related element.
Functional view: It regards language as a vehicle for the expression of functional meaning.
Cognitive or interactional view: It sees language as a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals.

5. Common assumptions about the nature of language
Language is a group of sounds with specific meaning and organized by grammatical rules (The Silent Way).
Language is the everyday spoken utterance of the average person at normal speed (Audio Lingual Method).
Language is a system for the expression of meaning (Communicative Language Teaching, CLT).
Language is a set of grammatical rules and language consists of language chunks (Total Physical Responses).

6. The nature of language learning
Behaviorism: Stimulus- Response- Reinforcement- Drilling, exercise, repetition.
Nativism: A child naturally has a language acquisition device. (Kodrati).
Constructivism: A child acquired a language through interaction between the child and environment. (Jean Piaget)

7. Behaviourism
A theory of learning focusing on acquisition of new behaviour.
Language learning is simply a matter of imitation and habit formation.
Children imitate the sounds and patterns which they hear around them and receive positive reinforcement for doing so.

8. Innativism
Chomsky: children are biologically programmed for language and that language develops in the child in just the same way that other biological functions develop. Criticism on behaviourism: Children come to know more about the structure of their language than they could be expected to learn on the basis of the samples of language they hear. The language children are exposed to includes false starts, incomplete sentences and slips of the tongue, and yet they learn to distinguish between grammatical and ungrammatical sentences.

9. Universal Grammar -UG
Contains all and only the principles which are universal to all human languages
If children are preequipped with UG what they have to learn is the ways in which their own language make use of those principles.
Children need access only to a sample of natural lg which serve as a trigger to activate the device.

10. Cognitive or constructivist view
‘Constructivists view learning as the result of mental construction. That is, learning takes place when new information is built into and added onto an individual’s current structure of knowledge, understanding and skills. We learn best when we actively construct our own understanding’ (Alan Prichard 2009:17). The interactionist ’ position is that language develops as a result of the complex interplay between the uniquely human characteristics of the child and the environment in which the child develops.

11. Methods 2) Direct method 3) Audio-lingual method 4) Suggestopedia
1) Grammar-translation
2) Direct method
3) Audio-lingual method
4) Suggestopedia
6) The silent way
7) Total physical response
8) Community language learning
9) The natural way
10) Communicative language teaching

12. Procedure
Specific strategy that we us ein the classroom A tool to obtain an immediate result Coherent with the method and in harmony with the approach Taxonomy of language learning techniques Controlled: drill, dictation, copying Semi-controlled: dialogue, info transfer, brainstorming Free: problem-solving, drama, interview

13. Let’s think about this …
If we mention the following concepts, can we determine if we are talking about an approach, method or procedure/technique? Role play/ Communicaive Language Teaching,CLT/ Cognitivims/ Grammar translation/ Interview/ Audiolingualism/ Dictation/ Behaviourism/ Drills/ The Silent Way / Suggestopedia / Innativism / Copying

14. Summary Techniques Activities Controlled Semi controlled Free
Approach
Method
Procedure
Techniques
Activities
Controlled
Semi controlled
Free
Theories about the nature of language
Structural
Functional
Cognitive or Interactional
Theories of language learning
Behaviourism
Nativism
Constructivism
Grammar-translation
Direct method
Audio-lingual method
Community language learning
Suggestopedia
The silent way
Total physical response
The natural way
Communicative language teaching

16. Language teaching methods: Grammar Translation
In this method, classes are taught in the students' mother tongue, with little active use of the target language.
Vocabulary is taught in the form of isolated word lists.
Elaborate explanations of grammar are always provided.
Grammar instruction provides the rules for putting words together; instruction focuses on the form and inflection of words.
Little attention is paid to the content of texts.
Drills are exercises in translating disconnected sentences from the target language into the mother tongue, and vice versa.
Little or no attention is given to pronunciation.

17. Language teaching methods: Grammar Translation

18. Language teaching methods: Grammar Translation
Objectives
Content
To enable students to:
analyse the language through logic
memorise grammatical rules
read classics of English literature
write classical essays
translate from these classics
norms of previous centuries imposed
grammar occupies pride of place:
Latin influence
rules: insufficiently explicit, often false
memorisation of long rules, paradigms
minute details, instead of relevant points
morphology in focus, syntax neglected
pronunciation plays little role
lexis is taught unsystematically
heavy reliance on written language
order of skills: reading - writing - translating - speaking - (listening)

19. Language teaching methods: Grammar Translation
Procedure
Talking about the language, not the language
Analytic - deductive approach
No scope for personal involvment
Long presentation phase followed by little practice
Prescriptive attitude (cause: social class prejudice, nationalism)
Activities:
translation, composition, dictation, completion, transformation, conversion, rearrangement.
Critic:
Language learning meant memorizing endless lists of unusable grammatical rules and vocabulary, attempted to produce perfect translations of literary prose (tedious experience for the learner).
Creates few demands on the teacher.

20. Language teaching methods: Direct method
This approach was developed initially as a reaction to the grammar-translation approach in an attempt to integrate more use of the target language in instruction.
Lessons begin with a dialogue using a modern conversational style in the target language.
Material is first presented orally with actions or pictures.
The mother tongue is NEVER used. There is no translation.
The preferred type of exercise is a series of questions in the target language based on the dialogue or an anecdotal narrative.

21. Language teaching methods: Direct method
Questions are answered in the target language.
Grammar is taught inductively--rules are generalized from the practice and experience with the target language.
Verbs are used first and systematically conjugated much later after some oral mastery of the target language.
Advanced students read literature for comprehension and pleasure.
Literary texts are not analyzed grammatically.
The culture associated with the target language is also taught inductively.
Culture is considered an important aspect of learning the language

22. Language teaching methods: The Audio-lingual method
Mimicry-Memorisation Method or Army Method Accurate imitation of natural conversation by native speakers. Objective: To achieve effective aural-oral skills

23. The main sources of the Audio-lingual method
Structuralist Grammar
Behaviourist Psychology
Language is to be analysed as form, as a corpus of data
Language is to be distributed systematically into its basic elements: sentence-clause- group-word-morpheme- phoneme.
Then these elements are ordered into sentence patterns "The more patterns you are familiarised with, the better you speak the language."
Human behaviour, including verbal behaviour, is directed by habits
A verbal habit signifies automatic control over a given sentence pattern
The process of internalisation: stimulus-response-reinforcement
Verbal stimulus-decoding-encoding- verbal response: right: reinforcement /wrong: correction right response- reinforcement
If several stimuli of the same pattern are followed by reinforced responses, the habit becomes fixed.

24. Audio -lingualism Content:
Grammar is in focus again: Syntax dominates-morphology and semantics are of secondary importance
Lots of patterns instead of rules
Patterns are placed in a graded order
Pronunciation plays a central role due to the desire to develop listening/speaking skills the invention of the magnetic tape
Oral introduction made common practice, later plenty of independent pronunciation exercises.
Vocabulary is the' poor cousin'
Lexis is kept to a minimum at beginners level - enrichment comes only after the basic patterns have been mastered
Order of skills: listening-speaking-reading-writing

25. Audio-lingualism Procedure:
Talking not about the language, but the language
Inductive approach
Errors should be prevented by all means
Presentation is strictly audio-lingual: listening (books shut
listening and understanding (books open, pictures only)
listening (books shut)
listening and chorus repetition (books shut)
listening and individual repetition (books shut)
reading aloud: chorus, groups, or individual (books open)
Practice takes up 85% of the whole working time