Detailed Summary of English Language Teaching Methods

1. Grammar Translation Method (GTM)

- Objectives: The focus is on reading and translating literary texts and learning grammar rules.

- Syllabus: The syllabus emphasizes grammar, vocabulary, and translation exercises.

- Activities: Activities include translating sentences from the target language to the native language,

memorizing vocabulary, and practicing grammar rules.

- Strategies: Grammar and vocabulary are taught explicitly through translation. The method

emphasizes the importance of understanding grammar and structure.

- Learner Role: Learners are passive participants, focusing on memorizing grammar rules and

vocabulary through repetitive practice.

- Teacher Role: The teacher is seen as the authority, explaining grammar rules and correcting

errors.

- Instructional Materials: Textbooks, grammar guides, vocabulary lists, and translation exercises.

- Procedure: The teacher explains grammar rules, provides vocabulary lists, and gives translation

exercises for practice.

2. Direct Method

- Objectives: This method focuses on teaching speaking and listening skills without relying on

translation.

- Syllabus: The syllabus focuses primarily on speaking and vocabulary development.

- Activities: Activities include conversations, role-plays, and situational dialogues conducted entirely

in the target language.

- Strategies: The method encourages direct use of the target language with an emphasis on

speaking and listening. It avoids translation, using visual aids and real-life situations.
- Learner Role: Learners actively participate in conversations and exercises in the target language.

- Teacher Role: The teacher acts as a facilitator, guiding students in dialogues, modeling proper

language use, and providing corrections as needed.

- Instructional Materials: Visual aids, realia (real-world objects), pictures, and props.

- Procedure: The teacher conducts lessons entirely in the target language, providing situational

context for vocabulary and structures. Students engage in dialogues, repeating and practicing

language.

3. Oral Approach and Situational Language Teaching

- Objectives: This approach aims to develop speaking skills in realistic, everyday situations.

- Syllabus: The syllabus is based on vocabulary and grammar structures used in specific real-life

situations.

- Activities: Activities include practicing dialogues, role-playing, and using the target language in

realistic contexts.

- Strategies: Emphasis is placed on teaching language in context, using dialogues and role-playing

to create realistic communication scenarios.

- Learner Role: Learners actively engage in conversations, practicing the language in situational

contexts.

- Teacher Role: The teacher is the director, guiding students through controlled situations and

dialogues.

- Instructional Materials: Dialogues, flashcards, props for role-playing.

- Procedure: The teacher introduces situational dialogues and model sentences. Students practice

through repetition, role-playing, and using the target language in context.

4. Audiolingual Method

- Objectives: The goal is to develop automatic speaking and listening abilities through repetition and
drills.

- Syllabus: The syllabus focuses on vocabulary and grammar patterns that are learned through

repetitive drills.

- Activities: Activities consist of repetitive pattern drills, dialogues, and conversations where learners

mimic the teacher's pronunciation and sentence structures.

- Strategies: Drilling of language structures and reinforcing correct language use through repetition.

Error correction is immediate.

- Learner Role: Learners are passive participants, focusing on repeating and mimicking the

language structures and pronunciation given by the teacher.

- Teacher Role: The teacher is the authority figure, providing models of correct language use and

ensuring students reproduce them accurately.

- Instructional Materials: Audio recordings, flashcards, pattern drills, and repetition exercises.

- Procedure: The teacher models a structure or sentence, and students repeat it several times.

Then, students practice dialogues and drills until they master the structure.

5. The Designer Method

- Objectives: The method emphasizes the importance of interaction and problem-solving in language

learning.

- Syllabus: The syllabus is centered on communicative tasks that learners will use in real-world

situations.

- Activities: Activities include collaborative problem-solving tasks, debates, discussions, and

project-based learning that require communication in the target language.

- Strategies: This learner-centered approach focuses on communication, where learners actively

participate in discussions and tasks.

- Learner Role: Learners are active, working together to solve problems and communicate using the

target language.
- Teacher Role: The teacher acts as a facilitator, guiding learners as they engage in tasks and

offering support when necessary.

- Instructional Materials: Real-world materials, task-based activities, multimedia, and

problem-solving tasks.

- Procedure: Students engage in group work to solve problems, communicate in the target

language, and complete project-based activities.

6. Total Physical Response (TPR)

- Objectives: The aim is to learn language by physically responding to commands, linking words to

actions.

- Syllabus: Focuses on the acquisition of vocabulary and language structures by associating them

with physical movements.

- Activities: Activities involve students responding to verbal commands by performing corresponding

physical actions, such as "stand up," "sit down," and other simple actions.

- Strategies: TPR encourages language learning through action, using physical movement to

reinforce understanding.

- Learner Role: Learners are active and physically engage with the language by performing actions

based on the teacher's commands.

- Teacher Role: The teacher is a model, giving commands in the target language, and observing the

students' physical responses.

- Instructional Materials: Flashcards, realia (objects), props for demonstration.

- Procedure: The teacher gives a command in the target language and demonstrates the action.

Students repeat the action to demonstrate understanding.

7. Silent Way

- Objectives: This method encourages students to discover language rules and correct themselves.
- Syllabus: Focuses on pronunciation, language structures, and self-correction through minimal

teacher interference.

- Activities: Silent cues, pronunciation drills, and self-correction exercises are central.

- Strategies: The teacher stays mostly silent, guiding learners through exploration and

self-correction. Cues like colored rods are used to demonstrate language structures.

- Learner Role: Learners are active participants, discovering language rules independently and

correcting their mistakes with minimal teacher input.

- Teacher Role: The teacher remains silent most of the time, offering hints and cues but not

providing direct answers.

- Instructional Materials: Cuisenaire rods, charts, and visual aids.

- Procedure: The teacher uses minimal verbal instruction, using visual aids and physical cues to

guide students toward discovering language patterns.

8. Community Language Learning

- Objectives: The goal is to build a supportive community and facilitate language learning through

collaboration.

- Syllabus: Focuses on language use in communication and emotional support in learning.

- Activities: Group discussions, peer teaching, and cooperative learning exercises.

- Strategies: This humanistic approach focuses on building a safe learning environment where

students support each other and the teacher provides guidance.

- Learner Role: Learners work collaboratively, supporting each other in language learning, and

providing emotional support within the community.

- Teacher Role: The teacher serves as a facilitator and counselor, helping learners to communicate

and providing emotional support.

- Instructional Materials: Recording equipment, real-life contexts, and situations.

- Procedure: The class is organized as a community, with students interacting in a relaxed,

9. Suggestopedia

- Objectives: This method aims to enhance language learning by creating a relaxed atmosphere,

using positive suggestion and relaxation techniques.

- Syllabus: Focuses on vocabulary and structures, with an emphasis on relaxation and suggestion.

- Activities: Relaxation exercises, singing, and guided visualizations.

- Strategies: Positive reinforcement, creating a comfortable and positive environment that fosters

learning.

- Learner Role: Learners are passive, absorbing language in a relaxed state.

- Teacher Role: The teacher uses relaxation techniques and encouragement to create a stress-free

environment for language acquisition.

- Instructional Materials: Music, visual aids, and relaxation scripts.

- Procedure: The teacher guides students through relaxation exercises, followed by language

practice that involves music or visualization techniques.

10. The Natural Approach

- Objectives: Focus on acquiring language naturally through listening and understanding, with

speaking coming later.

- Syllabus: The syllabus prioritizes comprehension before production, using simple vocabulary and

grammar structures.

- Activities: Storytelling, listening comprehension exercises, and guided conversations.

- Strategies: Emphasis is placed on listening comprehension, with no immediate pressure to speak.

- Learner Role: Learners passively absorb language through listening before being asked to

produce it.
- Teacher Role: The teacher provides comprehensible input and facilitates learning by presenting

the language in context.

- Instructional Materials: Stories, pictures, real-world objects.

- Procedure: The teacher uses comprehensible input to expose students to the target language in a

way that they can understand. Students first listen and gradually start speaking.

11. Task-Based Language Teaching (TBLT)

- Objectives: Focus on language use through completing real-world tasks and problem-solving.

- Syllabus: The syllabus is based on the language needed for real-world tasks.

- Activities: Activities include problem-solving tasks, projects, role-playing, and real-life

communication tasks.

- Strategies: Students use language to complete real-world tasks, with an emphasis on

communication.

- Learner Role: Learners actively participate in task completion, using language to achieve specific

goals.

- Teacher Role: The teacher serves as a facilitator, guiding learners through the tasks and providing

support.

- Instructional Materials: Task-based activities, multimedia, real-world materials.

- Procedure: The teacher introduces the task and provides necessary support as students complete

it using the target language.

12. The Lexical Approach

- Objectives: Emphasizes vocabulary acquisition, focusing on chunks of language, such as

collocations and fixed phrases.

- Syllabus: The syllabus is focused on vocabulary, phrases, and common language patterns.

- Activities: Identifying collocations, practicing chunks of language in context.

emphasis on context.

- Learner Role: Learners actively practice vocabulary and use it in context.

- Teacher Role: The teacher introduces vocabulary and helps students use it effectively in context.

- Instructional Materials: Vocabulary lists, authentic texts, videos.

- Procedure: The teacher presents vocabulary chunks, and students practice using them in context.

13. Cooperative Language Learning (CLL)

- Objectives: Promote language learning through collaboration and communication in a group

setting.

- Syllabus: Focuses on language for communication in group-based activities.

- Activities: Group discussions, peer teaching, and cooperative tasks.

- Strategies: Collaborative learning, peer support, and interaction.

- Learner Role: Learners work together, communicating and learning from each other.

- Teacher Role: The teacher serves as a facilitator, guiding group interactions and providing support

when necessary.

- Instructional Materials: Group activities, discussion topics, cooperative tasks.

- Procedure: Students work in small groups, communicating in the target language and helping each

other learn.