Grammar translation method

 Key principles:
a) Focuses on reading and writing
b) classes are conducted in the native language
c) Does not allow students to learn how to communicate
effectively in the target language.
d) Lacks engagement
 Limitations
translation fails to explain complex grammatical structure of the
target language

The direct method

Key principles

 Only the target language is used in the class

 Considers oral communication to be its major goal
 natural approach to language teaching listening and speaking
come before reading and writing.
 was a response to grammar translation method

Limitation :

 Difficult to apply in large classrooms and with students who

have low level of target language
 Lacks grammar explanation
 Required highly trained teachers

The Audiolingual Method

Key Principles:

a) Language is learned through repetition and habit formation.

b) Listening and speaking come before reading and writing.
c) Inductive teaching: Start with examples, then discover the rule.
d) Does not use translation only the target language is used

Student/Teacher Roles:
  The teacher leads and controls practice.
 Students repeat, imitate, and memorize.
Activities: Pattern drills, repetition, dialogue practice, immediate
error correction.
Criticism: Its overemphasis on drills makes it ineffective for
students to develop real-life communication skills.

Total Physical Response (TPR)

Definition:
The total physical response is a language learning method based
on the coordination between speech and physical action, inspired by
how children acquire their first language
Key principles:

 Bio-program hypothesis: Learners listen before they speak.

 Brain lateralization: Learning starts with the right hemisphere
before the left hemisphere.
 Stress and learning: A stress-free environment enhance
learning.
 Inductive teaching: focusing on meaning before grammar.

Teaching Method

 Uses imperative commands (e.g., Touch your nose).

 Includes learning activities like role play, visual aids, and
imperative drills.
 Respond physically first
 Then develop verbal skills

Limitations
This method emphasizes commands which make it less effective
with adults, as they are at a stage of building their identity and often
prefer enjoyable activities that allow them to express themselves in
their own way.
This method focuses on kinesthetic learning and may neglect
learners with different styles, such as auditory learners.

Suggestopedia
Definition: It is a teaching method that uses suggestion and
relaxation to improve the learning environment that is a core
principle to achieving a fruitful teaching.
It emphasizes:
a) Classroom decoration & furniture
b) Music integration
c) Teacher's authoritative role

Role of Music in Suggestopedia

 Music creates a relaxed state for optimal learning
 It reduces anxiety
 Improves memory retention
 Structures the learning process
Activities
 readings while playing music in the bg
 Include question and answer, role-play
 Listening activities
Student role
 They must maintain a present–passive state to absorb the
material well over and throughout.
 Learners act as colleagues to encourage face-to-face
exchange and active participation.
Teacher’s role
 Show absolute confidence in the method
 Maintain a relaxed attitude toward the session
 Maintain a modest enthusiasm
Limitations
 Difficult to apply in traditional classrooms
 Dificult to apply with adults.

Material

 Direct support materials: primarily text and tape

 Indirect support materials: classroom posters and music

Procedure

1. Oral Review
o Discussion circles about previously learned materials
 Music: structured passive studies
o
2. New Material
o Students receive new translated dialogue
3. Concert Sessions (Heart of Suggestopedia)
o The teacher recites a new text, his voice modulated in
harmony with the musical phrases
o The students follow in the textbook
o Then they listen without following, at the back
o Students reread at home

The Lexical Approach

Definition:

The lexical approach in language teaching is based on the

belief that vocabulary is the foundation of language learning. It
prioritizes lexical chunks over grammatical structures.

Theory of language & learning:

1. Chomsky's Generative Grammar:

focuses on the idea that language is built from creative syntax;
speakers generate unique sentences that have never been
produced before.
2. Lexical Approach
Contradicts this by suggesting that most language is not
creative but rather made up of pre fixed lexical chunks
including collocations, Idioms, common phrases and
expressions.

• Activities :

 Analyzing word combinations and patterns using tools like

concordancers, discussing and practicing in context.

Teacher and student's roles

 The teacher provides authentic input that guide students

understanding of the word combinations
 The student notices, records, and practices common word
combinations.
The silent way

Definition:

The Silent Way is a language teaching method that emphasizes

student discovery and problem-solving, with minimal teacher
intervention.

Learning theory:

 Emphasis is placed on silence to enhance reflection and

concentration.

Objectives:
→ Achieving near-native fluency in pronunciation, grammar, and
communication
→ Students should be able to describe themselves, answer
questions and perform well in spelling, reading, and writing

Teacher & student's role:

Act as facilitator using minimal speech, observing students and

creating self-discovery activities.

Students should engage actively by speaking, listening, and

interacting. They should be independent, autonomous, responsible,
and good problem solvers in language.

The Silent Way Techniques

 Cuisenaire Rods: Visual tools that help you grasp grammatical

structures and sentence building without verbal explanations.
 Fidel Charts: Charts that aid in learning phonetics and reading
comprehension by correlating sounds with letters or letter
combinations.
 Word Charts: These assist in vocabulary acquisition by helping
you to see and form words through pattern recognition
techniques.

Classroom procedures:
  Pronunciation practice (using Fidel charts)
 Sentence patterns (teacher models, students replicate)
 Student interaction (peer practice)
Multiple intelligences

1. Verbal-linguistic intelligence (well-developed verbal skills

and sensitivity to the sounds, meanings and rhythms of
words)
2. Logical-mathematical intelligence (ability to think
conceptually and abstractly, and capacity to discern logical
and numerical patterns)
3. Spatial-visual intelligence (capacity to think in images and
pictures, to visualize accurately and abstractly)
4. Bodily-kinesthetic intelligence (ability to control one’s body
movements and to handle objects skillfully)
5. Musical intelligences (ability to produce and appreciate
rhythm, pitch and timber)
6. Interpersonal intelligence (capacity to detect and respond
appropriately to the moods, motivations and desires of others)
7. Intrapersonal (capacity to be self-aware and in tune with
inner feelings, values, beliefs and thinking processes)
8. Naturalist intelligence (ability to recognize and categorize
plants, animals and other objects in nature)
9. Existential intelligence (sensitivity and capacity to tackle
deep questions about human existence such as, “What is the
meaning of life? Why do we die? How did we get here?”

Competency based language teaching

Definition:
A teaching approach that emphasizes practical language use rather
than just theoretical knowledge (the use of communication in
everyday work & life or survival scenarios).

Key principles of CBLT:

1. Outcome-Based Learning: Emphasizes measurable and

observable skills.
 2. Learning is based on clearly defined competencies that
students are expected to master by the end of instruction.
3. Language is taught through real-life contexts and tasks
tailored to the students' needs.
4. Learners must demonstrate mastery of each competency
before progressing (Mastery Learning).
5. Step-by-step: Encourages repetition, practice, and building
language skills step by step.

Roles of Teacher and Learner:

 The teacher acts as a guide and facilitator, identifying the

specific competencies needed in students' real-world
environments.
 The student is self-directed and collaborates with peers to
complete real-life tasks, such as role plays and simulations.

Communicative Language Teaching (CLT)

📘 Definition

Communicative Language Teaching (CLT) is an approach to language

instruction that emphasizes interaction as both the means and the
goal of learning. Originating in the 1970s, CLT responded to
grammar-heavy, drill-based methods by focusing on real-life
communication and the concept of communicative competence—the
ability to use language effectively in social contexts.

🔑 Key Principles

 Communication is central: Language is taught as a tool for

real-life interaction, not just as a system of rules.
 Fluency over accuracy: Learners are encouraged to speak
freely, even with errors, to build confidence and competence.
 Learner-centered approach: Focus on collaboration, group
work, and pair activities.
 Integrated skills: Speaking, listening, reading, and writing are
developed together through meaningful tasks.
  Authenticity: Emphasis on realistic communication scenarios,
not just textbook language.
 Functional language use: Language is taught for its social
functions—expressing needs, making suggestions, asking for
help, etc.

👩‍🏫 Roles of Teacher and Learner

Teacher:

 Facilitator of communication.
 Needs analyst, counselor, and classroom manager.
 Provides input, support, and feedback.

Learner:

 Active participant and meaning negotiator.

 Works collaboratively with peers.
 Responsible for contributing to the learning process.

📉 Limitations

 Underemphasis on grammar: May lead to fossilized errors in

learners’ speech.
 Cultural mismatch: Learner-centered methods may not suit all
educational or cultural contexts.
 Resource-intensive: Demands more time, planning, and
classroom materials—can be hard in large or under-resourced
settings.
 Assessment challenges: Measuring communicative competence
can be subjective and complex.

🎯 Objectives

According to Piepho (1981), language in CLT should:

  Serve as a means of expression and value judgment.
 Address learners' personal and educational needs.
 Support interpersonal relationships.
 Fulfill broader curricular and real-world functions.

📚 Activities

CLT promotes interactive and meaningful tasks, such as:

 Role plays: Practicing social situations like shopping or job

interviews.
 Jigsaw tasks: Students piece together information from different
sources.
 Information gap: One student has information the other needs;
they must communicate to complete the task.
 Group discussions & debates: Sharing opinions to build
fluency and spontaneity.
 Problem-solving tasks: Collaboratively finding solutions using
target language.
 Simulation games: Engaging in lifelike communication in
imagined scenarios.