This document discusses the post-method era in English language teaching (ELT). It begins by providing context on the various language teaching methods that emerged throughout the 20th century, from the grammar translation method to communicative language teaching. By the late 20th century, the concept of strict adherence to individual methods began to fade, giving rise to the post-method era. The document then examines the age of methods from the 1950s onward, covering developments like the audio-lingual method, silent way, and task-based instruction. It concludes by distinguishing between methods and approaches, with methods representing rigid sets of techniques and approaches providing more flexibility in theories of language learning.

1. POST METHOD ERA IN ELT
Presented by:
IBA VINES

2. AGENDA
Introduction
Age of Method
Method v/s approach

3. INTRODUCTION
 The 20th century has witnessed the rise and fall of a variety of language teaching
methods and approaches ranging from GTM to CLT and the natural Approach
 Methods of language teaching is the preoccupation of teachers and methodologist.
 Systematic set of teaching practices based on a particular theory of language.
 While some have achieved wide recognition and acceptance at different historical
times, other faded away soon after the came into existence
 Overall in all of methods and approaches role of teachers has changed significantly

4. AGE OF METHOD
 By the end of 20th century some people spoke of the death of the
methods and approaches and the term “post methods era” was
sometimes used. The heyday of the methods has lasted up to the late
1960s.
 To find the appropriate method refer to language teaching philosophy
which contain standardized set of procedures or principles, that are
based on given set of theoretical premises about the nature of
language and language learning then become the main objective for
teachers and linguistics

5. AGE OF METHOD
 Effective English teaching is thought to be about using a method correctly by
applying its prescribed principles and techniques (Richards & Rodgers, 2001)
 Nowadays, while teachers who think that they can perfectly practice the
Communicative Language Teaching Method are considered to be successful
teachers, those who are more on the Grammar Translation Method are considered as
old-fashioned and not successful at all.
 One of the most enduring legacies of the direct method, maintains Rodgers (2001),
has been the notion of “method” itself
 In the field of ELT, the concept of methodology has been banded in diverse ways.

6. AGE OF METHOD
 Mackey(1950) the field of education method, he argues, has become a matter
of opinion rather than of fact.
 Mackey sets three features for language teaching method than include some
sort of selection, gradation and presentation.
 Mackey highlights the linguistic system, which is a multitude of many system
including : the phonology, morphology, syntax and semantics.
 Mackey argued, language learning should not only include selection,
gradation, and presentation but also habit information.

7. AGE OF METHOD
 A critical of the language teaching methods from the turn of the 20th century
reveals that during the 20s and 30s methods were based on the consensus
among methodologies and teachers to move on vocabulary.
 Plamer’s view about grammar is however, different yhan the notion of
grammar as difened by traditional Grammar- Translation method in that his
views includes the system underlying the pattern of speech.
 Plamer and blandfored (1939) they gesigned a textbook called A Grammer of
spoken English.
 Later this structure syllabus was assossiated with a suitational approach to
contextualizing and practicing syllabs items, and result of that items called
the structural suitational approach which became papolur in the United State.

8. AGE OF METHOD
 In 1950s the audio lingual method , practiced in united states, was thought to
provide a way forward , incorporating the latest insight from the sciences of
linguistic and psychology.
 In 1970s Audio Lingual method eclipsed by other methods like: silent way,
total physical response, and suggestopedia.
 The period of 1980s witnessed the fading of old and the emergence of the
new methods, including the task based instruction, Neurolinguistic
programing, and multiple intelligence.

9. METHOD VS APPROACH
 Method refers to how you are going to teach it: lecture, small-group work,
PowerPoint, worksheet, class discussion, etc.
 For example, a teacher may give a detailed step by step method for solving a
problem in physics, or just indicate the general approach indicating the
theoretical concepts and formulas which need to be applied for solving the
problem.
 Approach is the way in which you will approach the piece of literature you
are teaching. You may center on the diction, or the theme, or the structure,
nature of the piece; whatever you choose to teach. Approach is what you are
going to teach. In an approach several methods may be used.

10. DIFFERENCE BETWEEN METHOD AND APPROACH
ApproachMethods

11. An overall plan for systematic presentation of language
based upon a selected approach.
Method is rigid and no scope for
individual interpretations.
Method is how we teach and what we use
to make our students understand the
ideas well.
Methods leads to a specific set of
prescriptions and techniques used in
teaching a language.
A method is the practical realization of
an Approach.
Set of assumptions dealing with the nature of language, learning
and teaching.
It allows students for interpretations. (flexibility).
Approach is what we going to teach our
students for gaining the knowledge.
Approaches are set of
theories, philosophies and
believes about the nature of language.
This refers to “theories about the nature
of language and language learning that
serve as the source of practices and
principles in language teaching”.
Method Approach

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