Methods of English

Language Teaching
(Part 1)
Prepared by
SIR MARVIN DIADULA
Approaches for Language Arts
Teaching
• Communicative Approach - communication
• Language Scaffolding - Language support
• Situational Approach - behaviour
• Funtional-Notional - Functions of Language
• Multi-Skill Approach - Use of 4 Language Arts
• Content-Based - Meaningful Content
• Task Based - Authentic Language
• Participatory - Reflective/Experience
Methods of English
Language Teaching
(Part 1)
Prepared by
SIR MARVIN DIADULA
Part 1
• Grammar translation
• The Direct method
• The Audiolingual method
Part 2
• Total Physical response
• Community language learning
• The Silent way
• Language experience method
• Desuggestopedia
The Grammar Translation Method
• This is the oldest and traditional method of teaching English.
• This method is used as English is taught as Second language.
• In Europe, this method was used to teach Greek and Latin.
• With the arrival of the Americans this method was introduced in
Philippines.
• The emphasis in this method is mainly on translation of English words,
phrases, and passages into and from the mother tongue of a learner.
Thompson and Wyatt gave three
principles on which this method is
based:-
• (1)Translation interprets foreign phraseology best.
• (2) The foreign phraseology is best assimilated by the learners
in the process of interpretation.
• (3) The structure of a foreign language is best to learn when
compared and contrasted with the mother tongue.

L1 helps a learner
to learn L2
Literal Meaning Vs Figurative
Meaning
• Literal Meaning: This refers to the exact, dictionary definition of a
word or phrase. It is the most straightforward and direct
interpretation of the words used.

• Figurative Meaning: This is a meaning that goes beyond the literal

interpretation. It is often used to create a more vivid image, evoke
emotions, or convey a deeper meaning.
Translate :
English - Filipino - English
1.I'm feeling under the weather today.
2.He's a couch potato.
3.He's a night owl
Feelings/ Emotions / Tone
Principles of this method:-
1.) Classes are taught in the mother tongue, with little active
use of the target language.
2.) Much vocabulary is taught in the form of lists of isolated
words.
3.) Grammar provides the rules for putting words together, and
instruction often focuses on the form and inflection of words.
4.) Reading of difficult classical texts is begun early. Little
attention is paid to the content of texts, which are treated as
exercises in in grammatical analysis.
5.) Often the only drills are exercises in translating disconnected
sentences from the target language into the mother tongue.
Typical Techniques of this method :-
1. Translation of a passage
2. Antonyms/ Synonyms
3. Cognates
4. Fill in the blanks
5. Memorization
6. Make sentence
7. Composition
8. Reading comprehension questions
The Direct Method
• Direct method is the method through which students learn to
communicate in the target language and not involving L1 in the
language learning process.
• Learning L2 without taking help of L1.
• This method is also known as Natural Method; because the
characteristics we observe in language teaching is similar to
acquisition of L1, but it was very difficult to bring exact environment
in which L1 is acquired.
• This method was a reaction against the Grammar Translation Method.
In Grammar Translation Method, the focus was mainly on grammar.
The learners were acquiring the knowledge of the grammar instead of
the language.
• The method originated in France in 1901. The principles of this
method came from Germany and were popularized by the
international phonetic association of France.
 According to H.Champion, “The direct
method is a method of teaching English
directly; is to establish a direct or
immediate association between
experience and expression, between
English words, phrases or idioms and its
meaning.”
 Principles
1.) Classroom instruction is conducted exclusively in the target
language.
2.) Only everyday vocabulary and sentences are taught.
3.) Oral communication is built up in a carefully traded progression
organized around question-and-answer exchanges between teachers
and students (or Family and Relatives) in small intensive classes.
4.) Grammar is taught through the use of language.
5.) Vocabulary is taught through demonstration, objects and
pictures.
6.) Both speech and listening comprehension are taught.
7.) Correct pronunciation and grammar are emphasized.
Merits Demerits

• Understanding of English becomes • Not helpful to the average

easier. students.
• Good habit of speech is required. • This method is not achievable in
• Fluency of Speech and Writing is overcrowded classes.
improved. • Schools don’t have enough
• Lessons become interesting with equipment.
the use of pictures. • Teacher has to spend a lot of
• It aims at practical command of time in planning and designing
the Language. activities.
• LSRW skills are improved.
Typical techniques
• Reading aloud
• Question and answer exercise
• Student self-correction
• Conversation practice
• Fill in the blanks
• Dictation
• Paragraph writing
The Audio-Lingual Method

• The Audio-lingual method is used to improve communicative competence in

learners. It is the most effective way for to learn language in an interesting way
through different skills.
• This Method was initially called the Army Method, and was the first to be based on
linguistic theory and behavioral psychology.
• Based on Skinner’s Behaviorism theory, it assumed that a human being can be
trained using a system of reinforcement.
• Correct behavior receives positive feedback; while errors receive negative feedback.
• This approach to learning is similar to the Direct Method, in that the lesson takes
place entirely in the target language.
• These patterns are elicited, repeated and tested until the responses
given by the student in the foreign language are automatic.
• The Audio-lingual Method is still in use today in different ways
through blogs, flipped learning, YouTube and much more.
Principles of this method:-
• 1.) New material is presented in dialogue form.
• 2.) There is dependence on mimicry, memorization of set phrases,
words and over learning.
• 3.) Structures are taught one at a time.
• 4.) Structural patterns are taught using repetitive drills.
• 5.) There is little or no grammatical explanation.
• 6.) Vocabulary is strictly limited and learned in context.
• 7.) There is much use of tapes, language labs and visual aids.
• 8.) Great importance is attached to pronunciation.
• 9.) Very little use of the mother tongue by teachers is permitted
• 10.) Successful responses are immediately reinforced.
• 11.) There is great effort to get students to produce error-free
utterances.
• 12.) There is a tendency to manipulate language and disregard the
content.
Merits
Demerits
• It can be used in medium-sized • Confident teachers with fluency
class. of language are needed.
• Listening and speaking skills can • Repetition can be boring and
be improved. meaningless.
• It can be used at elementary and • Reading and writing are
intermediate level. neglected as an individual form.
• Learners can form grammatically • It requires more time in
accurate language. preparing these activities.
Typical techniques of the audio-
lingual method:
• Dialogue or Word memorization • Use of minimal pairs
• Complete the dialogues
• Backward build-up • Word game familiarization
• Different Type of Drills
Part 1
• Grammar translation • Teaching the Language
• The Direct method • Teaching the actual use of the
Language
• The Audiolingual method • Teaching to feel the language
Experience
Thank You
Works cited:-
• Narayana, Dr.R, Dr.N.Rajeshkharan Nair
and Dr.Krushna Chandra Mishra.
"ENGLISH LANGUAGE TEACHING IN
INDIA: A THEORETICAL STUDY." The
modern journal of applied linguistics
(2009): 1.
• Richards, Jack c. and Theodore s
Rodgers. Approaches and Methods in
Language teaching. Cambridge university
press, 2001.