The document discusses various language teaching methodologies, including the Grammar Translation Method, Natural Approach, Direct Method, and others, each with distinct focuses such as translation, communication, and grammar acquisition. It highlights the evolution of these methods in response to the changing needs of language learners and the importance of both interactive and student-centered approaches. The document also touches on techniques like Total Physical Response and Computer-Assisted Language Learning to enhance language acquisition.

1. LANGUAGE TEACHING
AND LEARNING
GROUP 5

2. Grammar Translation
Approach
Mary Hilary d. Sacramento

3. Grammar Translation Approach
TheGrammarTranslationMethodisanoldmethodof
teachingforeignlanguagesthat focusesonthe translation
of sentencesbetweenthe target languageandthe native
language.It originatedfromthe classicalmethodof teaching
ancientGreekandLatin.

4. •Mother tongue
•Teacher centered
•Vocabulary taught thrugh wordlists and translation
•Reading of literacy passages even at low levels, with
reading comprehension questions
•Practice based on translation of text to and from MT
•Elaborate presentation of grammar rules
•Memorization of grammar rules and vocabulary
•Vocabulary exercises include synonyms and antonyms,
definitions etc. based on words on reading texts
•Composition exercises based on topics from reading texts
The major characteristic of
Grammar Translation

5. TEACHING LANGUAGE
APPROACHES AND
METHODS
Shellie Pabalan Randy santos egino santos

6. NATURALAPPROACH
1.Natural communication is more important than formal grammar.
2.Object and actions are used to teach meaning of words.
3. Languageshould be taught following the natural principles of
first language.
4. Languagelearner’s errors during interaction can be tolerated.
5. Spoken language wasemphasized.

7. TheNatural Approach is amethodology
for second language learning which
focuses on communicative skills, both
oral and written. It is based on linguist
Stephen Krashen's theory of language
acquisition, which assumesthat speech
emerges in four stages.

8. Preproduction (listening,
gestures)
Early production (short
phrases)
Speech emergence (long
phrases and sentences)
Intermediate fluency
(conversation)
This approach was
developed by Krashen
and teacher Tracy
Terrell (1983)
(Lessow-Hurley,
1991).

9. DIRECTMETHOD
The direct method of teaching wasdeveloped as
aresponse to the Grammar Translation method.
It drawsattention to the learner’s practical
speakingability.
Both teacher and students should use asmuch as
target language asthey can.
All teaching is done in the target language,
grammar is taught inductively, there is afocus on
speaking and listening and only useful everyday
language is taught.

10. SITUATIONAL LANGUAGE TEACHING
Basis of Language Teaching speech, structures, and basic
vocabulary items
An analysis of English and a
classification of its prominent
grammatical structures into
sentence patterns( also called
situational table) is believed
to help learners internalize
grammatical rules.
Focus on both vocabulary
and reading is the most
salient traits of SLT. In
fact, master of a set of high
frequency vocabulary items
is believed to lead to good
reading skills.

11. SITUATIONALLANGUAGE TEACHING
The objectives of Situational Language Teaching involves
accurate useof vocabulary items and grammar rules in order to
achieve apractical mastery of the four basic skills. Learners
must be able to produce accurate pronunciation and use of
oftrammar.
The ultimate aim is to be able to respond quickly and
accurately with an automatic control of basic structures and
sentence patterns.

12. CONSTRUCTIVISTANALYSIS
1950's - 1960's
It is atechnique comparing the linguistic system of
two languages for instance the pronunciation system
and the grammatical structure.
It is based on the foundations that the main
difficulties in learning anewlanguage are mainly due
to the intrusion from the mother tongue: therefore,
the difficulties which might appear during teaching
and learning canbe forecasted in advance.

13. Linguistics and psychology are closely intertwined
disciplines
Linguistics explores the structure and function of
language
d .
Psychology delves into the workings of the human
mind.
The connection between the two fields lies in the study of how
language affects cognition.
Understanding Languageand Mind

14. Habits or Rules?
The debate revolves around whether language is
primarily a set of habitual patterns.
Some argue that language is better understood as a
system of internalized rules.
Supporters of the habits theory claim that language is learned
through repetition and imitation.

15. That is why we
have.

16. VYGOTSKY
Vygotsky's theory says that
social interactions help
children develop their ability
to use language.
Skinner's
He believed that children
learn language through a
process of operant
conditioning

17. Piaget
He argued that a child has to
understand a concept before
s/he can acquire the
particular language form
which expresses that
concept.
Dewey's
all learning occurs within a
social environment.
and the other.

18. Audio lingual
method

19. The Audio-lingual Method is a
method of foreign language
teaching which emphasizes the
teaching of listening and speaking
before reading and writing. It
uses dialogues as the main form
of language presentation and
drills as the main training
techniques. Mother tongue is
discouraged in the classroom.

20. The prime concern of American Linguistics
at the early decades of the 20th century
had been to document all the indigenous
languages spoken in the USA. However,
because of the dearth of trained native
teachers who would provide a theoretical
description of the native languages,
linguists had to rely on

21. Total-Physical
response

22. Total Physical Response (TPR) is a method of
teaching language or vocabulary concepts by
using physical movement to react to verbial
input. The process mimics the way that
infants learn their first language, and it
reduces student inhibitions and lowers stress.
The purpose of TPR is to create a brain link
between speech and action to boost language
and vocabulary learning

23. Howto Use
1.Prepare
Select the vocabulary that you are going to teach. Gather any
equipment, props or pictures you will need to illustrate the meaning of
the words.
2. Teacher Modeling
Say the new vocabulary word for the students. As you do this, use
gestures, facial expressions, props or body movement to illustrate the
meaning of the word.
3. Student Modeling
Have student volunteers mimic the same gestures, facial expressions,
use of props or body movement modeled as you say the word.

24. 4. Student Participation
Have all students mimic the same gestures, facial expressions, use of props
or body movement modeled by the teacher and student volunteers. Ask
them to say the word as they are making the movement. Vary this activity
by then doing the action and while students say the word.
5.Writing
Write the word or phrase where all students can see it so that students can
make the connection between oral and written words.
6. Repetition and Practice
Teach the next word or phrase using the same method. Review and practice
words with students multiple times to ensure learning. Recycle words
regularly to make sure that students do not forget old words.

25. Student Centered
earning

26. Student-centered learning is focused on the
student's needs, abilities, interests, and
learning styles with the teacher as a
facilitator of learning. This classroom
teaching method acknowledges student
voice as central to the learning experience
for every learner.

27. Total Communication (TC)
Total Communicationwas originallya methoddevelopedfor
teachinghearingdamageschildrenbasedonconcurrentapplication
of signlanguageandspokenlanguage.
It aimsto makeuseof a numberof modesof communicationsuch
as signed,oral,auditory,written andvisualaids,dependingonthe
particular needandabilities of the child.
however,it canalsoappliedinmorecomprehensivecommunication
isnon-native speakers’ languageclassrooms.

28. Interactive Approach
Thelanguageteachers canplayas a controller, director,
manager,facilitator, anda recourse provider.
Throughstudent andstudent interaction andthe teacher and
students interaction, a class mightbemoreeffective dueto
the frequent interaction appearinginthe class.
In truth, the finalgoalof languagelearningisfor gaining
proficiency or really interacting andcommunicating.

29. Computer Assisted Language
Learning (CALL)
It was developedbecauseof the speedydevelopment
of computersciencetechnology.Manyteachers
languageinstructionsinschoolsare assisted with
computerequipment.
Theuseof technologyto faciitate the teachingand
learningof newlanguage.

30. language teaching
and learning
By: Jayzarane Saniengco

31. What is language
learning ?
Language learning isa consciousprocess, isthe
productof either formallearningsituationor a
self studyprogramme(Kramina,2000:27).

32. language acquisition
vs.
language learning

33. langauge
acquisition
Subconcious
Informal situation
Implicit knowledge
langauge
Learning
Concious
Formal situation
Explicit knowledge

34. methods of
learning a
language

35. Communicative
approach
Thecommunicativeapproachto languageteachingemphasizesactive
interactionandpractical communicationskills.Lessonsare designedto be
enjoyableandengaging,with a focusonoral practice throughactivities such
as groupwork,role-playing,interviews,andsharingopinions.Thisapproach
aimsto helplearners uselanguageconfidentlyandeffectively inreal-life
situations.

36. language
immersion
Immersionisconsideredthe mostnaturalmethodof
languageacquisition.It involvesfullyimmersing
oneselfinthe target language,surroundingoneself
with it entirely.

37. Content and language
integrated learning (CLIL)
aneducationalapproachwhere subjects are taught
throughthe mediumof a secondor foreignlanguage.This
meansthat studentslearnboththe contentof a specific
subject (suchas scienceor history) andthe languageused
to conveythat contentsimultaneously.It's a methodthat
notonlyenhanceslanguageproficiencybutalsofacilitates
understandingof subject matter ina deeperandmore
comprehensiveway.

38. Direct method
TheDirect Methodemphasizesspeakingandlisteningskills,
focusingonteachinglanguagethat isrelevantto everyday
real-life situations.In this method,grammarisnotexplicitly
taught; instead,learners acquiregrammarrulesinductively,
meaningthey figurethemoutthroughexposureand
practice rather thanthroughformalinstruction.

39. Mobile-assisted language
learning
Computer-assisted languagelearninghasbeenaroundfor
years butwith morepeoplehavingmobiledevicesthan
personalcomputers,it’s timefor mobile-assisted language
learningto shine.Mostof ushaveat least onemobiledevice.
Wecanusethemto access languagelearningmaterials,
teachers, andnativespeakers anywhereat anytime.

40. The natural approach
Thenaturalapproach,muchlikethe direct method,aimsto
replicate the processof acquiringa first language.It prioritizes
communicationoveraccuracy, emphasizingthe importanceof
conveyingmeaningandmessagesrather thanperfect correctness.
Asa result, there's a lackof drillingactivities or constanterror
correction.Instead, the focusisonprovidingamplecomprehensible
inputandfosteringa low-anxietyenvironment.For instance,
there's nopressure to speakuntilyoufeel ready,allowing
communicationskillsto developorganically.

41. Thank you for
listening