2. Introduction
•Below is a description of the basic principles and
procedures of the most recognized methods for
teaching a second or foreign language.
• Each approach or method has a designed strategies,
and leaning activities to achieve a specific goals and
leaning outcomes of teaching and learning processes.
3. The Grammar – Translation
Approach
• This approach used in teaching Greek and Latin in the past.
The approach was generalized to teaching modern
languages.
• In this approach student’s native language are used in the
class with a little use of the target language.
• Vocabulary is taught separately in a form of word lists.
• This approach put emphasis on grammar explanation and
instruction which focus on forms and infliction of words.
• Reading began early in the course of study , and focused
on reading difficult texts.
• The content of texts are treated as exercises in
grammatical analysis and it did not get that much
attention.
• No attention was giving to pronunciations.
• Translating disconnected sentences from the native
language to the target language was the only exercise .
4. The direct approach
• This approach was developed to increase the use of the
target language in instruction.
• In this approach lesson start with conversation in the
target language, by presenting the material orally with
pictures or actions.
• During the class native language NEVER used, or
translation.
• The type of the exercise used is questions in the target
language and the answer also in the target language.
• Grammar and culture related to the target language are
taught inductively.
• Verbs are conjugated after some oral mastery of the
target language.
• Reading literature is for comprehension and pleasure and
for the advanced students.
• Literary texts are not analyzed grammatically.
• Culture is considered an important aspect of learning the
language.
5. The reading approach
• This approach is for the use of the language in graduate or
scientific studies, and for people who do not travel abroad
for whom reading is the one usable skill in a foreign language.
• In this approach, studying the target language depends on
reading ability, and knowledge(current and/or historically)
about the country where the target language is spoken.
• Grammar is taught for reading comprehension and fluency.
• Pronunciation or gaining conversational skills in the target
language are given little attention.
• In and outside the class, great amount of reading is done in the
second language.
• In the beginning, vocabulary of the early reading passages and
texts is easy, then it expanded as quickly as possible.
• Translation reappears as a respectable classroom procedure
related to comprehension of the written text..
6. The audio-lingual method
• This method is based on the principles of behavior
psychology.
• Learning the target language in this method depend on
mimicry, memorization of set phrases and over-
learning, and material used is in the form of dialog.
• Structures are taught in sequences and one at a
time, then repetitive drills is used to teach Structural
patterns.
• Grammar is taught inductively.
• Listening, speaking, reading and writing skills are
developed in order.
• Vocabulary is limited, and learned in context..
• Great attention is given to pronunciation.
• Teacher is permitted to use the native language, but
students are not allow to use it among themselves.
7. Community language learning
• In this approach counseling techniques and the personal
and language problems a person encounters in the
learning of foreign languages are used to teach second
language.
• In this case, the leaner is taught as a client, and the native
instructors act as language counselors.
• The purpose of the language counselor's skill is to make
the client feels comfortable and to help him/her
linguistically. Then teacher – counselor helps clients
slowly reach the state of independent language
adequacy.
• This process is fostered by the ability of language
counselor establish a warm, understanding, and
accepting relationship, thus becoming an "other-language
self" for the client.
• The process involve five stages of adaption:
8. Continuation of Community language
learning
• STAGE 1:
• 1- The client will express in English to the counselor what
he wish to say to the group.
• 2- The counselor will tell the client how to say what he
wish to say in the target language in a warm, accepting
tone, in simple language in phrases of five or six words.
• 3- the client turns to the group and start saying his idea in
the foreign language, and counselor will help him if he
mispronounce a word or a phrase.
• STAGE 2:
• 1- same as above.
• 2- The client turns and begins to speak the foreign
language directly to the group.
• 3. The counselor only help if the client hesitates or turns
for help.
9. Continuation for Community
language learning
• STAGE 3:
• 1. The client speaks directly to the group in the foreign
language. This mean that the group start to understand his
simple phrases.
• 2. Same as 3 above. In this step the client gained great
confidence, and become independent, and can see the
relationship of phrases, grammar, and ideas.
• Translation is given when group member ask for it.
• STAGE 4:
• 1- the client now can speak very well in the foreign
language, and group understand.
• 2- The counselor corrects the grammar error,
mispronunciation, or where aid in complex expression is
needed.
10. Continuation for Community
language learning
• STAGE 5:
• 1. Same as stage 4.
• 2. The counselor intervenes not only to
offer correction but to add idioms and
more elegant constructions.
• 3. At this stage the client can become
counselor to the group in stages 1, 2, and 3
11. Theasilent way
• The Silent Way is language-teaching
method created by Caleb Cattegno that makes
extensive use of silence as a teaching technique.
• The method emphasizes the autonomy of the learner;
the teacher's role is to monitor the students'
efforts, and the students are encouraged to have an
active role in learning the language. Pronunciation is
seen as fundamental; beginning students start their
study with pronunciation, and much time is spent
practicing it each lesson. The Silent Way uses
a structural syllabus, and structures are
constantly reviewed and recycled. The choice of
vocabulary is important, with functional and
versatile words seen as the best. Translation and
rote repetition are avoided and the language is
usually practiced in meaningful contexts. Evaluation
is carried out by observation, and the teacher may
never set a formal test.
12. Continuation of the silent way
• The teacher uses silence for multiple purposes in the Silent
Way. It is used to focus students' attention, to elicit student
responses, and to encourage them to correct their own
errors. Even though teachers are often silent, they are
still active; they will commonly use techniques such as
mouthing words and using hand gestures to help the
students with their pronunciation. Teachers will also
encourage students to help their peers.
• Silent Way teachers use specialized teaching materials. One
of the hallmarks of the method is the use of Cuisenaire
rods, which can be used for anything from introducing
simple commands to representing abstract objects such as
clocks and floor plans. The method also makes use of
color association to help teach pronunciation; there is a
sound-color chart which is used to teach the language
sounds, colored word charts which are used to
teach sentences, and colored Fidel charts which are used to
teach spelling.
13. Bibliography
• Mora, J. K. (2012, September 28). Second-language Teaching
Methods | Mora Modules. Mora Modules |. Retrieved
February 17, 2013, from
http://moramodules.com/ALMMethods.htm
• Silent Way - Wikipedia, the free encyclopedia.
(2012, December 11). Wikipedia, the free encyclopedia.
Retrieved February 18, 2013, from
http://en.wikipedia.org/wiki/Silent_Way
