Methodologies and approaches in ELT.

6.  1500s – Latin and Greek;
 Language is treated at the sentence level only;
 Sentences are translated from L2 to L1 and vice versa
after individual points of grammar are explained;
 Little or no consideration of the spoken language;
 Focus on accuracy (reading and writing skills);
 Aims at enabling the students to read and translate
literature written in L2 and to further students’ general
intellectual development;
 Classes conducted in L1;
 Grammar rules are learned deductively;
 Attention to the language form, not content.

7.  18th and 19th centuries - Sauveur and Franke;
 The sentence is the main object of interest;
 Focus on accuracy;
 L2 use only;
 Development of oral skills, pronunciation is fundamental;
 Concepts and vocabulary are taught through miming,
realia, and visual materials;
 Grammar is taught inductively;
 Student-centered.

8.  20th century – Bloomfield, Skinner, World War II;
 Based on behaviorist theory (Skinner) and structural
linguistics;
 Positive reinforcement – effort to prevent student errors;
 L2 use only;
 Focus on inductive grammar and accuracy;
 Habit formation through drilling of sentence patterns and
substitution drilling;
 Memorization;
 Pronunciation is stressed from the beginning;
 Little placing of language in any kind of real-life context;
 Actions and visual materials used to make meaning clear;
 Teacher-centered.

10. Presentation-Practice-Production
 Structural-situational teaching;
 Teacher introduces a situation which contextualizes the
language;
 Students practice the language, using accurate
reproduction techniques;
 Students use the new language on their own.

12.  Curran, 1950s;
 Teacher is a counselor and a paraphraser;
 Students work together to develop what aspects of the
language they want to learn;
 Sense of community in the learning group;
 Interaction is encouraged;
 No syllabus or textbook to follow;
 L2 use only.

14.  Lozanov, 1970s;
 Physical environment is a concern;
 Students need to feel comfortable and relaxed to lower
affective filter;
 Background music;
 Teacher-controlled;
 Techer is trained to conduct the classes through games,
songs, classical arts, and pleasure;
 Nonconscious acquisition of the language;
 Students are brought into a childlike state.

16.  Asher, 1970s;
 Based on the coordination of language and physical
movement;
 Teacher gives commands to students in L2, and students
respond with whole-body actions;
 Quickly recognition of meaning in L2;
 Grammar is taught inductively;
 Language is learned primarily by listening;
 Language learning must engage the right hemisphere of
the brain and involve no stress;
 L1 and L2 use;
 Focus on oral fluency and meaning;
 Little or no error correction;
 Realia, posters, charts, and pictures.
Total Physical Response

18.  Gattegno, 1960s;
 Emphasis on the autonomy of the student;
 Teacher monitors and observes the students’ efforts;
 Teacher uses mouthing word and hand gesture
techniques;
 Pronunciation is a key element;
 Student-centered;
 Structures are constantly reviewed;
 Vocabulary choice is important;
 Language consists of trial and error;
 Language is practiced in meaningful contexts.
 Specialized teaching materials: Cuisenaire rods, sound-
color chart.

20.  Wilkins, 1970s and 1980s;
 Characterized as a broad approach to teaching;
 Focus on communicative skills, functional competence,
and language structures;
 Use of constructs rather than rote memorized patterns;
 Introduction of authentic materials into the learning
situation;
 Emphasis on learning to communicate through interaction
in L2 (pair and group work);
 Enhancement of the students’ own personal experiences;
 Usual activities are roleplays, interviews, information
gaps, games, language exchanges, surveys, and learning
by teaching.
Communicative Language Teaching

22.  Prabhu, 2000;
 Performance of meaningful tasks;
 Focus on the task, not on the structure;
 Use of authentic language;
 Teacher as a counselor or observer;
 Student-centered;
 Three stages to be followed: pre-task, task cycle,
language focus;
 Usual activities are information gaps, completions,
class/group discussions.

24.  Lewis, 1990s;
 Language consists of multi-word prefabricated chunks
(collocations, fixed and semi-fixed expressions and idioms),
frequently occurred in dialogues;
 Vocabulary is prized over grammar;
 Usual activities are listening and reading in L2, first and
second language comparisons and translation, guessing
the meaning of vocabulary items from context, using
dictionaries/reference tools; working with language
corpuses;
 Observe-Hypothesize-Experiment cycle replaces the
Present-Practice-Produce Paradigm.