Methods

1. Methods & Approaches
Juan Cuevas
UNIVERSIDAD UBO
March 2020
Adapted from: Harmer, Jeremy (2015). The Practice of English Language Teaching, Pearson

2. Approach
• A theory about the nature of language and language
learning. (Richards & Rodgers 1986)
• A model of language competence.
• A research paradigm to explore the teaching and
learning phenomenon.
• A viewpoint towards teaching.
Examples:
• Structural Approach: Understanding form (patterns
and structure)
• Situational Approach: what real-life situations each
particular form of the target language corresponds to.

3. Communicative Approach
 Communication in realistic contexts
 Negotiation of meaning
 Exchange of relevant information
 Promotes the functional and
communicative value of language
 Development of four macro skills
 Trial and error is part of the process
 Evaluation focuses on accuracy and fluency

4. Lexical Approach (Michael Lewis)
 Language consists of multi-word
prefabricated chunks
 Word collocations are key to
communicate effectively
 Fluency is the result of the acquisition of
a large store of pre-fabricated items
(Lewis 1997)
 Exposure to real-life input is essential

5. Method
• The practical execution of a particular approach, with
corresponding procedures and techniques as
standardization. (Harmer, 2001)
• A list of procedures of precisely how to do something.
• A syllabus
• An inventory of things a learner should master.
Examples:
• Grammar Translation Method
• Audiolingualism
• Direct Method
• PPP (Presentation, Practice & Production)
• Silent way
• Suggestopedia
• TPR (Total Physical Response)
• CLL (Comunity Language
Learning)
• CLT (Communicative
Language Teaching)
• TBL (Task-based Learning)
• PBL (Project-based Learning )

6. Grammar Translation Method
 Use of mother tongue to explain
 Presentation of rules out of context
 Translation exercises
 Grammar worksheets
 Emphasis on reading and writing
 Lost of drilling
 Lists of isolated words

7. Audiolingualism
 A behaviorist model
 An oral-based approach
 Practice of patterns by drilling
 Use of simple dialogs
 Use of mimicry and memorization
 Use of sentence repetition
 Little or no grammar analysis
 Grammar is taught inductively

8. Direct Method (Charles Berlitz)
 Similar to learning mother tongue
 Emphasis on speaking aspects
 No use of translation
 Little grammar analysis or explanation
 Use of target language to condcut the
class
 Inductive approach to grammar
 Vocabulary in context

9. PPP
 Language is contextualized
 Teacher models patterns in context
 Students practice individually or in pairs
 Students reproduce models given by
teacher
 Students create their sentences and
personalize after the practice stage

10. Silent Way (Caleb Cattegno)
 Teacher should be as silent as possible
 Learners discover or create new
language
 Emphasis on problem-solving using
the language

11. Suggestopedia (Georgi Lozanov)
 The place and atmosphere of the classroom is
essential
 Students must be confortable, confident and relaxed
 Students are assigned different roles or imaginary
names
 Empahasis on lowering the affective filter
 Each lesson has 3 main parts: 1. Relaxation activity.
2. Students listen to teacher reading dialog while
music plays in the background. 3. Teacher reads
again using normal speed and intonation, eliciting
from students.

12. TPR (James Asher)
 Learning is linked to physical activity
 Students respond to commands
 Emphasizes stress-free learning
 A stimulus-response view
 Students listen, watch and imitate
 Promotes learning by doing
(Kinesthetic activities)

13. CLL
 Students sit in a circle
 Students decide what they speak about
 The “knower” (teacher) provides and
corrects target language
 The teacher is a facilitator
 Students pair up only if the feel confident

14. CLT
 Emphasis on communication through
interaction in the target language
 Authentic meaningful communication is the
goal
 The learning experience is personalized
 It involves the integration of four skills
 Learning implies a process of creative
construction
 Making mistakes is part of the process

15. TBL
 Emphasizes the use of authentic language
 Students do meaningful tasks using the
target language
 Assessment is based on task outcome
 The teacher supports the students and
invents tasks
 It includes a pre-task, a doing the task, and
a post-task phase

16. PBL
 Promotes a student-centered pedagogy
 Students explore real-world challenges and
problems
 Students work for an extended period of
time to investigate and respond to a
complex question
 Encourages active learning and inquiry-
based learning

17. Each method answers questions like…
• How should the language be presented?
• How should the language be sequenced?
• How much focus should be placed on the
various language skills?
• What specific language activities should be
appropriate to accomplish the class
objectives?

18. Procedure
• An ordered sequence of techniques.
• A sequence which can be described in
terms such as first you do this, then
you do that.

19. Technique
• A specific application of a single activity. (Harmer,
2001)
• A task or a classroom activity.
• The personal creative art or style of a teacher when
delivering knowledge.
Examples:
• Brainstorming
• Concept mapping
• Role-playing
• Story telling
• Slip writing
• Dilemmas
• Dialog creation
• Debates
• Clozed texts
• Reading activities
• Writing activities
• Games
• Problem solving
• Projects
• Presentations
• Singing
• Dictation
• (Chain) Drilling
• Interviews
• Silent viewing

20. The right order…