TIMELINE

Language Teaching Methods

Grammar Translation

Audiolingual

Direct Method

1872

1500

1950

Communicative Learning

Suggestopedia

TPR

1960

1966

1970

Lexical Approach

Content Based Instruction

Natural Approach

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1980

1980

1993

NEXT: Direct Method

Grammar Translation Method

BACK

1500

Approach.

To analyze and study the grammatical rules of the language, and then to practise manipulating grammatical structures through the means of translation both into and from the mother tongue.

Characteristics.

• Allows the students to be able to read and write a new language.
• To enable students to use interchangeable words and phrases.
• They get to learn new vocabulary and new words.

• It does not enable students’ skills in listening and speaking of foreign language.
• GTM classes are primarily conducted in the mother tongue.
• Focus on pronunciation and communication aspects is lesser than reading and writing.

Roles

Techniques

Objectives

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NEXT: Audiolingual

Direct Method

BACK

1872

Approach.

Based on the direct involvement of the student when speaking, and listening to, the foreign language in common everyday situations. There is lots of oral interaction, no translation, and analysis of grammar rules and syntax.

Characteristics.

• Lessons are in the target language.

• There is a focus on everyday vocabulary.
• Visual aids are used to teach vocabulary.
• Particular attention is placed on the accuracy of pronunciation and grammar.
• A systematic approach is developed for comprehension and oral expression.

Roles

Techniques

Objectives

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NEXT: TPR

Audiolingual Method

BACK

1950

Approach.

The method’s insistence on repetition and memorization of standard phrases ignored the role of context and knowledge in language learning. Language is not acquired through a process of habit formation, and errors are not necessarily bad.

Characteristics.

• Drills are used to teach structural patterns.
• Set phrases are memorised with a focus on intonation.
• Grammatical explanations are kept to a minimum.
• Vocabulary is taught in contex.

• Audio-visual aids are used.
• Focus is on pronunciation.
• Correct responses are positively reinforced immediately.

Roles

Techniques

Objectives

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NEXT: CLL

Total Physical Response

BACK

1960

Approach.

This method is effective when teaching vocabulary, verbs, difficult to explain actions, storytelling and narrative language, imperatives and classroom language.

Characteristics.

• The pairing of movement with language is asures learning.
• Use both left and right sides of the brains.
• It works with both small and large groups.
• Students speak when they are ready to.

• Kinaesthetic learners and visual learners will get a lot out of TPR.
• It sharpens students’ listening skills.

Roles

Techniques

Objectives

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NEXT: Suggestopedia

Communicative Language Learning

1966

BACK

Approach.

It focuses on the interaction during a classroom-based foreign language class, in which students actually produce speech and engage in conversations for most of the classroom time using the target language.

Characteristics.

• The pairing of movement with language is asures learning.
• Connectivity among listening, speaking, reading and writing together since they are regularly used in real life.
• Errors are tolerated and treated as a natural outcome.

• Proper situations should be created by the teacher so as to promote communication in the classroom.
• The social contexts of the communicative situations are essential for giving meaning to the utterances

Roles

Techniques

Objectives

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NEXT: Natural A

Suggestopedia

BACK

1970

Approach.

Asserts that the physical surroundings and atmosphere of classroom are vital factors in making sure that "students feel comfortable and confident. The use of music is the main approach.

Characteristics.

• Decoration.
• Furniture.
• Arrangement of the classroom.
• The use of music.
• The authoritative behavior of the teacher.

Roles

Techniques

Objectives

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NEXT: CBI

Natural Approach

BACK

1980

Approach.

Focuses on communication skills and language exposure before rules and grammar, similar to how you learn your first language.

Characteristics.

• Input: what’s being relayed to the language learner, the language that is delivered to and received by the listener.
• Comprehension: precede production for true internal learning to be done.

• Communication: in order for the learner to eventually produce their own sentences, it’s crucial that they are exposed to meaningful communication than grammar lessons.

Roles

Techniques

Principles

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NEXT: Lexical A

Content Based Instruction

BACK

1980

Approach.

Encourages demonstration, imitation, miming, the use of objects, pictures, and audiovisual presentations, supports translation, explanation, and definition as aids to understanding meaning.

Characteristics.

• The classroom is learner-centered, not teacher-centered
• Students do not depend on the teacher to control the learning experience.

• People learn a second language more successfully when they use the language as a means of acquiring information, rather than as an end in itself.

Roles

Techniques

Objectives

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Lexical Approach

BACK

1993

Approach.

Derives from the belief that the building blocks of language learning and communication are not grammar, functions, notions, or some other unit of planning and teaching but lexis (words and word combinations).

Principles.

• The basic principle of the lexical approach is:

"Language is grammaticalised lexis, not lexicalised grammar". In other words, lexis is central in creating meaning, grammar plays a subservient managerial role.

Roles

Techniques

Objectives

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