A brief layout on teaching approaches

1. LANGUAGE TEACHING
METHODS
IRYNA MYKYTKA
IRINA SPIRINA
ALENA RYNEISKAYA SHTUKAR
GABRIELA LOBO MAYORDOMO

2. INDEX
1. GRAMMAR-TRANSLATION METHOD
2.COGNITIVE APPROACH
3.AUDIOLINGUAL METHOD
4. DIRECT METHOD
5. THE NATURAL/COMMUNICATIVE APPROACH
6.TOTAL PHYSICAL RESPONSE
7.THE SILENT METHOD
8.SUGGESTOPEDIA
9.COMMUNITY LANGUAGE LEARNING.
10. LANGUAGE IMMERSION
11. COMMUNICATIVE LANGUAGE TEACHING
12. STRUCTURAL APPROACH

3. 1. GRAMMAR - TRANSLATION METHOD (I)
• Originally used to teach 'dead' languages (and literatures)
such as Latin and Greek. (1890 – 1930)
• Language = collection of isolated words.
• Principles:
o Literary language is superior to the spoken language.
o Translating is the goal.
o Teacher = authority.
o The primary skills to be improved are reading and writing no
spoken communication or listening comprehension.
o Its focus is on accuracy and not fluency.
o Error correction: If a student’s answer is incorrect, the teacher
asks another student to answer no feedback

4. 1. GRAMMAR - TRANSLATION METHOD (II)
Jelou
shilrren, hoy
• Typical exercises: vamo’ a ver el
“ver-tu-bi”
o Translation of a Literary Passage Ai am
o Reading Comprehension Questions Llu ar
Ji is…
o Antonym/synonyms
o Fill-in-the-blanks
o Deductive Application of Rule
• Easier for the teacher.
• Students =bored.

5. 2. COGNITIVE APPROACH
• Origin1950ies psychology & applied linguistics ( J.B. Carroll and K.
Chastain)
• Language = a set of skills the modern version of the grammar-
translation method
• FL learning = the conscious study of grammatical rules (deductive)  only
meaningful practice is effective.
• FL teaching = the development of linguistic competence.
• Careful with imitation and memorization.
• Student’s mistakes = a necessary and natural phenomenon.
• The cognitive approach is essentially a theoretical
framework.
• LAD is determining.

6. 3. AUDIOLINGUAL METHOD
• Origin WWII Behaviorist theory (stimulus-response-reinforcement)
• Language = a collection of habits.
• FL learning = a mechanical process of habit formation.
• FL teaching = manipulation of language elements that occur in fixed
relationships .
• “Drill, drill, and more drill, and only enough vocabulary to make such drills
possible" (Hockett 1959)
• Student’s mistakes = don´t help to develop the habits,
should be corrected immediately.
• The child is moulded by regularities the
environment.

7. 4.Direct Method (1970)
• Developed by Maximilian Berlitz
• No use of mother tongue=meaning
is connected with a target language
• Grammar rules avoided
(don´t give rules:make them figure out the rule)
• Never translate= act and demonstrate
• Teacher-student/student-student activities(reading
aloud,question-answer exercises,fill-in-the-blank
• Emphasis on good pronunciation/oral transmission
• Speech and listening comprehension are
taught(contextual/topical teaching)

8. 5.The natural/communicative
approach
• origin→Tracy Terrell and Stephen Krashen
• Focus on communicative competence:aural
comprehension/ early speech production/
speech activities
• Comprehension precedes production
• Small groups of students
• Visualization activities:
slide presentations, word
games, dialogues, recreational activities,realia
• The classroom=student-centered

9. 6. Total Physical Response
• Developed by J.Asher,based on the coordination
of speech and action
• Primarily designed for students in early stages of
language learning
• Command forms used to convey info
• Students not forced to speak
until ready
• The importance of aural
comprehension

11. 7. THE SILENT WAY
• Originated in 1963 by Dr.Caleb Gattegno (Egypt)
• Teacher – silent , learners – speaking
• Emphasis on PRONUNCIATION. Self-correction.
• Role of the teacher – observer
• No use of the mother tongue. No translation. Context
• No formal evaluation just observation.
• Use of CHARTS

12. Sound/ Colour chart
Word chart
Fidel chart
www.youtube.com/watch?v=CMLFI38_1cE/wa
tch?v=CMLFI38_1cE
http://www.youtube.com/watch?v=85P7dmPH
tso

13. 8. SUGGESTOPEDIA
• An avant garde method/ 1967/ Georgi Lozanov
• Small & intensive classes
• Material presented in melodic and artistic way
• Relaxation is needed
• Memory training
• Language perceived
globally

14. 9. COMMUNITY LANGUAGE
LEARNING
• Elaborated by Charles Curran (USA)
• It encourages personal growth, and self-development
• Learning a language is viewed as collective experience
• Based on communication  Oral proficiency
• Use of the mother tongue.
• Activities : translation, transcription, free
conversation, listening, reflection and
observation, repeating
• Focus on fluency rather than accuracy
• GoalsUnderstanding & Speaking

15. 10. LANGUAGE IMMERSION
• The regular school curriculum is taught through the
medium of the target language.
• The second language is the vehicle for content
instruction
• Focus on fluency
• Main purposes: to promote bilingualism and develop
learner’s communicative competence
• The first modern language immersion programs
appeared in Canada in the 1960’s

16. 11. COMMUNICATIVE LANGUAGE
TEACHING (CLT)
• Aim: to communicate effectively and appropriately
• Emphasis on interaction
• Similar to the Communicative Approach
• Different situations and functions:
inviting, suggesting, expression of time, visiting a
doctor…
• More important to achieve the defined outcome rather
than have accuracy on language forms
• Language use outside the classroom
• Classroom activities

17. 12. STRUCTURAL APPROACH
• Language as a set of grammatical rules and structures to
be learned
• Emphasis on speech rather than reading or writing
• Habit formation, repetitions and drill exercises
• Mastery of structures is more important than the
acquisition of vocabulary
• Pupil’s activity
• This approach has some disadvantages

18. THANK YOU
FOR
YOUR ATTENTION!!!