teaching English

2. I N T R O D U C T I O N T O A P P R O A C H E S A N D
M E T H O D S I N E L T
CRMEF MOHAMMED V SAFI
ENGLISH DEPARTMENT

3. DM
Suggesto
-pedia
GTM
CLLSW NA
ALM TPR

4. LETS REFLECT UPON THIS:
« Every teacher and educationist of experience
knows that even the best curriculum and the most
perfect syllabus remains dead unless quickned into
life by the right method of teaching and right kind
of teachers »
-Secondary education commision-

5. Approach , method and technique
 An approach is a set of correlative assumptions dealing with the
nature of language teaching and learning. It describes the nature
of the subject matter to be taught…
 …a method is an overall plan for the the orderly presentations of
language material, no part of which contradicts, and all of which
is based upon, the selected approach.
 … a technique is a trick, stratagem, or contrivance used to
accomplish an immediate objective. Techniques must be
consistent with a method, and therefore in harmony with an
approach as well.
An approach is axiomatic, a method is procedural and a
technique is implementatioanl. (Anthony 1963, PP. 63-67)

6. Approach , method and technique
According to Anthony (1963):
 An approach is the level at which assumptions and
beliefs about language and language learning are
specified.
 A 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.
 A technique is the level at which classroom procedures
are described.

7. Approach??
 An approach is the level at which assumptions and beliefs
about language and language learning are specified.

8. Approach
Theory of learningTheory of language
 What are the psycholinguistic
and cognitive processes involved
in lge learning?
 What are the conditions that
need to be met for these learning
processes to be activated?
The structural view
The functional view
The interactional view
An ELT approach

9. Theories of language
The structural view:
« lge is a system of structurally related elements for the coding of
meaning. »
The functional view:
« lge is a vehicle of expression of functional meaning. »
The mastery of elements of this system ( phonological
units, phonemes, grammatical units) is seen as the target
of language learning.
(The communicative mouvement in language
teaching)

10. Theories of language
 The interactional view:
« lge is a vehicle for the realization of interpersonal relations and
for the performance of social transactions between individuals.»
« lge is seen as a tool for the creation and maintenance of social
relations . »

11. Theory of language learning
A) what are the the psycholinguistic and cognitive processes
involved in language learning?
Process-oriented theories build on learning processes, such as
habit formation, induction, inferencing, and generalization.
B) what are the conditions needed to be met in order for these
learning processes to be activated?
Condition-oriented theories emphasize the nature of the human
and physical context in which language learning takes place.

12. From theory towards practice
 So, What links theory with practice (or approach with
procedure ) ?
The level of method analysis in which
we consider:
a) The objectives of a method
b) How language content is selected and organized within the
method: the syllabus
c) The types of learning tasks and teaching activities the method
advocates
d) The roles of learners
e) The roles of teachers
f) The role of instructional materials

13. Lets reflect upon this:
Do the
pre-CLT
methods lack the
communcative
value behind
language learning?

14. Grammar-translation method

15. Introduction:
Objectives of GTM
Techniques of GTM
Advantages and limitations of GTM
Conclusion

16. Introduction about the
GTM

17. The GTM is also known as the grammar translation
approach.
 It is referred to as the classical method as it was
first used in the teaching of Latin & Greek.
 This method was used for reading & appreciating
foreign lge literature under the form of reading
passages for grammar rules, vovabulary &
translation with the help of the teacher.
 It was essentially based on the use of (L1) mother
tongue & (L2) target language.

18. objectives of GTM
 Read and appreciate literature written in the
target language (L2)
 Push the learner to learn about the vacabulary
and the grammar rules of (L2)

19. Techniques of GTM

20.  Translation
Students will be asked to read a literary passage & then translate the target lge into their native
lge.
 Deductive application of rule
Students understand the rule then apply it to examples.
 Memorization
Students are asked to memorize new words, grammatical rules & verb conjugation
( to learn things by heart)
according to the founders & the followers of GTM, this method is seen as « Agood mental
exercise »
 vocabulary
 Composition

21.  Fill-in-the-blanks
The teacher gives the students sentences with
word missing then ss should fill in the blanks
with the new vocabulary or with a particular
grammar type.
 Reading comprehension questions
students are asked in their mother tongue, but the answer will
be in the target language
Questions (L1)
Answers (L2)

22. Characteristics
The teacher
 He is considered as the source of knowledge and the
authority in class.
 In this context students become « passive »
writing vs speaking:
 If we practise the GTM, there will be lack of
communication. Students develop their writing skills but
fail to express themselves orally. No importance given to
pronunciation

23. Advantages & limitations of GTM

24.  Translation is very important and the easiest way of explaining
meanings or words.
 Any other methods of explaining vocabulary items in the
second language is found time consuming.

25.  GTM is an unnatural method, as the natural order of
learning a language is listening, speaking, reading and
writing, that iis the way a child learns his mother tongue but
in this method the process is somehow reversed.
(GTM is an unnatural method)
 In GTM the exact translation is not possible due to the
variation of language.
Example: L1: French « une table » « sommaire »
L2: English « a table » « table of content »
 Translation then should be considered as a proficiency in a
language

26. Some other drawbacks of GTM:
We can’t learn by memorizing rules.
In this method, students find themselves in a
defensive context where only right ansewrs are
expected.
This method does not require a competent
teacher as he is the source of knowledge.

27. Lets watch this video:

28. The Direct Method

29. Background
Founded by Francois Gouin, in 1860, he observed
hundreds of French students learning a foreign language
and concluded that learning a foreign language should be in
the same way by which people learn their L1.
It aims to use the target language to communicate with
daily words. Grammar is taught inductively, in which
students discover the rules.

30. Background
It’s to make up with the Grammar-Translation Method,
which emphasizes reading and writing, fixed rules for
sentences patterns, and grammar and translation skills.
So, in DM, no translation, no native language but with
meaningful context, realia, pictures, visual aids,
demonstration and dramatization to help students learn
words, preposition, grammar of the target language.

31. Principles
These principles are seen in the following guidelines for
teaching oral language, which are still followed in
contemporary Berlitz schools:

32. principles
 Never translate: demonstrate
 Never explain: act
 Never make a speech: ask questions
 Never imitate mistakes: correct
 Never speak with single words: use sentences
 Never speak too much: make students speak much
 Never use the book: use your lesson plan
 Never jump around: follow your plan
 Never go too fast: keep the pace of the student
 Never speak too slowly: speak normally
 Never speak too quickly: speak naturally
 Never speak too loudly: speak naturally
 Never be impatient: take it easy

33. Techniques
Reading aloud:
 Take turns reading sections of a passage, play, or whatever
teaching materials. The teacher uses gestures, pictures, realia,
examples, or other means to make the meaning of the section
clear.
Question and answer exercise
Students ask and answer Qs in full sentences and practice
new words and grammatical rules.

34. Techniques
Self-correction: :
To make students self-corrected by asking them to make a
choice between what they said and an alternative answer
he supplied;
 Or the teacher may repeat what a student said, using a
questioning tone or to repeat what the students said and
stop before the error to signal that something is wrong
with students’ answers.

35. Techniques
Conversation exercise:
For communication purpose, teaching contains
conversational activities: starting with questions in the
target language which contained a certain grammar
structure, then let students ask Qs with each other with the
same sentence patterns. Finally, let student have free talk.

36. Techniques
Fill-in-blank exercise
Dictation: a normal speed – phrase by phrase, normal
speed again.
Map drawing: A map with unnamed geographical features.
The teacher gives directions and students label the map.
Then change the roles.
Paragraph writing: to write a paragraph in their own words
by using the teaching materials a model.

37. Role of the teacher/ students
Teacher centered. Students role is less passive than
in GTM.
T/S are partners.
Teacher is the only demonstrator. He/she never
translates but demonstrates the meaning through
the use of realia, pictures or pantomime.

38. Advantages
 Let students learn the correct pronunciation
and better oral skills because no native language
is used and communication is main activity in the
class. Whereas, students’ enterprising spirits and
the teacher speaking the target language fluently
are required.

39. limitations
Students may be afraid of asking Qs.
It’s hard to practice the method in a class with more than
20 students. It needs a great amount of teachers
It’s hard to explain abstract words.
It takes much time for the teacher to explain the words
that might be trivial.

40. A comparison between the Direct Method and the Grammar
Translation Method must take into account the following points:
03/17/2013
40
i. The Direct Method:
1. avoids close association between the second or foreign language
and the mother tongue.
2. lays emphasis on listening and speaking.
3. follows the child’s natural way of learning a language.
4. teaches the language by ‘use’ and not by ‘rule’.
5. does not favor the teaching of formal grammar at the early stage.
ii. The Grammar Translation Method:
1. maintains close association between the foreign language and the
mother tongue.
2. lays emphasis on reading and writing.
3. does not follow the adult’s natural way of learning a language.
4. teaches the language by ‘rule’ and not by ‘use.
5. teaches formal grammar from the very beginning.

41. Lets watch a DM demonstration:

42. The Audio Lingual Method: ALM
Backgrounds:
 Started after WW II, USA.
 It emerged as a response to the DM
 There were the needs for different
languages specialists in the army.
 First used in National Defense Language
College, USA.
 Labled as the Army method, the Michigan method, and the ALM.
 Audiolingualism (coined by Nelson Brooks,1964) claimed to
have transformed lge teaching from art into a science .
Charles C. Fries(1950s)

43. AL’ theory of lge and lge learning
Theory of language:
 It is derived from a view proposed by American linguists in the
1950s- a view that came to be known as structural linguistics.
« language is speech, not writing….A language is a set of habbits…
teach the language not about the language ….a language is what its
native speakers say, not what someone thinks they ought to
say…languages are different » (quoted in Rivers 1964, P.5)
« Languge is primarily what is spoken and only secondarily what
is written »( Brooks, 1964)
Theory of learning:
 Behaviorism principles are the psychological foundations of
Audiolingualism:

44. Behaviorism principles
reinforcement( behavior
likely to happen again and
become a habbit)
No reinforcement/negative
reinforcement (behavior not
likely to occur again)
organism Response/behaviorStimulus

45. Behaviorism principles
 Language learning is basically a process of mechanical habit
formation.
 Language skills are learned more effectively if they are presented
orally first, then in written form( aural-oral training)
 Analogy is a better foundation for language learning than analysis
(Inductive rather than deductive teaching)
 The meanings of words can be learned only in a linguistic and
cultural context.
 Mistakes are bad and should be avoided, as they make bad
habbits.

46. ALM DESIGN:
objectives
 Brooks (1964) distinguishes between short-range objectives and
long-range objectives of an AL program:
Short-range objectives
Training in listening
comprehension,
accurate pronunciation
recognition of speech symboles
as graphic signs on the printed
pages,
and the abilty to reproduce these
symbols in writing.
Control of the
structures of the
sound, form, and
order in the new
language
Acquaintance with
vocabulary items
meaning

47. ALM objectives
Long -range objectives
Using language as it is used by native
speakers
Knowledge of second lge as it is
possessed by a true bilingualist

48. The syllabus:
Linguistic syllabi containing the key items of
phonology, morphology, and syntax of the target
language arranged according to their order of
presentation.
The selection of what to be taught is based upon a
contrastive analysis of the target and native language.
The language skills are taught in the order of listening,
speaking, reading, and writing.

49. Types of learning and teaching activities
Why
dialogues?
A means of contextualizing key structures
Illustrate situations in which structures might be used
Embodie cultural aspects of the T lge.
Help SS pick up correct pronunciation
They are used for repetition and memorization
Dialogues and drills are the
basis of AL classroom practices.

50. Kinds of drills:
1. repetition:
2. Inflection. E.g: I bought the ticket. I bought the tickets.
3. Replacement: E.g: he bought this house cheap. He bought it
cheap.
4. Restatement: tell him to wait. Wait for me.
5. completion: I’ll go my way and you go …
6. integration: They must be honest. This is important. = It is
important that they be honest.
7. transformation: E.g: he knows my address. He does not know
my address. Does he know my address?
8. Restauration: students/waiting /the bus/= students are waiting
for the bus.

51. Learners’roles
 Learners play a reactive role by responding to a stimulus.
 They have little controle over the content, pace, or style of
learning.
 They are not encouraged to initiate interaction.
 Recognize discriminate imitate repeat and memorize
 Imitate accurately the teacher’s production.

52. Teacher’s roles
 Teacher’s role is central and active
 It is a teacher dominated –method
 The teacher models the target lge, controls the direction and pace
of learning, and monitors and corrects learners’ performance.
 The teacher must keep the learners attentive by varying drills and
tasks.
 Learners’ faillure to learn is attributed to teacher’s improper
application of the method; but the method itself is never to blame.
Brooks(1964, P. 143) argues that the AL teacher must
be trained to do the following:

53. Brooks(1964, P. 143) argues that the AL teacher must be
trained to do the following:
 Introduce, sustain, and harmonize the learning of the four skills in
this ordrer: listening, speaking, reading and writing.
 Use English in the language classroom
 Model the various types of language behavior
 Teach spoken lge in dialogue forms
 Direct choral response by all or parts of the class
 Teach the use of structure through pattern practice
 Guide the student in choosing and learning vocab
 Show how words relate to meaning in the T lge
 Reward trials by students
 Establish and maintain a cultural island

54. The role of instructional materials
 They help the teacher develop language mastery in the learner
 They are primarily teacher oriented
 A student’ textbook is often not used in the elementary phases of
a course
 Tape recorders and audiovisual equipments have a central role in
an audiolingual course.

55. Procedure:
1.Students first hear a model dialogue(either by the T or on
tape)
2. the dialogue is adapted to the SS’interrest or situation
through changing certain key words or phrases.
3.certain key structures from the dialogue are selected and
used as the basis for pattern drills of different kinds.
4. the students may refer to their textbook, and follow-up
reading, writing, or vocabulary activities based on the
dialogue.
5. follow-up activities may take place in the lge laboratory,
where further dialogue and drill work is carried out.

56. The decline of audiolingualism
Adventages:
 Effective to the beginners
 Listening and speaking skills
 Vocabulary learning
 Quickly communicate
Drawbacks:
 SS were often found to be unable to transfer skills acquired through
Audiolingualism to real communication
 Learning through the Audiolingualism procedures is boring and unsatisfying
 The emergence of new philosophies of lge and lge learning:
“lge is not a habit structure. Ordinary linguistic behavior
charcteristically involves innovation, formation of new sentences and
patterns in accordance with rules of great abstractness and intricacy”
(chmosky 1966, p.153)

57. Lets watch a TPR demonstration video:

58. Mr. AGHMACH Hassan
TOTAL PHYSICAL
RESPONSE

59. TPR Backgrounds:
 TPR is a language teaching method developed by Dr James J.
Asher : A professor of psychology at San José State University ,
California . It uses physical movements to react to verbal input in
order to :
Reduce student inhibitions.
Lower their affective filter.
React to language without thinking too much.
Facilitate long term retention and to reinforce
comprehension.
Reduce student’s anxiety and stress.

60. Influences
 TPR is linked to the developmental psychology, humanistic
pedagogy, Comprehension Approach, Natural Approach and
Lexical Approach.
 In psychology, it is linked to the trace theory of memory.
 In a developmental sense, Asher sees second language
learning as parallel to first language learning and should
reflect the same naturalistic processes.
 In humanistic pedagogy, Asher shares a concern for the role
of affective (emotional) Factors in language learning.

61. Language thoery
 There is no direct discission about the nature of language.
BUT
 A structuralist or grammar- based view of lanuage is tasted in
TPR classroom drills.
 Also, language should be internalized as wholes or chunks,
rather than single items.

62. Learning theory
LEARNING HYPOTHESES:
 An innate bio-program exists for language learning that
defines an optimal path for 1st and 2nd language
development
 Brain lateralization defines different learning functions in
the left and right brain hemispheres
 Stress is viewed as affective filter – the lower the stress, the
greater the learning

63. The major objectives of TPR
To teach oral proficency at a beginnig level
Comprhension is a means to an end, and the ultimate aim
is to teach basic speaking skills.
To produce learners who are capable of an unhibited
communication that is intengible to a native speaker.

64. Culture ,role of L1, and student’s feelings
 Culture:
Lifestyle of people who speak language natively is
emphasized.
 Role of L1:
Used only for the introduction of the method.
 Student’s feelings:
Students learn in a stress free enjoyable
environment.

65. Materials, Syllabus, Error correction and Evaluation
1. Materials:
There is no specific text in TPR. Realia, Visuals, written
texts can be used.
2. Syllabus:
Sentence-based syllabus with grammatical and lexical
criteria is used.
3. Error correction:
Students’ errors are tolerated as they are part of learning.

66. Key Features of TPR
Teacher directs and students “acts” in
response
Listening and physical response skills
are emphasized over oral production
The imperative mood is the most
common language function used even
up to advanced levels. Interrogatives
are also included

67. Key Features of TPR
Humor is used in lessons to make
them enjoyable for learners
Students are not required to speak
until they feel naturally ready and
confident enough
Grammar and vocabulary are
emphasized over other language areas.
Spoken language is emphasized over
written language

68. Common / Typical Techniques
Using commands to direct behavior
Role reversal – students direct teacher
and fellow learners
Action sequence

69. TPR Activities
Imperative drills
Conversational dialogues
Reading and writing

70. Learner’s Roles
LISTENER AND PERFORMER
• Listen attentively and respond physically
• Produce novel combinations on their own
MONITOR AND EVALUATE
OWN PROGRESS
• Encouraged to speak when ready

71. Advantages of TPR
 Fun and Easy: Students enjoy activity!
 Simple TPR activities do not require a great deal of preparation
on the part of the teacher.
 TPR is inclusive and works well in a class with mixed ability
levels.
 Good for kinesthetic learners who need to be active in class.
 Good tool for building vocabulary.
 Actions help build connections in the brain.
 Helps learners achieve fluency faster by immersing learners in
activities that involve them in situational language use.
 Good instructional practice for ESL’s in their silent period.
 Works well for child and adult learners.

72. Limitations of TPR
 Most useful for beginners.
 Preparation becomes an issue for teachers at higher levels.
 Students are not generally given the opportunity to express their
own thought in a creative manner.
 It is easy to over use TPR and begin to bore students.
 It May limit teachers in term of scope of language that can be
addressed.
 It Can be a major challenge for shy students.

73. Lets watch a TPR demonstration video: