English Language Teaching Approaches and Methodology

1. Language Teaching
Approaches and Methods:
An Overview
ELT Methodology
1
ELT Methodology

2. Nature
of L
Language
Teaching
Teacher
Competencies
Learning
Materials
LL
Assessment
Language
Learning

3. ELT Methodology 3
Language Teaching
What to teach How to teach
Definition of Language Definition of teaching
and learning
Approaches to Language
Teaching

4. ELT Methodology 4
What is language?
1. Language is systematic.
2. Languages are arbitrary symbols.
3. Those symbols are primarily vocal, but may also be
visual.
4. The symbols have conventionalized meanings to which
they refer.
5. Language is used for communication.
6. Language operates in a speech community or culture.
7. Language is essentially human, although possibly not
limited to humans.
8. Language is acquired by all people in much the same
way; language and language learning both have
universal characteristics.
(Brown, 2007: …….)

5. ELT Methodology 5
What is learning?
1. Learning is acquisition or “getting”.
2. Learning is retention of information or skill.
3. Retention implies storage systems, memory, cognitive
organization.
4. Learning involves active, conscious focus on and acting
upon events outside or inside the organism.
5. Learning is relatively permanent but subject to
forgetting.
6. Learning involves some form of practice, perhaps
reinforced practice.
7. Learning is a change in behaviour.
(Brown, 2007: …..)

6. ELT Methodology 6
What is teaching?
Teaching is guiding and facilitating learning, enabling
the learner to learn, setting the conditions for
learning.
teachers’ understanding of how the learners learn
their philosophy of education, their teaching styles,
their approach, methods, and classroom techniques.
Will
determine
teachers need to understand their students
and their characteristics.
Therefore
So,

7. The Development of
Language Teaching Approaches/Methods
Questions to answer:
What is an approach to language teaching?
What is a language teaching method?
What is a language teaching technique?
7
ELT Methodology

8. Approach constitutes the theoretical bases for language
teaching; it is viewed as “a set of correlative assumptions
dealing with the nature of language and the nature of
language teaching and learning.
Method is “an overall plan for the orderly presentation of
language materials, no part of which contradicts, and all of
which is based upon, the selected approach”.
Technique is “implementational”, referring to “ a particular
trick, strategem, or contrivance used to accomplish an
immediate objective.”
See also Harmer (2001)
8
TEFL Meth - 2011

9. 1. Approaches are theoretical, axiomatic.
2. A method is a set of procedures, developed based on
the theories.
3. A technique is a strategem used to reach an objective.
4. Within one approach there can be more than one
method and within one method there can be more than
one technique.
See the taxonomy of teachniques in Brown’s Teaching by
Principles (2007)
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ELT Methodology

10. An Approach
Method
1
Method
2
Method
3
Method
4
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ELT Methodology
Ts Ts Ts Ts

11. LTM
Development
Premethod Era Method Era Postmethod Era
•GTM
•DM
• Compromise Method
• Reading Method
• Postmethod pedagogy
• Postmethod teachers
•Principled Eclecticism
• Principles of LT & LL
• Macro strategies
•Learning Strategies
• Intercultural learning
• Intercultural
competence
•ALM
•Audiovisual Method
•Oral Situational Method
• Cognitive Method
• Humanistic-affective
Methods (4)
• Comprehension-based
Method
• PPP + Its 3 alternatives
• Communicative
approach (4 models)
9/6/2016 ELT Methodology 2016 11

12. I. Grammar Translation Method (Up to late 19th C)
A. Important points:
1. emphasis on the teaching of TL grammar
2. principal technique = translation from and into TL
3. the material to be translated = literary works
4. speech given little attention
B. Objectives
1. To develop grammar-translation skills as a necessary preliminary
requirement to the study of literature
2. To develop mental discipline
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ELT Methodology

13. C. Teaching techniques:
•a statement of rules (in learners’ native language) + examples to be
studied and memorized by learners
•Translation (words, phrases, sentences) from L1 to TL or L2 to L1
•translation of connected prose passages from L1 into L2 or L2 to L1
(*now this is modified to teach academic English in some
universities)
D. Theoretical Assumptions
•TL = a system of rules to be observed in texts & sentences & to be
related to 1st language rules and meanings.
•LL = an intellectual activity rule learning, the memorization of
rules and facts related to 1st language meanings by means of massive
translation practice
• L1 = the reference system in the acquisition of L2
• Based on faculty psychology LL = mental training
13
ELT Methodology

14. E. Assessment
1. Strengths:
(a) L1 as a reference system is very important for L2
learnerTranslation can play a certain part in LL;
(b) Understanding of L2 graml. rules is important in L2 L
(c) Thinking of L2 formal features + translation = problem-
solving
2. Weaknesses:
(a) Overemphasis on the language as a system of rules
(+exeptions)
(b)Dominance of L1  translation in one form of another
or other cross lingual techniques can play a certain part
in LL. Translation practice from L1 into L2  learners in
problem-solving. 14
ELT Methodology

15. F. GTM nowadays
• With some modification, GTM is now used in the EAP
(English for Academic Purposes) program.
• Experiences show that grammatical rules play an
important role in understanding the content of an
academic text.
• In some situations, translation as a technique is much
more efficient than others. (especially for learners who
are already fluent in their mother tongue).
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ELT Methodology

16. Examine the text below and try to explain the content to non-English Dept.
students
The methods employed by a scientific approach to inquiry are aimed towards
objectivity and control. Quantitative researchers adopt a structured and
standardized approach towards their inquiries. This approach involves forming
research hypotheses which are then subjected to controlled testing and
statistical measurement procedures. Hypotheses are ‘preconceived’, or, in
other words, they are based on previous evidence which provides the rationale
for considering the hypothesis worthy of testing. The researcher intervenes in
the research context with a view to detecting cause and effect relationships
between the phenomena they wish to investigate. In order to identify these
relationships objectively, the researcher controls or eliminates variables in the
research context which may affect the outcomes; quantitative researchers
work with a limited number of variables which are specifically identified as part
of the research procedure.
s Grammatical rules which may be helpful include:
S + P as main components of a sentence
Noun groups  which word = head word, which ones are modifiers or
qualifiers
Etc.
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ELT Methodology

17. a Ha b Hb ba
(The methods employed by (a scientific approach to inquiry) ) // are aimed towards
a Ha a b
objectivity and control. (Quantitative researchers) //adopt (a structured and standardized
Hb b c Hc c a Ha a b
approach) towards (their inquiries). (This approach) // involves forming (research
Hb c Hc c d
hypotheses which are then subjected to (controlled testing) and (statistical
Hd d
measurement procedures). Hypotheses // are ‘preconceived’, or, in other words, they
a Ha b Hb c
are based on (previous evidence which provides (the rationale for considering (the
Hc c ba a
hypothesis) worthy of testing) ). The researcher // intervenes in (the
Ha a b Hb b c Hc
research context) with (a view) to detecting (cause and effect relationship between
17
ELT Methodology

18. d Hd dc a Ha a
(the phenomena they wish to investigate) ). In order to identify (these relationships)
b Hb b c Hc d
objectively, (the researcher) // controls or eliminates (variables in (the research
Hd d e He e d f Hf f
context) which may affect (the outcomes ) ); (quantitative researchers) // work with
g Hg h Hh i Hi
(a limited number of (variables which are specifically identified as (part
j Hj j I h g
of (the research procedure) ) ) ).
1. The sun rises in the east and sets in the west.
2. My father likes the sunny day.
3. The children play outside in the sunny day.
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ELT Methodology

19. II. The Direct Method (late 19th C – 1st half of 20th C)
A. Important points:
1. TL learning = L1 learning
2. Associated psychology
3. Emphasis on the spoken language
4. The use of learners’ L1 is banned in the class
5. Medium of instruction = TL
6. Materials associated with objects in the environment
7. Response to the need of a new industrial world & intl.
trade & travel
8. In Indonesia it was used to teach Dutch
9. USAused in public schools in Cleveland, Ohio (1919)
10. Britainused in comb of some GTM techniques
(translation & explanation of gr. rules)
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ELT Methodology

20. B. Objective
Mastery of spoken everyday language (early stage)
C. Teaching procedures:
1. Presentation of a specially constructed ‘text’ by T
2. Explanation of difficult expressions in TL + the use of
paraphrases, synonyms, demo, or context
3. Questions and answers about the meaning
4. Ss read the text aloud for practice
5. Exercises (transp., subst., dictation, narr., free comp)
D. Theoretical Assumptions
1. LT  based on phonetics & a scientifically established
coherent grammar
2. L2L = L1 acq. & L processes  associaonist psy.
3. Emphasis on sounds & simple sentences & direct asoc. of
lang. with objects & persons of the immediate envi.
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ELT Methodology

21. E. Assessment
1. A few practitioners’ inventiveness & linguistic
scholars’ critical and theoretical thought
2. 1st attempt to make LL learn to use TL
3. training L2 learners to abandon 1st language
system
4. Two problems:
a. impossibility of abandoning translation
b. difficult to apply beyond elementary stage
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ELT Methodology

22. With some modification, the Direct Method may be used in
EFC teaching in Indonesia, especially in the elementary level
of learning (primary schools):
1. It should be used with emphasis on oral English.
2. Writing should be deterred until students have a good
mastery of reading Indonesia words.
3. It should be accompanied with pictures, demonstrations,
body movements, gestures, songs, and other media/aids.
The teacher is required to be fluent in classroom English
with a high degree of accuracy (both in pronunciation and
grammar).
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ELT Methodology

23. III. The Reading Method (Early 20th C)
A. Important Points:
1. The goal of teaching = reading comprehension
2. Learning to read fluently = >important than sp. (India)
3. Separation of passive and active phases of LL
4. Analytical approach to gr for reading compr. purposes
5. Emphasis on an increased reading experience
6. Postponement of speech and writing training
7. Continuous attention to spoken word
8. Concern for individual learners
9. reading texts + controlled vocab. & regular repetition of
new words
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ELT Methodology

24. B. Objectives
To reach the goal of LT as practical attainable utility
C. Procedures/Techniques
1. TL was introduced orally as in DM because facility in
pronunciation and inner speech = an important aid in reading
comprehension
2. Vocab control = prime importance  vocab exercises
3. Practice of intensive reading
4. Practice of extensive rapid reading
D. Theoretical Assumptions
A pragmatic basis to gear educational activities to specified
ultimate practical uses.
.
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ELT Methodology

25. E. Assessment
Nothing new in terms of linguistic and psychological theories,
but adding new elements:
1. A possibility of devising techniques of LL geared to specific
purposes (reading)
2. The application of vocab. controlbetter grading the text
3. The creation of graded ‘readers’
4. The introduction of rapid reading
Note: It is important to train students in speed reading
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ELT Methodology

26. IV. The Structural Approach-ALM (mid 20th C)
A. Principal points:
1.Developed first in USA for the Army  “the Army
Method”
2.Separation of language skills (listening, speaking,
reading, writing)
3.The use of dialogues as the chief means of
presenting the TL
4.Emphasis on certain practice techniques, mimicry,
memorization, pattern drills
5.The use of language laboratory
6.Establishing a linguistic (structural) and
psychological theory (behaviourists) as a basis for
the teaching method 26
ELT Methodology

27. B. Objectives
- To develop students’ oral skills with near-native accuracy
C. Tenets:
1. Language is speech, not writing.  emphasis on oral L
2. A language is what its native speakers say, not what someone thinks they ought to
say.  only NS’s speech is considered the language  the birth of language lab
3. Languages are different.  contrastive analysis
4. A language is a set of habits.  intensive drill, mim-mem techniques,
memorization, no mistake
5. Teach the language, not about the language.  language practice, not theory
C. Procedures:
1. A structural analysis of the language, forming the basis for graded material;
2. Presentation of the analysis by a trained linguist;
3. Several hours of drill per day with the help of a native speaker and in small classes;
4. Emphasis on speaking as the first objective
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ELT Methodology

28. E. Assessment
Strengths:
1. It was one of the 1st theories to recommend the devt. of a
LT theory on declared linguistic and psychological
principles.
2. It attempted to make LL accessible to large groups of
ordinary learners.
3. It stressed syntactical progression.
4. It led to the devt. of simple techniques of varied, graded,
and intensive practice of specific features of the TL.
5. It developed the separation of the TL skills into a
pedagogical device.
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ELT Methodology

29. E. Assessment
Weaknesses:
1. Learners are treated as pure objects  no creativity
2. Learning processes are purely mechanical  boring.
3. Reaching near-native oral proficiency is probable but
impossible for EFL learners.
4. It is too difficult to be used for big classes.
5. The requirement of daily drills for several hours is too difficult
to be fulfilled in Indonesia.
6. It is difficult to apply beyond the elementary stage of learning.
7. Overemphasis of the surface structure at the expense of the
deep structure. The two sentences below have the same
surface structure but different deep structures (meanings).
a. John is eager to please.
b. John is easy to please.
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ELT Methodology

30. V. THE AUDIO-VISUAL METHOD
A. Principle features
A visually presented scenario provides the chief means of
involving the learner in meaningful utterances and contexts.
This method is described in the introduction to the programme
which it was the first put into effect, Voix et Images de France
(CREDIF, 1961).
B. Objectives
- To familiarize the learner with everyday language (francais
fondamental)
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ELT Methodology

31. C. Techniques
1. Filmstrips and tape presentation of socialized dialogue and
narrative commentary, in which the filmstrip frame
corresponds to an utterance.
2. Explication: the explanation of meanings by the teacher thr.
pointing, demonstrating, selective listening, Q-and-A.
3. Several times repetition of the dialogue and its memorization
with the help of the replays of the tape-recordings and the
filmstrip or language lab practice.
4. The development phase with fading aids.
D. Theoretical Assumptions
Its basis is descriptive linguistics, but stresses the social nature
and situational embededness of language. The audiovisual
presentation is to stimulate the social context in which the
language is used. LL is based on Gestalt psychology, proceeding
from a total view of the situation to particular segments of
language 31
ELT Methodology

32. E. Assessment
1. Strengths
a. It has defined three levels of language instruction:
(i) The first level of elementary everyday conversation;
(ii) the intermediate level involving a more advanced
conversation and reading newspapers, magazines, and
other non-specialized literature; and
(iii) the third level of more differentiated language use
according to professional interests and specializations
b. It has attempted to place LL into a simplified social context
and to teach language from the outset as meaningful
spoken communication.
c. It has provided a fresh alternative of language pedagogy by
replacing written text with a scenario presented visually by
filmstrip and aurally corresponding tape recordings
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ELT Methodology

33. 2. Weaknesses
a. It has difficulties in conveying meaning: the filmstrip
image is no guarantee that the meaning of an
utterance is not misinterpreted; and
b. The rigid teaching sequence does not always
correspond to the learning sequence  not
necessarily effective
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ELT Methodology

34. VI. The Rationalist Approach (Early 1960s)
A. Important points:
1. Since language is a rule-governed system, learning a
language involves the internalization of the abstract rules
governing the system.
2. Learning a language involves learning its meaning.
3. Drill alone will not help the learner learn the fundamental
syntactical relations and processes.
4. Since the linguistic behaviour is believed to be stimulus-free
and innovative, the learner should be provided with rules for
creating and understanding sentences.
5. Theoretical bases = Transformational Generative Grammar
6. Cognitive Psychology
B. Objective
To develop students’ TL competence first and then performance
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ELT Methodology

35. C. Principles:
1. A living language is characterized by rule-governed
creativity.
2. The rules of grammar is psychologically clear.
3. Man is uniquely equipped to learn languages.
4. A living language is a language in which we can think.
D. Procedures:
‘ learning a language is a process of acquiring conscious
control of the phonological, grammatical, and lexical patterns
of the second language largely through study and analysis of
these patterns as a body of knowledge’
Therefore:
1. Present first the explanation of the rules
2. Students practise using the already learned rules.
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ELT Methodology

36. E. Assessment
1. The deductive approach to teaching is not suitable
for all types of learners; it is probably suitable only
for learners with high abstract reasoning ability.
2. This approach ignores that sentences are
influenced by the context of situation (who, where,
what purpose, what topic, formal-informal)
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ELT Methodology

37. CONCLUSIONS (Stern, 1983):
1. LT Methods have changed partly in responses to
changing demands on language education resulting
from social, economic, political or educational
circumstances;
2. The methods have resulted from changes in language
theories and in new psychological perspectives on
language learning.
3. Most of the methods reflect that experience, intuition,
and opinions of practising teachers. It is the
dissatisfactions and failures of teachers and pupils with
a particular method that have contributed to the
constant critique of methods and the demand for reform
and new emphases.
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ELT Methodology