This document discusses various approaches, methods, procedures, and techniques for teaching English as a foreign language. It defines key terms and provides examples. Some of the major approaches covered include communicative language teaching, lexical approach, grammar translation method, audiolingualism, direct method, PPP, silent way, and suggestopedia. Common methods include task-based learning and project-based learning. Procedures sequence techniques and activities. Techniques are specific classroom activities like role-playing, games, and dictation.

1. MethodsMethods & ApproAches& ApproAches
Juan CuevasJuan Cuevas
UNIVERSIDAD UBOUNIVERSIDAD UBO
MarchMarch 20192019
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 ApproachCommunicative Approach
 Communication in realistic contextsCommunication in realistic contexts
 Negotiation of meaningNegotiation of meaning
 Exchange of relevant informationExchange of relevant information
 Promotes the functional andPromotes the functional and
communicative value of languagecommunicative value of language
 Development of four macro skillsDevelopment of four macro skills
 Trial and error is part of the processTrial and error is part of the process
 Evaluation focuses on accuracy andEvaluation focuses on accuracy and
fluencyfluency

4. Lexical Approach (MichaelLexical Approach (Michael
Lewis)Lewis)
 Language consists of multi-wordLanguage consists of multi-word
prefabricated chunksprefabricated chunks
 Word collocations are key toWord collocations are key to
communicate effectivelycommunicate effectively
 Fluency is the result of the acquisition ofFluency is the result of the acquisition of
a large store of pre-fabricated itemsa large store of pre-fabricated items
(Lewis 1997)(Lewis 1997)
 Exposure to real-life input is essentialExposure 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 MethodGrammar Translation Method
 Use of mother tongue to explainUse of mother tongue to explain
 Presentation of rules out of contextPresentation of rules out of context
 Translation exercisesTranslation exercises
 Grammar worksheetsGrammar worksheets
 Emphasis on reading and writingEmphasis on reading and writing
 Lost of drillingLost of drilling
 Lists of isolated wordsLists of isolated words

7. AudiolingualismAudiolingualism
 A behaviorist modelA behaviorist model
 An oral-based approachAn oral-based approach
 Practice of patterns by drillingPractice of patterns by drilling
 Use of simple dialogsUse of simple dialogs
 Use of mimicry and memorizationUse of mimicry and memorization
 Use of sentence repetitionUse of sentence repetition
 Little or no grammar analysisLittle or no grammar analysis
 Grammar is taught inductivelyGrammar is taught inductively

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

9. PPPPPP
 Language is contextualizedLanguage is contextualized
 Teacher models patterns in contextTeacher models patterns in context
 Students practice individually or in pairsStudents practice individually or in pairs
 Students reproduce models given byStudents reproduce models given by
teacherteacher
 Students create their sentences andStudents create their sentences and
personalize after the practice stagepersonalize after the practice stage

10. Silent Way (Caleb Cattegno)Silent Way (Caleb Cattegno)
 Teacher should be as silent asTeacher should be as silent as
possiblepossible
 Learners discover or create newLearners discover or create new
languagelanguage
 Emphasis on problem-solving usingEmphasis on problem-solving using
the languagethe language

11. Suggestopedia (Suggestopedia (Georgi
Lozanov))
 The place and atmosphere of the classroom isThe place and atmosphere of the classroom is
essentialessential
 Students must be confortable, confident and relaxedStudents must be confortable, confident and relaxed
 Students are assigned different roles or imaginaryStudents are assigned different roles or imaginary
namesnames
 Empahasis on lowering the affective filterEmpahasis on lowering the affective filter
 Each lesson has 3 main parts: 1. Relaxation activity.Each lesson has 3 main parts: 1. Relaxation activity.
2. Students listen to teacher reading dialog while2. Students listen to teacher reading dialog while
music plays in the background. 3. Teacher readsmusic plays in the background. 3. Teacher reads
again using normal speed and intonation, elicitingagain using normal speed and intonation, eliciting
from students.from students.

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

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

14. CLTCLT
 Emphasis on communication throughEmphasis on communication through
interaction in the target languageinteraction in the target language
 Authentic meaningful communication is theAuthentic meaningful communication is the
goalgoal
 The learning experience is personalizedThe learning experience is personalized
 It involves the integration of four skillsIt involves the integration of four skills
 Learning implies a process of creativeLearning implies a process of creative
constructionconstruction
 Making mistakes is part of the processMaking mistakes is part of the process

15. TBLTBL
 Emphasizes the use of authentic languageEmphasizes the use of authentic language
 Students do meaningful tasks using theStudents do meaningful tasks using the
target languagetarget language
 Assessment is based on task outcomeAssessment is based on task outcome
 The teacher supports the students andThe teacher supports the students and
invents tasksinvents tasks
 It includes a pre-task, a doing the task, andIt includes a pre-task, a doing the task, and
a post-task phasea post-task phase

16. PBLPBL
 Promotes a student-centered pedagogyPromotes a student-centered pedagogy
 Students explore real-world challenges andStudents explore real-world challenges and
problemsproblems
 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.An ordered sequence of techniques.
• A sequence which can be described inA sequence which can be described in
terms such as first you do this, thenterms such as first you do this, then
you do that.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