3.8 Approaches To Language Teaching

Eight Approaches to Language Teaching
Where there was once consensus on the “right” way to teach foreign languages, many teachers now share the belief
that a single right way does not exist. It is certainly true that no comparative study has consistently demonstrated
the superiority of one method over another for all teachers, all students and all settings.
Presented here is a summary of eight language teaching methods in practice today: the Grammar-Translation
Method, the Direct Method, the Audio-Lingual Method, the Silent Way, Suggestopedia, Community Language
Learning, the Total Physical Response Method, and the Communicative Approach. Of course, what is described here
is only an abstraction. How a method is manifest in the classroom will depend heavily on the individual teacher's
interpretation of its principles.
Some teachers prefer to practice one of the methods to the exclusion of others. Other teachers prefer to pick and
choose in a principled way among the methodological options that exist, creating their own unique blend.
The chart inside provides a brief listing of the salient features of the eight methods. For more details, readers should
consult Techniques and Principles in Language Teaching by Diane Larsen-Freeman, published in 1986 by Oxford
University Press in New York, on which this summary was based. Also see references listed in For Further Reading.
Grammar-Translation Method
The Grammar-Translation Method focuses on developing students' appreciation of the target language's
literature as well a teaching the language. Students are presented with target-language reading
passages and answer questions that follow. Other activities include translating literary passages from
one language into the other, memorizing grammar rules, and memorizing native-language equivalents of
target language vocabulary. Class work is highly structured, with the teacher controlling all activities.
Direct Method
The Direct Method allows students to perceive meaning directly through the language because no
translation is allowed. Visual aids and pantomime are used to clarify the meaning of vocabulary items
and concepts. Students speak a great deal in the target language and communicate as if in real
situations. Reading and writing are taught from the beginning, though speaking and listening skills are
emphasized. Grammar is learned inductively.
Audio-Lingual Method
The Audio-Lingual Method is based on the behaviorist belief that language learning is the acquisition of a
set of correct language habits. The learner repeats patterns until able to produce them spontaneously.
Once a given pattern – for example, subject-verb-prepositional phrase – is learned, the speaker can
substitute words to make novel sentences. The teacher directs and controls students' behavior, provides
a model, and reinforces correct responses.
The Silent Way
The theoretical basis of Gattegno's Silent Way is the idea that teaching must be subordinated to learning
and thus students must develop their own inner criteria for correctness. All four skills – reading, writing,
speaking, and listening – are taught from the beginning. Students' errors are expected as a normal part
of learning: the teacher's silence helps foster self-reliance and student initiative. The teacher is active in
setting up situations, while the students do most of the talking and interacting.
Suggestopedia
Lozanov's method seeks to help learners eliminate psychological barriers to learning. The learning
environment is relaxed and subdued, with low lighting and soft music in the background. Students
choose a name and character in the target language and culture, and imagine that person. Dialogs are
presented to the accompaniment of music. Students just relax and listen to them being read and later
playfully practice the language during an “activation” phase.
Community Language Learning
In Curren's method, teachers consider students as “whole persons,” with intellect, feelings, instincts,
physical responses, and desire to learn. Teachers also recognize that learning can be threatening. By
understanding and accepting students' fears, teachers help students feel secure and overcome their
fears, and thus help them harness positive energy for learning. The syllabus used is learner-generated,
in that students choose what they want to learn in the target language.
Total Physical Response Method
Asher's approach begins by placing primary importance on listening comprehension, emulating the early
stages of mother tongue acquisition, and then moving to speaking, reading, and writing. Students
demonstrate their comprehension by acting out commands issued by the teacher; teachers provide
novel and often humorous variations of the commands. Activities are designed to be fun and to allow
students to assume active learning roles. Activities eventually include games and skits.
The Communicative Approach
The Communicative Approach stresses the need to teach communicative competence as opposed to
linguistic competence; thus, functions are emphasized over forms. Students usually work with authentic
materials in small groups on communicative activities, during which they receive practice in negotiating
meaning.
Eight Approaches to Language Teaching
The Grammar-Translation Method
Goals
To be able to read literature in target language; learn grammar rules and vocabulary; develop mental
acuity.
Roles
Teacher has authority; students follow instructions to learn what teacher knows.
Teaching/Learning Process
Students learn by translating from one language to the other, often translating reading passages in the
target language to the native language. Grammar is usually learned deductively on the basis of grammar
rules and examples. Students memorize the rules, then apply them to other examples. They learn
paradigms such as verb conjugations, and they learn the native language equivalents of vocabulary
words.
Interaction: Student-Teacher & STudent-Student
Most interaction is teacher-to-student; student-initiated interaction and student-student interaction is
minimal.
Dealing with Feelings
n/a
Aspects of Language the Approach Emphasizes
Vocabulary; grammar emphasize; reading, writing are primary skills; pronunciation and other
speaking/listening skills not emphasized.
Role of Students' Native Language
Native language provides key to meanings in the target language; native language is used freely in
class.
Means for Evaluation
Tests require translation from native to target and target to native language; applying grammar rules,
answering questions about foreign culture.
Response to Students' Errors
Heavy emphasis placed on correct answers; teacher supplies correct answers when students cannot.
The Direct Method

Goals
To communicate in target language; to think in target language.
Roles
Teacher directs class activities, but students and teacher are partners in the teaching/learning process.
Students are taught to associate meaning and the target language directly. New target language words
or phrases are introduced through the use of realia, pictures or pantomime, never the native language.
Students speak in the target language a great deal and communicate as if in real situations. Grammar
rules are learned inductively – by generalizing from examples. Students practice new vocabulary using
words in sentences.
Interaction: Student-Teacher & Student-Student
Both teacher and students initiate interaction, though student-initiated interaction with teacher or
among each other, is usually teacher-directed.
n/a
View of Language, Culture
Language is primary spoken, not written. Students study common, everyday speech in the target
language. Aspects of foreign culture are studied such as history, geography, daily life.
Vocabulary emphasized over grammar; oral communication considered basic, with reading, writing
based on oral practice; pronunciation emphasized from outset.
Not used in the classroom.
Students tested through actual use, such as in oral interviews and assigned written paragraphs.
Self-correction encouraged whenever possible.
The Audio-Lingual Method

Goals
Use the target language communicatively, overlearn it, so as to be able to use it automatically by
forming new habits in the target language and overcoming native language habits.
Roles
Teacher directs, controls students' language behavior, provides good model for imitation; students
repeat, respond as quickly and accurately as possible.
New vocabulary, structures presented through dialogs, which are learned through imitation, repetition.
Drills are based on patterns in dialog. Students' correct responses are positively reinforced; grammar is
induced from models. Cultural information is contextualized in the dialogs or presented by the teacher.
Reading, writing tasks are based on oral work.
Students interact during chain drills or when taking roles in dialogs, all at teacher's direction. Most
interaction is between teacher and student, initiated by teacher.
n/a
Descriptive linguistics influence: every language seen as having its own unique system of phonological,
morphological, and syntactic patterns. Method emphasizes everyday speech and uses a graded syllabus
from simple to difficult linguistic structures. Culture comprises everyday language and behavior.
Language structures emphasized; vocabulary contextualized in dialogs but is limited because syntactic
patterns are foremost; natural priority of skills – listening, speaking, reading, writing, with emphasis on
first two; pronunciation taught from beginning, often with language lab work and minimal pair drills.
Students' native language habits are considered as interfering, thus native language is not used in
classroom. Contrastive analysis is considered helpful for determining points of interference.
Discrete-point tests in which students distinguish between words or provide an appropriate verb for a
sentence, etc.
Teachers strive to prevent student errors by predicting trouble spots and tightly controlling what they
teach students to say.
The Silent Way

Goals
To use language for self-expression: to develop independence from the teacher, to develop inner criteria
for correctness.
Roles
Teaching should be subordinated to learning. Teachers 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 association of sounds in native language to a sound-
color chart. Teacher then sets up situations, often using Cuisenaire rods, to focus students' attention on
structures. Students interact as the situation requires. Teachers see students' errors as clues to where
the target language is unclear, and they adjust instruction accordingly. Students are urged to take
responsibility for their learning. Additional learning is thought to take place during sleep.
The teacher is silent much of the time, but very active setting up situations, listening to students,
speaking only to give clues, not to model speech. Student-student interaction is encouraged.
Dealing with feelings
Teachers monitor students' feelings and actively try to prevent their feelings from interfering with their
learning. Students express their feelings during feedback sessions after class.
Language and culture are inseparable, and each language is seen to be unique despite similarities in
structure with other languages.
All four skill areas worked on from beginning (reading, writing, speaking, listening); pronunciation
especially, because sounds are basic and carry the melody of the language. Structural patterns are
practiced in meaningful interactions. Syllabus develops according to learning abilities and needs. Reading
and writing exercises reinforce oral learning.
Although translation is not used at all, the native language is considered a resource because of the
overlap that is bound to exist between the two languages. The teacher should take into account what the
students already know.
Assessment is continual; but only to determine continually changing learning needs. Teachers observe
students' ability to transfer what they have learned to new contexts. To encourage the development of
inner criteria, neither praise nor criticism is offered. Students are expected to learn at different rates,
and to make progress, not necessarily speak perfectly in the beginning.
Errors are inevitable, a natural, indispensable part of learning.
Suggestopedia
Goals
To learn, at accelerated pace, a foreign language for everyday communication by tapping mental
powers, overcoming psychological barriers.
Roles
Teacher has authority, commands trust and respect of students; teacher “desuggests” negative feelings
and limits to learning; if teacher succeeds in assuming this role, students assume childlike role,
spontaneous and uninhibited.
Students learn in a relaxing environment. They choose a new identity (name, occupation) in the target
language and culture. They use texts of dialogs accompanied by translations and notes in their native
language. Each dialog is presented during two musical concerts; once with the teacher matching his or
her voice to the rhythm and pitch of the music while students follow along. The second time, the teacher
reads normally and students relax and listen. At night and on waking, the students read it over. Then
students gain facility with the new material through activities such as dramatizations, games, songs, and
question-and-answer sessions.
At first, teacher initiates all interaction and students respond only nonverbally or with a few words in
target language that they have practiced. Eventually, students initiate interaction. Students interact with
each other throughout, as directed by teacher.
Great importance is placed on students' feelings, in making them feel confident and relaxed, in
“desuggesting” their psychological barriers.
Language is one plane; nonverbal parts of messages are another. Culture includes everyday life and fine
arts.
Vocabulary emphasized, some explicit grammar. Students focus on communicative use rather than
form; reading, writing also have place.
Translation clarifies dialogs' meaning; teacher uses native language, more at first than later, when
necessary.
Students' normal in-class performance is evaluated. There are no tests, which would threaten relaxed
environment.
Errors are not immediately corrected; teacher models correct forms later during class.
Community Language Learning

Goals
To learn language communicatively, to take responsibility for learning, to approach the task
nondefensively, never separating intellect from feelings.
Roles
Teacher acts as counselor, supporting students with understanding of their struggle to master language
in often threatening new learning situation. Student is at first a dependent client of the counselor and
becomes increasingly independent through five specified stages.
Nondefensive learning requires six elements: security, aggression (students have opportunities to
assert, involve themselves), attention, reflection (students think about both the language and their
experience learning it), retention, and discrimination (sorting out differences among target language
forms).
Both students and teacher make decisions in the class. Sometimes the teacher directs action, other
times the students interact independently. A spirit of cooperation is encouraged.
Teacher routinely probes for students' feelings about learning and shows understanding, helping them
overcome negative feelings.
Language is for communication, a medium of interpersonal sharing and belonging, and creative thinking.
Culture is integrated with language.
At first, since students design syllabus, they determine aspects of language studied; later teacher may
bring in published texts. Particular grammar, pronunciation points are treated, and particular vocabulary
based on students' expressed needs. Understanding and speaking are emphasized, though reading and
writing have a place.
Use of native language enhances students' security. Students have conversations in their native
language; target language translations of these become the text around which subsequent activities
revolve. Also, instructions and sessions for expressing feelings are in native language. Target language
is used progressively more. Where students do not share the same native language, the target language
is used from the outset, though alternatives such as pantomime are also used.
No specific means are recommended, but adherence to principles is urged. Teacher would help students
prepare for any test required by school, integrative tests would be preferred over discrete-point tests;
self-evaluation would be encouraged, promoting students' awareness of their own progress.
Nonthreatening style is encouraged; modeling of correct forms.
Total Physical Response Method

Goals
To provide an enjoyable learning experience, having a minimum of the stress that typically accompanies
learning a foreign language.
Roles
At first the teacher gives commands and students follow them. Once students are “ready to speak,” they
take on directing roles.
Lessons begin with commands by the teacher; students demonstrate their understanding by acting these
out; teacher recombines their instructions in novel and often humorous ways; eventually students follow
suit. Activities later include games and skits.
Teacher interacts with individual students and with the group, starting with the teacher speaking and the
students responding nonverbally. Later this is reversed; students issue commands to teacher as well as
to each other.
The method was developed principally to reduce the stress associated with language learning; 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.
Oral modality is primary; culture is the lifestyle of native speakers of the target language.
Grammatical structures and vocabulary are emphasized, imbedded in imperatives. Understanding
precedes production; spoken language precedes the written word.
Method is introduced in students' native language, but rarely used later in course. Meaning is made clear
through actions.
Teachers can evaluate students through simple observation of their actions. Formal evaluation is
achieved by commanding a student to perform a series of actions.
Students are expected to make errors once they begin speaking. Teachers only correct major error, and
do this unobtrusively. “Fine-tuning” occurs later.
The Communicative Approach

Goals
To become communicatively competent, able to use language appropriate for a given social context; to
manage the process of negotiating meaning with interlocutors.
Roles
Teacher facilitates students' learning by managing classroom activities, setting up communicative
situations. Students are communicators, actively engaged in negotiating meaning.
Activities are communicative—they represent an information gap that needs to be filled; speakers have a
choice of what to say and how to say it; they receive feedback from the listener that will verify that a
purpose has been achieved. Authentic materials are used. Students usually work in small groups.
Teacher initiates interactions between students and participates sometimes. Students interact a great
deal with each other in many configurations.
Emphasis is on developing motivation to learn through establishing meaningful, purposeful things to do
with the target language. Individuality is encouraged, as well as cooperation with peers, which both
contribute to sense of emotional security with the target language.
Language is for communication. Linguistic competence must be coupled with an ability to convey
intended meaning appropriately in different social contexts. Culture is the everyday lifestyle of native
speakers of the target language. Nonverbal behavior is important.
Functions are emphasized over forms, with simple forms learned for each function at first, then more
complex forms. Students work at discourse level. They work on speaking, listening, reading, and writing
from the beginning. Consistent focus on negotiated meaning.
Students' native language usually plays no role.
Informal evaluation takes place when teacher advises or communicates; formal evaluation is by means
of an integrative test with a real communicative function.
Errors of form are considered natural; students with incomplete knowledge can still succeed as
communicators.
This report was prepared with funding from the Office of Educational Research and Improvement, U.S.
Dept. of Education, under contract no. RI88062010. The opinions expressed do not necessarily reflect
the positions or policies of OERI or ED.
http://www.cal.org/resources/digest/eightapproaches.html

3.8 Approaches To Language Teaching

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

3.8 Approaches To Language Teaching

Uploaded by

Copyright:

Available Formats

Eight Approaches to Language Teaching

interpretation of its principles.

The Silent Way

Community Language Learning

Total Physical Response Method

The Communicative Approach

The Direct Method

The Audio-Lingual Method

The Silent Way

Community Language Learning

Total Physical Response Method

The Communicative Approach

You might also like