INSTITUTO DE FORMACIÓN DOCENTE PARAGUAYO AMERICANO
TEACHING APPROACHES AND METHODS
1. THE GRAMMAR-TRANSLATION METHOD
Background
The Grammar-Translation Method was developed in the 18th century and was
introduced as a way of teaching modern languages to school children. The method itself came
from the way individual learners studied classical languages such as Greek and Latin. This was
done mainly by studying the grammar in detail and translating text from the original into the
learner’s language.
Features
Sentences and longer texts are translated both to and from the learner’s first language.
Little or no attention is paid to the ability to speak or communicate. Long lists of words are
commonly memorized without being used in a sentence. Grammar rules are given a lot of
attention, especially word endings and sentence formation. The teacher does not have to able
to speak the target language in order to teach.
Current Status
Grammar-translation is still used to some extent in more traditional schools. Here are
some problems that can occur:
Learners learn about the language, rather than how to use the language.
Learners do not get much, if any, opportunity to develop listening and speaking skills.
Vocabulary is made more difficult to use because it is usually taught in isolated lists.
Using correct grammar is given more emphasis than being able to communicate with
someone.
The attention given to grammatical accuracy and translation may be demotivating for
some learners.
One advantage the method does not have is that teachers develop an awareness of
grammar rules. One feature of this method is the translation of words and phrases from the
target language into the learner’s first language. This can be an efficient way of learning some
types of vocabulary and a help in learning some grammatical structures. On the other hand, it
is not always possible to translate a word or structure accurately and the act of translating
limits the extent to which learners think in English.
INSTITUTO DE FORMACIÓN DOCENTE PARAGUAYO AMERICANO
2. THE DIRECT METHOD
Background
The Direct Method was developed in the early 20th century in order to overcome the
problems connected with grammar-translation.
Features
The Direct-Method moved away from translation and introduced the idea of lessons
being conducted only in the target language. The meaning of words and structures was
communicated “directly” through mime and gestures, and practiced in question- and-answer
exchanges between the teacher and learners. Learners were not taught grammar rules but
worked them out for themselves.
Current Status
The Direct Method was an important step forward – the use of the target language as
the language of instruction underpins a lot of teaching today. It was developed from the 1920s
onwards into a more sophisticated method called Situational Language Teaching. This centred
on the oral practice of carefully graded structures. One key feature was that the language was
explained using a situation. The language was practiced using guided repetition, dictation, drills
and oral-based reading and writing tasks.
It sought to immerse the learner in the same way as when a first language is learnt. All
teaching is done in the target language, grammar is taught inductively; that is you won’t be
telling students about rules and such. Instead, you’ll let your students figure out the rules for
themselves. Your job is to give them plenty of materials to piece together so they can connect
the dots and discover the parameters for themselves. Also, the Direct-Method focuses on
speaking and listening, and only useful ‘everyday' language is taught.
*It involves the teacher modelling a word or a sentence and the learners repeating it.
INSTITUTO DE FORMACIÓN DOCENTE PARAGUAYO AMERICANO
3. AUDIOLINGUALISM
Background
Audiolingualism was developed in the 1920s and 1960s when it was believed that
learning a language was similar to learning new habits. Language was described in terms of the
way it was structured – individual sounds, letters, words, structures, and sentence types.
Learners were expected to learn the grammar of the new language not only by learning rules
but buy producing the language accurately by responding to stimuli. These stimuli were
prompts which would lead the learner to produce particular sentences. Speaking and listening
were seen as the basis of language learning with reading and writing coming later.
Features
A common feature of the audiolingual classroom was the drill. A drill was an activity
where the teacher provided prompts and the learners would produce a sentence using the
appropriate grammatical structure, for example:
Teacher: [holding up a picture of a post office] Where’s Mary going?
Learner: She’s going to the post office.
Here are some features of a typical lesson:
Lessons often began with dialogues.
The emphasis was on the form (or structure) of language rather than on content and
meaning.
Grammatical structures were taught in a particular order – structures which were
thought to be simpler were introduced before more complicated ones.
Correct pronunciation was strongly encouraged from the beginning.
Vocabulary was severely limited in the early stages
The teacher made a great effort to prevent errors.
Drills were the main way new language was practiced.
Current Status
Some languages teachers find drills useful for practicing sentences patterns. They can
be especially valuable in getting elementary learners build their confidence speaking.
However, nowadays the usefulness of drills is regarded as limited in that they do not give the
learners an opportunity to interact naturally with other speakers.
INSTITUTO DE FORMACIÓN DOCENTE PARAGUAYO AMERICANO
4. TOTAL PHYSICAL RESPONSE (TPR)
Background
Total Physical Response, or TPR, was proposed in 1974 by psychologist James Asher. As
the name suggests, physical movement was a key aspect of TPR. Asher believed that students
would perform better mentally if lessons required physical activity, and that people learn
languages in the same way that babies do- first by listening and responding, and then by
producing the language.
Features
In TPR lessons, teachers give and model commands and students perform them without
speaking: stand up / sit down / raise your hand. Later, they give the commands without
modelling them for students to do the actions. Finally, students give the commands to their
classmates. In this way, the teacher guides students through the learning process.
It is important to note, though, that students learn more than just vocabulary; prompts
can become complex: Touch the picture of the boy with short brown hair / stand up if the boy is
wearing a green T-shirt.
TPR can be used to teach and practise many things: vocabulary connected with actions,
tenses and continuous aspects (Every morning I clean my teeth, I make my bed, I eat breakfast),
classroom language (Open your books) Imperatives/Instructions (Stand up, close your eyes) and
storytelling.
Current Status
Students enjoy it and it lifts the pace and the mood. Also, it helps students to remember
phrases or words. Moreover, it is good for kinaesthetic learners who need to be active in the
class.
It can be used in large or small classes. It doesn't really matter how many students you
have as long as you are prepared to take the lead, the students will follow.
It works well with mixed-ability classes. The physical actions get across the meaning
effectively so that all the students are able to understand and use the target language.
It is very effective with teenagers and young learners
Teachers need to be aware that students who are not used to such things might find it
embarrassing and that it is more suitable for beginner levels. However, you need to adapt the
language accordingly.
You can't teach everything with it and if used a lot it would become repetitive.
INSTITUTO DE FORMACIÓN DOCENTE PARAGUAYO AMERICANO
5. THE NATURAL APPROACH
Background
In 1977, Tracy Terrell, a teacher of Spanish in California, outlined "a proposal for a
'new' philosophy of language teaching which [he] called the Natural Approach". This was an
attempt to develop a language teaching proposal that incorporated the "naturalistic"
principles researchers had identified in studies of second language acquisition. Since that time
Terrell and others have experimented with implementing the Natural Approach in elementary-
to advanced-level classes and with several other languages. At the same time he has joined
forces with Stephen Krashen, an applied linguist at the University of Southern California, in
elaborating a theoretical rationale for the Natural Approach, drawing on Krashen's influential
theory of second language acquisition.
Features
The term natural, used in reference to the Direct Method, merely emphasized that the
principles underlying the method were believed to conform to the principles of
naturalistic language learning in young children. Similarly, the Natural Approach, as
defined by Krashen and Terrell, is believed to conform to the naturalistic principles
found in successful second language acquisition.
Unlike the Direct Method, however, it places less emphasis on teacher monologues,
direct repetition, and formal questions and answers, and less focus on accurate
production of target language sentences.
In the Natural Approach there is an emphasis on exposure, or input, optimizing
emotional preparedness for learning, and a willingness to use written and other
materials as a source of comprehensible input.
From the beginning of a class taught according to the Natural Approach, emphasis is
on presenting comprehensible input in the target language.
To minimize stress, learners are not required to say anything until they feel ready, but
they are expected to respond to teacher commands and questions in other ways.
When learners are ready to begin talking in the new language, the teacher provides
comprehensible language and simple response opportunities. The teacher talks slowly
and distinctly, asking questions and eliciting one-word answers. There is a gradual
progression from Yes/ No questions, through either-or questions, to questions that
students can answer using words they have heard used by the teacher.
Charts, pictures, advertisements, and other realia serve as the focal point for
questions, and when the students' competence permits, talk moves to class members
Current Status
Krashen and Terrell see communication as the primary function of language, and since
their approach focuses on teaching communicative abilities, they refer to the Natural
Approach as an example of a communicative approach, which is widely sued nowadays.
Language is viewed as a vehicle for communicating meanings and messages. Hence Krashen
and Terrell state that "acquisition can take place only when people understand messages in
the target language”.
INSTITUTO DE FORMACIÓN DOCENTE PARAGUAYO AMERICANO
6. THE HUMANISTIC APPROACH
Background
Humanistic language teaching is an approach based on the principle that the whole
being, emotional and social, needs to be engaged in learning, not just the mind.
Features
Its basic principle is in shifting the focus in education from teaching to learning, so that
the teacher is no longer the focal point in class but someone who facilitates the process
of education. For example: a teacher always responds to the content of learners'
written work, not just the quality of the language. They write an extended 'answer' to
this work, and also offer choices for learners who prefer to write on another topic.
It aims to make the learner more independent, since the responsibility for the learning
process is to some extent handed over to him.
The main idea is that the content of a lesson or syllabus is taught and learned from the
point of view of the learner. This new centrality changes the conventional concept of
instruction
The teacher must become a facilitator by giving up the dominating role to the learners.
On the other hand, and this seems essential, it is the teacher who creates the special
atmosphere of the learners’ independence and the new psychological climate in class.
If we want Humanistic Approach to work, the teacher must be sensitive and skillful.
What is important for the teacher is tact, empathy, a genuine interest in the learners’
performance and of course, friendliness. The teacher cooperates with the students on
equal terms, rather than dominates. This cooperation is special. It calls for finding an
appropriate balance in the teacher- learner relationship. This balance is a very sensitive
substance: it is individual and different in each particular case.
Current Status
The Humanistic approach is seen now not just as another approach to language
instruction but rather as something that makes the learner less constraint, more relaxed,
independent and uninhibited. He/she learns to cooperate with his peers and with the teacher,
developing more respect for himself and others, thereby releasing the energy that drives
learning.
INSTITUTO DE FORMACIÓN DOCENTE PARAGUAYO AMERICANO
BIBLIOGRAPHY
"Humanistic." Teaching English | British Council. N.p., 2006. Web. 10 Apr. 2018.
Lindsay, Cora, and Knight Paul. Learning and Teaching English: A Course for Teachers.
Oxford: Oxford UP, 2006. Print.
Richards, J. C., and Theodore S. Rodgers. Approaches and Methods in Language
Teaching. Cambridge: Cambridge UP, 2014. Print.
Richmond. Primary Methodology Handbook: Practical Ideas for ELT. Richmond
Publishing, 2014. Print.
