ELT METHODOLOGIES (9060) Notes

Chapter#1
APPROACH, METHOD AND TECHNIQUES IN LANGUAGE TEACHING
Q1: Define and Elaborate the Terms: Approach, Method, and Technique.
Provide Examples Also in Your Answer.
Approach:
An approach refers to the overall theoretical framework or philosophy that guides language
teaching and learning. It encompasses the beliefs about how languages are learned, what the
goals of language instruction should be, and how learners best acquire a second language. An
approach provides the foundation for developing methods and techniques but does not dictate
specific classroom practices.

Example:
The Communicative Language Teaching (CLT) approach is based on the belief that language is
best learned through interaction and communication. It emphasizes the use of language in real-
life situations rather than just focusing on grammar and vocabulary.
Method:
A method is a systematic way of teaching that is consistent with a particular approach. It includes
a set of procedures, strategies, and principles for presenting language content and conducting
classroom activities. Methods are practical implementations of an approach and are more
detailed and prescriptive than approaches.

Example:
The Direct Method is a language teaching method that stems from the belief that language
should be learned in the same way as the first language: through direct association of meaning
with the target language without translation. In this method, all instruction is given in the target
language, and students are encouraged to think and speak in that language from the start.
Technique:
A technique refers to the specific activities, tasks, or exercises used in the classroom to achieve
learning objectives. Techniques are the concrete, practical steps teachers take to implement a
method. They are the most specific level of language instruction, often tailored to the needs of
the students and the particular lesson.

Example:
A common technique in the Audio-Lingual Method is drilling, where students repeat phrases or
sentences modeled by the teacher to reinforce correct pronunciation and structure. Drills might
include repetition, substitution, or transformation exercises.
Summary:

Approach: The overall theory or philosophy of language learning and teaching (e.g.,
Communicative Approach).
Method: The set of principles and procedures for teaching that aligns with the approach (e.g.,
Direct Method, Audio-Lingual Method).
Technique: The specific activities used in the classroom to implement the method (e.g., drills,
role-plays, games).

Q2: What Are the Main Approaches and Methods Based on Them in English
Language Teaching? Discuss in Detail.
There are several main approaches and methods in English language teaching (ELT), each with
its own theoretical underpinnings and classroom practices. Some of the most influential
approaches and their corresponding methods include:

1. Grammar-Translation Approach:

Overview:
This traditional approach emphasizes the teaching of grammar rules and vocabulary through
translation exercises. It views language learning as primarily a process of acquiring knowledge
about the language rather than using the language communicatively.
Method:
Grammar-Translation Method
Focus:
Translation of literary texts, learning of grammar rules, and memorization of vocabulary.
Techniques:
Translation exercises, grammar explanations, bilingual word lists, and reading comprehension
questions.
Example:
Translating sentences from English to the native language and vice versa to reinforce grammar
structures.
2. Direct Approach:

Overview:
The Direct Approach emphasizes learning a language naturally, as a child learns their first
language. It avoids translation and encourages thinking in the target language.
Method:
Direct Method
Focus:
Oral communication, listening, speaking, and inductive grammar teaching.
Techniques:
Question-and-answer drills, role-playing, and conversation practice.
Example:
Conducting the entire lesson in English without using the students’ native language, asking
students to describe pictures or answer questions directly.
3. Audio-Lingual Approach:

Overview:
Based on behaviorist psychology and structural linguistics, this approach emphasizes habit
formation through repetition and reinforcement.
Method:
Audio-Lingual Method
Focus:
Listening and speaking through repetition and drills.
Techniques:
Repetition drills, substitution drills, transformation drills, and dialog memorization.
Example:
The teacher models a sentence, and students repeat it multiple times, substituting different
elements to practice specific structures.
4. Communicative Approach:

Overview:
This approach emphasizes the functional use of language in real-life communication. It focuses
on developing students’ ability to communicate effectively in the target language.
Method:
Communicative Language Teaching (CLT)
Focus:
Fluency over accuracy, interaction, and meaningful communication.
Techniques:
Role-plays, group work, information gap activities, and authentic materials.
Example:
Students work in pairs to role-play a situation like ordering food in a restaurant, focusing on
using language spontaneously and effectively.
5. Task-Based Approach:

Overview:
This approach is an extension of the Communicative Approach and focuses on using language to
complete specific tasks.
Method:
Task-Based Language Teaching (TBLT)
Focus:
Completing meaningful tasks using the target language.
Techniques:
Task completion, problem-solving activities, projects.
Example:
Students work on a group project where they have to plan a trip, using English to discuss
destinations, accommodations, and itineraries.
6. Lexical Approach:

Overview:
This approach emphasizes the importance of vocabulary and fixed expressions in language
learning. It posits that language consists of chunks rather than individual words or rules.
Method:
Lexical Method
Focus:
Learning vocabulary in context, focusing on collocations and fixed expressions.
Techniques:
Collocation practice, lexical phrases, and extensive reading.
Example:
Students practice using phrases like “take a break” or “make a decision” in appropriate contexts,
focusing on how words commonly combine.

Q3: Are Our Language Teachers Aware of the Concepts of Approach, Method,
and Technique? If So or Not, What Is the Impact on Their Teaching Language
in Pakistan? Give Illustrative Arguments to Prove Your Point of View.
The awareness of the concepts of approach, method, and technique among language teachers in
Pakistan varies significantly, with different levels of understanding and implementation across
educational settings. This variation in awareness has a profound impact on language teaching and
learning outcomes in the country.
 1. Awareness Levels:

Well-Trained Teachers:
Some teachers, especially those trained in reputable institutions or with exposure to modern
educational practices, are aware of these concepts. They understand the importance of aligning
their teaching methods with appropriate approaches and using effective techniques to meet
learning objectives.
Traditional Teachers:
However, many teachers, particularly in rural areas or less resourced schools, may not be fully
aware of these distinctions. They often rely on traditional methods like the Grammar-Translation
Method, focusing on rote memorization and translation exercises without considering more
communicative or learner-centered approaches.

2. Impact on Teaching Language in Pakistan:

Positive Impact:
Where teachers are aware of the distinctions between approach, method, and technique, the
impact is generally positive. These teachers are more likely to use a variety of methods and
techniques tailored to their students’ needs, leading to more effective language acquisition. For
example, teachers who understand the Communicative Approach might incorporate activities
that promote interaction and practical use of English, thereby improving students’ fluency and
confidence.

Negative Impact:
On the other hand, a lack of awareness can lead to monotonous and ineffective teaching
practices. Teachers who rely solely on outdated methods like Grammar-Translation may focus
too much on grammar rules and translation at the expense of developing communicative
competence. This can result in students who are proficient in written exams but struggle with
real-life communication.

Adaptation and Innovation:

Teachers who understand these concepts are more likely to adapt their teaching strategies to the
needs of their students. They can innovate by combining different methods and techniques, such
as using task-based learning activities to reinforce grammatical concepts, thus providing a more
holistic learning experience.

Professional Development:
Awareness also influences the importance placed on ongoing professional development.
Teachers who grasp these concepts are more likely to seek out training opportunities, attend
workshops, and stay updated with current trends in language teaching, which can lead to
improved teaching practices and better learning outcomes.

3. Illustrative Arguments:

Urban vs. Rural Discrepancies:

In urban areas, where teachers are more likely to have access to training and resources, there is
generally a greater awareness of modern approaches and methods. This results in more dynamic
and effective language teaching. Conversely, in rural areas, where such resources are scarce,
teaching tends to be more traditional, with less emphasis on communicative competence.

Exam-Oriented Education System:

The exam-oriented nature of Pakistan’s education system often discourages the use of
communicative and learner-centered approaches. Teachers may be aware of these methods but
feel pressured to prepare students for exams that primarily test rote memorization and
grammatical knowledge, rather than practical language skills.

Impact on Students:
The impact on students is significant. In environments where teachers understand and apply a
variety of methods and techniques, students tend to develop better communication skills, critical
thinking, and adaptability in using language. In contrast, in settings where such awareness is
lacking, students often struggle with practical language use, even if they perform well in written
exams.

Conclusion:
The awareness of approach, method, and technique among language teachers in Pakistan is
crucial for effective language teaching. While there are pockets of excellence where teachers are
well-informed and innovative, there is also a need for broader professional development to
ensure that all teachers, regardless of their location or resources, have the tools and knowledge to
teach English effectively. This would lead to a more uniform improvement in English language
proficiency across the country.

Chapter #2
ROLE OF A TEACHER

Q1: What Do You Think About the Demands from the Teachers in Currently
Changing Classroom Environments? Illustrate Your Answer with Any
Current Pakistani Example.
In the rapidly evolving educational landscape, teachers in Pakistan face a range of new demands
due to technological advancements, changing student needs, and shifting societal expectations.
These changes require teachers to adopt new roles, update their teaching methodologies, and
become more adaptable to the diverse needs of students.

1. Technological Integration:
The rise of digital technology in education has transformed the traditional classroom into a more
dynamic, interactive environment. Teachers are now expected to integrate technology into their
teaching, using tools like online learning platforms, multimedia resources, and virtual
classrooms.

Example:
During the COVID-19 pandemic, many schools in Pakistan shifted to online learning. Teachers
had to quickly adapt to using platforms like Zoom, Google Classroom, and Microsoft Teams.
This sudden shift highlighted the need for teachers to be proficient in using technology to engage
students and manage virtual classrooms effectively.
2. Student-Centered Learning:
There is a growing emphasis on student-centered learning approaches that focus on the
individual needs and active participation of students. Teachers are now expected to facilitate
learning rather than merely transmit knowledge.

Example:
In progressive schools in urban areas like Lahore and Karachi, teachers are encouraged to use
project-based learning, where students work on real-world projects. This approach requires
teachers to guide students in research, problem-solving, and collaboration, moving away from
traditional lecture-based teaching.
3. Inclusive Education:
The demand for inclusive education, where students of all abilities learn together, has increased.
Teachers are now required to differentiate their instruction to meet the diverse needs of students,
including those with special educational needs.

Example:
In government schools in Punjab, there has been a push towards inclusive education, with
teachers being trained to support students with disabilities. This requires teachers to modify their
teaching strategies and materials to ensure all students can participate fully in the learning
process.
4. Continuous Professional Development:
Teachers are expected to engage in lifelong learning to keep up with educational trends and
improve their teaching practices. Continuous professional development (CPD) is now a critical
component of a teacher’s career.

Example:
The Punjab Education Department has initiated CPD programs for teachers, focusing on modern
teaching techniques, assessment strategies, and classroom management skills. These programs
help teachers stay updated with the latest educational practices and improve their effectiveness in
the classroom.
Conclusion:
The changing classroom environment in Pakistan places significant demands on teachers,
requiring them to be more adaptable, technologically savvy, and student-centered. These
demands highlight the need for ongoing professional development and support to ensure teachers
can meet the challenges of modern education.

Q2: Elaborate Various Roles of a Teacher with Reference to the Pakistani

Classrooms. Explain Further How a Teacher Can Transition from One Role to
the Other According to the Objectives of the Learning Activities.
In Pakistani classrooms, teachers often take on multiple roles to facilitate effective learning. The
ability to transition smoothly between these roles is essential for meeting the diverse needs of
students and achieving learning objectives.

1. The Teacher as a Facilitator:

In a student-centered classroom, the teacher acts as a facilitator, guiding students in their learning
process. This role involves creating an environment where students can explore, ask questions,
and engage in critical thinking.

Transition Example:
During a group project, the teacher facilitates by providing resources and guidance but allows
students to take the lead in their learning. Once the project is complete, the teacher may
transition to the role of a mentor, offering feedback and helping students reflect on their learning.
2. The Teacher as a Mentor:
In this role, the teacher provides personal and academic guidance to students, helping them
develop their skills and confidence. Mentoring involves one-on-one interactions and
personalized feedback.

Transition Example:
After delivering a lecture, a teacher might identify students who need extra help and take on the
mentor role, offering additional support through tutoring sessions. Later, the teacher could
transition back to being an evaluator during assessments.
3. The Teacher as an Evaluator:
The evaluator role involves assessing students’ progress and understanding through various
forms of testing and feedback. This role is critical for measuring student achievement and
guiding future instruction.
Transition Example:
After a class discussion, a teacher might give a quiz to assess understanding, acting as an
evaluator. After reviewing the results, the teacher might transition to the role of a facilitator to
address any misconceptions and guide further learning.
4. The Teacher as a Knowledge Provider:
In this traditional role, the teacher is the primary source of knowledge, delivering content
through lectures, explanations, and demonstrations. This role is essential in subjects where
foundational knowledge is crucial.

Transition Example:
In a science lesson, the teacher may start as a knowledge provider, explaining a new concept.
Afterward, the teacher might transition to the role of a facilitator, encouraging students to
conduct experiments and explore the concept further.
5. The Teacher as a Classroom Manager:
Effective classroom management is crucial for maintaining a productive learning environment.
In this role, the teacher sets rules, manages behavior, and ensures that the classroom runs
smoothly.

Transition Example:
A teacher might start the day as a manager, setting expectations for classroom behavior. During
an interactive lesson, the teacher may transition to the role of a facilitator, allowing students to
take more control of the learning process.
Conclusion:
The ability to transition between these roles allows teachers to address the varying needs of their
students and the demands of different learning activities. In Pakistani classrooms, where student
backgrounds and learning styles can be diverse, this flexibility is particularly important.

Q3: Describe Your Own Teaching Role, Which You Usually Take Up in Your
Classes. Also Mention Which Role You Want to Adopt in the Future After
Reading This Unit. Please Do Not Forget to State the Level and Activities for
Your Class.
My Current Teaching Role:
In my classes, I primarily take on the role of a knowledge provider. I focus on delivering content
through lectures and direct instruction, especially when teaching subjects that require a strong
foundational understanding, such as grammar and literature. My students, who are at the
secondary level, often rely on clear explanations and structured content delivery to grasp
complex concepts.

Example Activity:
I typically begin my lessons with a detailed explanation of the topic, followed by examples and
guided practice. For instance, when teaching English grammar, I explain the rules and then
provide sentences for the students to analyze and correct.
Role I Want to Adopt in the Future:
After reading this unit, I aspire to adopt the role of a facilitator more frequently in my classes. I
want to create a more student-centered learning environment where students are encouraged to
take ownership of their learning through interactive and collaborative activities.

Future Activity Example:

For a literature class, instead of solely lecturing, I would facilitate a discussion where students
analyze a poem or short story in groups. I would guide the discussion by asking probing
questions and encouraging students to express their interpretations, fostering a deeper
understanding of the text through peer interaction.
Conclusion:
By transitioning to the role of a facilitator, I aim to empower my students to become more active
learners, developing critical thinking and problem-solving skills that are essential for their
academic and personal growth. This approach will not only make learning more engaging but
also prepare them better for real-world challenge.

Chapter #3
ELT MODELS FOR PAKISTAN
Q1. The Significance of English Language in Today’s Pakistan:
English plays a crucial role in Pakistan as it serves as a gateway to global communication,
education, and opportunities. In a country where multiple languages are spoken, English acts as a
unifying medium for official communication and is the primary language of instruction in higher
education. It is essential for participating in the global economy, accessing cutting-edge research,
and engaging in international diplomacy. In Pakistan, proficiency in English is often associated
with social mobility, as it opens up career opportunities both within the country and abroad.
Furthermore, English enables Pakistanis to participate in global conversations on various
platforms, from social media to academic forums, ensuring their voices are heard on the world
stage.

Q2. Causes of Faulty English Language Teaching in Pakistan:

The ineffective teaching of English in Pakistan can be attributed to several factors, but the major
cause is the traditional grammar-translation method, which focuses on rote memorization of
grammar rules and vocabulary rather than practical language use. This approach neglects the
development of communicative skills, leading students to be proficient in written English but
lacking in speaking and listening abilities.

Practical Remedial Measures:

Communicative Language Teaching (CLT):

Shift the focus from grammar-based instruction to communicative competence. Encourage
activities like group discussions, role-plays, and presentations that require students to use English
in real-life contexts.
Teacher Training:
Invest in professional development programs that train teachers in modern language teaching
methodologies, such as CLT and task-based learning.
Use of Technology:
Incorporate language learning apps, interactive software, and online resources that provide
students with ample practice in listening and speaking English.
Assessment Reform:
Modify assessment methods to evaluate students’ speaking and listening skills in addition to
reading and writing, ensuring a balanced approach to language proficiency.

Q3. English Should Be Taught as a Language, Not as a Subject:

Teaching English as a language involves focusing on the practical use of English in everyday
communication rather than treating it as a theoretical subject with an emphasis solely on
grammar and literature.

Practical Examples:

Classroom Interaction:
In my own learning experience, teachers who encouraged open discussions in English on various
topics helped improve fluency and confidence. For instance, discussing current events in English
rather than simply translating sentences from Urdu.
Task-Based Learning:
In a teaching context, incorporating activities like writing emails, giving presentations, or
participating in debates in English makes the language more relevant and usable. This approach
helps students see English as a tool for communication rather than just another academic subject
to pass.
Language Immersion:
During my studies, language immersion techniques, such as spending entire days speaking only
in English, were particularly effective. This method forces learners to think and communicate in
English, promoting better language acquisition.
By teaching English as a language, educators can help students develop the skills necessary for
real-world communication, making them more confident and capable users of English.

Chapter #4
THE GRAMMAR TRANSLATION METHOD
Q1. Grammar Translation Method in Pakistan:
The Grammar Translation Method (GTM) is widely used in English language teaching in
Pakistan, especially in public schools and traditional educational settings. This method
emphasizes the teaching of grammar rules and vocabulary, with a strong focus on translating
sentences between English and the native language (usually Urdu or regional languages).
Students are often asked to memorize grammar rules, conjugate verbs, and translate complex
literary texts into their native language.

Examples:

Classroom Instruction:
In many Pakistani classrooms, English lessons involve the teacher explaining grammar rules in
Urdu, followed by students translating sentences or passages from English to Urdu or vice versa.
For instance, students might be given a paragraph in English and asked to translate it into Urdu,
focusing on the correct application of grammar rules.
Textbook Exercises:
English textbooks used in schools often include exercises where students are required to fill in
the blanks with the correct verb forms or translate a list of sentences from English into their
native language. The emphasis is on accuracy in grammar rather than on communicative
competence.

Q2. The Relevance of GTM in Modern English Language Teaching in

Pakistan:
While the Grammar Translation Method has been effective in teaching the structural aspects of
English, its relevance in modern language teaching is limited. The main characteristics of GTM
—such as a focus on reading and writing over speaking and listening, and an emphasis on
accuracy over fluency—do not align well with the current communicative needs of English
learners in Pakistan.

However, GTM can still be valuable in specific contexts:

Understanding Complex Texts:

For students aiming to master the intricacies of English grammar or engage with complex literary
texts, GTM can provide a solid foundation.
Exam Preparation:
Since many standardized tests in Pakistan emphasize grammatical accuracy and translation skills,
GTM can be useful for students preparing for such exams.
Limitations:

Lack of Communicative Practice:

GTM does not prepare students to use English effectively in real-world situations, such as in
conversations or professional settings.
Reduced Engagement:
The method can be monotonous and may not engage students in the way that more interactive,
communicative approaches do.

Q3. GTM as a Simple Combination of Grammar and Translation:

The Grammar Translation Method is fundamentally a combination of two key activities: the
explicit teaching of grammar and the practice of translation.

Detailed Explanation:

Grammar Instruction:
Teachers present grammar rules explicitly, often using the students’ native language to explain
English grammar. This might include teaching verb tenses, sentence structures, and parts of
speech. For example, a teacher might explain the past perfect tense by providing a rule like “had
+ past participle” and then giving examples in both English and Urdu.
Translation Exercises:
Students practice applying the grammar rules by translating sentences or paragraphs from
English to their native language and vice versa. These translations reinforce the grammatical
structures learned. For example, students might translate the sentence “She had finished her
homework before dinner” into Urdu, focusing on correctly using the past perfect tense.
Practical Examples:
Example 1:
A lesson might begin with the teacher explaining the rule for forming questions in the past
simple tense. The teacher would then provide a list of sentences in Urdu, which students would
translate into English, focusing on placing the auxiliary verb “did” at the beginning of the
question.
Example 2:
In a reading exercise, students might be asked to translate a passage from an English novel into
Urdu. The focus would be on ensuring that the translation accurately reflects the original
meaning, while also adhering to the grammatical structures of both languages.
In summary, while GTM offers a structured approach to learning grammar and translation skills,
its lack of focus on communicative competence makes it less suited to the current needs of
English learners in Pakistan. However, it remains a valuable method in certain academic and
exam-focused contexts.

Chapter#5
THE COMMUNICATIVE APPROACH

Q1. Understanding the Communicative Approach and Its Characteristics:

The Communicative Approach, also known as Communicative Language Teaching (CLT), is a
methodology that emphasizes interaction and communication as both the means and the ultimate
goal of language learning. Unlike traditional methods that focus primarily on grammar and
translation, CLT prioritizes the ability to use language effectively in real-life situations.

Key Characteristics of the Communicative Approach:

Focus on Communication:
The primary goal of the Communicative Approach is to develop learners’ communicative
competence, which includes not only grammatical correctness but also the ability to use language
appropriately in various contexts.
Learner-Centered:
CLT shifts the focus from the teacher to the learner, promoting active participation,
collaboration, and interaction among students. The teacher acts as a facilitator rather than a
lecturer.

Authentic Materials:
This approach often uses authentic texts and materials, such as newspaper articles, podcasts, and
real-life dialogues, to expose learners to language as it is naturally used.

Task-Based Learning:
CLT emphasizes the use of tasks that require students to use language communicatively. These
tasks might include role-plays, group discussions, problem-solving activities, or projects.

Integration of Skills:
Instead of teaching language skills (listening, speaking, reading, writing) in isolation, CLT
integrates them, reflecting how they are used together in real communication.

Functional Language Use:

The approach encourages learning language functions (e.g., making requests, giving opinions)
and notions (e.g., time, quantity), focusing on what learners can do with the language.

Q2. The Use of the Communicative Approach in Pakistan:

In Pakistan, the adoption of the Communicative Approach in teaching English has been limited
and inconsistent. While there is a growing recognition of its importance, several challenges
hinder its implementation in its true sense.

Challenges in Implementation:

Teacher Training:
 Many teachers in Pakistan are not adequately trained in CLT methodologies. They may lack the
knowledge and skills to effectively facilitate communicative activities or may be more
comfortable with traditional methods like the Grammar Translation Method.

Classroom Size and Resources:

Large class sizes and limited resources make it difficult to implement CLT effectively.
Interactive activities and group work, which are central to CLT, can be challenging to manage in
overcrowded classrooms.

Assessment Methods:
The examination system in Pakistan still heavily emphasizes rote learning, grammar, and
translation skills. This focus discourages the use of communicative techniques, as teachers may
feel pressured to teach to the test rather than prioritize communicative competence.

Cultural and Educational Norms:

The traditional teacher-centered approach, where the teacher is the authority and students
passively receive information, is deeply ingrained in the educational culture. Shifting to a
learner-centered, communicative approach requires a significant change in mindset.

Despite these challenges, there are examples of CLT being implemented in more progressive
private schools and language institutes where resources and teacher training are better aligned
with modern methodologies. However, for the most part, CLT is not yet fully realized in
Pakistan’s English language classrooms.

Q3. Doctrines on Which the Communicative Approach Is Based and

Developed:
The Communicative Approach is grounded in several key principles and theoretical doctrines:

Communicative Competence (Dell Hymes):

The concept of communicative competence, introduced by Dell Hymes, is foundational to CLT.
It goes beyond the ability to produce grammatically correct sentences and includes the ability to
use language appropriately in different social contexts. This includes knowing how to start,
sustain, and end conversations, how to adjust language use according to the audience, and how to
interpret and produce language in a way that aligns with cultural norms.

Functional-Notional Approach (David Wilkins):

Wilkins proposed a shift from teaching grammatical structures to teaching functions (e.g.,
requesting, apologizing) and notions (e.g., time, space). This approach focuses on what learners
need to do with language rather than just how language is structured.

Interaction Hypothesis (Michael Long):

The Interaction Hypothesis suggests that language is learned through interaction and
communication. Opportunities for meaningful interaction in the target language are crucial for
language acquisition, as they allow learners to negotiate meaning, receive feedback, and produce
language output.

Input Hypothesis (Stephen Krashen):

Krashen’s Input Hypothesis posits that learners acquire language by being exposed to
“comprehensible input,” or language that is slightly above their current proficiency level but still
understandable. CLT encourages exposure to such input through authentic materials and
communicative activities.

Task-Based Language Teaching (TBLT):

TBLT is an extension of CLT that emphasizes the use of tasks as the primary means of learning
a language. Tasks are activities that require learners to use language to achieve a specific
outcome, such as solving a problem, planning an event, or exchanging information.

These doctrines collectively form the theoretical backbone of the Communicative Approach,
advocating for a focus on meaningful communication, interaction, and the practical use of
language in real-world contexts. The approach is dynamic, reflecting the evolving understanding
of how languages are best learned and used.

Chapter#6
THE DIRECT METHOD

Q1. Understanding and Illustrating the Direct Method as a Principle in

Language Teaching:
The statement by Gurrey suggests that the Direct Method (DM) is more of a guiding principle
based on the psychology of language learning than a rigid, standalone teaching method. This
principle emphasizes the idea that languages are best learned by using them in a direct, natural
way, similar to how one learns their first language. This approach can be integrated into various
aspects of language teaching, such as grammar, vocabulary, and sentence structures, making it
adaptable and applicable to a wide range of classroom activities.

Key Principles of the Direct Method:

Use of the Target Language:

In the Direct Method, the foreign language is used exclusively in the classroom. Translation into
the students’ native language is avoided, and all instructions, explanations, and activities are
conducted in the target language. This immersion helps students think and communicate directly
in the language being learned.

Inductive Grammar Teaching:

Rather than explicitly teaching grammar rules, the Direct Method encourages students to infer
rules from examples and usage. For instance, instead of explaining the past tense with rules, the
teacher might narrate a story in the past tense, allowing students to observe and absorb the
structure.

Oral Communication Focus:

The Direct Method prioritizes speaking and listening skills, with a strong emphasis on
pronunciation, intonation, and oral practice. Students are encouraged to speak as much as
possible, often through question-and-answer exercises, dialogues, and role-plays.
Contextual Learning:
New vocabulary and structures are introduced in context, often through visual aids, realia (real-
life objects), and situational activities. For example, teaching vocabulary related to food might
involve showing pictures or bringing actual items into the classroom, helping students associate
words with real-world objects and situations.

Illustration of the Direct Method in Use:

Teaching Grammar:
Instead of teaching the rules for forming questions in the present simple tense (e.g., “Do you
like...?”), the teacher might begin by asking students various questions like “Do you like
apples?” or “Do you go to school every day?” Students learn to form questions by answering and
repeating these examples, inferring the rule from usage rather than explicit instruction.

Teaching Vocabulary:
To teach the names of different fruits, the teacher might bring actual fruits to class. The teacher
would say the name of each fruit in the target language while showing it to the class, repeating
the names in different sentences like “This is an apple” or “Do you like apples?” Students learn
the words through direct association with the objects.

New Constructions and Patterns:

When introducing new sentence patterns, such as making comparisons, the teacher might use
real-life objects or pictures to compare. For instance, showing two pictures and saying, “This dog
is bigger than that cat” allows students to grasp the comparative structure naturally.

By applying these principles across various aspects of language teaching, the Direct Method
becomes an adaptable tool that can enhance language acquisition in a holistic manner.

Q2. The Use of the Direct Method in Pakistan’s English Language Teaching:
The Direct Method’s emphasis on immersion and active use of the target language presents both
opportunities and challenges in the Pakistani context of teaching and learning English.
Practical Use of the Direct Method in Pakistan:

Urban Private Schools:

In some progressive private schools in urban areas, where class sizes are smaller and resources
are better, the Direct Method is more feasible. Teachers might conduct entire lessons in English,
using visual aids, gestures, and context to help students understand and learn. For example, in a
lesson about daily routines, the teacher might perform actions like brushing teeth or reading a
book while describing them in English, helping students associate the language with the actions
directly.

English Language Institutes:

Language institutes, especially those preparing students for international exams like IELTS or
TOEFL, often use the Direct Method to immerse students in English. Activities like role-plays,
group discussions, and presentations are conducted in English, encouraging students to think and
respond in the language without reverting to Urdu.

Challenges in the Pakistani Context:

Large Class Sizes:

In many public schools, where class sizes are large, it becomes difficult for teachers to
implement the Direct Method effectively. Engaging every student in speaking and listening
activities in English can be challenging when the teacher is responsible for 50 or more students at
a time.

Limited Teacher Proficiency:

Some teachers may not have the proficiency in English required to use the Direct Method
effectively. If a teacher struggles with fluency, they may revert to using the native language to
explain concepts, thus undermining the immersion aspect of the Direct Method.

Student Resistance:
Students who are accustomed to traditional methods, like the Grammar Translation Method, may
resist the Direct Method, especially if they find it difficult to understand instructions and
explanations given entirely in English.

Despite these challenges, the Direct Method can be used effectively in situations where class
sizes are manageable, and teachers are well-trained and proficient in English.

Q3. Comparing and Contrasting the Merits and Demerits of GTM and DM:
Grammar Translation Method (GTM):

Merits:

Strong Grammatical Foundation:

GTM provides a solid understanding of grammatical rules, which is beneficial for students who
need to develop writing and reading skills, particularly for academic purposes.
Ease of Implementation:
Since GTM uses the students’ native language for explanations and translations, it is easier for
teachers to explain complex concepts and for students to grasp difficult vocabulary.
Useful for Literature Studies:
GTM is particularly useful in studying classical literature and complex texts, where precise
translation and a deep understanding of grammar are required.
Demerits:

Limited Speaking and Listening Skills:

GTM focuses heavily on reading and writing at the expense of speaking and listening. Students
may struggle with real-world communication because they have little practice using the language
orally.
Monotony:
The method can become monotonous due to the repetitive nature of translation exercises and rote
memorization, which can lead to disengagement and lack of motivation among students.
Lack of Contextual Learning:
Words and phrases are often taught in isolation, without context, which can make it difficult for
students to use them appropriately in real-life situations.
Direct Method (DM):

Merits:

Enhanced Communicative Skills:

DM emphasizes speaking and listening from the outset, helping students develop fluency and
confidence in using the language in real-life situations.
Contextual Learning:
Vocabulary and grammar are taught in context, making it easier for students to understand and
remember language use in practical situations.
Engaging and Interactive:
The method is more engaging for students, as it involves active participation, interaction, and the
use of real-life objects and situations.
Demerits:

Resource-Intensive:
DM requires well-trained teachers, small class sizes, and access to various resources like visual
aids and realia, which may not be available in all educational settings.
Limited Focus on Grammar:
While DM emphasizes fluency and communication, it may neglect the explicit teaching of
grammar rules, which can be a disadvantage for students who need a strong grammatical
foundation for academic purposes.
Challenging for Beginners:
For absolute beginners, the lack of translation and reliance on the target language alone can be
overwhelming and may hinder comprehension.
Conclusion:
Both the Grammar Translation Method and the Direct Method have their strengths and
weaknesses, and their effectiveness depends on the specific context and goals of language
learning. In the Pakistani context, a balanced approach that incorporates elements of both
methods might be the most effective, allowing students to build a strong grammatical foundation
while also developing practical communicative skills.

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Chapter#7
THE AUDIO LINGUAL METHOD

Q1. Arguments in Favor or Against the Statement: “The real goal of

instruction was an ability to talk the language and not to talk about it.”
This statement emphasizes the importance of practical language use over theoretical knowledge
in language instruction. The core argument is that the ultimate goal of language teaching should
be to enable students to communicate effectively in the target language rather than simply
understand and discuss its grammatical rules and structures.

Arguments in Favor:
Practical Communication:
The primary purpose of learning a language is to communicate in real-life situations. If students
can discuss grammar rules but cannot hold a conversation, the instruction has not fulfilled its
ultimate goal. For instance, in professional or social settings, being able to speak and understand
the language is more valuable than knowing technical grammatical terms.

Natural Language Acquisition:

The statement aligns with how we naturally acquire our first language. We learn to speak and
understand language through interaction and practice, not through explicit grammar instruction.
Language learning should mimic this natural process, focusing on communication skills.

Enhanced Motivation and Confidence:

When students are able to use the language in meaningful ways, it boosts their confidence and
motivation to continue learning. Practical communication skills are immediately rewarding and
demonstrate progress more clearly than theoretical knowledge.

Global Competence:
In today’s globalized world, the ability to speak and understand a language is crucial for
international communication, travel, and business. Language instruction should therefore
prioritize these skills to prepare students for global interactions.

Arguments Against:

Importance of Grammar:
While communication is essential, a solid understanding of grammar is necessary to avoid
misunderstandings and to speak and write accurately. Theoretical knowledge provides the
foundation upon which communicative skills are built.

Academic and Professional Contexts:

In academic settings, especially at higher levels, discussing language—its structure, history, and
usage—is important. Linguists, translators, and educators need a deep understanding of the
language’s grammar and theory to perform their roles effectively.

Balanced Approach:
A purely communicative approach may neglect important aspects of language learning, such as
reading and writing skills, which are also critical in many contexts. A balanced approach that
includes both practical communication and theoretical understanding might be more effective.

In conclusion, while the ability to use the language in communication should be the primary goal
of instruction, a comprehensive language education should also include an understanding of the
language’s structure and rules to ensure accuracy and deeper proficiency.

Q2. Fundamental Principles of the Audio-lingual Method:

The Audio-lingual Method (ALM) emerged in the 1940s and 1950s as a response to the need for
rapid and effective language training, particularly during World War II. It is heavily influenced
by behaviorist psychology, which views language learning as a process of habit formation
through repetition and reinforcement.

Fundamental Principles of the Audio-lingual Method:

Focus on Listening and Speaking:

ALM emphasizes listening and speaking as the primary skills to be developed. Reading and
writing are considered secondary and are introduced later in the learning process. The method
prioritizes oral proficiency over literacy.

Pattern Practice and Drills:

Central to ALM are pattern drills and repetition exercises. Students practice repeating sentences
and phrases to internalize grammatical structures and develop automatic responses. For example,
students might drill sentence patterns like “I am going to the store,” substituting different nouns
and verbs while maintaining the structure.
Use of Dialogues:
Dialogues are a key component of ALM. They are used to introduce and practice new
vocabulary, grammatical structures, and language functions. Students memorize and act out
dialogues to reinforce language patterns and pronunciation.

Avoidance of L1 (Native Language):

The method discourages the use of the student’s native language (L1) in the classroom. Instead,
the target language (L2) is used exclusively to immerse students in the language and reinforce
learning through context and repetition.

Emphasis on Correct Pronunciation and Grammar:

Accurate pronunciation, intonation, and grammatical correctness are heavily emphasized in
ALM. Errors are immediately corrected to prevent the formation of bad habits.

Behaviorist Learning Theory:

ALM is rooted in behaviorist theory, which posits that language learning is a process of habit
formation. The method relies on repetition, reinforcement, and positive feedback to help students
acquire the target language. Language learning is seen as a mechanical process, with little
emphasis on understanding underlying rules or structures.

Examples of ALM in Practice:

Repetition Drills:
The teacher says a sentence, such as “He is reading a book,” and the students repeat it in unison.
The teacher then changes a word, “He is reading a newspaper,” and the students repeat the new
sentence.

Substitution Drills:
The teacher provides a model sentence, such as “She is cooking dinner.” The teacher then gives a
word, like “lunch,” and the students must replace “dinner” with “lunch” to create “She is
cooking lunch.”
Transformation Drills:
The teacher provides a statement, “She is happy,” and asks the students to transform it into a
question, “Is she happy?”

Q3. Transforming the Audio-lingual Method for Pakistani Students:

The Audio-lingual Method, with its focus on repetition and drills, can be adapted to better meet
the needs of Pakistani students by addressing some of the limitations of the traditional approach
and integrating more modern, communicative elements.

Suggestions for Transformation:

Incorporating Meaningful Contexts:

Instead of relying solely on repetitive drills, teachers can incorporate dialogues and pattern
practice into meaningful contexts relevant to Pakistani students’ lives. For example, dialogues
could be based on everyday situations like shopping at a local market, discussing cricket, or
navigating public transport.
Teachers can use culturally relevant content, such as local stories, news articles, or popular
songs, to create engaging listening and speaking activities that resonate with students.
Balancing Accuracy and Fluency:

While ALM emphasizes grammatical accuracy, it can be combined with communicative

activities that promote fluency. For example, after drilling a specific structure, students could be
asked to use it in a role-play or group discussion, allowing them to practice using the language
more spontaneously.
Teachers can create opportunities for students to engage in communicative tasks that require
them to use the patterns they’ve practiced, thus bridging the gap between mechanical repetition
and real-world language use.
Feedback and Error Correction:
Instead of immediately correcting every mistake, which can be demotivating, teachers can
provide feedback that encourages students to self-correct and reflect on their language use. For
example, after a pattern drill, the teacher might ask, “Did anyone notice a mistake? How could
we say that better?”
Teachers can use positive reinforcement and constructive feedback to build students’ confidence
while still guiding them toward greater accuracy.
Incorporating Technology:

Digital tools and resources can be used to supplement ALM. For example, language learning
apps, audio recordings, and interactive online exercises can provide additional practice and
exposure to authentic language.
Teachers can use multimedia resources like videos and podcasts that model the target language in
various contexts, allowing students to hear and practice language use beyond the classroom.
Integrating Other Language Skills:

Although ALM traditionally emphasizes listening and speaking, it can be enriched by

incorporating reading and writing activities that reinforce the patterns and structures learned. For
instance, after practicing a dialogue, students could write a similar conversation or summarize
the key points in writing.
Reading texts that include the target structures can help students see how these patterns are used
in written language, while writing exercises can reinforce their understanding and encourage
creative use of the language.
Conclusion:
By adapting the Audio-lingual Method to include more meaningful contexts, balancing accuracy
with fluency, using technology, and integrating other language skills, it can become a more
effective and engaging approach for Pakistani students. This transformation would help address
the specific needs and challenges of Pakistani learners while still benefiting from the method’s
emphasis on oral proficiency and habit formation.

Chapter#8
SUGGESTOPEDIA
Q1. Understanding Suggestopedia and Its Advantages and Disadvantages in
Pakistani English Classes
Understanding Suggestopedia:

Suggestopedia, developed by the Bulgarian psychologist and educator Georgi Lozanov, is a

language teaching method based on the idea that a relaxed and positive environment can greatly
enhance learning. It emphasizes the use of music, rhythm, and relaxation techniques to create a
comfortable atmosphere that reduces the psychological barriers to learning. The method operates
on the principle that students can learn more effectively when they are in a state of relaxed
alertness, and it uses various forms of suggestion (both direct and indirect) to accelerate learning.

Key Features of Suggestopedia:

Relaxed Environment:
The classroom is set up to be as comfortable and stress-free as possible, often with soft lighting,
comfortable seating, and background music. The aim is to reduce student anxiety and create a
positive emotional atmosphere conducive to learning.

Use of Music and Rhythm:

Music, particularly Baroque music with a specific rhythm, is played during lessons to induce
relaxation and aid in memory retention. The rhythm and tone of the music are believed to
synchronize with the learner’s brain waves, enhancing the learning process.

Role of Suggestion:
Both direct suggestions (positive reinforcement) and indirect suggestions (subtle cues, tone of
voice, body language) are used to encourage a positive mindset and confidence in learning.

Active and Passive Sessions:

Lessons are divided into two main parts: active sessions, where new material is introduced, often
through dialogue or storytelling, and passive sessions, where students listen to the material in a
relaxed state, often accompanied by music.

Positive Expectations:
Teachers are expected to have a positive attitude and express high expectations for their students,
reinforcing the belief that they will succeed in learning the language.

Advantages of Suggestopedia in Pakistani English Classes:

Reduced Anxiety and Increased Confidence:

In Pakistan, where many students may feel anxious about learning English, Suggestopedia’s
focus on creating a stress-free environment can help reduce these barriers. The relaxed
atmosphere and positive reinforcement can boost students’ confidence in using English.

Enhanced Memory Retention:

The use of music and rhythm can aid memory retention, making it easier for students to
remember vocabulary and grammar rules. This can be particularly beneficial in Pakistani
classrooms, where rote memorization is often a challenge.

Improved Student Engagement:

The creative and dynamic approach of Suggestopedia, with its use of music, storytelling, and
visual aids, can make lessons more engaging and enjoyable for students. This can increase
motivation and participation, particularly in environments where traditional methods may lead to
boredom or disinterest.

Positive Classroom Atmosphere:

The emphasis on positive suggestions and a supportive learning environment can create a more
cooperative and harmonious classroom atmosphere, which is crucial in Pakistani schools where
teacher-student relationships are sometimes strained.
Disadvantages of Suggestopedia in Pakistani English Classes:

Resource and Training Intensive:

Suggestopedia requires a specific classroom setup, including comfortable seating, appropriate
lighting, and access to music and other materials. These resources may not be available in many
Pakistani schools, particularly in rural areas. Additionally, teachers need to be specially trained in
this method, which can be a challenge given the current state of teacher education in Pakistan.

Cultural Barriers:
The method’s emphasis on relaxation, music, and unconventional teaching techniques might not
align with the traditional educational culture in Pakistan, where discipline and formality are
highly valued. Some teachers and students might resist these methods, viewing them as
unorthodox or not serious.

Limited Focus on Language Production:

While Suggestopedia excels in creating a positive learning environment, it may not provide
enough opportunities for students to actively produce the language, especially in the form of
speaking and writing. This could be a disadvantage in Pakistani classrooms, where students need
practical communication skills.

Suitability for Larger Classes:

Many Pakistani schools have large class sizes, which can make the intimate and personalized
nature of Suggestopedia difficult to implement effectively. The method’s success depends on
close teacher-student interaction, which is challenging to achieve with a large number of
students.

Q2. Discussion on the Presentation of Teaching Material with Varying

Intonations and Coordination of Sounds and Printed Words or Illustrations
W.J. Bancroft’s note on the presentation of teaching material in Suggestopedia highlights a
critical aspect of the method: the integration of varying intonations, sounds, and visual aids to
enhance learning. This approach is grounded in the idea that multiple sensory inputs and
variations in delivery can stimulate the brain, making it easier to absorb and retain new
information.
Varying Intonations:

Engaging the Learner:

Varying intonations in speech help keep students engaged and attentive. When a teacher
modulates their voice—raising it for emphasis, softening it for calm explanations, or altering the
pitch to convey different emotions—it helps to capture and maintain students’ attention. In
Suggestopedia, this variation is not just about keeping students awake but also about using the
power of suggestion. For example, a gentle, soothing tone might be used to introduce new
vocabulary in a way that reduces anxiety and promotes ease of recall.

Emotional Impact:
Intonation also plays a role in conveying emotions, which can enhance the learning experience.
By varying intonation to match the emotional content of the material (e.g., excitement for
something positive, solemnity for something serious), teachers can help students form stronger
emotional connections with the content, leading to better retention and understanding.

Coordination of Sounds and Printed Words or Illustrations:

Multi-Sensory Learning:
Suggestopedia emphasizes the coordination of auditory (sounds) and visual (printed words or
illustrations) stimuli to create a richer learning experience. For instance, when introducing new
vocabulary, the teacher might show a picture of the object (e.g., an apple), say the word aloud
with clear intonation, and have the word printed on the board or in the student’s book. This
multi-sensory approach caters to different learning styles—visual, auditory, and kinesthetic—
allowing students to reinforce their understanding through multiple channels.

Memory Association:
The combination of sounds, words, and images helps create associations in the brain, making it
easier to recall information. For example, when students hear a word while simultaneously
seeing an image of the object it represents, they are more likely to remember it because the brain
connects the auditory input with the visual image.
Improved Comprehension:
Coordinating sounds with printed words or illustrations also aids in comprehension, especially
for complex concepts or abstract ideas. By linking spoken explanations with visual
representations, teachers can make the material more accessible and understandable, particularly
for students who may struggle with purely verbal explanations.

Application in the Classroom:

In a Pakistani English class, this approach can be particularly effective in helping students grasp
new vocabulary, grammar structures, and pronunciation. For instance, when teaching a new
word, the teacher might:

Say the word clearly, varying intonation to emphasize different syllables or meanings.
Show a picture that represents the word.
Write the word on the board, perhaps breaking it down into syllables or highlighting phonetic
elements.
Play a related sound (e.g., the sound of a cat meowing when teaching the word “cat”).
By integrating these elements, the teacher provides a comprehensive, multi-sensory learning
experience that can help students understand and remember the new material more effectively.

Q3. Main Doctrines of the Suggestopedia Method

The Suggestopedia method is based on several key doctrines or principles that reflect its unique
approach to language teaching. These doctrines focus on the psychological and emotional aspects
of learning, as well as the use of suggestion to enhance memory and comprehension.

Main Doctrines of Suggestopedia:

The Power of Suggestion:

Positive Suggestion:
Suggestopedia relies heavily on the power of positive suggestion to create a learning
environment where students feel confident and capable. This is achieved through encouraging
words, body language, and a supportive classroom atmosphere. The teacher acts as a facilitator
who provides positive reinforcement, helping students to believe in their ability to learn the
language.
Indirect Suggestion:
Indirect suggestions are subtle cues that influence students’ subconscious minds. These might
include the use of certain colors in the classroom, the tone and rhythm of the teacher’s voice, or
the background music played during lessons. The idea is that these elements can create a mood
that enhances learning, even if the students are not consciously aware of it.
Relaxation and Desuggestion:

Relaxation Techniques:
Suggestopedia emphasizes the importance of relaxation in learning. Students are often led
through relaxation exercises, such as deep breathing or visualization, at the beginning of the class
to reduce anxiety and open their minds to new information. The use of Baroque music with a
rhythm of about 60 beats per minute is also common, as it is believed to induce a relaxed state
that is ideal for learning.
Desuggestion of Negative Mindsets:
The method seeks to “desuggest” or remove the mental blocks that prevent effective learning.
These might include fear of failure, anxiety about making mistakes, or negative beliefs about
one’s ability to learn a new language. By creating a relaxed and positive environment,
Suggestopedia aims to break down these barriers, allowing students to learn more freely and
confidently.
Peripheral Learning:

Use of the Classroom Environment:

Peripheral learning involves the idea that students can absorb information from their
surroundings without direct focus. In a Suggestopedia classroom, posters, charts, and visual aids
are strategically placed around the room, displaying language patterns, vocabulary, and cultural
information. Students are not required to study these directly, but the presence of these materials
helps reinforce learning subliminally.
Subconscious Learning:
Suggestopedia also posits that learning can occur at a subconscious level. For example, while
students are listening to a story or music, they are also picking up language patterns and
vocabulary that they may not consciously focus on. This principle is based on the belief that the
subconscious mind plays a significant role in language acquisition.

Active and Passive Learning Sessions:

Active Sessions:
These are interactive parts of the lesson where new material is introduced. This could involve
role-plays, dialogues, or storytelling, all presented in a dynamic and engaging way. The aim is to
actively involve students in using the language and to practice new structures and vocabulary.
Passive Sessions:
During these sessions, students listen to the material in a relaxed state, often accompanied by
soothing music. The purpose is to allow students to absorb the language passively, reinforcing
what was learned in the active sessions and helping to cement it in their memory.
Positive Learning Environment:

Creating a Supportive Atmosphere:

Suggestopedia places a strong emphasis on creating a supportive and non-threatening learning
environment. This includes comfortable seating arrangements, a pleasant classroom ambiance,
and a warm, encouraging teacher-student relationship. The goal is to make students feel at ease
and open to learning, reducing any fear or stress associated with language acquisition.
Illustrations:

Relaxation and Music:

In a Suggestopedia class, students might start the lesson by listening to calming Baroque music
while engaging in a relaxation exercise. The teacher may then introduce a new dialogue or story
related to the lesson, which students will later review in a relaxed state with the same music
playing in the background.
Visual Aids and Peripheral Learning:
Visual aids such as posters with vocabulary lists, grammar rules, or cultural information might
be displayed around the classroom. Students are encouraged to glance at these materials casually,
absorbing the information passively as they focus on more active aspects of the lesson.

Role of the Teacher:

The teacher plays a crucial role by maintaining a positive and enthusiastic demeanor, using
encouraging language, and providing immediate praise and reinforcement. For example, the
teacher might use a lively, engaging tone to present new vocabulary, while simultaneously
showing a related image to reinforce the word’s meaning.

By integrating these doctrines into language teaching, Suggestopedia aims to create an

environment where students feel relaxed, confident, and motivated, thus enhancing their ability
to learn and retain new language skills effectively.

THE END