The document discusses the concepts of approach, method, and technique in language teaching. It defines approach as a set of assumptions about language and language learning, method as how theory is implemented in practice through choices about skills, content, and order, and technique as classroom procedures. It provides examples of different views of language and assumptions about language learning. It also includes a taxonomy of 38 language teaching techniques categorized as controlled, semi-controlled, or free, ranging from drills to role plays to discussions.
The oral approach and situational language teachingcamiss20
The document discusses situational language teaching, an approach developed in the 1930s-1960s that focused on teaching practical language skills through analyzing grammar structures and vocabulary. It involved presenting new sentence patterns and drilling practices using real-world situations and visual aids. Lessons typically moved from controlled oral practice to freer use of structures in speech, reading, and writing. While suitable for introducing language, it lacked learner autonomy and creativity.
The document discusses the Direct Method of teaching English. It has the following key points:
1. The Direct Method teaches language directly through demonstration and use of the target language only, without translation. It aims to build a direct association between language and experience.
2. It was developed in the early 1900s as an alternative to the Grammar Translation Method. It focuses on oral communication and teaches grammar inductively.
3. Core principles include using only the target language, starting with everyday vocabulary, emphasizing speech, and correcting pronunciation and grammar. Techniques include questioning, dictation, reading aloud, and paragraph writing.
The document summarizes the Audio-lingual Method, a foreign language teaching method developed in the 1940s in the US. It emphasizes speaking and listening over reading and writing, uses dialogues and drills for practice, and discourages using students' native language. The method was influenced by behaviorist psychology and aimed to develop conversational proficiency through repetition and imitation. While it had advantages like systematic techniques, it also had disadvantages like weak theory and learner boredom.
The Grammar-Translation method is a traditional method for teaching foreign languages that uses translation and grammar rules as the core activities. It originated in the late 19th/early 20th centuries for teaching Latin and Greek. Key features include using the native language for instruction, memorizing vocabulary lists and grammar rules, translating texts word-for-word, and focusing on the form and structure of language over communication. While easiest for teachers and least stressful for students, it is ineffective for teaching communication skills and comprehension.
This document discusses the conceptual levels in language teaching - approach, method, and technique. An approach refers to theories of language and language learning. A method is a plan for presenting language based on an approach. Techniques are classroom activities and strategies used to achieve objectives. It provides examples of how theories of language (structural, functional, interactional) inform approaches. Learning theories also influence methods. A method's design specifies learner/teacher roles, content, and materials. Techniques are lesson tasks and feedback consistent with the method's approach and design.
The Audio-lingual Method is a language teaching method developed during World War 2 that emphasizes speaking and listening skills over reading and writing. It uses behavioral psychology principles like drilling and reinforcement to teach grammar inductively. The goals are to train short-term listening comprehension and pronunciation, and long-term develop native-like automatic language use. While it engages students and trains speaking, it provides little real communication practice and can be boring.
The document discusses the notional/functional syllabus approach to language teaching. It begins by defining the notional/functional syllabus and explaining that it focuses on the functional uses of language over grammatical forms. It then provides more details on the origins and key concepts of the notional/functional approach, including notions, functions, form-function mapping, and its relationship to communicative language teaching. The document also discusses strengths and limitations of the notional/functional syllabus and how it can be applied.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
The oral approach and situational language teachingcamiss20
The document discusses situational language teaching, an approach developed in the 1930s-1960s that focused on teaching practical language skills through analyzing grammar structures and vocabulary. It involved presenting new sentence patterns and drilling practices using real-world situations and visual aids. Lessons typically moved from controlled oral practice to freer use of structures in speech, reading, and writing. While suitable for introducing language, it lacked learner autonomy and creativity.
The document discusses the Direct Method of teaching English. It has the following key points:
1. The Direct Method teaches language directly through demonstration and use of the target language only, without translation. It aims to build a direct association between language and experience.
2. It was developed in the early 1900s as an alternative to the Grammar Translation Method. It focuses on oral communication and teaches grammar inductively.
3. Core principles include using only the target language, starting with everyday vocabulary, emphasizing speech, and correcting pronunciation and grammar. Techniques include questioning, dictation, reading aloud, and paragraph writing.
The document summarizes the Audio-lingual Method, a foreign language teaching method developed in the 1940s in the US. It emphasizes speaking and listening over reading and writing, uses dialogues and drills for practice, and discourages using students' native language. The method was influenced by behaviorist psychology and aimed to develop conversational proficiency through repetition and imitation. While it had advantages like systematic techniques, it also had disadvantages like weak theory and learner boredom.
The Grammar-Translation method is a traditional method for teaching foreign languages that uses translation and grammar rules as the core activities. It originated in the late 19th/early 20th centuries for teaching Latin and Greek. Key features include using the native language for instruction, memorizing vocabulary lists and grammar rules, translating texts word-for-word, and focusing on the form and structure of language over communication. While easiest for teachers and least stressful for students, it is ineffective for teaching communication skills and comprehension.
This document discusses the conceptual levels in language teaching - approach, method, and technique. An approach refers to theories of language and language learning. A method is a plan for presenting language based on an approach. Techniques are classroom activities and strategies used to achieve objectives. It provides examples of how theories of language (structural, functional, interactional) inform approaches. Learning theories also influence methods. A method's design specifies learner/teacher roles, content, and materials. Techniques are lesson tasks and feedback consistent with the method's approach and design.
The Audio-lingual Method is a language teaching method developed during World War 2 that emphasizes speaking and listening skills over reading and writing. It uses behavioral psychology principles like drilling and reinforcement to teach grammar inductively. The goals are to train short-term listening comprehension and pronunciation, and long-term develop native-like automatic language use. While it engages students and trains speaking, it provides little real communication practice and can be boring.
The document discusses the notional/functional syllabus approach to language teaching. It begins by defining the notional/functional syllabus and explaining that it focuses on the functional uses of language over grammatical forms. It then provides more details on the origins and key concepts of the notional/functional approach, including notions, functions, form-function mapping, and its relationship to communicative language teaching. The document also discusses strengths and limitations of the notional/functional syllabus and how it can be applied.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
This document discusses Universal Grammar (UG) and its role in second language acquisition. UG proposes that the human brain is hardwired with innate, universal principles of grammar. It suggests that children learn the rules of their native language quickly because their brain contains a Language Acquisition Device that allows them to map the principles of UG onto the parameters of the specific language. The document outlines the history and key concepts of UG, including poverty of stimulus, constraints on learning, and universal developmental patterns. It also discusses related concepts like principles and parameters, and Chomsky's Minimalist Program. Researchers have studied whether and how second language learners may access the principles of UG.
Syllabus design involves organizing instructional content and evaluation methods. It differs from curriculum which outlines broader educational goals. When designing a course, instructors must select a syllabus framework and develop instructional blocks. Various approaches to syllabus design include grammatical, lexical, functional, situational, topical, competency-based, text-based, skills-based, and task-based. No single approach is best - instructors should consider learner needs and integrate multiple approaches. The goal is not to choose one type but to connect different types to effectively teach language skills.
1. The document discusses aspects of making and testing vocabulary, including considerations for vocabulary tests and different techniques.
2. Key aspects that should be tested include a student's breadth and depth of vocabulary knowledge, as well as their understanding of word meanings, pronunciations, grammatical functions, collocations and contexts for use.
3. Different techniques for testing vocabulary are described, such as multiple choice questions, fill-in-the-blank exercises using target words in context, and Cloze tests where students supply missing words.
Approach, method and technique in English teaching 2014Elih Sutisna Yanto
The document discusses approaches, methods, and techniques in language teaching. It begins by defining key terms according to the Anthony framework: approach refers to beliefs about language/learning, method is how theory is applied in practice, and technique describes classroom procedures. However, the Anthony framework is criticized for being overly simplistic. Richards and Rodgers propose a modified framework with approach defining beliefs, design relating theories to instruction, and procedure describing activities. The document also examines different views of language and the nature of language learning according to behaviorism and other perspectives.
Direct Method (DM) of Language TeachingAyesha Bashir
Direct Method (DM) method is language teaching method. Through this method students are directly taught with target language without using native language.
The Direct Method is an approach to teaching foreign languages that uses the target language exclusively and avoids translation or explaining grammar rules. It was developed in the 1860s based on observations of how children acquire their first language. Key principles include using real-world examples and demonstrations rather than explanations, emphasizing oral skills and questions/answers, and avoiding grammar explanations. Techniques include reading aloud, conversations, dictation, and map tasks. While it aims to mimic natural language acquisition, critics argue it is difficult to implement fully and may not be suitable for large classes.
Krashen's theory on Second Language Acquisitionmilaazofeifa
Stephen Krashen transformed language teaching in the 1980s with his theory of second language acquisition, consisting of five hypotheses: acquisition-learning, monitor, natural order, input, and affective filter. The acquisition-learning hypothesis distinguishes between subconscious acquisition and conscious learning. Acquisition occurs through meaningful interaction, while learning involves formal instruction. The monitor hypothesis explains that learned grammar can be used to monitor speaking when certain conditions are met.
Contrastive analysis is the systematic study of two languages to identify their structural differences and similarities. It was originally used to establish language families but was later applied to second language acquisition in the 1960s. The contrastive analysis hypothesis claimed that elements similar between a learner's first and second language would be easier to acquire, while differences would be more difficult. However, empirical evidence showed this could not predict all errors, and some uniform errors occurred regardless of first language. This led to the development of error analysis and the concept of interlanguage, seeing second language acquisition as its own rule-governed linguistic system rather than an imperfect version of the target language.
Approaches and Methods for Language Teachingvblori
This document summarizes 14 language teaching methods: Grammar Translation Method, Direct Method, Natural Approach, Audio-Lingual Method, Total Physical Response, Silent Way, Desuggestopedia, Community Language Learning, Communicative Language Teaching, Participatory Approaches, Content Based, Task Based, Learning Strategy, Cooperative Learning, and Multiple Intelligences. For each method, it provides a brief overview of the key principles and techniques used.
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
The document discusses six types of syllabi used in language teaching: structural, functional/notional, situational, skill-based, task-based, and content-based. It provides details on structural and functional/notional syllabi. A structural syllabus prioritizes grammar and is organized by linguistic structures. A functional/notional syllabus is organized by the functions and notions performed in language use. Both approaches have benefits and limitations for developing students' communicative competence. The document also provides an example of a mini curriculum using a functional approach.
The document discusses various approaches and methods for teaching language, including:
- Communicative Language Teaching (CLT) which takes ideas from multiple methods and focuses on communication.
- Grammar-Translation which teaches grammar rules and translation exercises to read literature.
- Direct Method which uses only the target language and teaches concrete vocabulary through objects.
- Audio-Lingualism which teaches grammar inductively and relies on behaviorism and drills.
- Task-Based Learning which uses tasks to accomplish concrete goals and teaches necessary language.
Suggestopedia is a teaching method developed by Georgi Lozanov based on how the human brain learns most effectively. It incorporates elements like relaxing music, peripheral learning through environmental cues, and role-playing to create a low-anxiety environment where students can utilize their full mental capacity. Key aspects include comfortable seating, Baroque music played during lessons, using indirect learning like posters, free errors by students, and integrating music, drama and art into lessons. The goal is to "desuggest" psychological barriers through suggestion and authority of the teacher to facilitate rapid language acquisition.
The document describes Community Language Learning (CLL), an approach to language teaching developed by Charles Curran. CLL redefines teacher and learner roles, with the teacher as counselor and learner as client. Learning is viewed holistically, engaging the whole person through interactions between learners and knowers. CLL has no set syllabus but allows the course to evolve based on learner choices. Activities include translation, group work, recording and free conversation. The teacher takes on a counseling role to provide a supportive environment for learners.
This document discusses approaches to language testing and types of language tests. It describes six main approaches: traditional, discrete, integrative, pragmatic, and communicative. It also outlines five main types of language tests based on their objective: selection tests, placement tests, achievement tests, diagnostic tests, and try-out tests. Achievement tests measure learning from a course, while proficiency tests measure skills for a future task. Diagnostic tests identify areas of difficulty.
Language testing is the practice of evaluating an individual's proficiency in using a particular language. There are two main types of assessment: formative assessment which checks student progress, and summative assessment which measures achievement at the end of a term. There are five common types of language tests: proficiency tests which measure overall ability, achievement tests related to course content, diagnostic tests which identify strengths and weaknesses, placement tests for assigning students to class levels, and direct/indirect tests. The effect of testing on teaching is known as backwash, which can be harmful if not aligned with course objectives, or beneficial if tests influence instructional changes.
This document summarizes the grammar translation method, a traditional approach to teaching foreign languages. It discusses the principles and characteristics of the grammar translation method, how it is used in teaching, its advantages and criticisms. The document also summarizes several studies that have compared the grammar translation method to other approaches or investigated its effectiveness. Overall, the document provides an overview of the grammar translation method through defining it, outlining its key aspects, and reviewing recent research on its use and efficacy in language teaching.
This document discusses various topics related to grammar including definitions, different approaches or kinds of grammar (such as traditional, historical, comparative, functional, and grammar translation), grammatical theories (traditional, immediate constituent, tagmemic, and transformational), parts of speech, sentence structure, classification of words, errors in language, drills to practice grammar, and tests of grammar knowledge. It provides information on inductive and deductive approaches to teaching grammar as well as common grammatical errors at the lexical, grammar, discourse, and pronunciation levels.
Principles of Teaching:Different Methods and Approachesjustindoliente
The document discusses different approaches and methods for teaching. It defines key concepts like teaching approach, strategy, method, and technique. It also provides examples of different teaching approaches that range from teacher-centered to learner-centered. Direct instruction/lecture and demonstration are two methods discussed in more detail. For direct instruction, steps include demonstrating skills or concepts and providing guided and independent practice. Formative assessment is used during the process. Demonstration involves a teacher or student showing a process while others observe, and guidelines are provided for effective demonstrations.
This document discusses the key differences between approaches, methods, techniques, and procedures in language teaching. An approach refers to broad theories about language and learning, while a method is the practical implementation of an approach through a system of teaching. Techniques are specific classroom strategies, and procedures are ordered sequences of techniques. Some techniques can be used across methods, but they should align with the overall approach. Categorizing language teaching approaches can sometimes be challenging when elements are borrowed from multiple sources.
This document discusses Universal Grammar (UG) and its role in second language acquisition. UG proposes that the human brain is hardwired with innate, universal principles of grammar. It suggests that children learn the rules of their native language quickly because their brain contains a Language Acquisition Device that allows them to map the principles of UG onto the parameters of the specific language. The document outlines the history and key concepts of UG, including poverty of stimulus, constraints on learning, and universal developmental patterns. It also discusses related concepts like principles and parameters, and Chomsky's Minimalist Program. Researchers have studied whether and how second language learners may access the principles of UG.
Syllabus design involves organizing instructional content and evaluation methods. It differs from curriculum which outlines broader educational goals. When designing a course, instructors must select a syllabus framework and develop instructional blocks. Various approaches to syllabus design include grammatical, lexical, functional, situational, topical, competency-based, text-based, skills-based, and task-based. No single approach is best - instructors should consider learner needs and integrate multiple approaches. The goal is not to choose one type but to connect different types to effectively teach language skills.
1. The document discusses aspects of making and testing vocabulary, including considerations for vocabulary tests and different techniques.
2. Key aspects that should be tested include a student's breadth and depth of vocabulary knowledge, as well as their understanding of word meanings, pronunciations, grammatical functions, collocations and contexts for use.
3. Different techniques for testing vocabulary are described, such as multiple choice questions, fill-in-the-blank exercises using target words in context, and Cloze tests where students supply missing words.
Approach, method and technique in English teaching 2014Elih Sutisna Yanto
The document discusses approaches, methods, and techniques in language teaching. It begins by defining key terms according to the Anthony framework: approach refers to beliefs about language/learning, method is how theory is applied in practice, and technique describes classroom procedures. However, the Anthony framework is criticized for being overly simplistic. Richards and Rodgers propose a modified framework with approach defining beliefs, design relating theories to instruction, and procedure describing activities. The document also examines different views of language and the nature of language learning according to behaviorism and other perspectives.
Direct Method (DM) of Language TeachingAyesha Bashir
Direct Method (DM) method is language teaching method. Through this method students are directly taught with target language without using native language.
The Direct Method is an approach to teaching foreign languages that uses the target language exclusively and avoids translation or explaining grammar rules. It was developed in the 1860s based on observations of how children acquire their first language. Key principles include using real-world examples and demonstrations rather than explanations, emphasizing oral skills and questions/answers, and avoiding grammar explanations. Techniques include reading aloud, conversations, dictation, and map tasks. While it aims to mimic natural language acquisition, critics argue it is difficult to implement fully and may not be suitable for large classes.
Krashen's theory on Second Language Acquisitionmilaazofeifa
Stephen Krashen transformed language teaching in the 1980s with his theory of second language acquisition, consisting of five hypotheses: acquisition-learning, monitor, natural order, input, and affective filter. The acquisition-learning hypothesis distinguishes between subconscious acquisition and conscious learning. Acquisition occurs through meaningful interaction, while learning involves formal instruction. The monitor hypothesis explains that learned grammar can be used to monitor speaking when certain conditions are met.
Contrastive analysis is the systematic study of two languages to identify their structural differences and similarities. It was originally used to establish language families but was later applied to second language acquisition in the 1960s. The contrastive analysis hypothesis claimed that elements similar between a learner's first and second language would be easier to acquire, while differences would be more difficult. However, empirical evidence showed this could not predict all errors, and some uniform errors occurred regardless of first language. This led to the development of error analysis and the concept of interlanguage, seeing second language acquisition as its own rule-governed linguistic system rather than an imperfect version of the target language.
Approaches and Methods for Language Teachingvblori
This document summarizes 14 language teaching methods: Grammar Translation Method, Direct Method, Natural Approach, Audio-Lingual Method, Total Physical Response, Silent Way, Desuggestopedia, Community Language Learning, Communicative Language Teaching, Participatory Approaches, Content Based, Task Based, Learning Strategy, Cooperative Learning, and Multiple Intelligences. For each method, it provides a brief overview of the key principles and techniques used.
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
The document discusses six types of syllabi used in language teaching: structural, functional/notional, situational, skill-based, task-based, and content-based. It provides details on structural and functional/notional syllabi. A structural syllabus prioritizes grammar and is organized by linguistic structures. A functional/notional syllabus is organized by the functions and notions performed in language use. Both approaches have benefits and limitations for developing students' communicative competence. The document also provides an example of a mini curriculum using a functional approach.
The document discusses various approaches and methods for teaching language, including:
- Communicative Language Teaching (CLT) which takes ideas from multiple methods and focuses on communication.
- Grammar-Translation which teaches grammar rules and translation exercises to read literature.
- Direct Method which uses only the target language and teaches concrete vocabulary through objects.
- Audio-Lingualism which teaches grammar inductively and relies on behaviorism and drills.
- Task-Based Learning which uses tasks to accomplish concrete goals and teaches necessary language.
Suggestopedia is a teaching method developed by Georgi Lozanov based on how the human brain learns most effectively. It incorporates elements like relaxing music, peripheral learning through environmental cues, and role-playing to create a low-anxiety environment where students can utilize their full mental capacity. Key aspects include comfortable seating, Baroque music played during lessons, using indirect learning like posters, free errors by students, and integrating music, drama and art into lessons. The goal is to "desuggest" psychological barriers through suggestion and authority of the teacher to facilitate rapid language acquisition.
The document describes Community Language Learning (CLL), an approach to language teaching developed by Charles Curran. CLL redefines teacher and learner roles, with the teacher as counselor and learner as client. Learning is viewed holistically, engaging the whole person through interactions between learners and knowers. CLL has no set syllabus but allows the course to evolve based on learner choices. Activities include translation, group work, recording and free conversation. The teacher takes on a counseling role to provide a supportive environment for learners.
This document discusses approaches to language testing and types of language tests. It describes six main approaches: traditional, discrete, integrative, pragmatic, and communicative. It also outlines five main types of language tests based on their objective: selection tests, placement tests, achievement tests, diagnostic tests, and try-out tests. Achievement tests measure learning from a course, while proficiency tests measure skills for a future task. Diagnostic tests identify areas of difficulty.
Language testing is the practice of evaluating an individual's proficiency in using a particular language. There are two main types of assessment: formative assessment which checks student progress, and summative assessment which measures achievement at the end of a term. There are five common types of language tests: proficiency tests which measure overall ability, achievement tests related to course content, diagnostic tests which identify strengths and weaknesses, placement tests for assigning students to class levels, and direct/indirect tests. The effect of testing on teaching is known as backwash, which can be harmful if not aligned with course objectives, or beneficial if tests influence instructional changes.
This document summarizes the grammar translation method, a traditional approach to teaching foreign languages. It discusses the principles and characteristics of the grammar translation method, how it is used in teaching, its advantages and criticisms. The document also summarizes several studies that have compared the grammar translation method to other approaches or investigated its effectiveness. Overall, the document provides an overview of the grammar translation method through defining it, outlining its key aspects, and reviewing recent research on its use and efficacy in language teaching.
This document discusses various topics related to grammar including definitions, different approaches or kinds of grammar (such as traditional, historical, comparative, functional, and grammar translation), grammatical theories (traditional, immediate constituent, tagmemic, and transformational), parts of speech, sentence structure, classification of words, errors in language, drills to practice grammar, and tests of grammar knowledge. It provides information on inductive and deductive approaches to teaching grammar as well as common grammatical errors at the lexical, grammar, discourse, and pronunciation levels.
Principles of Teaching:Different Methods and Approachesjustindoliente
The document discusses different approaches and methods for teaching. It defines key concepts like teaching approach, strategy, method, and technique. It also provides examples of different teaching approaches that range from teacher-centered to learner-centered. Direct instruction/lecture and demonstration are two methods discussed in more detail. For direct instruction, steps include demonstrating skills or concepts and providing guided and independent practice. Formative assessment is used during the process. Demonstration involves a teacher or student showing a process while others observe, and guidelines are provided for effective demonstrations.
This document discusses the key differences between approaches, methods, techniques, and procedures in language teaching. An approach refers to broad theories about language and learning, while a method is the practical implementation of an approach through a system of teaching. Techniques are specific classroom strategies, and procedures are ordered sequences of techniques. Some techniques can be used across methods, but they should align with the overall approach. Categorizing language teaching approaches can sometimes be challenging when elements are borrowed from multiple sources.
Approaches and methods in language teachingOderayQuijada
The Audio-Lingual Method does not explicitly address dealing with feelings. The focus is on habit formation through repetition and reinforcement.
View of Language, Culture
Language is viewed as a set of habits to be formed through repetition and reinforcement. Cultural information is presented
contextually through dialogs.
Aspects of Language the Approach Emphasizes
Oral skills emphasized through imitation and repetition drills; grammar is induced from examples; reading and writing
based on oral work.
Role of Students' Native Language
Not used in class.
Means for Evaluation
Oral question-answer drills, dialog repetition, written exercises based on oral patterns.
Response to Students' Errors
General Methods And Techniques Of TeachingHernane Buella
The document discusses various general methods and techniques of teaching, including direct and experiential approaches. Direct approaches are more teacher-controlled and utilize expository strategies like direct teaching and deductive processes. Experiential approaches involve more student involvement through discovery strategies like inquiry teaching and inductive processes. Specific methods are also outlined, such as deductive teaching, expository methods, demonstration, inductive teaching, discovery learning, problem solving, and laboratory and reflective teaching.
Summary of approaches and methods in language teachingNasrin Eftekhary
This document discusses several language teaching approaches and methods. It describes:
1. The audiolingual method which is based on behaviorism and emphasizes habit formation through drills. It uses dialogs, repetition, and substitution exercises.
2. Total Physical Response which teaches language through physical actions in response to commands. It aims to reduce stress and first teaches comprehension then speaking.
3. Community Language Learning which sees language as a social process and emphasizes whole-person learning and security. The syllabus is learner-generated.
4. Suggestopedia which seeks to remove psychological barriers through relaxation, role-playing, and music. It emphasizes passive learning and the teacher as an authority figure.
Language Teaching Approaches and methodsTarık İnce
The textbook posters are large posters that contain dialogues, texts, vocabulary lists and grammar explanations. They are used to present the target language input to students in an attractive and memorable way.
Syllabus:
There is no fixed syllabus.
Materials are selected based on interest and difficulty level.
Role of L1:
L1 is used for instructions, explanations and translations.
Evaluation:
No formal tests.
Informal assessment through observation and interaction.
Goals and Objectives:
To learn large number of words in a short time.
To overcome psychological barriers to learning.
To learn in a relaxed and enjoyable atmosphere.
Error Correction:
Errors are not corrected strictly.
Sts'
The document outlines the Presentation-Practice-Production (PPP) methodology for teaching English as a second language. It describes the three main stages: the presentation stage introduces new language through activities like songs, games, or stories; the practice stage helps students use the language through sentences and questions; and the production stage gives students opportunities to experiment with the language through activities like role-plays and discussions. Overall, PPP provides a general structure for moving students from controlled, structured speech to more independent language use.
Structural Approach and Functional ApproachMEGHANA DODIYA
This document summarizes and compares the structural approach and functional approach to language teaching. The structural approach suggests that learners should develop rules for problem solving by filling gaps. It involves selecting and grading materials to teach frequently used structures. The functional approach views language as a means to express different functions like requesting and suggesting. It aims to impart instruction so that learners can attempt to use language in real-world contexts.
This document discusses the structural approach to teaching English. The structural approach focuses on accurate grammar usage, word order, function words, and inflections. It teaches fundamental skills like vocabulary and the four language skills. While it ensures students learn grammar rules correctly, it may take a long time and limit creative expression. The structural approach aims to lay an English foundation and have students master grammar concepts.
Structural Approach and Communicative Approach in Language TeachingPriyanka Nain
The slides talk about the difference between method and approach first then there is a description of Structural Approach, its features and demerits. Then we have slides that describes Communicative Approach, its features,role of teacher in this approach and demerits. As a whole the slides present difference between these two approaches.
This document discusses functional approaches to studying second language acquisition (SLA). It outlines four main functional approaches: Systemic Linguistics, Functional Typology, Function-to-form mapping, and Information organization. Systemic Linguistics analyzes language in terms of choices available to express meaning within social contexts. Functional Typology classifies languages based on similarities and differences. Function-to-form mapping views acquisition as a process of grammaticalization from context to lexical items to grammatical markers. Information organization focuses on utterance structure and how learners organize words.
This document discusses the functional approach to language development. It presents opposing views of language being either an autonomous system or shaped by its communicative functions. It then discusses how social interaction aids language development according to Holzman's reciprocal model. Finally, it outlines Halliday's model of language functions including instrumental, personal, social, regulatory, representational, heuristic, and imaginative functions and how these relate to language structure and classroom experiences.
Situational language teaching is a methodology that focuses on teaching language through meaningful, situation-based activities. It developed in the 1930s-1960s in Britain and involved introducing new vocabulary and grammar points inductively through structured situations. The goals were to practice language use in contexts and avoid mistakes that create bad habits. Teachers would model situations and guide practice, while learners listened, repeated, and responded to questions.
The structural approach to teaching English focuses on teaching language structures like sentence patterns, phrases, idioms, and routines. It involves selecting and grading structures systematically and practicing them through drills. The approach aims to establish mastery over 275 essential structures and 3000 root words. It emphasizes oral skills and condemns formal grammar teaching. Some advantages are developing the habit of speaking English and automatically learning some grammar. Limitations include being mechanical, not considering learner capacity, and not providing guidance on presentation or exercises.
This document outlines the structural approach to learning English, which focuses on parts of speech through traditional grammar lessons, exercises, and drills. Students are taught sentence patterns organized around verbs using substitution tables to master speaking, writing, and thinking skills, with copious exercises to strengthen learning of the 24 special verbs and their use in subject-predicate and other sentence constructions.
This document provides information about the structural approach to teaching English, including definitions, key principles, characteristics, merits, and demerits. It defines the structural approach as the scientific study of fundamental English language structures, their analysis and logical arrangement. Some main points of the structural approach are selecting and grading structures based on usefulness and teachability, emphasizing speech and habit formation, using activity-based and oral drill methods, and teaching grammar informally within reading lessons.
1. Communicative Language Teaching (CLT) emerged in the 1970s as a reaction against previous audiolingual and situational language teaching approaches.
2. CLT is based on the theory that the primary function of language is for interaction and communication, and that language learning is best achieved through authentic communicative tasks.
3. Key principles of CLT include a focus on developing communicative competence, using meaningful tasks, and promoting interaction and communication over mechanical practices. Lessons emphasize functional language use over strict grammatical patterns.
This document discusses the communicative language teaching (CLT) approach. The goals of CLT are to become communicatively competent, use language appropriately in social contexts, and manage the process of relating meaning to others. According to CLT, the learner's role is to negotiate their learning between themselves, the process, and the object of learning. The teacher facilitates and participates independently. Common classroom activities include information gap activities, jigsaw activities, and pair and group work with an emphasis on developing fluency. While CLT has advantages like enhanced student interest, it also has disadvantages like difficulties for lower proficiency students and lack of explicit grammar instruction.
This document discusses the nature of language teaching methodology. It defines key terms like approach, method, and technique. An approach refers to theories about language and language learning, a method is an overall plan for presenting language material based on the approach, and a technique is a specific classroom implementation. The document also outlines different theoretical views of language, including structural, functional, and interactional views. It concludes by noting any language teaching method can be described in terms of the issues identified at the levels of approach, design, and procedure.
The document discusses relevant theories for evaluating an English class. It covers three views of language: structural, functional, and interactional. It also discusses theories of language learning like behaviorism and cognitivism. Principles of communicative language teaching are outlined. The format of a lesson plan and roles of the teacher are presented. Assessment of a sample lesson on protecting animals is provided, highlighting strong points like engaging activities and emphasis on meaning.
The document discusses various methods, approaches, procedures and techniques used in teaching English as a foreign language. It defines key terms like approach, method, procedure and technique. It then provides details on specific methods like grammar translation, audio-lingualism, communicative approach, task-based learning, community language learning, the silent way, suggestopedia and total physical response. It also discusses principles of humanistic teaching, the lexical approach, the relationship between methods and culture, and considerations for making choices about what approaches to use.
TRADITIONAL AND MODERN METHODS AND APPROACHES OF LANGUAGE.pptxMarouaneJelloul1
(1) The Audio-Lingual Method was developed in the US in the 1950s based on behaviorist theories of learning and structural linguistics. (2) It emphasized oral communication and habit formation through memorization of dialogues and pattern drills with a focus on pronunciation and grammar. (3) Classrooms using this method were taught entirely in the target language, with students engaging in repetition, substitution and transformation drills to practice.
Nine twentieth century approaches to language teachingedac4co
The document discusses several approaches and methods for teaching language, including:
- The communicative approach which focuses on developing learners' ability to communicate in the target language through authentic activities.
- Task-based instruction where learners complete meaningful tasks using the target language rather than focusing on specific structures.
- Content-based instruction which integrates language teaching aims with subject matter instruction, using content as a vehicle for developing language skills.
This document discusses various methods, approaches, procedures and techniques used in teaching English as a foreign language. It begins by defining key terms like approach, method, procedure and technique. It then provides details on specific methods like grammar translation, audio-lingualism, presentation-practice-production, communicative approach, task-based learning and humanistic teaching. It also discusses principles of total physical response and the lexical approach. The document emphasizes that choice of methods should consider learner and cultural factors.
The document discusses various methods, approaches, procedures and techniques used in teaching English as a foreign language, including grammar translation, audio-lingualism, presentation-practice-production, communicative approach, task-based learning, and total physical response; it also covers concepts like the lexical approach and importance of addressing culture and lowering student anxiety.
The document discusses different levels of language teaching approaches, from broad approaches down to specific techniques. It states that an approach refers to assumptions about language and learning, a method is a practical implementation of an approach, and a technique is a specific classroom strategy. It provides examples showing that approaches inform methods, which comprise procedures that utilize techniques to achieve objectives. The discussion emphasizes that no single approach or method can address every teaching context, and advocates an eclectic, informed approach tailored to individual situations.
This document discusses the humanistic approach to teaching English as a foreign language. [1] It outlines four main methodologies associated with the humanistic approach: the silent way, community language learning, suggestopaedia, and total physical response. [2] These methods aim to engage students holistically and reduce anxiety around language learning. Classroom practices for these methods include relaxation exercises, role-playing scenarios, games, and peer work. [3] A study in India found that students had the greatest improvements in English skills during the first semester using these humanistic methods, showing their effectiveness. The humanistic approach aims to cultivate student motivation and a childlike openness to learning.
The document discusses three key views of the nature of language: structural, communicative, and interactional. It also covers definitions of learning, theories of language learning including process-oriented and condition-oriented theories, and differences between approaches, methods, and techniques in language teaching. The structural view sees language as a system of related elements, while the communicative view sees it as a vehicle for expression of meaning. The interactional view regards language as a tool for social interaction.
This document provides an overview of the history of language teaching methodology. It describes the Classical Period from the 17th to 19th centuries when the purpose of education was religious orthodoxy and morality. Foreign language learning focused on Greek and Latin to promote intellect. The Grammar Translation Method from 1850-1950 emphasized reading, writing, and translating texts. Reformers in the early 20th century emphasized speaking and meaning based on how children learn languages. New methods like the Direct Method used the target language exclusively with little grammar explanation. The document also discusses theories of language and learning that influence methodology.
The document discusses four common approaches to language teaching:
1. Grammar Translation focuses on grammar rules, translation, and reading literature but neglects speaking skills.
2. Direct Method uses only the target language and teaches speaking first through visual aids and situations.
3. Audio-Lingual Method develops listening and speaking habits through repetition and drills before reading/writing.
4. Total Physical Response links language to physical actions to make learning enjoyable and reduce stress for beginners.
This document summarizes 21 different methods of language teaching: grammar translation, direct approach, reading approach, audiolingual method, community language learning, suggestopedia, the natural approach, the silent way, total physical response, communicative language teaching, whole language, collaborative learning, problem-based learning, content-based instruction, the portfolio, cooperative learning, neuro-linguistic programming, learning strategy training, lexical approach, task-based learning, and participatory approach. For each method, it provides a brief overview of its key principles and techniques.
Methods Approaches Filang311 Lesson1 Oct 2008guest0c02e6
The document discusses various methods and approaches to teaching English as a foreign language. It describes the Grammar Translation Method, Audio-Lingualism, and the Presentation-Practice-Production approach. It also covers the Communicative Approach, Task-Based Learning, and humanistic methods like Community Language Learning, The Silent Way, Suggestopedia, and Total Physical Response.
This document discusses approaches, methods, and techniques in language teaching. It defines each level of the hierarchy:
- Approach is the philosophy or belief system about language and learning.
- Method operationalizes the approach and specifies objectives, content, activities, and roles.
- Technique refers to classroom implementation.
It outlines different theories that underlie approaches, such as cognitive, structural, functional, and sociocultural models of language. It also discusses theories of learning like behaviorism, constructivism, and interactionism. Methods are analyzed based on their objectives, syllabus, activities, learner and teacher roles, and materials. Techniques refer to specific classroom behaviors.
The document discusses language teaching methodology. It defines methodology as the study of practices, procedures, and principles of language teaching. Methodology involves syllabus design, teaching techniques, and evaluation. The document outlines different language teaching methods throughout history, including grammar translation, audiolingualism, cognitive code learning, humanistic approaches, and communicative language teaching. It emphasizes that the goal of methodology is no longer to find a single "right method" but rather focus on how to effectively teach based on principles and learner needs.
This document discusses various methods and approaches that have been used in teaching English as a foreign language over time. It begins by noting that language teaching methods are not permanent and change with developments in concepts and human understanding. It then defines key terms related to language teaching methodology, including approaches, methods, techniques and procedures. The document goes on to describe several popular historical methods like Grammar Translation, Direct Method, Situational Language Teaching, and Audio-Lingualism. It also outlines more modern communicative approaches such as Communicative Language Teaching, Natural Approach, Cooperative Language Learning and Competency-Based Language Teaching. The document concludes by listing some references used in the discussion.
The document discusses various approaches, methods, procedures and techniques used in language teaching. An approach describes the nature of language and learning. A method is the practical application of an approach and includes procedures and techniques. A procedure is an ordered sequence of techniques. Techniques are single activities. The document then examines several specific methods in more detail, including Grammar Translation, Direct Method, Audiolingualism, Communicative Approach, Task-Based Learning and the Lexical Approach. It notes the importance of choosing eclectically based on principles like exposure, input, lowering anxiety and allowing output. Culture also influences appropriate methodology choices.
A Term Paper for the Course of Theories and Approaches in Language Teaching(...DawitDibekulu
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Theory and Hypothesis
Approach, Method and Techniques
Skill, Competence and Performance
Know the relation between them
Identify their difference
Know their benefit for ELT
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2. Edward Anthony (1965)
An approach is a set of correlative
assumptions dealing with the nature of
language and the nature of language
learning and teaching.
3. According to Edward Anthony’s model (1965)
approach is the level at which assumptions and
beliefs about language and language learning are
specified; method is the level at which theory is put
into practice and at which choices are made about
the particular skills to be taught, the content to be
taught, and the order in which the content will be
presented; technique is the level at which classroom
procedures are described.
4. Summary and elements and sub elements that
constitute method (Richards & Rodgers:33)
Method
Approach
a. A theory of the
nature of language
b. A theory of the
nature of language
learning
Design
a. The general and specific objectives
of the method
b. A syllabus model
c. Types of learning and teaching
activities.
d. Learner roles
e. Teachers roles
f. The role of instructional materials
Procedure
a. Classroom techniques, practices,
and behaviors when the method is
used.
b. Resources in term of time, space,
and equipment used by the teacher.
c. Interactional patterns observed in
lessons.
d. Tactics and strategies used by
teachers and learners when the
method is being use.
5. Three different views of
The nature of language
1. Structural view: It views language as a system of
structurally related element.
2. Functional view: It regards language as a
vehicle for the expression of functional
meaning.
3. Interactional view: It sees language as a
vehicle for the realization of interpersonal
relations and social interaction between
individuals.
6. The common assumptions about
the nature of the language
1. Language is a group of sounds with specific
meaning and organized by grammatical rules (The
Silent Way).
2. Language is the everyday spoken utterance of the
average person at normal speed (Audio Lingual
Method).
3. Language is a system for the expression of meaning
(Communicative Language Teaching).
4. Language is a set of grammatical rules and language
consists of language chunks (Total Physical
Responses)
7. Definitions of learning
1. A change in behaviour as a result of experience or
practice.
2. The acquisition of knowledge.
3. Knowledge gained through study.
4. To gain knowledge of , or skill in, through study,
teaching, instruction or experience.
5. The process of gaining knowledge.
6. A process by which behavious is changed, shaped, or
controlled.
7. The individual process of constructing understanding
based on experience from a wide range of sources.
(Alan Prichard 2009:2)
8. The nature of language learning:
1. Behaviorism: Stimulus- Response-
Reinforcement.- Drilling, exercise,
repetition.
2. Nativism: A child naturally has a language
acquisition device. (Kodrati).
3. Constructivism: A child acquired a
language through interaction between the
child and environment. (Jean Piaget).
9. The nature of learning:
1. Behaviorism is a theory of learning
focusing on observable behaviour and
discounting any mental activity. Learning is
defined simply as the acquisition of new
behaviour. (Alan Prichard 2009:6)
10. Cognitive, constructivist learning
Constructivists view learning as the result of
mental construction. That is, learning take
place when new information is built into and
added onto an individual’s current structure
of knowledge, understanding and skills. We
learn best when we actively construct our
own understanding (Alan Prichard 2009:17)
11. The following assumptions relate to theories of learning and
teaching
1. Learning is facilitated if language learners discover
rather than repeat and remember without
understanding what is to be learned (Silent Way).
2. Learning involves the unconscious functions, as well as
the conscious functions (Suggestopedia).
3. The norms of the society often block the process of
learning (Suggestopedia)
4. Language learning will take place if language learners
maintain their feeling of security (Community Language
Learning).
5. Language learning is a process of habit formation (Audio
Lingual Method)
12. Assumption about learning and
teaching, which have been developed
from theories in psychology, seem to
develop faster than those about the
nature of language.
13. Method
The plan of language teaching which consistent
with the theories. (Edward Anthony-1963)
Method may mean different things to different
people (Mackey, 1975:155) For some , it means a
set of teaching procedures; for others, the
avoidance of teaching procedures. For some, it is
the primary of a language skill; for others, it is the
type and amount of vocabulary and stucture.
14. Method cont...
The term “method” in the Direct Method may
refer to a single aspect of language teaching:
presentation of material.
Method in the Reading Method refers to the
emphasis of a single language skill: reading, while
In the Grammar Translation Method, method
refers to the emphasis of the teaching material.
15. Method cont...
According to Mackey (1975:157), all teaching,
whether good or bad, must include some sort of
selection, some sort of gradation, some sort of
presentation, and some sort of repetition.
Therefore, all methods should include the four
steps of teaching a language.
Any method should include the four steps:
selection, gradation, presentation, and repetition.
16. Method
According to Richards and Rodgers (2001), a
method is theoretically related to an approach,
organized by the design, and practically realized
in procedure.
17. Technique
Carry out a method. It is
implementational, meaning
that a technique is something
that actually takes place in
language teaching or learning
in the classroom.
18. Technique cont...
The following are some examples of techniques in error
correction.
1. The teacher does not praise or criticize so that language
learners learn to rely on themselves (Silent Way).
2. The teacher often praises when a student has made a good
thing in learning (Audio Lingual Method).
3. When a student has produced a wrong expression, the
teacher just repeats the right one (Total Physical Response).
4. The teacher does not care when a student make an error as
long as it does not hinder (delay/prevent) communication
(Natural Method)
19. The Term of Technique
(H.D. Brown 2007:180)
1. Task. Task usually refers to a specialized form
of technique or series of techniques closely
allied with communicative curricula, and as
such must minimally have communicative
goals. It is focuses on the authentic use of
language for meaningful communicative
purpose beyond the language classroom.
20. The Term of Technique
2. Activity. Activity may refer to virtually anything that learners
do in the classroom.
We usually refer to a reasonably unified set of student
behaviour, limited in time, preceded by some direction from
the teacher, with a particular objective.
Activities include role plays, drills, games, peer-editing, small-
group information-gap exercise, and much more.
Because an activity implies some sort of active performance
on the part of learners, it is generally not used to refer to
certain teacher behaviours like saying “good morning,”
maintaining eye contact with students, explaining a grammar
point, or writing a list of words on the chalkboard.
Such teacher behaviour, however can indeed be referred to as
technique.
21. The Term of Technique
3. Procedure. Richards and Rodgers (2001) used the
term procedure to encompass “the actual moment-
to-moment techniques, practices, and behaviour
that operate in teaching a language according to a
particular method” (p.26)
Procedures from this definition, include techniques.
Thus, for Richards and Rodgers, this appears to be a
catchall term, a thing for holding many small objects
or a group or description that includes different
things and that does not state clearly what is
included or not.
22. The Term of Technique
4. Practice, behaviour, exercise,
strategy...
In the language-teaching
literature, these terms, and
perhaps some others, all appear
to refer , in varying degrees of
intensity, to what is defined as
technique.
23. The Term of Technique
5. Technique
Even before Anthony (1963) discussed and
defined the term, the language teaching
literature generally accepted technique as a
superordinate term to refer to various
activities that either teachers or learners
perform in the classroom.
In other words, technique include all tasks and
activities.
They almost always planned and deliberate,
done on purpose rather than by accident.
24. The Term of Technique
Cont...
They are the product of a choice made by the
teacher. And they can, for your purposes as a
language teacher, comfortably refer to the
pedagogical units or components of a classroom
session.
You can think of a lesson as consisting of a
number of techniques, some teacher-centered,
some learner-centered, some production-
centered, some comprehension-centered, some
clustering together to form a task.
25. Taxonomy of language-teaching Techniques (adapted
from Crookes & Chaudron,1991 pp.52-54)
Controlled Techniques
1. Warm-up: Mimes, dance, songs, jokes, play. This activity gets
the students stimulated, relaxed, motivated, attentive, or
otherwise engage and ready for the lesson. It does not
necessarily involves use of the target language.
2. Setting: Focusing on lesson topic. Teacher directs attention to
the topic by verbal or nonverbal evocation of the context
relevant to the lesson by questioning or miming or picture
presentation, possibly by tape recording of situations and
peole.
3. Organizational: Structuring of lesson or class activities
includes disciplinary action, organization of class furniture
and seating, general procedures for class interaction and
performance, structure and purpose of lesson, ete
26. Taxonomy of language-teaching Techniques (adapted
from Crookes & Chaudron,1991 pp.52-54)
Controlled Techniques
4. Content Explanation: Grammatical, phonological, lexical
(vocabulary), sociolinguistic, pragmatic, or any other aspect
of language.
5. Role-play demonstration: Selected students or teacher
illustrate the procedure(s) to be applied in the lesson
segment to follow. Includes brief illustration of language or
other content to be incorporated.
6. Dialogue/Narrative presentation: Reading or listening
passage presented for passive reception. No implication of
student production or other identification of specific target
forms or functions (students may be asked to “understand”)
7. Dialogue/Narrative recitation: Reciting a previously known or
prepared text, either in unison or individually.
27. Taxonomy of language-teaching Techniques (adapted
from Crookes & Chaudron,1991 pp.52-54)
Controlled Techniques
8. Reading aloud: Reading directly from a given text.
9. Checking: Teacher either circulating or guiding the correction
of students’ work, providing feedback as an activity rather
than within another activity.
10. Question-answer display: Activity involving prompting of
students responses by means of display questions (i.e.
teacher or questioner already knows the response or has a
very limited set of expectations for the appropriate
response). Distinguished from referential questions by the
likelihood of the questioner’s knowledge of the response
and the speaker’s awareness of that fact.
28. Taxonomy of language-teaching Techniques (adapted
from Crookes & Chaudron,1991 pp.52-54)
Controlled Techniques
11. Drill: Typical language activity involving fixed patterns of
teacher prompting and student responding, usually with
repetition, substitution, and other mechanical alterations.
Typically with little meaning attached.
12. Translation: Student or teacher provision of L1 or L2
translation of given text.
13. Dictation: Student writing down orally presented text.
14. Copying: Student writing down text presented visually.
15. Identification: Student picking out and producing/labeling or
otherwise identifying a specific target form, function,
definition, or other lesson-related item.
29. Taxonomy of language-teaching Techniques (adapted
from Crookes & Chaudron,1991 pp.52-54)
Controlled Techniques
16. Recognition: Student identifying forms, as in identification
(i.e., checking off items, drawing symbols, rearranging
pictures), but without a verbal responses.
17. Review: Teacher-led review of previous week/month/or
other period as a formal summary and type of test of student
recall performance.
18. Testing: Formal testing procedures to evaluate student
progress.
19. Meaningful drill: Drill activity involving responses with
meaningful choices, as in reference to different information.
Distinguished from information exchange by the regulated
sequence and general form of responses.
30. Taxonomy of language-teaching Techniques (adapted
from Crookes & Chaudron,1991 pp.52-54)
Semicontrolled Techniques
20. Brainstorming: A form of preparation for the lesson, like
Setting, which involves free, undirected contributions by the
students and teacher on a given topic, to generate multiple
associations without linking them; no explicit analysis or
interpretation by the teacher.
21. Storytelling (especially when student-generated): Not
necessarily lesson-based, a lengthy presentation of story by
teacher or student (may overlap with Warm-up or Narrative
recitation), May be used to maintain attention, motivate, or
as lengthy practice.
22. Question-answer, referential: Activity involving prompting of
responses by means of referential questions (i.e., the
questioner does not know beforehand the responses
information). Distinguished from Question-answer, display.
31. Taxonomy of language-teaching Techniques (adapted
from Crookes & Chaudron,1991 pp.52-54)
Semicontrolled Techniques
23. Cued narrative/Dialogue: Student production of narrative or
dialogue following cues from miming, cue cards, pictures, or
other stimuli related to narrative/dialogue (e.g.,
metalanguage requesting functional acts).
24. Information transfer: Application from one mode (e.g.,
visual) to another (e.g., writing), which involves some
transformation of the information (e.g., student fills out
diagram while listening to description). Distinguished from
Identification in that the student is expected to transform
and reinterpret the language or information.
25. Information exchange: Task involving two-way communication as in
information-gap exercise, when one or both parties (or a larger group)
must share information to achieve some goal. Distinguished from
Question-answer, referential in that sharing of information is critical for
the task.
32. Taxonomy of language-teaching Techniques (adapted
from Crookes & Chaudron,1991 pp.52-54)
Semicontrolled Techniques
26. Wrap-up: Brief teacher- or student-produced summary of
point and/or items that have been practiced or learned.
27. Narration/Exposition: Presentation of a story or explanation
derived from prior stimuli. Distinguished from Cued narrative
because of lack of immediate stimulus.
28. Preparation: Student study, silent reading, pair planning and
rehearsing, preparing for later activity. Usually a student-
directed or –oriented project.
33. Taxonomy of language-teaching Techniques (adapted
from Crookes & Chaudron,1991 pp.52-54)
Free Techniques
29. Role play: Relatively free acting out of specified roles and
functions. Distinguished from Cued dialogues by the fact that
cueing is provided only minimally at the beginning , and not
during the activity.
30. Games: Various kinds of language game activity not like other
previously defined activities (e.g., board and dice games
making words).
31. Report: Report of student-prepared exposition on books,
experiences, project work, without immediate stimulus, and
elaborated on according to student interests. Akin to
Composition in writing mode.
34. Taxonomy of language-teaching Techniques (adapted
from Crookes & Chaudron,1991 pp.52-54)
Free Techniques
32. Problem solving: Activity involving specified problem and
limitations of means to resolve it; requires cooperation on
part of participants in small or large group.
33. Drama: Planned dramatic rendition of play, skit, story, etc.
34. Simulation: Activity involving complex interaction between
groups and individuals based on simulation of real-life
actions and experiences.
35. Interview: A student is directed to get information from
another student or students.
36. Discussion: Debate or other form of grouped discussion of
specified topic, with or without specified sides/positions
prearranged.
35. Taxonomy of language-teaching Techniques (adapted
from Crookes & Chaudron,1991 pp.52-54)
Free Techniques
37.Composition: As in Report (verbal),
written development of ideas, story, or
other exposition.
38.A propos: Conversation or other socially
oriented interaction/speech by teacher,
students, or even visitors, on general
real-life topics. Typically authentic and
genuine.
36. Taxonomy of language-teaching Techniques (adapted
from Crookes & Chaudron,1991 pp.52-54)
Some techniques will fit into more than one category. Consider
the “warm-up” activity suggested by Klippel (1984,pp13-14) for
beginning level class:
Step1: Each student writes his/her full name of a piece of paper.
All the papers are collected and redistributed so that
everyone receives the name of a person he/she does not
know.
Step 2: Everyone walks around the room and tries to find the
person whose name he/she holds. Simple questions can
be: “Is your name......? Are you......?
Step 3: When everyone has found his/her partner, he/she
introduces him/her to the group.
37. Taxonomy of language-teaching Techniques (adapted
from Crookes & Chaudron,1991 pp.52-54)
This exercise seems to fit into a number of possible
categories. It involves question-answer, referential activity;
there is some information exchange as well.; and in some
ways either problem solving or games may fit here.
The purpose in referring to such a taxonomy, therefore, is not
to be able to pinpoint every technique specifically. Rather, the
taxonomy is more of a help to you as
An aid to raising your awareness of the wide variety of
available techniques
An indicator of how techniques differ according to a
continuum ranging from controlled to free
A resource for your own personal brainstorming process as
you consider types of techniques for your classroom.
38. References
• Brown, D.H. (2001). Teaching by Principle.Englewood Cliffs,
N.J: Prentice Hall.
• Larsen-Freeman, D. (2000). Techniques and Principles in
Language Teaching. 2nd ed.Oxford: OUP.
• Prichard, Alan.2009. Ways of Learning: Learning theories and
learning styles in the classroom. New York: Routledge.
• Richard, Jack C. , & Rodgers, Theodore S. (2001). Approaches
and Methods in Language Teaching. New York: Cambridge
University Press