Language Teaching Approaches and Methods
Language Teaching: Approaches, Methods, and Techniques
Edward Anthony (1963) defined these terms:
- Approach: A set of assumptions dealing with the nature of language, learning, and teaching. It is axiomatic.
- Method: An overall plan for systematic presentation of language based on a selected approach. It is procedural.
- Techniques: Specific activities manifested in the classroom. It is implementational.
Richard and Rogers (1982, 1986) reformulated the concept of method:
- Method: An umbrella term for the specification and interrelation of theory and practice.
- Approach: Assumptions, beliefs, and theories about the nature of language and language learning.
- Designs: Specify the relationship of those theories to classroom material and activities.
- Procedures: The techniques and practices that are derived from one’s approach and design.
They made principal contributions by specifying the necessary elements of language teaching. The representation of method described six important features of designs: objectives, syllabus, activities, learner roles, teacher roles, and the role of instructional materials.
Methodology and Curriculum
Methodology: Pedagogical practices in general. How to teach something.
Curriculum/Syllabus: Designs for carrying out a particular language program. Features include a primary concern with the specification of linguistic and subject-matter objectives, sequencing, and material to meet the needs of a designated group of learners in a defined context.
Technique: Any of a wide variety of exercises, activities, or tasks used in the language classroom for realizing lesson objectives.
Language Teaching Methods
Grammar Translation Method
Classes are taught in the mother tongue with little active use of the target language. Much vocabulary is taught in the form of lists of isolated words. Long, elaborate explanations of the intricacies of grammar are given. Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words. Reading of difficult classical texts is begun early. The only drills are exercises in translating sentences from the target language into the mother tongue. Little or no attention is given to pronunciation.
The Direct Method
Developed by Charles Berlitz (early 20th century), this method emphasizes:
- Lots of oral interaction.
- Spontaneous use of language.
- No translation between first and second languages and no analysis of grammatical rules.
- Classroom instruction conducted exclusively in the target language.
- Only everyday vocabulary and sentences taught.
- Grammar taught inductively.
- Concrete vocabulary taught through demonstration of objects and pictures.
- Correct pronunciation and grammar emphasized.
- Both speech and listening comprehension taught.
- Was accepted in private language schools.
The Audiolingual Method
Developed in the mid-20th century, born of the need for Americans to become orally proficient in the languages of both their allies and enemies. The US military founded intensive language courses that focused on oral skills (army method). Pronunciation and pattern drills and conversation practice were emphasized, without grammar and translation. In 1950, it became known as the Audiolingual method.
- New material is presented in dialogue form.
- There is a dependence on mimicry, memorization of set phrases, and over-learning.
- Structural patterns are taught using repetitive drills.
- Vocabulary is strictly limited and learned in context.
- Importance is placed on pronunciation.
- Very little use of the mother tongue by teachers is permitted.
- Successful responses are immediately reinforced.
Theory of learning: Habit formation; skills are learned more effectively if oral precedes written; analogy not analysis. Theory of language: Is a system of rule-governed structures hierarchically arranged. Teacher role: Central and active, provides control and direction. Learner role: Organism that can be directed by skilled training techniques to produce correct responses.