This document summarizes 14 language teaching methods: Grammar Translation Method, Direct Method, Natural Approach, Audio-Lingual Method, Total Physical Response, Silent Way, Desuggestopedia, Community Language Learning, Communicative Language Teaching, Participatory Approaches, Content Based, Task Based, Learning Strategy, Cooperative Learning, and Multiple Intelligences. For each method, it provides a brief overview of the key principles and techniques used.

1. Lori Vanden Berghe, M.Ed.
West Texas A&M University
Spring 2012

2.  Grammar Translation Method
 The Direct Method
 The Natural Approach
 Audio-Lingual Method
 Total Physical Response
 The Silent Way
 Desuggestopedia
 Community Language Learning
 Communicative Language Teaching
 Participatory Approaches
 Content Based
 Task Based
 Learning Strategy
 Cooperative Learning
 Multiple Intelligences

3.  The Grammar Translation  The Direct Method:
Method: 1. Avoids close association
1. Maintains close between the second or
association between the foreign language and the
foreign language and the mother tongue
mother tongue 2. Lays emphasis on speech
2. Lays emphasis on speech 3. Follows the child‟s natural
3. Follows the adult‟s natural way of learning a
way of learning a language
language 4. Teaches the language by
4. Teaches the language by „use‟ and not by „rule‟
„rule‟ and not by „use 5. Does not favor the
5. Teaches formal grammar teaching of formal
from the very beginning grammar at the early
stage
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4.  Krashen and Terrell
 Emphasis on exposure rather than
practice
 Designed to develop basic
communication skills - both oral and
written
1. Basic personal communication skills: oral
(e.g., listening to announce-ments in public
places)
2. Basic personal communication skills:
written (e.g., reading and writing personal
letters)
3. Academic learning skills: oral
(e.g., listening to a lecture)
4. Academic learning skills: written
HOME (e.g., taking notes in class)

5. •Develop basic
communication skills
•Students listen to
teacher
•Teacher uses pictures
and occasional native
language
•Just above current level
of proficiency
•Low affective filter

6.  Stresses the mechanistic aspects of
language learning and language
use
 Drills in the use of grammatical
sentence patterns
 Repetition and imitation
 Teacher directs and controls the
language behavior of students
 Vocabulary kept to a minimum
Click image to
view
demonstration
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7.  Teaches language through physical (motor)
activity.
 Reduces learner stress and creates a positive
mood by involving game-like movements
 Establishes a memory connection
 Grammar is taught inductively
 Learners primary role is listener and performer
Click image to
view
demonstration
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8.  Caleb Gattegno: “to teach means to serve the learning
process rather than to dominate it.”
 Teacher begins with something the students already
know.
 Teacher points and gestures
 Silence is a tool: the teacher only speaks when
necessary
 Students develop their own criteria for correctness
 The elements of the language are introduced logically
Click image to
view
demonstration
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9.  Created by Georgi Lozanov
 Features classroom decoration, furniture, arrangement of
classroom so that students feel comfortable and confident.
 Use of music,
 Teacher is authoritative figure: “People remember best and are
most influenced by information coming from an authoritative
source.”
 Varying tone and rhythm of material presented; dramatizing
and emotionalizing gives meaning to linguistic material.
1. Introduction: The teacher teaches the material in “a playful
manner” instead of analyzing lexis and grammar of the text
in a directive manner.
2. Concert session (active and passive): in the active session,
the teacher reads with special intonation as selected
music is played. Occasionally, the students read the text
together with the teacher, and listen only to the music as
the teacher pauses in particular moments. The passive
session is done more calmly.
3. Elaboration: The students sing classical songs and play
games while “the teacher acts more like a consultant
HOME 4. Production: The students spontaneously speak and interact
in the target language without interruption or correction.

10.  EXPLANATION:
› Students (8 to 12 maximum) sit in a circle.
› There is a small portable tape recorder inside
 Charles Curran the circle.
 The students determine what is to › The teacher (who is termed the „Knower‟ )
be learned stands outside the circle.
 The role of the teacher is that of a › When a student has decided on something they
facilitator and support want to say in the foreign language, they call
the Knower over and whisper what they want to
say, in their mother tongue.
› The teacher, also in a whisper, then offers the
KNOWER equivalent utterance in English (or the target
language).
› The student attempts to repeat the utterance,
with encouragement and shaping from the
Knower, with the rest of the group
eavesdropping.
› When the Knower is satisfied, the utterance is
recorded by the student.
› Another student then repeats the process, till
there is a kind of dialogue recorded.
Tape
recorder
› The Knower then replays the recording, and
transcribes it on the board.
› This is followed by analysis, and questions from
students. In a subsequent session, the Knower
may suggest activities springing from the
dialogue.
HOME › Gradually, the students spin a web of language.

11.  Emphasizes fluency and meaning in concrete terms
 Learners are introduced to a variety of conversational
contexts
 Target language is the vehicle for communication
 Students express opinions and ideas
 Social context provided for communication in
cooperative groups or pairs
 Teacher is facilitator
 Listening part of authentic communication
 Grammar and vocabulary learned in situational context
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12.  Paulo Freire
 Content is based on issues of concern
to students
 Goal to help students understand
forces in their lives:
› Social
› Historical
› Cultural
 Empower decision making
 Language taught in
service to action,
experience-centered
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13. Language Content
objectives objectives
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14.  Learners are completing a task with
others
 Work to understand each other and
the task at hand
 Problem-solving tasks provide critical
thinking and meaningful interaction
through authentic learning
opportunities
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15.  Strategies not taught in isolation
 Metacognition
› Plan
› Monitor
› Evaluate
 Hands-on experiences:
› Interactive
› Manipulative
 Social/Affective
› Interact with others
 Use:
› Self-talk
› Cooperation with others
 Goal: transfer strategies
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16. Language for both academic and social purposes
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17.  Howard Gardner
 Create activities that draw on all eight
intelligences
 Enable each student to reach their
potential over time
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18. Galloway, Anne. Communicative Language Teaching: An Introduction And Sample
Activities.Center For Applied Linguistics. June 1993. Web.
Johnson, Roger T. and David W. “An Overview of Cooperative Learning.” Creativity and
Collaborative Learning; Brookes Press, Baltimore, 1994. Print.
Lakota Lesson 1: The Silent Way. YouTube. 2009. Video.
Larsen-Freeman, Diane. Techniques and Priciples in Language Teaching, 2nd Ed. Oxford University
Press, 2000. Print.
The Audio Lingual Method. YouTube. 2011. Video.
TPR.Teacher Training Video. Cambridge UPELT.Youtube. 2010. Video
Richards, Jack C. and Theodore S. Rodgers. Approaches and Methods in Language Teaching, 2nd
Ed. Cambridge University Press, 2001. Print.