This file includes approaches, methods and techniques in English language teaching.

1. OBJECTIVES OF THE DAY
• OBJECTIVE# 1
TO SEEK LINKS BETWEEN THOUGHT & ACTION IN LANGUAGE
TEACHING
• OBJECTIVE# 2
TO UNCOVER THE BELIEFS AND IMPLICIT PRINCIPLES WE
HAVE AS TEACHERS
• OBJECTIVE# 3
TO HAVE ACQUAINTANCE WITH NEW TECHNIQUES FOR
EFFECTIVE TEACHING

2. THOUGHTS IN ACTION
CORE QUESTIONS FOR A LANGUAGE TEACHER
WHAT IS THE NATURE OF KNOWLEDGE(LANGUAGE)?
WHAT IS CULTURE?
WHO ARE THE STUDENTS?
HOW CAN I BE AN EFFECTIVE TEACHER?
ANS:
AWARENESS OF THOUGHTS AND PRINCIPLES FOR
CLASSROOM INTERACTION

3. KEY CONCEPTS IN LANGUAGE
TEACHING METHODOLOGY
APPROACHES
METHODS
PROCEDURES
AND TECHNIQUES

4. APPROACH
AN APPROACH IS A SET OF CORRELATIVE
ASSUMPTIONS DEALING WITH THE NATURE
OF LANGUAGE AND THE NATURE OF
LANGUAGE LEARNING AND TEACHING.
EDWARD ANTHONY (1965)

5. PROCEDURE
A PROCEDURE IS AN ORDERED SEQUENCE
OF TECHNIQUES. A PROCEDURE IS A
SEQUENCE WHICH CAN BE DESCRIBED IN
TERMS SUCH AS FIRST YOU DO THIS, THEN
YOU DO THAT… SMALLER THAN A METHOD

6. TECHNIQUE
A COMMON TECHNIQUE WHEN USING VIDEO
MATERIAL IS CALLED “SILENT VIEWING”. THIS IS
WHERE THE TEACHER PLAYS THE VIDEO WITH NO
SOUND. SILENT VIEWING IS A SINGLE ACTIVITY
RATHER THAN A SEQUENCE, AND AS SUCH IS A
TECHNIQUE RATHER THAN A WHOLE PROCEDURE.

7. MODEL
A TERM FREQUENTLY USED IN
DISCUSSIONS ABOUT TEACHING IS
“MODEL” – TYPICAL PROCEDURES,
USUALLY FOR TEACHERS IN TRAINING.
MODELS OFFER ABSTRACTIONS OF
THESE PROCEDURES, DESIGNED TO
GUIDE TEACHING PRACTICE.

8. METHOD: A LINK BETWEEN THOUGHT &
ACTION
A METHOD IS THE PRACTICAL
REALIZATION OF AN APPROACH.
METHODS INCLUDE VARIOUS
PROCEDURES AND TECHNIQUES AS PART

9. SUMMARY AND ELEMENTS AND SUB ELEMENTS THAT
CONSTITUTE METHOD (RICHARDS & RODGERS:33)
a. A theory of the nature of the
language.
b. A theory of the nature of
language learning.
a. The general &
specific objectives of
the method
b. Syllabus Model
c. Teaching &
learning activities
d. Learner Role
e. Teacher Role
f. Instructional
Material
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.

10. The differences between approach, method and technique
Approach Method (plan) Technique (procedure)
Theoretical positions and beliefs
about the nature of language, the
nature of language learning
(psycholinguistic and cognitive
processes involved) and the
applicability of both to pedagogical
settings (successful use of these
processes).
A generalized set of classroom
specifications for accomplishing
linguistic objectives focusing on
the:
Goals of the teaching/learning
Learner roles
Teacher roles
Role of instructional materials.
Specific types of exercises, tasks,
or activities used in class for the
purpose of reaching pedagogical
goals.
Why How What

11. The Grammar Translation Method
The purpose of learning a foreign language is to be able to read literature written in the target language.
Approach Theory of language: Structuralism
Theory of language learning: Intellectual Excellence via Classical language
(Intellectual excellence, which primarily manifests itself in theoretical
knowledge. Moral/character excellence, which deals with the rule over the
passions and emotions through the molding of one's character.)
(Classical languages are those which are ancient, of an independent
nature and not a derivative of any other tradition. And based on above,
Chinese, Sanskrit, Tamil, Hebrew, Greek and Latin are considered as
the Classical Languages of the World. Of these only Chinese and Tamil are
used by masses now.)
Principles of
the GTM
Detailed analysis of the grammar rules about morphology
and syntax of the target language.
For better understanding L1 is maintained as the reference
system.
Reading and writing are the primary skills are of focal

12. The Grammar Translation Method
Principles of
the GTM
Vocabulary exercises from reading texts, and words
are taught through bilingual word lists, dictionary
use and memorization.
The sentence is the basic unit of teaching and
language practice.
Immediate accuracy is highly emphasized.
Grammar is taught deductively in an organized and
systematic way.

13. The Grammar Translation Method
Principles of
the GTM
Students are taught to translate from one language
to another.
 Elicitation of the correct answers is given due
significance.
Knowing of the grammatical rules of the target
language is essential.
Techniques  Exercises of translation of literary passages.
 Reading comprehension questions (questions and
answers in English):

14. The Grammar Translation Method
Techniques 1.To ask for information contained within the
reading passage.
2.To make inferences based on the understanding
of the text.
3.To relate the passage to students’ own
experience.
Antonyms/synonyms.
Cognates.
Deductive application of rules.

15. The Grammar Translation Method
Techniques  Fill-in-the-blanks.
 Memorization.
 Use words in sentences.
 Composition.
Role of the
teacher
 The authority in the classroom.
Role of
students
 Passive receiver of instruction.

16. MERITS AND DEMERITS
MERITS
• PRESERVATION OF DEAD
LANGUAGES
• MASTERY OF GRAMMAR IN
TARGET LANGUAGE
• MASTERY OF TRANSLATION
SKILLS
• FACILITATION FOR RULES
ORIENTED LEARNING STYLE
HOLDERS
• EASIER FOR LESS SKILLED
TEACHERS
DEMERITS
• FOCUS ON ONLY TWO SKILLS
i.e. READING & WRITING
• JUST LITERARY AWARENESS
WITHOUT REAL EXPOSURE TO
LANGUAGE
• OVER-EMPHASIS ON
CORRECTION IMPEDES THE
LANGUAGE LEARNING
PROCESS
• NO COMMUNICATIVE SKILLS
IN THE TARGET LANGUAGE

17. The Direct Method or Natural Approach
The purpose of learning a foreign language is that students learn how to communicate by learning to think in the target
language.
Approach Theory of language: Communicative
Theory of language learning: Creative Construction Theory
(Stephen Krashen’s Theory)
Principles of
the DM
Classroom instruction is conducted in the target language.
Grammar is taught inductively (never explicit grammar rule
given).
Concrete vocabulary is taught through objects (realia or
pictures) and demonstration; abstract vocabulary is taught
by association of ideas.

18. The Direct Method or Natural Approach
Principles of the
DM
Speaking and listening skills are focused.
Correct pronunciation and grammar are emphasized.
The skills of reading and writing in the target language
should be taught & refined from the beginning of language
instruction through practice with speaking.
Students should learn to think in the target language as
soon as possible by knowing how to ask questions and
answer them.
Vocabulary is acquired & bettered in a natural way using it in
complete sentences.
Self-correction facilitates language learning.

19. The Direct Method or Natural Approach
Principles of the
DM
Vocabulary is acquired more naturally using it in complete
sentences.
Self-correction facilitates language learning.
Lessons should contain some conversational activity for
students to use language in real contexts.
Students should be encouraged to speak as much as
possible.

20. The Direct Method or Natural Approach
Principles of the
DM
The syllabus is based on situations or topics.
Learning of another language means to learn how the native
speakers of that language live through this language.
Techniques Reading aloud.
Question/ answer exercise.
Exercises in self-correction.
Conversation practice through dialogues.

21. The Direct Method / Natural Approach
Techniques Fill-in-the-blank exercise (no explicit grammar rule applied).
Dictation.
Map drawing.
Paragraph writing.
Role of the
teacher
Director of the class activities.
Primary source of comprehensible( i+1) input.
Creator & caretaker of congenial class environment.

22. The Audio-lingual Method
Language is Speech, not writing. (William Moulton 1961)
Approach Theory of language: Structuralism
Theory of language learning: Behaviorism
Principles of
the ALM
 The learning of a foreign language should be the same as
the acquisition of the native language. ( Natural Order)
 Language forms occur most naturally within a context.
 Habit of thinking in 1st. Language interferes with students’
attempt to master the target language.
 A contrastive analysis between the students’ native
language and the target language will reveal where a
teacher should expect the most interference.
 Foreign language learning is basically a process of
mechanical habit formation.

23. The Audio-lingual Method
Principles of the
ALM
 The purpose of the language learning is to learn
how to use the language to communicate.
 Particular parts of speech occupy particular slots
in sentences.
 The rules necessary to use the target language
will be figured out or induced from examples.
 It is important to prevent learners from making
errors (errors lead to bad formation of habits i.e.
Fossilization). When they occur they should be
immediately corrected by the teacher.

24. The Audio-lingual Method
Principles of
the ALM
Positive reinforcement helps the students to develop correct
habits.
Students should learn to respond to verbal and non-verbal
stimuli.
Students should overlearn (learn to answer automatically
without stopping to think).
The major objective of language teaching should be for
students to acquire the structural patterns; then vocabulary.
 Teach language, not about the language.

25. The Audio-lingual Method
Techniques Dialog memorization.
Backward build-up (expansion) drill.
Repetition drill.
Chain drill.
Single-slot substitution drill.
Multiple-slot substitution drill.

26. The Audio-lingual Method
Techniques
Role of the teacher
Transformation drill.
Question-and-answer drill.
Use of minimal pairs.
Complete the dialog.
Grammar game.
 Role-Model of the target language.
Role of students Imitators

27. COMMUNICATIVE LANGUAGE TEACHING
(CLT)
Basically it is an approach, not a method;
a unified but broadly based theoretical
position about the nature of language
and of language learning and language
teaching that appeared in late 60s.
Functional & communicative potential of
language was focus of interest.

28. COMMUNICATIVE LANGUAGE TEACHING
Dell Hymes (1970) proposed the concept of
‘Communicative Concept’ as the ultimate goal of
teaching language.
Teaching must ensure the development of procedures
for the teaching of the four language skills that
acknowledge the interdependence of language and
communication.

29. Communicative Competence
What a speaker needs to know in order to be
communicatively competent in a speech
community.
Language as system of communication
System of Meaning
Notional Categories Communicative function
categories

30. BACKGROUND
CLT emphasizes notional-functional concepts
and communicative competence, rather than
grammatical structures, as central to teaching,
as viewed in Audiolingualism.

31. LANGUAGE AS TRANSACTION OF MEANING
IN HYME’S VIEW, A PERSON WHO ACQUIRES COMMUNICATIVE
COMPETENCE ACQUIRES BOTH KNOWLEDGE AND ABILITY FOR LANGUAGE
USE i.e.
•whether something is formally possible;
•whether something is feasible in virtue of the
means of implementation available;
•whether something is appropriate in relation to
a context in which it is used and evaluated;
•whether something is in fact done, actually

32. DIMENSIONS OF COMPETENCE
A
Grammatic
al
Discourse Strategic
Sociolinguis
tic
What is
formally
Possible
Understanding
of social
context
(Relationship,
Information,
Purpose)
Interpretation
of message
based on
textual
relationship
Initiation,
termination,
maintenance
and
Redirection of
Communicati
on

33. DIMENSIONS IN COMPETENCE
knowing how to use language for a range of different purposes and
functions
knowing how to vary our use of language according to the setting and
the participants (e.g., knowing when to use formal and informal speech
or when to use language appropriately for written as opposed to spoken
communication)
knowing how to produce and understand different types of texts (e.g.,
narratives, reports, interviews, conversations)
knowing how to maintain communication despite having limitations in
one’s language knowledge (e.g., through using different kinds of
communication strategies)

34. CLT
Approach Theory of language: Functional
Theory of language learning: Cognitivism & Behaviourism
Principles of
the CLT
 Communication: Activities that involve
communication promote language learning.
 Task: Activities that involve the completion
of real-world tasks promote learning.
 Meaningfulness: Learners must be engaged
in meaningful and authentic language use
for learning to take place.

35. CLT
Techniques
Role of Teacher
Role of Learner
 Different items of grammar and practice
through controlled activities
 Memorization of dialogues
 Drills(Task based activities)
 pair work activities ( Role Plays)
 Group Work Activities
 Project Work
Participant, facilitator, manager, counsellor
Negotiator, contributor, cooperator

36. APPROACHES & METHODS IN
LANGUAGE TEACHING
BY
Jack C. Richards and Theodore S Rodgers