Methods and approachesd

1. The Grammar-Translation
Method
BACKGROUND
▪Traditional method of second
languageteaching in schools
▪Most common language
teaching method
▪Stressed the literacy
development
The Grammar-Translation Method is one of the most traditional
methods, dating back to the late nineteenth and early twentieth
centuries.

2. Teacher’s role
The teacher is the authority in the classroom.
Student’s role
The students do what the teacher says, so they can learn
what the teacher knows.

3. Principles
-The authority in the
classroom is the
teacher.
-The primary skills to be
improved are Reading
and writing.
-Its focus is on accuracy
NOT fluency.
Characteristics
-Memorization of words,
grammar rules and
vocabulary
-Grammar is taught with
extensive explanations in
the native language, and
only later applied in the
production of sentences
through translation from
other language to the
other.
-Students translate word
by word.

4. Advantages
-The teacher does not need
to know the language very
well.
-Students can get a lot of
vocabulary.
-Translation is the easiest
and shortest way of
explaining meaning of words
and phrases.
Disadvantages
-Students have to translate wor
by word.
-Students lack an active role in
the classroom.
-Students can not develop their
fluency.
-Idioms and phrasal verbs can
not be translated word by
word.

5. Techniques
Translation of a literary passage
Reading comprehension questions
Fill-in-the-blanks

6. The Direct Method
Background
In the mid and late 19 century, Europe experienced a wave of increasing
opportunities of communication, due to industrialization and international
trade and travel.
A need was felt to develop oral proficiency in foreign languages.
Language teachers had already found Grammar-translation method
inadequate and ineffective in developing communicative ability in learners.
They strongly advocate an alternative method in which language was
presented in contexts and the mother tongue was avoided. Its principal
advocates were Pendergast and Sauveur who proposed what they called
Natural Method that suggest radical change from Grammar- translation. It
is this method that later on came to be known as the Direct Method

7. Teacher’s role
- The teacher directs the class
activities.
-The teacher explains new
vocabulary using realia, visual
aids or demonstrations.
Student’s role
Students are less
passive tan in the
Grammar-Translation
Method.

8. Characteristics
Translation is not allowed.
There is a focus on speaking and listening.
Only useful daily language is taught.
The use of real objects is present in this method.
The teacher demonstrates, not explain or translate.
Pronunciation is very important.
Grammar is taught inductively.

9. Advantages
The teacher uses realia and
demonstrations.
Students get experiences directly
and practically
students are used to
pronouncing english words
correctly.
Students understand the topics
in an easy way.
it is a natural method which
teaches language in the same
way the mother tongue is
acquired.
Only target language is used.
Disavantages
There are many abstract
words which cannot be
interpreted directly in English
and much time and energy
are wasted in making
attempts for the purpose.
This method is based on the
principles that auditory
appeal is stronger that visual.
But there are children who
learn more with visual than
with their oral- aural sense
like ears and tongue.
The method ignores
systematic written work and
reading activities and
sufficient attention is not paid
to reading and writing.

10. Techniques
Reading Aloud: Students take turns reading sections of a passage, play, or
dialog out loud. At the end of each student’s turn the teacher uses gestures,
pictures, realia, examples, or other means to make the meaning of the section
clear.
Getting Students to Self-Correct: The teacher of this class has the students
self-correct by asking them to make a choice between what they said and an
alternative answer he supplied. For example if the student says, “I have cree
apples,” the teacher should say, “Do you have cree apples or three apples?”.
Dictation: The teacher choses a passage and reads it three times. The first
time, students just listen. The second time he reads it phrase by phrase,
pausing long enough for students to write down what they have heard. The
last time, students check their work.

11. THE AUDIO-LINGUAL
METHOD
The audio-lingual method are they want their
students to be able to use the target language
communicatively. They believe students need to
over learn the target language, to learn to use it
automatically without stopping to think. Their
students achieve this by forming new habits in the
target language and overcoming the old habits of
their native language.

12. Teacher´s role
is like an orchestra
leader, directing and
controlling the language
behavior of her/his
students. He/She is also
responsible for providing
her/his students with a
good model for imitation.
Students´role
is they are imitators of the
teacher’s model of the tapes
he/she supplies of model
speakers. They follow the
teacher’s directions and
respond as accurately and as
rapidly as possible.

13. Characteristics of the methods:
• Drills are used to teach structural patterns
• Set phrases are memorized with a focus on
intonation
• Grammatical explanations are kept to a minimum
• Vocabulary is taught in context
• Audio-visual aids are used
• Focus is on pronunciation
• Correct responses are positively reinforced
immediately

14. Disadvantages
Process of learning
only focus in
speaking.
Very little attention
is paid to content.
Advantages
❖Learners be able
speaking the target
language
communicatively.
❖Learners have not
difficult to
understand the
lesson
❖Learners are able
to give correct
response directle

16. PPP
METHOD
PPP stands for presentation, practice and
production. It's a way of structuring a language
lesson when you are presenting grammar,
functions or vocabulary for the first time.
PPP provides Presentation of new language,
Practice of new language and Production of
new language

17. CHARACTERISTICS
Presentation stage Presentation may consist of model sentences,
short dialogues illustrating target items, either read from the textbook,
heard on the tape or acted out by the teacher.
Practice stage: Students practice the new language in a controlled
way. They drill sentences or dialogues by repeating after the teacher or
the tape, in chorus and individually, until they can say them correctly.
Other practice activities are matching parts of sentences, completing
sentences or dialogues and asking and answering questions using the
target language.
Production stage: Students are encouraged to use the new language
in a freer way either for their own purposes and meanings or in a similar
context introduced by the teacher. It can be a role play, a simulation
activity or a communication task.

18. TEACHER´S ROLE
*guiding the students
*being the director for
the class activities
*corrector
STUDENT´S ROLE
*Participation
*Pay attention

19. Advantage
teachers find the PPP
methodology easiest to
grasp, and that these new
teachers, once familiar with
the PPP methodology, are
able to use TBL and ESA
more effectively than new
trainees that are only
exposed to either TBL or
ESA.
Disadvantage
The amount of teacher talking time is
disproportionately high compared to
the amount of student talking time,
certainly in the first part of the lesson.
It encourages accuracy over fluency,
and this is not always the desired
outcome of a course.
It does not allow for recap, or
movement between the different
stages. This is where the ESA
method is often preferred now.

21. Community Language Learning
Background
The CLL approach was developed by Charles Arthur Curran, a
Jesuit priest,[2] professor of psychology at Loyola University
Chicago, and counseling specialist. This method refers to two
roles: that of the knower (teacher) and student (learner). Also the
method draws on the counseling metaphor and refers to these
respective roles as a counselor and a client. According to Curran,
a counselor helps a client understand his or her own problems
better by 'capturing the essence of the clients concern ...[and]
relating [the client's] affect to cognition...;' in effect,
understanding the client and responding in a detached yet
considerate manner.

22. Characteristics
₀ Students typically have a conversation using their native
language.
₀ The teacher helps them express what they want to say by giving
them the target language translation.
₀ These words are recorded, and when they are replayed, it sounds
like a fairly fluid conversation.
₀ Later, a transcript is made of the conversation, and native
language equivalents are written beneath the target language
words.
₀ The transcription of the conversation becomes a ‘text’ with which
students work.
₀ Various activities are conducted (for example, examination of a
grammar point, working on pronunciation of a particular phrase,
or creating new sentences with words from the transcript) that
allow students to further explore the language they have
generated.
₀ During the course of the lesson, students are invited to say how
they feel, and in return the teacher understands them.

23. Teacher´s role
Teacher = Counselor
Student´s role
✓ Interact with the
community.
✓ Express without
hesitation and
counselor.
✓ The view of a learner is
an organic one.

24. Advantage
* Lower students anxiety and
overcome threatening
affective filter.
* It creates a warm
sympathetic and trusting
relationship between teacher
and learners.
* Counselor allow the
learners to determine type of
conversation.
* Train students to become
independent.
Disadvantage
* Some learners find it
difficult to speak on tape.
* It is timing consuming to
carry out.
*Traslation is an intricate
and difficult task.

26. TOTAL PHYSICAL RESPONSES
(TPR)
James Asher developed the total physical
response method as a result of his observation
of the language development of young
children. Asher saw that most of the
interactions that young children experience
with parents or other adults combine both
verbal and physical aspects. The child
responds physically to the speech of the
parent, and the parent reinforces the child’s
responses through further speech.
This creates a positive feedback loop between the parent’s speech and the
child’s actions. Asher also observed that young children typically spend a
long time listening to language before ever attempting to speak, and that
they can understand and react to utterances that are much more complex
than those they can produce themselves.

27. Characteristics
☺ It focus on meaning and comprehension.
☺ Seated in a semi-circle.
☺ Great deal of listening and acting.
☺ Directing a performance in which the students
are actors.
☺ Verbal response is not necessary.
☺ Humor is easy to introduce.
☺ Teacher always uses the target language.
☺ Overcoming the fear of speaking

28. TEACHER´S ROLE
-The teacher plays an active
and direct role in Total Physical
Response.
-It is the teacher who decides
what to teach, who models and
presents the new materials.
-The teacher is encouraged to
be well prepared and well
organized.
STUDENT´S ROLE
• They respond both individually
and collectively.
• They must follow the
imperative-based format for
lessons.
• Learners are also expected to
recognize and respond the
command.
• They are encouraged to speak
when they feel ready to speak.

29. Advantages
Students enjoying
moving around the
classroom.
Not preparing long
hours before the
lessons.
Effective for both adult
and young learners.
Disadvantages
It can be used only with basic
students.
Best suitable for beginners.
Challenging for shy students.
Rude and inappropriate
language of the learner.

31. SUGGESTOPEDIA METHOD
Background
Suggestology is tied to :
1) yoga, techniques for altering
states of consciousness and
concentration, and use of
rhythmic breathing.
2) Soviet psychology stress in the
learning environment.
The most conspicuous feature of
suggestopedia is the use of
"music" and "musical rhythm.

32. Characteristics
•Comfortable environment
•The use of music
•Free Errors
•Homework is limited
•Music, drama and art are
integrated in the learning
process

33. Teacher’s Roles
Teacher should create situations in which
learners are most suggestible and then to
present linguistic material in a way most likely to
encourage positive reception and retention by
learners. Lozanov lists several expected teacher
behaviors as follows:
•Show absolute confidence in the method.
•Display fastidious conduct in manners and
dress.
•Organize properly, and strictly observe the
initial stages of the teaching process—this
includes choice and play of music, as well as
punctuality.
•Maintain a solemn attitude towards the
session.
•Give tests and respond tactfully to poor papers
(if any).
•Stress global rather than analytical attitudes
towards material.
Learners’ Roles
The learners as well
are should have
“faith in the system
and accept that they
are in a childlike
situation where they
follow the teacher /
parent” (Knight,
2001, p. 154). The
students should not
be critical, but
simply absorb what
is presented to
them.

34. ADVANTAGES
▪Students can lower their affective filter
▪Classes are held in ordinary rooms with comfortable chairs, a practice that may also
help them relaxed.
▪Authority concept
▪Students remember best and are most influenced by information coming from an
authoritative source, teachers.
▪Peripheral learning: the students apply language more independently, takes more
personal responsibility for their own learning and get more confidence. Peripheral
information can also help encourage students to be more experimental, and look to
sources other than the teacher for language input.
DISADVANTAGES
✓Environment limitation: Most schools in developing countries have large classes.
Each class consists of 30 to 40 students. There should be 12 students in the class.
✓The use of hypnosis: Some people say that suggestopedia uses a hypnosis, so it has
bad deep effects for human beings.
✓ Infantilization learning: Suggestopedia class is conditioned be child-like situation.
There are some students who do not like to be treated like this as they think that thay
are mature.

35. Techniques
The use of various techniques including art and
music, are used by the trained teachers.
Relaxing Peripheral Classroom:
• Set- Learning up (posters)
•Positive Suggestion (music)
• Visualization Role-Play New Identity

36. THE SILENT WAY METHOD
Background
Gattegno was an outsider to language education when Teaching Foreign
Languages in Schools was first published in 1963. The book conspicuously lacked
the names of most prominent language educators and linguists of the time, and
for some time afterwards Gattegno's works were only rarely cited in language
education books and journals. He was previously a designer of mathematics and
reading programmers, and the use of color charts and colored Cuisenaire rods in
the Silent Way grew directly out of this experience.
Gattegno was openly skeptical of the role the linguistic theory of his time had in
language teaching. He felt that linguistic studies "may be a specialization, [that]
carry with them a narrow opening of one's sensitivity and perhaps serve very little
towards the broad end in mind". The Silent Way is a special case of Gattegno's
broader educational principles. Gattegno developed these ideas to solve general
problems in learning, and he also applied them to his work in the teaching of
mathematics and spelling in the mother tongue.

37. Characteristics
This method is built upon the hypothesis that inside the classroom
the teacher should be as silent as possible, whereas the
students/learners should be encouraged to produce as much
language as possible, participate actively in class and in this way
become autonomous learners.
Silence is regarded as
the best instrument for
learning in the
classroom, because “in
silence students
concentrate on the task
to be accomplished and
the potential means for
its accomplishment”
(Richards & Rodgers
2001: 83).

38. Teacher Roles
The Silent Way is not a
teacher- centred
approach. While the
teacher uses mainly
gestures and facial
expressions to address the
learners, his/her main task
is the teaching of the
language by letting the
students test out
grammatical forms, etc.
and getting out of their
way, so that they can
discover these things on
their own.
Learner Roles
The learners are expected to
participate in class actively. They
should be willing to make mistakes,
to test out the basic language
elements via the usage of the
materials provided and generally be
highly motivated. As a learner, it is
important not to get frustrated in
case the Silent Way lesson
sometimes may be a little tricky and
the meaning of the materials is not
always clear at first sight. Therefore,
it is important to be able and willing
to think in a rather abstract way so
that the meaning of the provided
material can be detected.

39. Disadvantage
– It is a very abstract way of learning a
language, the learners have to engage
themselves with the artificiality of the
approach, which is extremely different
from more commonly used methods of
language learning.
– This method can be benefited by the
teacher only in small groups of students.
The teacher can gain ability in this method
by trying. The teacher is expected to enrich
the materials on his/her own.
– For some learners, one limitation is the
approach to language basics which begins
with seemingly irrelevant discussions
about rods and which involves silence and
concentration and games with the teacher
about meaning.
Advantage
– The use of the Silent Way
enables a very high degree of
interaction as well between the
teacher and the students as
between the students
themselves and additionally
raises the participation of the
students in class.
– The self-esteem of the
students will be increased and
this will enhance learning.
– It embodies a new
approach to education in
general, a respect for the
individual and an awareness of
the individual’s extraordinary
cognitive powers.

40. Techniques
Pointer:
The teacher uses the pointer
to indicate a sound symbol
for the students to produce.
Fidel:
The Fidel is a set of charts
presenting all the possible
spellings of each sound of the
language using the same
colour code as the
Sound/colour rectangle chart
and Word Charts