The document outlines 12 different language teaching methods: 1. Grammar-Translation focuses on accuracy over fluency through translation and grammar rules. 2. Cognitive Approach sees language as a set of skills learned through meaningful practice rather than memorization. 3. Audiolingual Method views language as habits formed through drill and repetition with immediate error correction. 4. Direct Method avoids translation and uses only the target language through demonstration and activities.

1. LANGUAGE TEACHING
METHODS
IRYNA MYKYTKA
IRINA SPIRINA
ALENA RYNEISKAYA SHTUKAR
GABRIELA LOBO MAYORDOMO

2. INDEX
1. GRAMMAR-TRANSLATION METHOD
2.COGNITIVE APPROACH
3.AUDIOLINGUAL METHOD
4. DIRECT METHOD
5. THE NATURAL/COMMUNICATIVE APPROACH
6.TOTAL PHYSICAL RESPONSE
7.THE SILENT METHOD
8.SUGGESTOPEDIA
9.COMMUNITY LANGUAGE LEARNING.
10. LANGUAGE IMMERSION
11. COMMUNICATIVE LANGUAGE TEACHING
12. STRUCTURAL APPROACH

3. 1. GRAMMAR - TRANSLATION METHOD (I)
• Originally used to teach 'dead' languages (and literatures)
such as Latin and Greek. (1890 – 1930)
• Language = collection of isolated words.
• Principles:
o Literary language is superior to the spoken language.
o Translating is the goal.
o Teacher = authority.
o The primary skills to be improved are reading and writing no
spoken communication or listening comprehension.
o Its focus is on accuracy and not fluency.
o Error correction: If a student’s answer is incorrect, the teacher
asks another student to answer no feedback

4. 1. GRAMMAR - TRANSLATION METHOD (II)
Jelou
shilrren, hoy
• Typical exercises: vamo’ a ver el
“ver-tu-bi”
o Translation of a Literary Passage Ai am
o Reading Comprehension Questions Llu ar
Ji is…
o Antonym/synonyms
o Fill-in-the-blanks
o Deductive Application of Rule
• Easier for the teacher.
• Students =bored.

5. 2. COGNITIVE APPROACH
• Origin1950ies psychology & applied linguistics ( J.B. Carroll and K.
Chastain)
• Language = a set of skills the modern version of the grammar-
translation method
• FL learning = the conscious study of grammatical rules (deductive)  only
meaningful practice is effective.
• FL teaching = the development of linguistic competence.
• Careful with imitation and memorization.
• Student’s mistakes = a necessary and natural phenomenon.
• The cognitive approach is essentially a theoretical
framework.
• LAD is determining.

6. 3. AUDIOLINGUAL METHOD
• Origin WWII Behaviorist theory (stimulus-response-reinforcement)
• Language = a collection of habits.
• FL learning = a mechanical process of habit formation.
• FL teaching = manipulation of language elements that occur in fixed
relationships .
• “Drill, drill, and more drill, and only enough vocabulary to make such drills
possible" (Hockett 1959)
• Student’s mistakes = don´t help to develop the habits,
should be corrected immediately.
• The child is moulded by regularities the
environment.

7. 4.Direct Method (1970)
• Developed by Maximilian Berlitz
• No use of mother tongue=meaning
is connected with a target language
• Grammar rules avoided
(don´t give rules:make them figure out the rule)
• Never translate= act and demonstrate
• Teacher-student/student-student activities(reading
aloud,question-answer exercises,fill-in-the-blank
• Emphasis on good pronunciation/oral transmission
• Speech and listening comprehension are
taught(contextual/topical teaching)

8. 5.The natural/communicative
approach
• origin→Tracy Terrell and Stephen Krashen
• Focus on communicative competence:aural
comprehension/ early speech production/
speech activities
• Comprehension precedes production
• Small groups of students
• Visualization activities:
slide presentations, word
games, dialogues, recreational activities,realia
• The classroom=student-centered

9. 6. Total Physical Response
• Developed by J.Asher,based on the coordination
of speech and action
• Primarily designed for students in early stages of
language learning
• Command forms used to convey info
• Students not forced to speak
until ready
• The importance of aural
comprehension

11. 7. THE SILENT WAY
• Originated in 1963 by Dr.Caleb Gattegno (Egypt)
• Teacher – silent , learners – speaking
• Emphasis on PRONUNCIATION. Self-correction.
• Role of the teacher – observer
• No use of the mother tongue. No translation. Context
• No formal evaluation just observation.
• Use of CHARTS

12. Sound/ Colour chart
Word chart
Fidel chart
www.youtube.com/watch?v=CMLFI38_1cE/wa
tch?v=CMLFI38_1cE
http://www.youtube.com/watch?v=85P7dmPH
tso

13. 8. SUGGESTOPEDIA
• An avant garde method/ 1967/ Georgi Lozanov
• Small & intensive classes
• Material presented in melodic and artistic way
• Relaxation is needed
• Memory training
• Language perceived
globally

14. 9. COMMUNITY LANGUAGE
LEARNING
• Elaborated by Charles Curran (USA)
• It encourages personal growth, and self-development
• Learning a language is viewed as collective experience
• Based on communication  Oral proficiency
• Use of the mother tongue.
• Activities : translation, transcription, free
conversation, listening, reflection and
observation, repeating
• Focus on fluency rather than accuracy
• GoalsUnderstanding & Speaking

15. 10. LANGUAGE IMMERSION
• The regular school curriculum is taught through the
medium of the target language.
• The second language is the vehicle for content
instruction
• Focus on fluency
• Main purposes: to promote bilingualism and develop
learner’s communicative competence
• The first modern language immersion programs
appeared in Canada in the 1960’s

16. 11. COMMUNICATIVE LANGUAGE
TEACHING (CLT)
• Aim: to communicate effectively and appropriately
• Emphasis on interaction
• Similar to the Communicative Approach
• Different situations and functions:
inviting, suggesting, expression of time, visiting a
doctor…
• More important to achieve the defined outcome rather
than have accuracy on language forms
• Language use outside the classroom
• Classroom activities

17. 12. STRUCTURAL APPROACH
• Language as a set of grammatical rules and structures to
be learned
• Emphasis on speech rather than reading or writing
• Habit formation, repetitions and drill exercises
• Mastery of structures is more important than the
acquisition of vocabulary
• Pupil’s activity
• This approach has some disadvantages

18. THANK YOU
FOR
YOUR ATTENTION!!!