AMERICAN TESOL ACADEMY

120- HOUR CASA BL ANCA

TESOL COURSE

APPROACHES
AND
METHODS
@Created By_Yumnacreative
TESOL TRAINER/ ADIL GUEDAR
 CONTENTS
1. LEAD-IN
2. INTRODUCTION
3. DEFINING CONCEPT
4. PEDAGOGY VS DIDACTICS
5. LANGUAGE LEARNING
6. CONFUSING CONCEPTS
7. DIFFERENT METHODS AND APPROACHES
8. FEEDBACK AND REFLECTION
9. RECOMMENDATION
 LEAD-IN
Draw a suitcase on a piece of paper.
Divide the suitcase into 4 parts.

01 02 03 04
Your Your Questions, Leave the
experience expectations worries or fourth part
that you think of the concerns of the
is relevant to training you might have suitcase
the training. about the empty.
training
 INTRODUCTION
Language teaching approaches and methods refer to the various strategies and techniques used by
educators to facilitate language learning to students. These approaches are grounded in theories of
language acquisition and pedagogy, designed to help learners develop their language skills effectively.
By understanding the diverse range of language teaching methods, teachers can create engaging and
supportive learning environments that cater to the unique needs and preferences of their students.
DEFINING CONCEPTS

PEDAGOGY is the study of teaching methods, including

the aims of education and the ways in which such goals may
be achieved. The field relies heavily on educational psychology,
which encompasses scientific theories of learning, and to some
extent on the philosophy of education, which considers the
aims and value of education from a philosophical perspective.
DEFINING CONCEPTS

DIDACTICS is the science or art of teaching and

instruction. It encompasses the principles, methods, and
techniques used to facilitate effective learning and
communication of knowledge and skills. It involves
understanding how people learn, tailoring teaching
strategies to different learners' needs, and evaluating the
effectiveness of teaching methods.
 PEDAGOGY VS DIDACTICS

CLASSIFY THE FOLLOWING CONCEPTS ACCORDING TO THE CHART

Asks "why" and "what" we teach. Asks "how" to teach a subject Learner-centered: Considers student needs and development.

Focuses on the overall philosophy and goals of education. Broader - includes curriculum design, classroom environment, etc

Draws on various disciplines (psychology, sociology). Deals with the specific methods and techniques of teaching

Teacher-centered: Focuses on delivering knowledge and skills. Narrower - specific to a subject area (e.g., math manipulatives).

Relies on subject-specific knowledge and established practices.

DIDACTICS PEDAGOGY
DIDACTIC Teacher reflects on the content and

TRIANGLE
Content
What is to be learned? Transmitting that content in relation
To the students’ experiences and
capabilities

Why is this knowledge important?

Teacher reflects on him/herself,

intentions and values that guide
the teaching practice objectively Teacher reflects on the teacher and
and systematically. the student relationship taking into
account the lifeworld and the
expectations of the students.

Teacher Learner
How will the teaching and learning happen? Who is learning?
 LANGUAGE
LEARNING
REFLECT ON THE FOLLOWING QUESTIONS

1. How many languages do you speak and how did

you learn them?

2. What are the differences between learning a

language naturally and learning it in a classroom?

3. Do we all learn at the same rate? If not, why not?

4. What are the characteristics of a good language

learner?

5. Why do some learners find it more difficult to learn

a language than others?
Approach

Method

procedure

Technique
CONFUSING CONCEPTS
• An approach is based on the general assumptions
about what language is and about how learning a
language takes places (Richards and Rodgers,
1986).

• It focuses on both the theory of language and the

theory of learning. An approach to language
teaching describes:
APPROACH
1. The nature of language.

2. How knowledge of a language is acquired.

3. And the conditions that promote language

acquisition.
• A method is a practical implementation of an
approach. It is a theory which is put into practice. It
includes decisions about:

1. The particular skills to be taught.

2. The roles of the teacher and the learner in language

teaching and learning.
METHOD
3. The appropriate procedures and techniques.

4. The content to be taught.

5. It also involves a specific syllabus organization,

choices of the materials that will boost learning, and
the means to assess learners and evaluate teaching
and learning.
• Jeremy Harmer (2001) describes ‘procedures’ as
“an ordered set of techniques.”

• They are the step-by-step measures to execute a

method. A common procedure in the grammar-
translation method, for example, is to start by
explaining the grammar rules and exemplifying PROCEDURE
these rules through sentences that the students
then had to translate into their mother tongue.

• According to Harmer, a procedure is “smaller than

a method and larger than a technique.”
• Implementing a procedure necessitates certain practices
and behaviors that operate in teaching a language
according to a particular method. These practices and
behaviors are the techniques that every procedure relies
on. Techniques, in this sense, are part and parcel of
procedures. They are the actual moment-to-moment

TECHNIQUE
classroom steps that lead to a specified outcome. Every
procedure is realized through a series of techniques.
They could take the form of an exercise or just any activity
that you have to do to complete a task.

Example:

• When using videos, teachers often use a technique called

“silent viewing” which consists of playing the video
without sound and asking students to figure out what the
characters were saying.
CLEARING THE CONFUSION

Approach ❑ An approach informs methods with both the

theory of language and the theory of learning.

❑ Methods are the actual implementations of

Method approaches. They are theories put into practice.

❑ Procedures, in turn, are informed by methods.

They are ordered step-by-step events that have
Procedure specified outcomes.

❑ Procedures rely on techniques to achieve

Technique desired results.
 STANDARDS-BASED APPROACH?
Content
Standards
Culture

Communication

Connections

Performance
Standards
WHY?
In/outside
the
classroom
Learner
Comparison centeredness
 MAIN AIMS
➢ It addresses what learners must know and be able to do with English ( content standards) , and of
how close they are to achieving the aims of the course ( performance standard).
➢ It addresses communication as being not strictly one skill, but a mixture of the spoken, written,
auditory skills.
➢ It is based on the premise that cultural understanding is essential in language education.
➢ It connects English with other subjects areas such as history and geography, philosophy, etc.
➢ It is based on the view that argues that comparing and contrasting our own languages and culture(s)
with other languages and culture(s) leads to better understanding of ours.
➢ It stresses the extension of language learning experiences from the classroom to ‘the outside world’.
➢ It is focused on learner learning(i.e. learner-centered).
➢ It holds all concerned parties accountable for the outcomes of learning.
➢ It requires performance-based assessment. ENGLISH LANGUAGE GUIDELINES FOR SECONDARY SCHOOLS:
COMMON CORE, FIRST YEAR, AND SECOND YEAR BACCALAUREATE
 STANDARDS FOR FOREIGN
LANGUAGE LEARNING
c onnections c ommunication

Learners set goals and reflect on their

progress in using languages for

c
enjoyment, enrichment, and
advancement. The five “Cs” goal areas
omparison stress the application of learning a
language beyond the instructional
setting.

c ommunities c ulture
 SBA IS CONCERNED WITH DEVELOPING:
COMMUNICATION: Learners will communicate in both oral and written forms, interpret both oral and written messages,
1 show cultural understanding and present oral and written information to various audiences for a variety of purposes .Three
modes of communication are involved here: the interpersonal, interpretive, and presentational communication.

CULTURES: Learners will gain deeper understanding of their culture(s) and other cultures in terms of their
2 perspectives (e.g. values, ideas, attitudes, etc.), practices (pattern of social interactions), and products (e.g. books,
laws, music, etc).

CONNECTIONS: Learners will make connections with other subject areas; and acquire information and use it through
3 English for their own purposes.

COMPARISONS: Learners will gain awareness of cross-cultural similarities and differences (in terms of both language(s)
4 and culture).

COMMUNITIES: Learners will extend their learning experiences from the EFL classroom to the outside world through
5 activities such as the use of the internet .They will therefore be made aware that we live in a global world..
 GTM VS DM

GTM DM
Grammar Translation Method is a method of The direct method of teaching was developed as a
learning any foreign language by the practice of response to the Grammar-Translation method. It
translating or converting the sentences of the native sought to immerse the learner in the same way as
language into the target language or vice versa. In when a first language is learnt. All teaching is done
GTM classes, students learn grammar rules of the in the target language, grammar is taught
foreign language and try to apply those rules to the inductively, there is a focus on speaking and
native language to convert it into the foreign one. listening, and only useful ‘everyday' language is
taught. The weakness in the Direct Method is its
assumption that a second language can be learnt in
exactly the same way as a first, when in fact the
conditions under which a second language is learnt
are very different.
WATCH
AND
REFLECT
WATCH
AND
REFLECT
MAIN
DIFFERENCES
AREAS OF COMPARISON GTM DM (NATURAL METHOD)

THE TEACHER Authority partner

THE STUDENT Passive Active

TEACHING-LEARNING Associating meaning with

Translation and memorization
PROCESS the target language

LANGUAGE USED Mother tongue Target language

INTERACTION T-S T-S / S-S / S-S

ERROR CORRECTION Immediate correction Self-correction

GRAMMAR Taught deductively Taught inductively

 CLT VS ALM

CLT ALM
The Communicative Language Teaching is defined a method of foreign language teaching which
as an approach of teaching a second or a foreign emphasizes the teaching of listening and speaking
language that focuses on learners' interaction before reading and writing. It uses dialogues as the
whether as the means or the ultimate goal of main form of language presentation and drills as the
learning a target language. main training techniques.
WATCH
AND
REFLECT
WATCH
AND
REFLECT
MAIN
DIFFERENCES
AREAS OF COMAPRISON CLT ALM

Meaning/form Meaning is essential Form is important

Dialogues Are practiced Are memorized

Contextualisation a basic premise Not necessary

Drilling May occur, but peripherally A central technique

Teacher and Learner T. controls learners
T. Helps learners
relationship

Language learning To communicate To learn the structure

Errors Errors are parts of learning Carefully avoided

WATCH
AND
REFLECT
 TOTAL PHYSICAL RESPONSE

CHARACTERISTICS OF TPR

• The coordination of speech and action.

(Listen, watch, Talk)
• Learners play the roles of listener and performer.
• Learners monitor and evaluate their own progress.
• Reading and writing are taught after grammar and vocabulary.
• Grammar is taught inductively.
• Learning language by gesture (body movements).
• The teacher and the students are the actors.
• Students should be more active and talkative.
WATCH
AND
REFLECT
 THE SILENT WAY METHOD
The Silent Way is the name of a method of language teaching devised
by Caleb Gattegno. It is based on the premise that the teacher should
be silent as much as possible in the classroom but the learner should
be encouraged to produce as much language as possible.

• The teacher must not interfere with the learning process

• He/she should concentrate on how students learn; not on how to
teach.
• Learners draw on everything that they already know, especially
their native language.
• Imitation and drill are not the primary means by which students
learn.
• Trial and error are very important means by which students learn.
• The teacher is typically stayed “silent” most of the time, only giving
help when it is absolutely necessary.
A. Learning is facilitated if the learner discovers or creates rather than
remembers and repeats what is to be learned.
B. Learning is facilitated by accompanying (mediating) physical objects.
C. Learning is facilitated by problem solving involving the material to be
learned.
WATCH
AND
REFLECT
 SUGGESTOPEDIA
Suggestopedia is a language teaching method developed by the
Bulgarian psychologist, Georgi Lozanov.
The method focuses on the importance of relaxation of mind for
maximum retention of material.

The main features:

• The use of music to relax learners.
• The furniture, decoration, and the arrangement of the
classroom.
• Teacher’s authority. The teacher plays a central role and he/she
is the source of all information.
• Advantages:
• Through Suggestopedia we learn to trust the power of the mind.
• We can also benefit from the use of music to get students relax.
• Disadvantages:
• It is not practical for large classes as teachers face the problem
of the availability of music and comfortable chairs.
 AGREE OR DISAGREE
“I do believe that the best approach to motive learners to learn better is the communicative language teaching. It is
1 the best of the best.”

“When teaching kids, I all the time rely on Total Physical Response Method to keep my learners engaged. They feel so
excited.”
2

“I am not in favor of any approach or method; no single one is ‘the best’ or the ‘right way’. It really depends on your
3 purpose of teaching and learning, the type of the lesson, the age of learners, the size of the classroom, etc. I would
prefer to integrate more than one approach or method in a lesson or an activity.”
 FEEDBACK
There are lots of different methods and approaches to
teaching, but no single one is ‘the best’ or the ‘right way’.
Some methods work for some people and not for other
people. The most important things to think about when you
are deciding how to teach are:

What is the PURPOSE of learning English? (If the purpose is to communicate then the method(s) you choose should
1 facilitate this.)

What works in a particular CONTEXT? (If an idea is based on a particular context i.e. the UK, USA etc. then it might not
work in a different context i.e. Asia, Africa etc. unless it is modified.)
2

What suits the teacher and his/her STYLE?

3
 RECOMMENDATIONS
Please NEVER forget that learning how to teach …
■■ takes time.

■■ takes practice.

■■ is an ongoing process.

1. Teachers must be CREATIVE and FLEXIBLE to make their classes lively and effective.

2. Including a VARIETY of tasks and topics can be a source of real MOTIVATION for the learners.

3. It is also important to remember that your purpose is not to FINISH the syllabus but to meet your learners’
NEEDS.

4. Remember that you are TEACHING the learners, not BLINDLY following the book or materials.
FOR ANY QUESTIONS
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