Approaches and Methods.

Group members: Carmen Tuiran Hoyos, José Olea Martínez, Dayana Cavadia Bolaño.
In small groups read the corresponding chapters extracted from the book Approaches and Methods in Language Teaching
(and any further research you can do on the topics) and complete the following chart with key information.

1.
Name of approach/method Grammar Translation Method

The Grammar Translation Method views language as a system of rules that must be mastered
through explicit instruction and applied primarily in written translation. It emphasizes the
Theory of language written form over spoken communication, considering language learning as an intellectual
discipline rather than a practical skill. This method originates from classical approaches used
for teaching Latin and Greek, languages that were primarily studied for academic and scholarly
purposes rather than everyday communication. The focus is on grammatical accuracy, proper
sentence structure, and literary comprehension rather than developing conversational fluency.

Learning in this method is seen as a logical process that requires memorization, analysis, and
the ability to apply grammatical rules in written exercises. Students first learn grammar rules
Theory of language learning and vocabulary lists, then apply them through translation exercises. The native language serves
as the primary reference point, and students learn by comparing the target language’s structures
to their own. The emphasis is placed on accuracy rather than fluency, and errors are heavily
corrected to ensure precision in language use. Understanding literature is considered an
essential component of language mastery.

The syllabus follows a structured, sentence-based approach that prioritizes grammar rules,
Syllabus vocabulary lists, and reading comprehension of literary texts. Lessons are systematically
organized to introduce new grammatical structures progressively, with exercises that reinforce
translation and grammatical accuracy. The materials often include classic literature in the
target language, with extensive annotations and explanations in the students’ native language.

The teacher plays the central role as the authority figure, responsible for explaining grammar
Roles (of teachers, of students rules, correcting errors, and providing translations. The student’s role is largely passive,
and of materials) focusing on memorization, translation, and written exercises. Materials include textbooks
filled with grammar exercises, bilingual dictionaries, classical literary texts, and reading
comprehension guides.

Common classroom activities include translating sentences and paragraphs from the native
Activities language to the target language and vice versa, conjugating verbs, analyzing grammatical
structures, memorizing vocabulary lists, answering reading comprehension questions about
literary passages, and writing compositions using the learned grammar rules.
 2.

Name of approach/method Total Physical Response (TPR)

Total Physical Response (TPR) is based on the idea that language is closely tied to physical
movement and that comprehension precedes verbal production. This method considers
language acquisition as a natural process that should mimic the way children learn their first
Theory of language
language—by responding to spoken commands before attempting to speak. It focuses on
imperative structures and vocabulary that can be demonstrated through actions, reinforcing
meaning through kinesthetic learning.

Learning occurs through a process of listening and responding with physical actions before
attempting to produce speech. This mirrors how infants acquire their first language: they first
understand and react to spoken language before forming their own sentences. The method is
Theory of language learning based on the belief that reducing anxiety in learners leads to better retention. Since students
are not pressured to speak immediately, they feel more comfortable engaging with the
language naturally. The repetition of physical actions reinforces memory and strengthens
comprehension.

The syllabus in TPR follows a sentence-based approach that emphasizes imperative verbs,
common action phrases, and high-frequency vocabulary. Lessons progress from simple
commands to more complex sequences of actions. Initially, the focus is entirely on listening
Syllabus
and responding with movement, but as students gain confidence, they gradually transition to
verbal responses.

The teacher takes on the role of a director, giving commands and modeling physical responses
while students act them out. The students are initially silent participants who demonstrate
Roles (of teachers, of students
comprehension through movement before producing speech. Materials include realia (objects
and of materials) from real life), flashcards, and images that illustrate vocabulary, along with props that help
students physically engage with the lesson.

Common activities include following verbal commands (e.g., “Stand up,” “Walk to the door”),
acting out short stories using gestures, role reversals where students give commands to their
Activities
peers, miming activities, and interactive games like Simon Says to reinforce vocabulary and
comprehension.
 3.

Name of approach/method The Audiolingual Method

The Audiolingual Method is based on structural linguistics, which views language as a set of
patterns that must be learned through repetition and reinforcement. It prioritizes spoken
Theory of language language over written communication and considers grammatical structures as the foundation
of fluency. This method emerged during World War II to rapidly train military personnel in
foreign languages, focusing on accuracy and automaticity in speech production.

Learning is rooted in behaviorist psychology, which suggests that language acquisition occurs
through habit formation. Students learn by repeating and memorizing dialogues, engaging in
Theory of language learning drills, and receiving immediate feedback. Correct responses are reinforced, while errors are
quickly corrected to prevent the formation of incorrect habits.

The syllabus follows a structural approach, progressing from simple phonological and
grammatical patterns to more complex structures. Lessons focus on pronunciation,
Syllabus
morphology, and syntax, introducing new material in carefully sequenced steps.

The teacher is a model for correct pronunciation and sentence structure, providing repetition
Roles (of teachers, of students drills and feedback. Students take on a passive role, responding to cues rather than engaging
in creative language use. Materials include scripted dialogues, drill-based textbooks, recorded
and of materials)
native speech samples, and pronunciation exercises.

Activities Activities include repetition drills, substitution drills, transformation drills, minimal pair
pronunciation exercises, and memorization of scripted dialogues.
 4.

Name of approach/method The Silent Way

This method views language as a system of rules and sounds that learners must actively
Theory of language discover. It emphasizes phonetics, pronunciation, and autonomous learning.

Learning occurs through self-discovery, problem-solving, and active engagement. Errors are
Theory of language learning seen as a natural part of the learning process.

Follows a structural syllabus that focuses on pronunciation, vocabulary, and sentence

Syllabus formation.

The teacher acts as a facilitator and speaks minimally, guiding students toward self-correction
Roles (of teachers, of students and awareness. Students take responsibility for their learning. Materials include color-coded
and of materials) pronunciation charts, Cuisenaire rods, and minimal visual aids.

Typical activities include pronunciation exercises using sound-color charts, guided problem-
Activities solving tasks, self-correction activities, minimal teacher intervention, and sentence-building
using rods.

5.
Name of approach/method Suggestopedia

Language learning is influenced by relaxation, music, and positive suggestion to enhance

Theory of language memory and lower anxiety.

Learning occurs through subconscious absorption in a stress-free and immersive environment.

Theory of language learning Drama, music, and visualization aid retention.

Follows a thematic syllabus with dialogues, songs, storytelling, and dramatization, designed
Syllabus to create an immersive experience.

The teacher plays an authoritative yet nurturing role, using suggestive techniques to create a
Roles (of teachers, of students positive atmosphere. Students are encouraged to relax and engage emotionally. Materials
and of materials) include classical music, dramatized texts, visual imagery, and comfortable seating.

Common activities include reading dialogues with music, dramatization, role-playing in

Activities imagined scenarios, visualization exercises, and group discussions in a relaxed setting.
 6.

Name of approach/method The Lexical Approach

The Lexical Approach views language as a collection of lexical chunks, collocations, and
fixed expressions rather than a system primarily based on grammar rules. It argues that
Theory of language fluency is achieved by recognizing and using common word combinations naturally rather
than constructing sentences from individual words and grammatical structures. This
perspective is based on research that shows native speakers rely heavily on pre-assembled
phrases rather than generating speech through rule application.

Language learning occurs by exposing learners to meaningful input that highlights lexical
patterns. Instead of focusing on learning isolated vocabulary words or mastering complex
Theory of language learning grammatical rules, students acquire language by noticing, memorizing, and using frequent
word combinations in context. This process mirrors the way first language acquisition
occurs, where children learn phrases and expressions before understanding the underlying
grammar. Emphasis is placed on comprehension, repetition, and meaningful communication
rather than explicit grammar instruction.

The syllabus follows a lexical syllabus that prioritizes teaching lexical chunks, collocations,
idiomatic expressions, and formulaic sequences. Lessons are designed to introduce students
Syllabus to high-frequency phrases used in different communicative contexts rather than focusing on
traditional grammar structures. Activities are centered around exposing students to authentic
language samples and encouraging them to recognize and use common lexical patterns.

The teacher serves as a guide who provides rich language input, helps students notice lexical
patterns, and encourages awareness of how words naturally combine in speech and writing.
Roles (of teachers, of students Students are expected to engage in active observation, practice using lexical chunks, and
apply their knowledge in communicative settings. Materials often include corpora-based
and of materials)
resources, authentic texts, conversation transcripts, lexical notebooks, and digital tools that
allow learners to analyze real-world language use.

Typical activities include identifying lexical chunks in authentic texts, noticing exercises
where students highlight and analyze collocations, lexical substitution drills, communicative
tasks that involve using learned phrases in real-life situations, and extensive reading and
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listening exercises that reinforce phrase-based learning. Students also engage in guided
discussions, writing assignments using common expressions, and awareness-raising
exercises where they compare native speaker usage with their own language production.
 7.

Name of approach/method Competency-Based Language Teaching (CBLT)

Competency-Based Language Teaching (CBLT) views language as a functional tool for

performing real-life tasks and developing communicative competence in specific contexts.
Theory of language Rather than focusing on abstract grammar rules, this approach emphasizes the practical
application of language in real-world situations. Language proficiency is defined by the
learner’s ability to successfully complete specific communicative tasks relevant to their
needs, such as writing a job application, ordering food in a restaurant, or participating in a
business meeting.

Learning in CBLT is task-oriented and centered on developing the skills necessary for
effective communication in specific settings. It follows a performance-based model where
Theory of language learning learners progress by demonstrating their ability to use language appropriately in practical
situations. The approach is influenced by constructivist and experiential learning theories,
which emphasize hands-on practice and real-world application over rote memorization.
Progress is assessed based on the learner’s ability to complete tasks successfully rather than
their knowledge of isolated grammar rules or vocabulary.

The syllabus is structured around functional competencies rather than grammatical units. It
includes a series of communicative tasks that learners must master in order to achieve
Syllabus proficiency in their target language. Common competency areas include workplace
communication, social interactions, academic writing, and survival skills in a foreign
country. Lessons are designed to build language skills progressively, moving from basic
tasks (such as introducing oneself) to more complex competencies (such as writing a formal
report or negotiating a contract).

The teacher acts as a facilitator who designs learning experiences based on students’ needs
and provides guidance, feedback, and support throughout the learning process. Students play
Roles (of teachers, of students an active role by engaging in hands-on practice, problem-solving activities, and real-world
simulations. Materials include role-play scripts, authentic documents (such as job
and of materials)
applications, contracts, and instruction manuals), multimedia resources, and digital tools that
simulate real-life communication scenarios.

Activities in CBLT are highly interactive and task-driven. Common classroom tasks include
role-playing real-life situations (such as job interviews, doctor’s appointments, or travel
Activities bookings), participating in workplace simulations, solving practical problems using the
target language, engaging in project-based learning, and completing competency assessments
that measure the learner’s ability to use language effectively in specific contexts.
Performance evaluations often involve real-world tasks, where learners must demonstrate
their ability to apply their language skills in meaningful ways rather than simply answering
test questions.