The document summarizes several language teaching methods throughout history: - The Classical and Grammar Translation methods focused on memorization, translation, and written exercises with little speaking practice in the target language. - The Direct Method and Berlitz Method emphasized using only the target language, with a focus on everyday vocabulary, questions/answers, inductive grammar teaching, and speech/listening skills. - Later methods like the Audiolingual Method, Community Language Learning, and Total Physical Response incorporated elements like repetitive drills, role plays, physical responses, and group learning to improve pronunciation and reduce reliance on the native language. - Other approaches included Suggestopedia's relaxation techniques, The Silent Way's

1. LANGUAGE TEACHING
METHODS
Source:
Teaching by Principles: An Interactive Approach to Language Pedagogy
by H. Douglas Brown
By: Marie Buena S. Bunsoy, MALED

2. THE CLASSICAL METHOD
 Grammatical rules
 Memorization of vocabulary
 Translation of texts
 Written exercises
 Means for teaching foreign languages

3. GRAMMAR TRANSLATION METHOD
 What Classical method had become in the 19th century
 Speaking in mother tongue language
 Teaching vocabulary words in isolation
 Long explanation in grammar
 Little attention in text content
 Target language to Mother tongue language and vice –
versa
 No attention to pronunciation
 Form and inflection of words

4. SERIES METHOD (FRANCOIS GOUIN)
Teaching learners DIRECTLY (without
translation) and conceptually (without
grammatical rules and explanations)
Series of connected sentences that are
easy to perceive

5. DIRECT METHOD / BERLITZ METHOD
 Using the target language
 Teaching everyday vocabulary and sentences
 Applying question – and – answer technique
 Teaching grammar inductively
 Modeling and practicing tasks
 Teaching concrete and abstract vocabulary
 Teaching speech and listening comprehension
 Emphasizing correct pronunciation and grammar

6. AUDIOLINGUAL METHOD (ALM)
 Material in dialogue form
 Mimicry, memorization, overlearning
 Repetitive drills
 Inductive analogy in grammar
 Limited vocabulary
 Tapes, language labs, visual aids
 Pronunciation
 Very little use of MT
 Reinforced successful and error – free responses
 Language manipulation

7. “Designer” Methods of
the Spirited 70s

8. Community Language Learning
 Learners as GROUP rather than CLASS
1. Learners in a circle. Teacher is just outside.
2. A student speaks in his NT and the counselor translates the
utterance back to the learner in the second language
3. The learner then repeats that English sentence as
accurately as possible.
4. The conversation could be taped for later listening.
 Affective advantages 
 Success depends largely on the expertise of the counselor 

9. SUGGESTOPEDIA (Georgi Lozanov, 1979)
 “The human brain could process great quantities
of material if simply given the right conditions for
learning.”
 Relaxation and giving over of control to the teacher
 Baroque Music with 60 beats per minute
 Vocabulary, readings, dialogues, role – plays, drama,
and a variety of other typical classroom activities
 Need of comfortable chairs

10. THE SILENT WAY (Caleb Gattegno)
Problem – solving approach to learning
Discovery learning
Physical objects
Develops autonomy, independence, and
responsibility

11. TOTAL PHYSICAL RESPONSE (James Asher, 1977)
 “Memory is increased if it is stimulated or traced
through association with MOTOR ACTIVITY.”
 Great deal of listening and acting
 “The instructor is the director of a stage play in
which the students are the actors.” (Asher, 1977)
 Imperative mood
 Interrogatives

12. THE NATURAL APPROACH (S. Krashen and T. Terrell)
 Basic personal communication skills
 Commands, games, skits, and small – group work
 3 STAGES OF NATURAL APPROACH
a) Preproduction stage: listening comprehension
b) Early production: errors and meaning
c) Extending production into longer stretches of discourse:
fluency

13. Thank you 
Marie Buena Salaveria Bunsoy, MALED