Teaching methods and approaches

UNIT 2
English teaching methods
2. 1 Grammar-translation method
The method focuses on the literature and grammar of the target language, with passages being
translated into and from the mother tongue. Consequently it tends to be very much text-based.
Typically, the teacher gives instructions and grammatical explanations in the mother tongue.
We don’t pay attention in all the steps.
Objectives
 To be able to read literature written in the target language.
 To be able to translate from one language to another.
 To develop reading and writing skill.
Characteristics
 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.

Advantages Disadvantages
An effective way for application of grammar Wrong idea of what language is
and sentence structure
Few demands on teachers Less learners’ motivation
Least stressful for students Create frustration for learners

Application

 Translation of a Literary Passage

 Reading Comprehension Questions
 Antonyms /Synonyms
 Cognates
 Deductive application of rule
 Fill- in-the-blanks
 Memorization
 Use words in sentences
2.2 Direct Method
Please watch the following video and create a mind map with the most important information
presented in the first 4 min.

2.4 Community language learning

Principles
Building a relationship with and among students is very important.
Any new learning experience can be threatening.
When students have an idea of what will happen in each activity, they often feel more secure.
The teacher should be sensitive to students’ lever of confidence and give them just what they
need to be successful.
Students feel more secure when they know the limits of an activity.
Sharing about their learning experience allows learners to get to know one another and to build
community.
Guided by the knowledge that each learner is unique, the teacher creates an accepting
atmosphere.
The students’ native language is used to make the meaning clear and not to build a bridge from
the known to the unknown.
In groups, students can begin to feel a sense of community and can learn from each other as well
as the teacher.
Cooperation, not competition, is encouraged.
The role of the teacher
The teacher’s initial role is primarily that of a counselor.
The teacher recognizes how threatening a new learning situation can be for adult learners.
Teachers support students in their effort to master the target language.
The role of the students
Initially the learners are very dependent upon the teacher.
It is recognized that as the learners continue to study, they become increasingly independent.
Areas of language emphasized
The most important skills are understanding and speaking the language at the beginning, with the
reinforcement through reading and writing.
Certain grammar items, pronunciation patters and vocabulary are focused on based on the
language the students have generated.
2.5 communicative language teaching
Role of the teacher: the teacher facilitates the communication in the classroom, and also acts as
an advisor.
The role of the student: students are actively engaged in trying to make themselves understood
and in understanding other.
Use of the mother tongue. Can be used but target language is priority.
Activities
Language games
Picture strip story
Role play
Materials
Authentic materials
Social media products
TV broadcast
Evaluation
Formative: is more useful and important in this method.
Summative

Students’ errors
Errors of form are tolerated during fluency-based activities and are seen as a natural outcome of
the development of communication skills.
The teacher may note the errors during fluency activities and return to them later with an
accuracy-based activity.
2.6 Total Physical Response (TPR)
TPR is…
A language teaching method built around the coordination of speech and action.
A method of teaching a language using physical movement to react to verbal input.
Theory of language
Grammar-based view of language.
The verb in the imperative as the central linguistic motif.
Language being composed of abstractions and non-abstractions.
Learning activities
Fixed number of items (usually no more than 30).
Predominantly imperative drills.
Role playing can also be used.
Conversational dialogues begin after at least 100 hours of instruction.
Roles of learners
Listener & performer
Recognize and respond to novel combinations of previously taught items.
Produce novel combinations.
Encouraged to speak not until they feel ready.
Roles of a teacher
Active and direct role.
Select supporting materials, and model the lesson.
Allow speaking abilities to develop in natural pace.
Parent-like feedback.
Advantages
TPR is fun and easy.
TPR is inclusive.
Good tool for building vocabulary for long-term retention.
Does not require long preparations.
Effective for both adult and young learners.
Disadvantages
Challenge for shy students.
No opportunity to talk in a creative manner.
Can become too repetitive and boring.
Preparation becomes an issue at higher levels.
Conclusion
TPR is a language teaching method built around the coordination of speech and action
TPR proved to be useful in second language acquisition
BUT! In order to be successful TPR should be used in association with other methods and
techniques.
2.7 The Natural Approach – Stephen Krashen
1. Approach
THEORY OF LANGUAGE:
• Communication is the primary function of language.
• Language is viewed as a vehicle for communicating meanings and messages.
• Grammatical structures do not require explicit analysis or attention.
THEORY OF LEARNING:
• There are 5 Principal tenets of the theory:
1. The acquisition/learning hypothesis.
2. The monitor hypothesis.
3. The natural order hypothesis.
4. The input hypothesis.
5. The affective filter hypothesis
2. Design
2.1 Objectives
• The Natural Approach is for beginner students up to intermediate.
• Four broad areas; basic personal communicative skills (speaking/listening); academic
learning skills (oral/written)
• What they can/won’t able to do.
2.2 Learner roles
• Processor of comprehensible input.
• Learner decisions on when to speak, what to speak about, what linguistic expressions to use.
• Pre-production stage: participate in the language class without need to respond.
2.3 Teacher roles
• Teacher is the primary source of comprehensible input.
• Teacher creates a classroom atmosphere that is interesting and friendly to the lower and
affective filter.
• Teacher chooses a rich mix of classroom activities.
3. Procedure
• In the activities, the instructor maintains a constant flow of “comprehensible input,” using
key vocabulary items, appropriate gestures, context, repetition, and paraphrase to ensure the
comprehensibility of the input.
Conclusion
• The Natural Approach Rejects the formal grammatical organization of language to teach it. It
is not used at a native level.
• It emphasizes comprehensible and meaningful practice activities, of grammatically perfect
utterances and sentences.
 2.8 Content-Based Instruction
What is content-based instruction?
The focus of a CBI lesson is on the topic or subject matter. During the lesson students are
focused on learning about something. This could be anything that interests them from a
serious science subject to their favorite pop star or even a topical news story or film. They
learn about this subject using the language they are trying to learn, rather than their native
language, as a tool for developing knowledge and so they develop their linguistic ability in the
target language.
Example:
Preparation
 Choose a subject of interest to students.
 Find three or four suitable sources that deal with different aspects of the subject.
These could be websites, reference books, audio or video of lectures or even real
people.
During the lesson
 Divide the class into small groups and assign each group a small research task and a
source of information to use to help them fulfil the task.
 Then once they have done their research they form new groups with students that
used other information sources and share and compare their information.
What are the advantages of content-based instruction?
 It can make learning a language more interesting and motivating.
 CBI is very popular among EAP (English for Academic Purposes) teachers as it helps
students to develop valuable study skills such as note taking, summarizing and
extracting key information from texts.
What are the potential problems?
 Because CBI isn't explicitly focused on language learning, some students may feel
confused or may even feel that they aren't improving their language skills.
 Particularly in monolingual classes, the overuse of the students' native language
during parts of the lesson can be a problem.
Conclusion
While CBI can be both challenging and demanding for the teacher and the students, it can also
be very stimulating and rewarding. The degree to which you adopt this approach may well
depend on the willingness of your students, the institution in which you work and the
availability of resources within your environment.