654534356474Language Teaching Methods.pptx

654534356474Language Teaching Methods.pptx

1. Different Types of Teaching Approaches: Grammar-Translation Method Direct Method Audiolingual Method (ALM) Communicative Language Teaching (CLT)/ Communicative Approach The Grammar-Translation Method History: In the western world foreign language teaching was synonymous with learning Latin (which was thought to promote intellectuality through “mental gymnastics”) or Greek which was until recently held to be indispensable to an adequate higher education. Latin was taught by means of this Classical Method: Focus on grammatical rules Memorization of vocabulary and of various declensions and conjugations Translation of texts Doing written exercises As other languages began to be taught in the 18 th & 19 th centuries, the same method was adopted as the main method of teaching foreign languages. At that time, little thought was given to teaching oral use of languages; languages were not being taught primarily to learn oral communication, but to learn for the sake of being “scholarly” or for gaining a reading proficiency in a foreign language. Since there was little if any theoretical research on SLA in general, or on the acquisition of reading proficiency, foreign languages were taught as any other skill was taught. Late in the 19 th century, the Classical Method came to be known as the Grammar Translation Method.

2. Characteristics: According to Celce-Murcia (as cited in Brown, 2000, p. 15) the major characteristics of the Grammar Translation Method are: 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. Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis. Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue. Little or no attention is given to pronunciation. Criticism: It does virtually nothing to enhance a student‟s communicative ability in the language. According to Richard & Rodgers (1986) (as cited in Brown, 2000, p.16): It is “remembered with distaste by thousands of school learners, for memorizing endless lists of unusable grammar rules and vocabulary and attempting to produce perfect translation of stilted or literary prose.” It has no advocates. It is a method of which there is no theory. There is no literature that offers a rationale or justification for it or that attempt to relate it to issues in linguistic, psychology, or educational theory.

3. Charles Berlitz – The Direct Method  Overview  The Berlitz Method is a variation of the Direct Method.  The basic tenet of Berlitz's method was that second language learning is similar to first language learning. In this light, there should be lots of oral interaction, spontaneous use of the language, no translation, and little if any analysis of grammatical rules and syntactic structures.  The direct method, sometimes also called natural method, is a method that refrains from using the learners' native language and just uses the target language.  The direct method operates on the idea that second language learning must be an imitation of first language learning, as this is the natural way humans learn any language - a child never relies on another language to learn its first language, and thus the mother tongue is not necessary to learn a foreign language.  This method places great stress on correct pronunciation and the target language from outset. It advocates teaching of oral skills at the expense of every traditional aim of language teaching.  According to this method, printed language and text must be kept away from second language learner for as long as possible, just as a first language learner does not use printed word until he has good grasp of speech.  So, learning of writing and spelling should be delayed until after the printed word has been introduced  Grammar and translation should also be avoided because this would involve the application of the learner's first language.  All above items must be avoided because they hinder the acquisition of a good oral proficiency 

4. Characteristics:  Richard and Rodgers (1986) summarized the principles of the Direct Method:  1. Classroom instruction was conducted exclusively in the target language  2. Only everyday vocabulary and sentences were taught  3. Oral communication skills were built up in a carefully graded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes.  4. Grammar was taught inductively.  5. New teaching points were introduced orally.  6. Concrete vocabulary was taught through demonstration, objects, and pictures; abstract vocabulary was taught by association of ideas.  7. Both speech and listening comprehensions are taught.  8. Correct pronunciation and grammar are emphasized. 

5. History:  The Direct Method enjoyed considerable popularity at the end of the 19th century and the beginning of the 20th.  It was most widely accepted in private language schools were students were highly motivated and were native-speaking teachers could be employed. Today, Berlitz language schools are thriving in every country of the world.  However, it was difficult to apply in public education, mainly because of the constraints of budget, time, classroom size, and teacher background.  By the end of the first quarter of the 20th century, the use of this method had declined both in Europe and the US. Most language curricula returned back to the Grammar Translation Method or to a “reading approach” that emphasized reading skills in foreign languages.  Yet, after a period of decline, in the middle of the 20th century, this method has been revived, leading to the emergence of the Audiolingual Method. 

6. The Audiolingual Method (ALM) The Audiolingual Method (ALM) was firmly grounded in linguistic and psychological theory. Teaching methodologists saw a direct application of such analysis to teaching linguistic patterns (Fries 1945). At the same time, behaviouristic psychologists advocated conditioning and habit-formation models of learning, which were perfectly married with the mimicry drills and pattern practices of audiolingual methodology. Characteristics of the ALM: The characteristics of the ALM may be summed up in the following list (adapted from Prator and Celce -Murcia 1979): New material is presented in dialog form. There is dependence on mimicry, memorization of set phrases, and overlearning. Structures are sequenced by means of contrastive analysis and taught one at a time. Structural patterns are taught using repetitive drills. There is little or no grammatical explanation: grammar is taught by inductive analogy rather than deductive explanation.

7. Vocabulary is strictly limited and learned in context. There is much use of tapes, language labs, and visual aids. Great importance is attached to pronunciation. Very little use of the mother tongue by teachers is permitted. Successful responses are immediately reinforced. There is a great effort to get students to produce error-free utterances. There is a tendency to manipulate language and disregard content. Advantages of the ALM: For a number of reasons the ALM enjoyed many years of popularity, and even to this day, adaptations of the ALM are found in contemporary methodologies. The ALM was firmly rooted in respectable theoretical perspectives at the time. Materials were carefully prepared, tested, and disseminated to educational institutions. "Success" could be more overtly experienced by students as they practiced their dialogs in off-hours.

8. Criticism of the ALM: But the popularity did not last forever. Due in part to Wilga Rivers's (1964) eloquent exposure of the shortcomings of the ALM, and its ultimate failure to teach long-term communicative proficiency, its popularity waned. We discovered: that language was not really acquired through a process of habit formation and overlearning, that errors were not necessarily to be avoided at all costs, and that structural linguistics did not tell us everything about language that we needed to know. ALM later faced criticism for its lack of attention to communication and meaningful language use. Critics argued that the method was too focused on mechanical repetition and drills, neglecting the development of communicative competence and real-life language skills.

9. Communicative Language Teaching Communicative Language Teaching (CLT) is an approach to language education that emerged in the 1970s and gained prominence as a response to the perceived limitations of earlier methods, such as the Grammar-Translation Method and the Audiolingual Method. CLT places a strong emphasis on communication as the goal of language learning and seeks to make language learning more meaningful and learner- centered . Key characteristics of CLT: 1. Communication as the Goal: The primary goal of CLT is to develop learners’ ability to communicate effectively in real-life situations. This involves not only linguistic competence (knowledge of grammar and vocabulary) but also pragmatic competence (understanding how language is used in different social contexts).

10. 2. Authentic Language Use: CLT encourages the use of authentic language materials and real-life communication scenarios. This can include role-plays, discussions, problem-solving activities, and other tasks that reflect the types of communication learners might encounter outside the classroom. 3. Student-Centered Approach: CLT is learner-centered, with a focus on the needs and interests of the students. Teachers act as facilitators, guiding and supporting students as they engage in communicative activities. The role of the teacher is less directive, allowing for more student autonomy. 4. Task-Based Learning: Tasks are central to CLT. Language learning is often organized around meaningful tasks that require communication, such as solving problems, making decisions, or completing projects. These tasks provide a context for language use and promote authentic communication.

11. 5. Pair and Group Work: Collaborative learning is a common feature of CLT. Students often work in pairs or small groups to complete tasks and engage in meaningful communication. This promotes interaction and allows learners to practice using language in a social context. 6. Focus on Fluency: While accuracy is still important, CLT places a greater emphasis on developing fluency. Learners are encouraged to use the language to convey meaning even if it involves making some errors. The focus is on effective communication rather than rigid adherence to grammatical rules. 7. Integrated Skills: CLT often integrates the teaching of the four language skills—listening, speaking, reading, and writing. Activities are designed to reflect the interconnected nature of these skills in real-life communication. 8. Cultural Awareness: CLT recognizes the importance of cultural competence in language learning. Learners are encouraged to understand and appreciate cultural differences, and cultural elements are often integrated into language lessons.