2. Methods in Teaching Literature
Lecture Method
Commonly used method of
teaching.
It is teacher controlled &
information centered.
( direct instruction )
Rely on textbooks and workbooks
3.
4. How to improve lecture method?
Use visual aids to stimulate and focus
students’ attention.
Avoid writing everything that you say
on your slides.
Follow guidelines on good slide
design.
Prompt students to engage by asking
questions rather than simply telling
them the information.
5.
6. Audio Visual Method
This method is intended for
teaching everyday language at
early stage of second/ foreign
language learning. It was based
on behaviorist approach, which
held that language is acquired by
habit formation.
7.
8. Project Method
It is one of the modern method of
teaching in which, the students
point of view is given importance
in designing the curricula and
content of the studies. This
method is based on the
philosophy of pragmatism and
the principle of learning by doing.
9. Four types of project
1.Constructive project
2. Aesthetic project
3. Problematic project
4. Drill project
10. FLIPPED CLASSROOM
•Describes the teaching structure
that has students watching pre-
recorded lessons at home.
• Teachers own film videos can
be used as well as the pre-made
videos from online sources.
11. Kinesthetic Learning
• Based on the idea of multiple
intelligences, requiring the
students to do make, or create.
• Hands on experiences like
drawing, role –playing, and use
of drama and sports.
12. Differentiated Instruction
• The teaching practice of tailoring
instruction to meet individual
student needs.
• It is used to meet the needs of all
types of learners
• Students read books at their own
reading levels, offering different
spelling list, meeting small group to
reteach topics.
13. Inquiry-Based Learning
• Based on student investigation and
hands-on projects.
• It is a teaching method that cast a
teacher as a supportive figure.
• Students play an active and
participatory role in their own
learning.
14. Game –based learning
It comes from the desire to engage
students in more active learning in
the classroom. Students work on
quest to accomplish specific goal by
choosing actions and experimenting
along the way.
15. Language Teaching
Methodologies
The Direct Method
•In this method the teaching is done
entirely in the target language. The
learner is not allowed to use his or
her mother tongue. Grammar rules
are avoided and there is emphasis on
good pronunciation.
16. Grammar-translation Method
Learning is largely by translation
to and from the target language.
Grammar rules are to be
memorized and long lists of
vocabulary learned by heart.
There is little or no emphasis
placed on developing oral ability.
17. Audio-lingual Method
•The theory behind this method
is that learning a language
means acquiring habits.
•There is much practice of
dialogues of every situations.
• New language is first heard and
extensively drilled before being
seen in its written form
18. The structural approach
This method sees language as
a complex of grammatical
rules which are to be learned
one at a time in a set order.
19. Suggestopedia
The theory underlying this method is
that a language can be acquired only
when the learner is receptive and has
no mental blocks. By various
methods it is suggested to the
student that the language is easy -
and in this way the mental blocks to
learning are removed.
20. Communicative language teaching
(CLT)
• The focus of this method is to enable the
learner to communicate effectively and
appropriately in the various situations
she would be likely to find herself in.
• The content of CLT courses are functions
such as inviting, suggesting, complaining
or notions such as the expression of
time, quantity, location.
21. Community Language Learning
In this method attempts are made
to build strong personal links
between the teacher and student so
that there are no blocks to learning.
There is much talk in the mother
tongue which is translated by the
teacher for repetition by the
student.
22. Task-based language learning
•The focus of the teaching is on
the completion of a task which
in itself is interesting to the
learners.
•Learners use the language they
already have to complete the
task and there is little correction
of errors.
23. Reflection
Each of the different methods has
contributed new elements and has
attempted to deal with some issues
of language learning. However, they
derived in different historical
context, stressed different social and
educational needs and have different
theoretical consideration.
24. Therefore, in teaching practice, in
order to apply these methods effectively
and efficiently, practitioners should take
these questions in mind: who the learners
are, what their current level of language
proficiency is, what sort of communicative
needs they have, and the circumstances in
which they will be using English in the
future, and so on. In a word, no single
method could guarantee successful results.
25. References
• McIver, D., Fitzsimmons, S., Flanagan, D. (2016). A
Knowledge-in-practice approach to choosing
instructional methods. Journal of Management
Education Vol 40 Issue 1.
• [2]Richard, Jack C. & Theodore S. Rodgers. Approaches
and Methods in Language Teaching. Beijing: Foreign
Language Teaching and Research Press, 2000.
• [3]HU Zhuang-lin. Linguistics: A Course Book (2nd
edition). Beijing: Beijing University Press, 2001.
