Selected ELT Methods

Selected ELT Method

GRAMMAR-TRANSLATION
The most traditional method, we come to know that the grammar-translation method
originated from the practice of teaching Latin and Greek. In the early 1500s, Latin was the
most widely-studied foreign language due to its prominence in government, academia, and
business. However, during the course of the century the use of Latin dwindled, and it was
gradually replaced by English, Italian, and French.
Learning is largely by translation to and from the target language. Grammar rules are to
be memorized and long lists of vocabulary learned by heart. There is little or no emphasis
placed on developing oral ability.
In grammar–translation classes, students learn grammatical rules and then apply those
rules by translating sentences between the target language and the native language. Advanced
students may be required to translate whole texts word-for-word.
The method has two main goals:
 to enable students to read and translate literature written in the source language,
 to further students' general intellectual development.
Typical Characteristics of Grammar- Translation
 Vocabulary is often taught in isolated words rather than phrases or full sentences.
 Lesson is delivered in the native language
 Teacher-centered and less students interaction
 Pronunciation of words are given little attention
  They should learn to think in the target language.
  They are asked to use the target language.
   They are the active learners.
 They observe the target language used by the teacher in teaching and they try to get the
meaning based on the demonstration given and then they will practice the target language
they observed and they use it to communicate with their friends and teacher in classroom.
Characteristics of the approach
  Vocabulary is emphasized over grammar.
 Work on all four skills (Speaking, Listening, Speaking, and Reading) occurs from the
start.
    Oral communication is seen as basic.
  The reading in writing exercises are based upon what the students practice orally first.
 Pronunciation also receives attention right from the beginning of a course.
Techniques
 Deductive application of rule
 Fill-in-the-blanks
 Reading Comprehension questions
STRENGHTS
 Students learn a lot of vocabulary and grammar rules.
 Writing and Reading skills are developed.
 Students can make inferences through the understanding of Reading passages.
 It provides students with good mental exercise which helps to develop their minds and
grow intellectually.
Weaknesses
 There is a lot of student-teacher interaction, there is little student-student interaction, and
there is little student interaction.
 Little attention is given to speaking and listening skills, and almost none to
pronunciation.
 The English teacher is considered as a walking dictionary.
 The language that is used in class is mostly the students’ native language.
Characteristic features of the direct method
 teaching concepts and vocabulary through pantomiming, real-life objects and other visual
materials
 teaching grammar by using an inductive approach (i.e. having learners find out rules
through the presentation of adequate linguistic forms in the target language)
  centrality of spoken language (including a native-like pronunciation)
 focus on question-answer patterns

DIRECT METHOD
In the mid and late 19th century, Europe experienced a wave of increasing opportunities
of communication, due to industrialization and international trade and travel. A need was felt to
develop oral proficiency in foreign languages. Language teachers had already found Grammar-
translation method inadequate and ineffective in developing communicative ability in learners.
They strongly advocate an alternative method in which language was presented in
contexts and the mother tongue was avoided. Its principal advocates were Pendergast and
Sauveur who proposed what they called Natural Method that suggest radical change from
Grammar- translation method. It is this method that later on came to be known as the Direct
Method.
It is named “direct” because meaning should be connected directly with the target language
without translation into the native language. The learner is not allowed to use his or her mother
tongue. Grammar rules are avoided and there is emphasis on good pronunciation.
Characteristics of Learning Process
  Vocabulary is emphasized over grammar.
 Work on all four skills (Speaking, Listening, Speaking, and Reading) occurs from the
start.
    Oral communication is seen as basic.
  The reading in writing exercises are based upon what the students practice orally first.
 Pronunciation also receives attention right from the beginning of a course.

AUDIOLINGUAL
Founded around 1950’s and 1960’s, AL was based on structural linguistic and behavioral
psychology: the way to acquire the sentence patterns of the target language is repetition of
dialogues about everyday situations that are imitated and drilled to make the response
automatic
The audio-lingual method was widely used in the United States and other countries in the
1950s and 1960s. It is still used in some programs today. Also known as Oral Method/The
Army Method/ The New Method.
The Audio-Lingual Method otherwise known as the New Key Method or Army Method
is based on a behavirourist theory that things are able to be learned by constant
 reinforcement. However, just like in the army when someone behaves badly (or in this case
bad use of English), the learner receives negative feedback and the contrary happens when a
student demonstrates good use of English. The first step towards Audiolingualism was
“Army method” which was based on Leonard Bloomfield’s technique of memorization and
repetition in simple foreign language patterns. In Audio-lingual approach, second language
skills development is based on listening, speaking, reading, and writing. 
The role of the Teacher
Directing and controlling language behavior of students
Role of Students
Student=Imitator. Following the teacher’s direction and respond accurately and as rapidly as
possible.
Characteristics of Learning Process
 Dialogue
 Learning through imitation
 Learning through repetition
 Drill
 Reading and writing work are based on oral work
• Techniques of the Audio-Lingual Method
 Dialogue Memorization
 Backward Build-up (Expansion) Drill Repetition Drill
 Chain Drill
 Transformation Drill
 Question-and-answer Drill
• Weaknesses
  Students just make focus on talking and repeating not in writing.
 Students overlearn their language because of too much repetition.
   Mispronunciation of the teacher is learned by Ss.
  A bad teacher model means bad students.
 Students may get bored.
 COMMUNICATIVE LANGUAGE TEACHING
The communicative approach could be said to be the product of educators and linguists
who had grown dissatisfied with the audiolingual and grammar-translation methods of foreign
language instruction.
They felt student were not learning realistic, whole language. They did not know how to
communicate using appropriate social language, gestures or expressions; in brief, they were at a
loss to communicate in the culture of the language studied. Interest and development in CLT
mushroomed in the 1970’s; authentic language use and classroom exchanges where students
engaged in real communication with one another became quite popular.
Unlike the audiolingual method of language teaching, which relies on repetition and drill
and drills, the communicative approach can leave students in suspense as to the outcome of a
class exercise, which will vary according to their reactions and responses.
The real-life simulations change from day to day. Students’ motivation to learn comes
from their desire to communicate in meaningful ways about the meaningful topics.