The document discusses various approaches to language teaching that have been used, including grammar translation, audio-lingualism, cognitive-code learning, the direct method, the natural approach, total physical response, and suggestopedia. It analyzes the strengths and weaknesses of each approach based on principles of second language acquisition theory. Overall, it concludes that newer methods that provide more comprehensible input and focus on meaning over form tend to be more effective based on method comparison research and satisfy criteria derived from SLA theory better than older approaches like grammar translation and audio-lingualism.

1. APPROACHES TO LANGUAGE
TEACHING
Karina Chancusig
Language Acquisition

2. PRESENT DAY- TEACHING METHODS
GRAMMAR-TRANSLATION
 Grammar-translation method did exactly
what they said. Students were given
explanations of individual points of
grammar, and then they were given
sentences which exemplified these
points. These sentences had to be
translated from the target language L2
back to the students’ first language L1
and L1 to L2.
 Classes are taught in the mother tongue,
with little active use of the target
language.
 It requires few specialized skills on the
part of teachers.
 Test of grammar rules and of translations
are easy to construct and can be
objective scored

3. COGNITIVE-CODE
ACTIVITIES
It consists of the following activities:
 Much vocabulary is taugh in the form
of lists of isolated words.
 Grammar provides the rules for
putting words, together, and
instruction often focuses on the form
and inflection of words.
 Reading of difficult classical texts is
begun early.
 Often the only drills are exercises in
translating disconnected sentences
from the target language into the
mother tongue.
 Little attention is paid to the content
of texts, which are treated as
exercises in gramatical analysis.

4. AUDIO-LINGUALISM
 Relied heavily on drills to form these habits;
substitution was built into these drills so that, in
small steps, the student was constantly learning and,
moreover, was shielded from the possibility of
making mistakes by the design of the drill.
 “Success "could be overtly experienced by students
as they practiced their dialogues in off-hours.
 Language wasn’t really acquired through a process of
habit formation and overlearning, that errors
weren’t necessarily to be avoided at all costs, and
that structural linguistics didn’t tell us everything
about language that we needed to know.
 Much audio-lingual teaching stayed at the sentence
level, and there was little placing of language in any
kind of real-life context. A Premium was still placed
on accuracy; indeed Audio-lingual methodology does
its best to banish mistakes completely. The purpose
was habit-formation through constant repetition of
correct utterances, encouraged and supported by
positive reinforcement.

5. COMPREHENSIBLE
 There is Little or no grammatical explanation.
Grammar is taught by inductive analogy rather
tan by deductive explanation.
 Vocabulary is strictly limited and learned in
context.
 There is much use of tapes, language labs, and
visual aids.
 Great importance is attached to pronunciation.
 Very Little use of the mother tongue by teacher
is permitted.
 There is a great effort to get students to
produce error-free utterances.
 There is a tendency to manipulate language and
disregard content.

6. COGNITIVE-CODE
 Increasing interest in generative transformational grammar and focused
attention on the rule-governed nature of language and language acquisition led
some language-teaching programs to promote a deductive approach rather tan
the inductivity of the Audio-lingualism.
 Arguing that children subconsciously acquire a system of rules, proponents of a
cognitive code learning methodology began to inject more deductive rule
learning into language classes. Retained the drilling typical of the Audio-
lingualism but added healthy doses of rule explanations and reliance on
grammatical sequencing of material.
 Cognitive code learning wasn’t so much a method as it was an approach that
emphasized a conscious awareness of rues and their applications to second
language learning.
 It was a reaction to the strictly behavioristic practices of the Audio-lingualism
and ironically, a return to some of the of the practices of Grammar Translation.
As teachers and materials developers saw that incessant parroting of
potentially rote material was not creating communicatively proficient learners,
a new twist was needed, and cognitive code learning appeared to provide just
such a twist.
 Unfortunately, the innovation was short-lived, for as surely as rote drilling
bored students, overt cognitive attention to the rules, paradigms, intricacies,
and exceptions of a language overtaxed the mental reserves of language
students.

7. THE DIRECT
METHOD
 It depends on the idea that the
input students receive (that is
the language they are exposed
to) will be the same as their
intake (that is the language
they actually absorb).
 However, the Direct Method,
which believed essentially in a
one to one correspondence
between input and output,
really got going when married
to the theory of behaviorism.

8. THE NATURAL APPROACH
 Natural approach was to build the basic personal
communication skills necessary for everyday
language situations daily conversations, shopping,
listening to the radio, and the like. The initial task
of the teacher was to provide comprehensible
input, that is, spoken language that is
understandable to the learner or just a Little
beyond the learner’s level. Learners need not say
anything during this “silent period” until they feel
ready to do so. The teacher was the source of the
learners’ input and the creator of an interesting and
stimulating variety of classroom activities
commands, games, skits, and small-group work.
 The preproduction stage is the development of
listening comprehension skills.
 The early production stage is usually marked with
errors as the student struggles with the language.
The teacher focuses on meaning here, It doesn’t on
form, and therefore the teacher doesn’t make a
point of correcting errors

9. TOTAL PHYSICAL RESPONSE
 It is based on first language acquisition research.
Children listen and acquire receptive language
before they attempt to speak, they develop
understanding through moving their bodies, and
they are not forced to speak until they are ready.
In total physical response, the teacher gradually
introduces commands, acting them out as she says
them. The students initially respond by
performing the actions as the teacher
demonstrates them. Gradually, the teacher’s
demonstrations are removed and the students
respond to the verbal commands only.
 Today TPR, with simplicity as its most appealing
facet, is a household Word among language
teachers.

10. COMPREHENSIBLE
 Total physical response is generally used with Young
children or English language learners with very little
English knowledge, it can be used to introduce new
procedure and vocabulary at almost any level.
 that’s why it is an active learning approach for supporting
comprehension in a low anxiety atmosphere. For this
reason, it is very popular with English language learners
and teachers alike. Also highly effective in teaching
vocabulary associated with content-area knowledge.
Teachers can introduce vocabulary and have students
respond by drawing, pointing, putting pictures in order, or
any other physical response that encourages active
involvement and verifies understanding.
 Commands were an easy way to get learners to move
about and to loosen up: Open the door, Close the window,
stand up, sit down, pick up the book, give it to Derek, and
so on. No verbal response was necessary. Eventually
students, one by one, would feel comfortable enough to
venture verbal responses to questions, then to ask
questions themselves, and to continue the process.

11. SUGGESTOPEDIA
 The human brain could process great quantities of
material if given the right conditions for learning,
among which are a state of relaxation and giving over
of control to the teacher.
 People are capable of learning much more tan they
give themselves credit for.
 The primary difference lay in a significant proportion
of activity carried out in soft, comfortable seats in
relaxed states of consciousness.
 Students were encouraged to be as “childlike” as
possible, yielding all authority to the teacher and
sometimes assuming the roles (and names) of native
speakers of the foreign language
 Suggestopedia gave the language-teaching profession
some insights.
 Became a business enterprise of its own , and it
made promises in the advertising world that were not
completely supported by research.

12. CONCLUSIONS TO METHOD COMPARISON
Method comparison studies using audio-lingual, grammar-translation, and cognitive code are
quite consistent with the theoretical analysis of these methods presented in the previous
section: according to this analysis, none of these methods does a particularly effective job
in encouraging subconscious language acquisition, although each will provide at least some,
and the cognitive methods will allow somewhat more learning.
cognitive systems show for older subjects and the more "verbal“ adolescents. It also predicts
that other methods should do much, much better. Unfortunately, we do not have detailed
method comparison data on all the newer methods, but some is available, and the results
are quite consistent with this prediction.

13. Alternatives to Methods
 Exist three main alternatives:
 It is used approaches to classroom second language teaching in terms of the
requirements for optimal input presented in Chapter III and the criteria for
teaching conscious grammar rules, as presented in Chapter IV.
 Second, it was seen that certain methods satisfied these requirements and
criteria better than others.
 Third, it was claimed that the available applied linguistics research reveals
that those methods that are shown to be superior in method comparison
research come closer to satisfying the criteria that derive from second
language acquisition theory.

14. FUNCTION OF THE CLASSROOM
 We have expected active participation in class, and we have encouraged
adventurous students who are prepared to have a go even when they aren’t
completely sure of the language they trying to use.
 When teacher from one culture teach students from another, it is often easy
to see where cultural and educational differences reside.
 We have to provide students with enough comprehensible input to bring their
second language competence to the point where they can begin to
understand language heard "on the outside", read, and participate in
conversations

15. Thanks for your attention