This document discusses different approaches and methods for teaching language: - The grammar-translation method teaches through translation with little active use of the target language. - The audio-lingual method uses behaviorist models with drills and reinforcement. - The direct method conducts instruction exclusively in the target language using everyday vocabulary. - The communicative approach focuses on interacting and negotiating meaning in the target language.

1. Approaches to language
teaching
july 7, 2014/ andres flores

2. Approaches and methods
 Approach : this refers to “theories about the nature
of language and language learning that serve as the
source of practices and principles in language
teaching”. It offers a model of language competence.
An approach describes how people acquire their
knowledge of the language and makes statements
about conditions which will promote successful
language learning.
 Method : a method is the practical realization of an
approach. Methods include various procedures and
techniques as part of their standard fare.

3. The grammar -
translation
 This is a method that has been used by language
teachers for many years.
 Classes are taught in the students′ mother
tongue,with little active use of the target language;
 Vocabulary is taught in the form of isolated word
lists;
 Reading of difficult text is begun early in the course of
study;
 Little attention is paid to the content of text,which are
treated as exercises in grammatical analysis

4. The audio-linguism
 Audio-lingual methodology owes its existence to the
Behaviourist models of learning using the
Stimulus-Response-Reinforcement model.
 Grammar teaching is inductive rather than deductive.
 Audio-lingualism relied heavily on drills like substitution
to form these habits.
 Input is highly refined
 It is teacher centred.
 The meanings of words can be learned only in a
linguistics and cultural context.

5. The direct method
 Classroom instruction was conducted
exclusively in the target language.
 Only everyday vocabulary ans sentenbces
were taught.
 Greater focus on oral communication.
 Grammar taught inductively.
 Concrete vocabulary was taugth through
demostarion, objects and pictures

6. The natural approach
 An outgrowth of second language acquisition
research, especially by Krashen (1981) and
Terrell(1977)
 listening recognized as a very important skill.
 Listen and respond non-verbally
 Learners progress by being exposed to meaningful
input just one step beyond their level of competence.
 Nature of language
Vehicle for communicating meaning; vocabulary
emphasized
 Language Learning:
Listen; associate meaning with target language directly.

7. suggestopedia
 Desuggestopedia/suggestopedia, the application of
suggestion to pedagogy, has been developed to help
students eliminate the feeling that they cannot be
successful or the negative association they may have
toward studying and, thus, help them overcome the
barriers to learning.
 One of the ways the students’ menatal capacities are
stimulated is through integration of the fine arts.

8.  In the 60’s and 70’s research gave rise to the
hypothesis that language Learning should start first
with understanding and later proceed to production.
(Winitz 1981
 The oral modality is primary. Culture is the lifestyle of
people who speak the language natively.
 TPR is usually introduced in the student’s native
language.
 Meaning is made clear through body movements
 Main aim is to reduce the stress.
 Students speak when they are ready.
Total Physical Response (TPR)

9. Communicative approach
 Nature of Language
 Communicative competence.
Notions/functions
Authentic Discourse
Language Learning
Interact with others in the target language;
negotiate meaning.
Ability to communicate in second
language/TL

10.  Language Teaching
 Use information gaps, role-plays, games
 Group and pair work is stressed
 Authentic material use is encouraged
 Focus in on meaning, not form
 Teachers should be able to use the target
language fluently and appropriately

11. Alternative to methods
 Conversation.- make conversations with
native speakers is good for second language
acquisition.
 Requirements for optimal input.
Comprehensible.- if meaning is successfully
negotiated.
Interesting.- conversation has the best chances
of meeting.
Quantity.- conversation certainly has the
potential for satisfying

12. Pleasure reading
 Reading and the answering question of
content. The sort of reading to be analized
here is extensive
 Requirements for optimal input.
Comprehensible.- depends on the readers
Interesting.- reading things that are of personal
interest
Quantity.- reading certainly has the potential for
satisfying

13. Using subject matter for language
teaching
 We will turn to several concrete
manifestations of subject matter teaching
 Requirements for optimal input.
Comprehensible.- it will be of use for acquisition
on to the extent it is comprehensible
Interesting.- it may not always be intereting.
Quantity.- clearly, is the potential os supplying
great quantities of input this way.

14. The language laboratory
 Many readres know, there has been a great
deal of discussion and debate in the applied
linguistcs literature over the virtues of the
language lab.
 The traditional use of the language lab put a
tremendous technologicaland pedagogical
burden on the teacher.

15. THANKS