1. The document discusses various language teaching methodologies including Grammar Translation, Direct Method, Audiolingualism, Communicative Language Teaching, Content-Based Teaching, and Task-Based Learning. 2. It explains the key principles and techniques of each methodology as well as how newer approaches built upon and reacted to older ones. 3. The conclusion advocates for an eclectic approach that selects techniques from different methodologies based on learner and classroom factors rather than relying on any single methodology.

1. Language Teaching Methodologies
Didáctica de las Lenguas Extranjeras I (2012)
Module 3 Issue 2
Prof. Lic. María Alejandra Soto

2. Why approaches and methods?
“When teachers are exposed to methods and
asked to reflect on their principles and actively
engage with their techniques, they can become
clearer about why they do what they do. They
become aware of their own fundamental
assumptions, values and beliefs”
(Larsen Freeman, 2000: ix)

3. And because methods can shed light on:
1. the teacher’s goals
2. the teacher’s role
3. the learner’s role
4. the main characteristics of the teaching and
learning processes
5. the nature of teacher-student interaction
6. the consideration of learner feelings
7. the role of language & the role of culture
8. the role of the L1
9. assessment
10.the treatment of learner error

4. Approach – Method - Procedure

5. Approach – Design – Procedure
(Richards & Rogers, 1986)

6. Popular methodology
Grammar-Translation Direct Method Audiolingulism
Community
The Silent Way (De)Suggestopedia
Language Learning
Content-Based
Total Physical Communicative Task-Based
Response Language Teaching Participatory
Approaches
Learning Strategy
Training,
The Lexical
Cooperative The Natural Approach
Approach
Learning Multiple
Intelligences

7. Grammar Translation (1)
• First half of the 19th century
• A “nonscientific” method
• Aim: to help students appreciate L2 literature
• Translation from L2 to L1 and viceversa: a central
goal
• L2 culture was literature and fine arts
• Written language is superior to spoken language
• Communication: not emphasized

8. Grammar Translation (2)
• L2 grammar helps students learn L1 grammar &
grow mentally
• Form superior to content
• Grammar: deduction over induction
• Explicit and conscious knowledge of grammar
• L1 equivalents for L2 words
• L1/ L2 similarities: emphasized
• Reading and writing: emphasized over other skills
• T = authority

9. The Direct Method (1)
• Beginning of the 20th century
• A “nonscientific method”
• Based on the principles of child language acquisition
• Basic principle: NO L1 use + direct connection between
L2 and meaning
• Main goal: oral communication  Language is mainly
speech
• Culture includes more than fine arts
• Language and culture: interwoven

10. The Direct Method (2)
• Concrete objects are used to make the direct link
between form (language) and meaning
• Topic based lessons (not structurally designed)
• Reading & Writing taught from the beginning
• Fluency over accuracy
• Pronunciation: primary focus
• Grammar: induction over deduction
• Demonstration rather than explanation or translation
• Errors: to be avoided; self-correction mainly

11. The Audio-Lingual Method (1)
• Developed in the USA during WW1
• First “scientific” method: rooted in both psychology
(Behaviourism, Skinner) and linguistics (Structuralism,
Bloomfiled)
• Prior goal: communication
• Form in context (e.g. use of dialogue)
• Different L1 and L2 systems  treated differently to
avoid interference.
• Teacher = model  importance of native-like accent

12. The Audio-Lingual Method (2)
• Language learning = habit formation  Filling in slots in
sentences
• Automatic repetition is the result of overlearning;
drilling and mechanical repetition
• L2 learning = L1 acquisition
• Rules: induced (implicit) from examples.
• Contrastive analysis of L1 and L2 shows the areas of
difficulty  Natural order of acquisition
• Errors = barriers for habit formation (inhibition)
• Positive reinforcement

13. The “Designer” Methods
• 1970s
• Birth of the field of Second Language Learning and
Teaching
• “Innovative” flair
A reaction against Behaviourism and Structuralism
1. Communicative Language Learning
2. Suggestopedia
3. The Silent Way
4. TPR

14. The Communicative Approach and
Communicative Language Teaching (CLT)
• A British approach to L2 learning and teaching
• Communication includes functions.
• Functions are what we do with the language: arguing,
persuading, promising, rejection or accepting an
invitation, etc.
• These functions happen inside a social context.
• Based on Wilkin’s Notional-Functional Approach
(1970s)

15. CLT: main tenets
• Linguistic theory underpinning CLT: Communicative
Competence (Hymes, 1972): The ability to figure out
someone’s communicative intentions
• The use of authentic language in real contexts
• Language = A vehicle for communication
• Knowledge of forms, meanings and functions can be
positive if they help the learner in the process of
meaning exchange
1. Real communication
2. Task-based activities
3. Meaningfulness (= authenticity)

16. CLT: meaning negotiation
• Opportunities for self-expression
• Negotiation of meaning
• Linguistic knowledge = not very critical for
communicative ability
• Choosing what to say and how to say it
(Communicative Competence development)
1. Situations that promote communication
2. Cooperation and team work
3. Role play and information gap
• L1 = no role  Communication happens in L2 context

17. CLT: the teacher’s role
1. Facilitator of the learning process
2. Manager of classroom activities
- T innitiates activities
- Ss interact
3. Advisor
4. Co-communicator

18. CLT: assessment & error treatment
•Errors = a natural outcome of the development of
communicative skills
•Accuracy and fluency
•Evaluation = informal and in the process of the
communicative act
•Communicative tests
•Skill integration

19. Content-based, task-based, and
Participatory Approaches (1)
Three approaches that make communication central
• Importance given to the process of learning over
linguistic content
• Using English to learn
• English AS communication
• Content and language integration (e.g. ESP - English
for special purposes; content oriented/based)
• No pre-determined syllabus; syllabus based on the
learners’ communicative needs

20. Content-based, task-based, and
Participatory Approaches (2)
• The subject matter (content) = platform for language
learning
• Previous knowledge = the basis; schema activation
• Language = the medium of instruction (cf. not the
purpose of instruction)  used to complete tasks
• Learners work with meaningful, cognitively demanding,
and authentic texts and tasks (learning by doing).
• Problem-solving = key concept
• Tasks: clear and purposeful; challenging; developed by
teacher-learner interaction

21. Content-based, task-based, and
Participatory Approaches (3)
• Authentic activity through authentic language use
encouraged.
• Focus on meaning.
.
• Feedback is given upon task completion
• Self evaluation encouraged = Ss’ own evaluation of
outcomes and learning process

22. Learning Strategy Training, Cooperative
Learning, and Multiple Intelligences (1)
• Three methodological innovations
• Learner oriented methodologies = focus on the learner
• Learners
1. are willing and accurate guessers
2. have great desire to communicate
3. pay attention to both meaning and form
4. practice and monitor their own and others’ speech
5. should become independent and self regulated

23. Learning Strategy Training, Cooperative
Learning, and Multiple Intelligences (1)
• Prior knowledge and experiences: used to build up new
knowledge
• Learning strategies: lead to academic success
• Learning should be taught, as well as language
• Autonomy and “positive interdependence”
encouragement
• Strategies: transferable to new learning situations
• Cooperation and social skills development (e.g.
apologizing, repetition, asking for help)
• Attention given to Ss’ multiple intelligences

24. Approaches and methods in language
teaching: conclusion
• The methods and approaches here discussed are all
still practised today. However, they carry different
weights and distributions.
• Every method represents either a reaction against or
.
an improvement on its predecessor.
• There are no “good” and “bad” methods.
• At present, the use of technology , strategies, styles,
innovations, interaction, cooperation, and affective
factors are given primary attention by language
teaching methodologies.

25. The best method, no method?
• Deciding upon which method to implement should
consider a myriad of impinging factors.
Research suggest that the best approach is principled
eclecticism.
• This is not a method in itself but the use of different
methods and/or different techniques depending on
factors such as the learners’ age and gender and
needs; the goals and objectives set, the available
materials, and the teacher’s views about what learning
and teaching encompasses

26. Bibliography
• Anthony, E. M. (1963): Approach, method and
technique, English Language Teaching, 17, 63-67.
• Brown, H.D. (2000): Principles of language learning
and teaching, Chapter 5, pp.112-141. Harlow:
Longman.
• Larsen-Freeman, D. (2000): Techniques and principles
in language teaching. Oxford: Oxford University Press.
• Richards, J. C. & Rodgers, T. S. (2001): Approaches
and methods in language teaching (2nd ed.).
Cambridge: Cambridge University Press.