Language Teaching Methodologies: A Comprehensive Overview
Language Teaching Methodologies
Didactics refers to the theories, principles, and applications of teaching and learning.
The Grammar Translation Method
To be able to read literature in the target language; learn grammar rules and vocabulary; develop mental perception. The teacher has authority; students follow instructions to learn what the teacher knows. Students learn by translating from one language to the other. Grammar is learned deductively; students memorize the rules and apply them to other examples. Most interaction is teacher-student, and student-to-student interaction is minimal. Vocabulary and grammar are emphasized; reading and writing are primary skills. The native language is used freely in class. Heavy emphasis is placed on correct answers; the teacher supplies correct answers when students cannot.
The Direct Method
To communicate in the target language; to think in the target language.
The teacher directs class activities, but students and teachers are partners in the teaching/learning process.
Students are taught to associate meaning and the target language directly. New target language is introduced through the use of pictures, realia, or pantomime. Students speak in the target language. Grammar rules are learned inductively—by generalizing from examples. Students practice new vocabulary using words in sentences.
Both teachers and students initiate interaction. Student-initiated interaction, with the teacher or among each other, is usually teacher-directed.
Language is primarily spoken, not written.
The student’s native language is not used in the classroom.
Students’ errors are self-corrected whenever possible.
The Audio-Lingual Method
Use of the target language communicatively to overlearn. The teacher directs and controls students’ language behavior and provides a good model for imitation; students repeat and respond as quickly and accurately as possible. New vocabulary is presented through dialogues. Drills are based on patterns in the dialogue. Students’ correct responses are positively reinforced; grammar is induced from models. Reading and writing skills are based on oral work. Students interact during chain drills or when taking roles in dialogues, all at the teacher’s direction. Most interaction is between teacher and student, initiated by the teacher.
Teachers strive to prevent student errors by predicting trouble spots and tightly controlling what they teach students to say.
The Silent Way
To use language for self-expression; teaching is subordinated to learning. The teacher should give students only what they absolutely need to promote their learning. Learners are responsible for their own learning. Students begin with sounds introduced through the association of sounds in their native language to a sound-color chart. The teacher sets up situations using rods. The teacher is silent much of the time but very active in setting up situations, listening to students, and speaking only to give clues, not to model speech. Student-student interaction is encouraged. Teachers monitor students’ feelings and actively try to prevent them from interfering with their learning. Translation is not used at all.
Errors are inevitable, a natural part of learning.
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To learn at an accelerated pace, a foreign language for everyday communication by tapping mental powers and overcoming psychological barriers. The teacher has authority and commands the trust and respect of students.
Students learn in a relaxing environment. They choose a new identity in the TL.
The teacher initiates all interaction, and students respond only nonverbally or with a few words in the target language that they have practiced. Eventually, students initiate interaction. Students interact with each other throughout, as directed by the teacher. Great importance is placed on students’ feelings, making them confident and relaxed. Errors are not immediately corrected; the teacher models correct forms later during class.
Community Language Learning
To learn language communicatively, to take responsibility for learning, and to approach the task, never separating intellect from feelings. The teacher acts as a counselor, supporting students with an understanding of their struggle to master the language. Both students and teachers make decisions in the class. Sometimes the teacher directs action; other times, the students interact independently. Teachers probe for students’ feelings about learning and show understanding, helping them overcome negative feelings.
The use of the native language enhances students’ security. Students have conversations in their native language. Response to students’ errors: a nonthreatening style is encouraged; modeling of correct forms.
Total Physical Response
Provide an enjoyable learning experience with a minimum of stress.
At first, the teacher gives commands, and the students follow them. The teacher interacts with individual students and with the group, starting with the teacher speaking and the students responding. Students are not forced to speak before they are ready, and learning is made as enjoyable as possible, stimulating feelings of success and low anxiety. Grammatical structures and vocabulary are emphasized, embedded in imperatives. Meaning is made clear through actions.
Teachers only correct major errors. Activities are communicative; they receive feedback from the listener that will verify that a purpose has been achieved. Students’ native language usually plays no role. Errors of form are considered natural.
Communicative Language Teaching
Learners are centered and experience-based.
Emphasis is on communication from the beginning.
Communicative Competence is the factor that helps in using grammar appropriately in communication.
Grammatical Competence implies the ability to use linguistic items correctly, and Communicative Competence, in addition, involves the appropriate use of grammar in communication.
Content-Based Instruction
- Focuses on content rather than language.
- The goal is language instruction. It is learner-centered learning.
Simply stated, the language becomes a tool for learning new things instead of the topic.
Task-Based Learning
A task-based syllabus falls into the category of an analytic syllabus. The syllabus is composed of tasks, not a sequence of linguistic items. Tasks are meaningful, and in doing them, students need to communicate.
Tasks have a clear outcome so that the teacher and students know whether or not the communication has been successful. It is learner-centered learning. Students are encouraged to use language creatively and spontaneously through tasks.