Methods and approaches in language teaching

Methods and approaches in language teaching

Done by Beatriz Gutiérrez González

The grammar-translation method

At one time it was called the Classical Method.Some characteristics of this method are:An important goal is for students to be able to translate each language into the other.The teacher is the authority in the classroom.Deductive application of an explicit grammar rule is a useful pedagogical technique.Students should be conscious of the grammatical rules of the target language.

the direct method

This method has one very basic rule: No translation is allowed.

Characteristics

The Direct Method receives its name from the fact that meaning is to be conveyed directly in the target language through the use of demonstration and visual aids, with no recourse to the students' native language.

Characteristics

Students should learn to think in the target language as soon as possible. Vocabulary is acquired more naturally if students use it in full sentences.

Characteristics

The purpose of language learning is communication.Grammar should be taught inductively.The syllabus is based on situations or topics.

the audio-lingual method

The Audio-Lingual Method is also an oral-based approach. This method drills students in the use of grammatical sentence patterns.It has a strong theoretical base in linguistics and psychology.

Some characteristics of this method are:Teachers should provide students with an accurate model. By listening to how it is supposed to sound, students should be able to mimic the model.When errors do occur, they should be immediately be corrected by the teacher.The purpose of language learning is to learn how to use the language to communicate.

the silent way

One of the basic principles of the Silent Way is that 'Teaching should be subordinated to learning.'Gattegno believed that to teach means the learning process rather than to dominate it. This principle is in keeping with the active search for rules ascribed to the learner in the Cognitive Code Approach.

Characteristics of this method are:The teacher should start with something the students already know and build from that to the unknown.Students need to develop their own 'inner criteria' for correctness.Students' action can tell the teacher whether or not they have learned.Silence is a tool. It helps to foster autonomy, or the exercise of initiative.

desuggestopedia

The originator of the method, Georgi Lozanov, believes that language learning can occur at a much faster rate than ordinarily transpires.In order to make better use of our reserve capacity, the limitations we think we have need to be 'desuggested.' Assuming a new identity enhances students' feelings of security and allows them to be more open.

community language learning

Introduction

The method advises teachers to consider their students as 'whole persons.'This method takes its principles from the more general Counseling-Learning approach developed by Charles A. Curran.He believed that a way to deal with the fears of students is for teachers to become language counselors.

Characteristics

Building a relationship with and among students is very important.The teacher should be sensitive to students' level of confidence and give them just what they need to be successful.Sharing their feelings about their learning experience allows learners to build community.Cooperation is encouraged.

total physical response

Asher reasoned that the fastest, least stressful way to achieve understanding of any target language is to follow directions uttered by the instructor (without native language translation).Some characteristics of this method are:Meaning in the target language can often be conveyed through actions. Memory is activated through learner response.The imperative is a powerful linguistic device through which the teacher can direct student behavior.Students can learn through observing actions as well as by performing the actions themselves.

communicative language teaching

Communicative Language Teaching aims broadly to make communicative competence the goal of language teaching.

Some principles of this method are: Whenever possible, authentic language must be used.Students must learn about cohesion and coherence.

The social context of the communicative event is essental in giving meaning to the utterances.The teacher acts as a facilitator.Students should be given an opportunity to express their ideas and opinions.

content-based instruction

Content-based instruction belongs in the strong-version category according to Howatt (1984) of the Communicative Approach.

Both the content and the language are targets for learning.Teaching should build on students' previous experience.

The teacher scaffolds the linguistic content.Learners work with meaningful, cognitively demanding language and content of authentic material and tasks.

Language is learned most effectively when it is used as a medium to convey content of interest to the students.

Task-based Language Teaching is another example of the 'strong version' of the communicative approach, where language is acquired through use.Students acquire the language they need when when they need it in order to accomplish the task that has been set before them.Some principles are:The class activities have a perceived purpose and a clear outcome.The teacher breaks down into smaller steps the logical thinking process to complete the task.The teacher provides good models of the target language.

task-based language teaching

references

• Larsen- Freeman, D. and Anderson, M. (2011). Techniques & principles in language teaching. New York: OXFORD. Retrieved from: https://acasearch.files.wordpress.com/2015/03/techniques-in-language-teaching.pdf