This document discusses the history and evolution of different language teaching methods. It begins with the Grammar Translation Method (GTM), then discusses reforms that led to the Direct Method. Next, it covers the Audiolingual Method and Total Physical Response. Finally, it introduces Communicative Language Teaching as an approach that focuses on communicative competence rather than grammar structures. Key differences between methods such as their use of the native language, focus on grammar rules, and emphasis on spoken or written language are also outlined.

1. Shashini Tennekoon

2. Why do we learn a language?
 To read books
 To speak
 To pass an exam

3. Methods and approaches change
 Depending on the kind of proficiency needed
Reading comprehension Oral
 Change of theories of the nature of language & of
language learning

4. Grammar Translation
 The sole form of instruction –mechanical translation
 Learn grammar rules through detailed analysis
 Based on disconnected sentences
 Translation of texts into & out of target language
 Offspring of German scholarship

5. GTM
 Goal of learning language- to read its literature
 To benefit from the mental discipline & intellectual
development
 Views lang. learning as memorizing rules & facts in
order to understand & manipulate morphology &
syntax of the foreign language
 First language is maintained as the reference system

6.  Reading & writing major focus
 Little/no systematic attention to litening & speaking
 Vocabulary selection based on the reading text used
 Words taught through bilingual word lists, dictionary
study & memorization
 The sentence is the basic unit of teaching(distinctive
feature)

7. GTM
 Accuracy is emphasized
 Students are expected to achieve high standard in
translation
 To pass large number of formal written examinations

8. GTM
 Grammar taught deductively
 Presentation of grammar rules
 Studying them
 Practice translation
 A syllabus with sequencing of grammar points through
out text
 Attempt to teach grammar in systematic way

9. GTM
 Native language is the medium of instruction
 Used to teach new items
 Comparisons are made between L1 & Target

10. GTM
 Dominated from 1840’s – 1940’s
 Still practiced widely in the world in modified form
 where understanding of the literary texts is the focus
 When little need is there to speak
 Used in college level to teach contemporary texts for
teaching in foreign languages

11. Criticisms
 Rigorous method of study
 Memorizing endless lists of unusable rules and
vocabulary
 Attempted to produce perfect translations of literary
prose
 Not liked by learners
 Creates frustration for students
 Few demands on teachers

12.  No theory
 No advocates
 No literature offering justification
 No attempt to relate it to issues in linguistics,
psychology or education
 Mid & late 19th century opposition from several
European countries laid foundation for development
of new ways of language teaching
 Increased demand for oral proficiency as a result of
communication development

13. C. Marcel (Frenchman)
(1793-1896)
 Child learning as a model
 Emphasized importance of meaning
 Proposed reading be taught before other skills
 Located language teaching within a broader
framework

14. T. Prendergast (Englishman)
(1806-1886)
 Children use contextual & situational cues to interpret
utterances
 They use memorized phrases & routines in speaking
 Propsed the first “structural syllabus” supporting
learners be taught the most basic structural patterns
occur in language

15. F. Gouin (Frenchman)
(1831-18960)
 Lang. learning facilitated through using language to
accomplish events consisting of a sequence of related
actions
 Used situations & themes as ways of organizing and
presenting oral lang. (Gouin series) ex. Chopping
wood, opening door etc.
 To present new teaching items in context to make
meaning clear
 Use of gestures & actions

16. Reform Movement
 Educators recognized the need for speaking
proficiency
 Interest in how children learn language
 Henry Sweet(English) Wilhelm Vietor (German), Paul
Passy (French) provided intellectual leadership
 Discipline of linguistics were revitalized-emphasized
speech is primary
 Phonetics established for new approach to speech

17. Henry Sweet (1845-1912)
 Sound methodical principles based on analysis of
language and study of psychology
 Careful selection of what is to be taught
 Imposing limits on what is to be taught
 Arranging what is to be taught on four skills
 Grading material from simple to complex

18. Wilhelm Vietor ( 1850-1918)
 Used linguistic theory
 training in phonetics would enable to pronounce
accurately
 Speech is fundamental (rather than grammar)
 Value of training teachers

19. IPA-1886
 Study of spoken language
 Phonetic training
 Use of conversation texts
 Inductive approach to grammar
 Teaching meaning through associations within the
target language

20. Reformers agree that
 Spoken language is primary
 Phonetics should be applied
 Learners should first here the language before seeing
written form
 Words be presented in sentences & be practiced in
meaningful contexts
 Rules of grammar should be introduced after
practicing in context
 Translation to be avoided
 Native lang. could be used to explain new words &
check comprehension

21. Natural Method
 Founded by L.Sauveur
 Foreign lang. could be taught without NL or
translation
 Meaning conveyed through demonstration & action
 F. Franke provided theoretical justification (direct
association between forms & meanings in TL)

22. Natural Method
 Language be best taught using it actively in the
classroom
 No analysis of grammar rules but direct & spontaneous
use of language
 Induce grammar rules
 Tr. Replaced the text book in the early stages
 Speaking with systematic attention to pronunciation
 Words taught using mimes, demonstration & pics.

23. Direct Method
 Most widely known of natural methods
 Introduced in France & Germany
 Also widely known in US-by Sauveur & Berlitz

24. Principles & Procedures
 CR instruction exclusively in TL
 Only everyday vocab. & sentences taught
 Oral skills built in a carefully graded progression
organized around Q & A exchanges
 Grammar taught inductively
 New teaching points introduced orally

25. Guidelines on teaching oral lang.
 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 sts speak much
 Never use book: use lesson plan
 Never go too fast: keep sts pace
 Never speak too slowly: speak normally
 Never speak too quickly or loudly: speak naturally
 Never be impatient: take it easy

26. Contd.
 Concrete vocab. Taught through demonstration,
objects, pics
 Abstract concepts through association of ideas
 Both speech & listening comprehension taught
 Correct pronunciation & grammar emphasized

27. Criticism
 Failed in public schools
 Required native speakers to teach
 Dependent on teacher’s skills
 Prohibition on use of native language

28. Compare & Contrast GTM & Direct

29. Audiolingual Method
Background
 Effect of world war 11
 Army Specialized Training Program-1942
 Objective- to attain conversational proficiency
 Methodology derived from intensive contact
 Value of intensive oral based approach
 Many foreign students
 American approach to ESL- Audiolingualism-mid
1950’s
 Launching of first satellite by Russians

30. Audiolingual Method
 Combination of structural linguistic theory, aural-oral
procedures, contrastive analysis & behaviourist
psychology
 Charles Fries applied principles of structural
linguistics to lang. learning
 Problems of learning attributed to conflict of different
structural systems (oral approach/aural oral
approach/structural approach)
 Advocated aural training first-pronunciation-speaking-
reading & writing

31. Contd.
 Termed coined by Prof. Nelson Brooks 1964
 Turned language teaching from an art to science
 Lang. viewed as a system of structurally related
elements for the encoding of meaning, the elements
being phonemes, morphemes, words, structures &
sentence types

32. “structural” referred to…….
 Elements in a were thoughht of as being lineraly
produced in a rule governed (structured) way
 Language samples could be exhaustively described at
any level of description (phonetic, phonemic,
morphological etc.)
 Linguistic levels were thought of as systems within
systems (pyramidally structured)

33. Behaviourist theory
 B. F. Skinner verbal behaviour is similar to non verbal
behaviour
 Stimulus response theory
 Language mastery as acquiring a set of appropriate
language stimulus response chains

34. Principles
 Foreign language learning is basically a process of
mechanical habit formation
 Spoken form before written form
 Analogy provides a better foundation than analysis
 Meanings of words can be learnt in linguistic &
cultural context & not in isolation

35. Contd.
 Native like fluency sought
 Early stages oral skills gradually to other skills
 Language skills are taught in the order of L,S,R & W
 Dialogue presented & memorized, gr, patterns selected
& practiced in drills
 Dialogues & drills forms the basis of classroom
practice
 Dialogues contextualize key structures

36. Drills
 Repetition
 Inflection
 Replacement
 Restatement
 Completion
 Transposition
 Expansion
 Contraction
 Transformation
 Integration
 Rejoinder
 Restoration

37. Criticism
 Most widespread use in 1960’s
 Theoretical foundations unsound in terms of learning
theory & language theory (Chomsky,1966)
 Practical results fell short of expectations
 Sts unable to transfer learning into real
communication
 Procedures boring & unsatisfying

38.  Lack of alternative to Audiolingualism
 1970’s 1980’s period of adaptation, innovation,
experimentation & confusion
 Several proposals appeared but no claim in
mainstream language teaching
 Eg.TPR, Silent Way,counseling-learning

39. Total Physical Response
 Developed by James Asher (Prof. of Psychology)
 Method built around coordination of speech & action
 Teach language through physical activity
 Based on developmental psychology, learning theory,
humanistic pedagogy, lang. teaching procedures
proposed by Harold & Dorothy Palmer(1925)

40. Contd.
 SL learning parallel to child first lang. acquisition
 Speech directed to young children consist primarily of
commands
 Children respond to physically before verbal responses
 Role of affective factors (humanistic psy.)
 Undemanding in terms of ling. Production & involves
game like movements reduce learner stress & facilitate
learning

41. TPR
 Grammar based view of language
 “ most of gr. structures & vocab. can be learned by the
skillful use of imperatives by instructor”
 The verb in the imperative as the central linguistic
motif around which lang. learning is organized
 Stimulus response view as providing learning theory
underlying teaching pedagogy
 Linked with trace theory of memory in psychology
(more often /more intensive memory connection is
traced the stronger the memory association be & more
likely it will be recalled)

42. TPR
 Three influential learning hypothesis used
 Bio- program
Listening first-comprehension acquired from physical
responses-speech evolves naturally
 Brain lateralization
Right brain learning(Piaget-learning through motor
movement)
 Reduction of stress
Absence of stress through pleasurable learning activities

43. TPR
 Objective: oral proficiency at a beginning level
 Produce learners capable of an uninhibited
communication intelligible to a native speaker
 Goals must be attainable through use of action based drills
in imperative form
 Sentence based syllabus
 Initial attention to meaning rather than form
 Grammar taught inductively
 Fixed number of items to be introduced at a time
 Conversational dialogues are delayed until after about 120
hours of instruction
 Other class activities include role plays & slide presentation

44. TPR
 Role plays center on everyday situations
 Learners have the primary role of listener & performer
 Learners must produce novel combinations
 Monitor & evaluate their own progress
 Teacher plays & active & direct role
 Detailed lesson plans required
 Speaking ability to develop on leaner’s own pace
 Teacher should model parents’ feedback
 Can be used in association with other methods

45. Communicative Language Teaching
 Need to focus on communicative competency rather
than mastery of structures
 Increasing interdependence of European countries
 The work of The Council of Europe & D.A. Wilkins, &
vanEK and Alexander,(1980) had a major impact on
the birth of CLT
 An approach not a method

46. CLT
 Communicative competence as the goal
 Procedures to teach four skills
 Focus on interdependence of language and
communication
 Comprehensive approach
 No single authority, text or model
 Pays attention to both functional & structural aspects

47. CLT
 Learners work in groups/pairs in problem solving
tasks
 Direct practice of communicative acts
 Learning by doing (experience based)
 material developed on learner needs
 Learner centered
 Communicative competence (Hymes-1972)
 Learner first learning second

48. Principles of CLT
 Learners learn a language through using it for
communication
 Authentic & meaningful communication should be the
goal of CR activities
 Fluency is an important dimension
 Communication involves integration of different
language skills
 Learning is a creative process that involves trial & error

49. Compare & contrast CLT & ALM

50. Method vs Approach
 An approach is a set of correlative assumptions dealing
with the nature of language teaching & learning
 Method is an overall plan for the orderly presentation
of language material no part of which contradicts & all
of which is based upon the selected approach
 Technique is implementational A particular trick,
strategy used to accomplish an immediate objective

51. Eclectic
 None of the methods completely successful
 Teachers in USA adopted various features from
different methods to suit their purpose
 A combination of elements from methods is called
eclectic

52. What are the advantages &
disadvantages?
 References
 Hewage. A.K.(2003) Readings in ELT Methodology.
Colombo: Denuma Publications
 Richards, J.C. & Rodgers, T.S. (2006) Approaches
&Methods in Language Teaching. Cambridge:
Cambridge University Press