The document outlines different approaches to teaching English as a second language. It discusses the Grammar Translation Method which focuses on translating sentences between languages and learning grammatical rules. It also discusses the Audio-Lingual Method which emphasizes imitation, repetition and substitution drills. Finally, it discusses the Natural Approach which focuses on comprehending messages in the target language without conscious study of grammar rules. The document provides characteristics, examples and criticisms of each approach.

1. Introduction to Teaching English

2. Learning Outcomes
1. Understand how human beings acquire languages and to familiarize
them with the most influential English as a Second Language (ESL)
teaching methods and approaches that have been used in recent
years in teaching language,
2. Describe, compare, and contrast the approaches to second-
language teaching that have been influential in English language
teaching in recent years. (Grammar-translation Method, Audio-
lingual Method and Natural Approach),
3. Use ESL teaching methods to decide which approaches will be most
suitable for elementary level, and
4. Design an activity plan using the ESL Approaches.

3. Agree or Disagree
1) We learn a second language mainly
through imitation and repetition.
2) People with high IQs are generally good
language learners.
3) People learn to do new things (including
learning to speak new languages) by
interacting with other people.

4. 4) Human beings and animals both learn new behaviors
through positive reinforcement (receiving some reward,
such as praise or food, for carrying out the behaviour).
5) When babies are born, their minds are empty or blank.
Language learning takes place through listening to and
imitating parents and other adults.
6) When babies are born, their minds are already
biologically programmed to acquire the grammar of any
language they are exposed to.

5. The most important factor in the successful
acquisition of a second language is: (rank them
from 1-6)
• The teacher ____
• The teaching method used ____
• The learner’s intelligence ____
• The learner’s motivation to learn ____
• The learner’s age ____
• The amount of time available for instruction ____

6. How do we learn
and acquire
language?

7. Language
A system of symbols and
rules that enable us to
communicate.
A symbolic code used in
communication
The systematic,
meaningful
arrangement of symbols

8. Language Acquisition
• The process of attaining a specific variant of
human language.
• The process of learning a native or a second
language

9. Approaches

10. Approaches
•Grammar Translation
Method
•Behaviorism and the
Audio-Lingual Method
•Natural Approach

11. 1. Grammar Translation
Method
• is a method of teaching foreign languages
derived from the classical method of teaching
Greek and Latin.
• In Grammar Translation classes, students learn
grammatical rules and then apply those rules
by translating sentences between the target
language and the native language.
• The method has two main goals: to enable
students to read and translate literature
written in the target language, and to further
students’ general intellectual development.

12. Characteristics
• Classes are taught in mother tongue.
• Much vocabulary is taught in the form of lists
of isolated words.
• Little or no attention is given to pronunciation.
• Reading of difficult texts is begun early.
• Long, elaborate explanations of the intricacies
of grammar are given.

13. Why would use Grammar Translation Method in classes?
GTM focuses on the application of grammar and correct sentence structure. This is
especially helpful in teaching students how to write and read in another language.
Tests of grammar rules and of translations are easy to construct?
Class activities or learning games are rarely necessary, as students are translating text to
another language directly. Teachers who are not fluent in English can teach English using
this approach, as the emphasis is not on the spoken word but on translations.

14. Grammar Translation Method
Strength
Students learn a lot of
vocabulary
Reading and writing skills
are excelled
It activates students’
memory
Weakness
• Poor listening and speaking
• Unnatural and inappropriate
pronunciation
• GTM is not interactive and
engaging for students

15. SOME IDEAS
IN TEACHING
Ask the students to take 5 vocabulary words from their favorite song
and then translate it in English.
In teaching a particular lesson in grammar, ask the students to
memorize the rules, and they should give their own sentences as
samples.
Ask the students to take down the conversations of their friends in
their native language, and then translate it in English.
Ask students to write 10 verbs from the article assigned to them, and
then they should give the synonyms and antonyms.
Ask students to memorize at least 5 words per day in English and give
their native language equivalent.

16. 2. Behaviourism (or the Audio-lingual
Method)
• was associated with the view that we
acquire a language by imitating a set of
patterns and repeating them until they
become fixed in our memory.
• simple to complex structures
• Mother tongue is discouraged; target
language should be used
• Substitution drills were seen as a useful
way of reinforcing structural patterns.

17. B.F Skinner

18. Theory of Language
• Influenced by descriptive linguistics,
American Structuralist, Leonard
Bloomfield adopted new technique for
studying languages - concentrating on
spoken form of languages

19. • Language is primarily speech not writing.
• Language is a set of habits
• Teach the language not about the language.
• A language is what native speakers say not what someone thinks they
should say.
• Languages are different

20. Example of
ALM
Tape: I often go to the cinema.
Student: I often go to the cinema.
Tape: Maria…
Student: Maria often goes to the cinema.
Tape: Maria and Marga…
Student: Maria and Marga often go to the cinema.
Tape: …to the beach.
Student: Maria and Marga often go to the beach.

21. Audio Lingual Method
Advantages
offers each student many hours of practice in
listening to, imitating, and repeating a wide
range of key structures in the second language
emphasizes listening and speaking rather than
reading and writing
Disadvantages
• tends to treat learners as
homogeneous rather than creative
individuals with different
preferences and aptitudes
• Structures are often learned as set
phrases, and as a result, students
may not know how to adapt those
set phrases to meet their
communicative needs outside the
classroom.

22. 3. Natural Approach
• is based on the idea that we acquire a
second language not through
consciously studying it or repeating its
structures again and again, but simply
by understanding and processing
messages in the second language
(Krashen S. and Terrel T, 1983).

23. Characteristics
We acquire a second language when we understand spoken or written
messages in the language. Krashen refers to these messages as
‘comprehensible input’.
Students can acquire the second language only when they feel relaxed
and motivated.
According to Krashen, language acquisition does not happen when we
study and practice grammar rules. Acquisition happens when we
understand messages

24. Criticisms of Natural Approach
• Krashen says that learners will acquire the second language by
understanding messages that contain structures ‘a bit beyond’ their
current level of competence. The problem for teachers is to
determine what this level is for their classes, as students will have
different levels of proficiency. How do teachers provide input that is
comprehensible to all their students?

25. Thank
you

26. Activity
• Design an activity using each approaches in teaching language.
Grade Level Activity Procedure