UNIT 1,MODULE 1: APPROACHES TO TEACHING

In this module you will:

-learn the difference between an approach, a method, a procedure and a technique

-develop an understanding of the main language teaching methodologies
-understand the importance of making informed decisions about methodologies used in the
classroom

INTRODUCTION

‘Teaching is the world’s most important job.’

UNESCO/EI-IE

‘We have lots of heroes today - sportsmen, supermodels, media

personalities. They come, they have their 15 minutes of fame, and
they go. But the influence of good teachers stays with us. They are
the people who really shape our life.’
Jonathan Sacks

‘The mediocre teacher tells.

The good teacher explains.
The superior teacher demonstrates.
The great teacher inspires.’
William Arthur Ward

Before we look at some of the main trends in language teaching, it will be helpful to look at
four important words which are often confused.
Put simply:

an Approach - is an overall framework which concerns the

theories of language and language learning.
E.g. The Communicative Approach
a Method - uses an approach as a starting point, and provides
guidelines on how to put the language learning
theories into practice in the classroom. Methods
include a number of procedures and techniques.
E.g. The Audiolingual Method
A Procedure - is a sequence of small steps carried out to
complete a task.
E.g. The steps used to set up a role play
a Technique - is a specific practice or strategy for teaching a
language point.
E.g. Echoing a student’s errors is one technique
for correcting errors in the classroom.

In this module, we will look at some of the main approaches and methodologies in language
teaching. Although other methods and approaches are currently in circulation, those
referred to in this module are those that have had the most influence in language teaching.

WHICH APPROACH/ METHOD??

In order to be an effective teacher, we should have an understanding of why we use the
methods that we do. Teaching trends come and go, but new research and developments can
help us to analyse and make well-informed choices about how we teach in the classroom.
We should be open to new developments, but be careful not to blindly follow them without
first considering their effectiveness and their suitability for our students.

It is important to remember that the aim of language is communication.

One dictionary defines communication as :

- the imparting or interchange of thoughts, opinions, or information by
speech, writing or signs.

During the 1980’s, the Communicative Approach emerged as the leading approach used in
the teaching of second languages, and most course books and curriculums began to
incorporate the principles of this approach. However, other popular methodologies have
emerged (such as Task-Based Learning) and will continue to emerge as research in the field
of language learning and language acquisition continues. As teachers, we should bear in
mind that no one method provides all the answers to teaching, and that a method suitable
for one group of students might not be suitable for another group of students. Critical
thinking is essential in order to make informed decisions about which methods and
techniques best meet the needs of our students. We should also be aware that cultural
norms and previous language learning experiences can have a big impact on how students
will relate to different approaches and methods.

Grammar Translation Method (GTM):

This is the type of teaching that is usually being referred to when we mention ‘the traditional
approach’, or ‘the classical approach’ to language teaching. It was originally used to teach
the classical (‘dead’) languages of ancient Latin and Greek in the late nineteenth century and
early twentieth century. Its aim was to enable students to read and appreciate literature in
the foreign language. It is based on extensive grammar practice, reading, translation and
the memorisation of word lists.

The language is taught in the native tongue, and this method includes little or no focus on
speaking and listening skills. It focusses on language analysis rather than language use.
Grammar is taught explicitly (deductive approach), then practised. Some of the techniques
used with this method are:
translation / fill-in-the-blanks / memorisation /composition writing / using words in
sentences.

The Grammar Translation Method develops structural competence (grammatical

competence), rather than the ability to communicate using the language being taught. This
method does not prepare students to use the language communicatively in the real world.
However, many aspects of this method are still used in many countries, perhaps because it
does not require the teacher to be fluent in the language being taught, and requires little
more than a coursebook. It has also traditionally been used in schools where the emphasis
has been on the passing of exams.

The Direct Method:

This method was developed at the end of the nineteenth century by Maximilian Berlitz, in
response to the inadequacies seen in the Grammar Translation Method. This method uses
the target language as the language of instruction and translation is avoided. It focusses on
language acquisition through oral practice. In contrast to the Grammar Translation Method,
grammar is taught using an inductive approach, i.e. the language is presented in meaningful
contexts first; it assumes that students will be able to induce grammar rules through
examples and demonstrations rather than the explicit teaching of grammar rules.

Vocabulary is taught through the use of realia, gestures, pictures and known words, and
importance is given to correct pronunciation. This method focusses on listening and
speaking. It focusses on language topics rather than systematically focussing on language
structures and the focus is on the teaching of everyday language.

Some of the techniques associated with this method are:

reading aloud / question-answer exercises /student self-correction / conversation practice

/dictation.

This method began to lose popularity early in the 20th century as a result of difficulties in
implementing it in the public school system (due to class size, time restraints and lack of
fluency in teachers.)
Audiolingual Method:
This method was developed in the United States following the Second World War for
military personnel who needed to be able to learn the language rapidly. One of the
characteristics of this method is that the target language is used as the language of
instruction, based on the theory that the use of the native language in the classroom
interferes with and impedes the acquisition of the new language.

The students are exposed to listening materials in the form of dialogues as models of the
target language. The lessons incorporate lots of repetition (drilling) and the memorisation
of set phrases and dialogues. The teacher places emphasis on correct pronunciation, and
the immediate correction of mistakes is usually employed. The emphasis is on accuracy,
rather than fluency. One problem with this method is that vocabulary and grammar are not
explicitly taught – vocabulary and grammar are introduced contextually within the dialogues
and students are expected to deduct meaning; grammar rules are not explicitly taught. This
method uses a very teacher-directed approach in the classroom. A set sequence is used to
teach the skills, i.e. firstly listening, then speaking, later followed by reading and finally by
writing. However, the main skills focus is on listening and speaking.

Some of the main techniques used are:

drilling / dialogue memorisation / sentence completion / repetition / sentence

transformation (e.g. transforming a positive sentence into a negative sentence.)

The audiolingual method began to decline in popularity in the 1960’s as linguists began to
criticise the behavioural learning theories on which this method is based. Students were
found to be unable to transfer what they had learned in the classroom into real-life
situations. Audiolingual techniques continue to be used in many classrooms, but are usually
combined with techniques from other methodologies.

The Communicative Approach:

This is an approach based on a number of principles of learning, rather than a method. It was
developed in the 1960’s and 1970’s with the aim of enabling students to develop
communicative proficiency. It was developed as a response to the failures seen in the
Grammar Translation Method and the Audiolingual Method, where students developed
competency in using grammar (structural competence), but failed to acquire communicative
competency (fluency) in the language.
The emphasis of the Communicative Approach is on the authentic, contextualised use of the
language

Language is :

‘The ability not only to know the grammatical rules of a language to form
grammatically correct sentences, but also to know when and where to use
these sentences, and to whom.’
Jack C. Richards

A student-centred approach, rather than a teacher-directed approach is used; the teacher

becomes the facilitator rather than a director. The Communicative Approach is based on the
principle that learning is promoted when language is observed and used meaningfully. It
focusses on the development of the four main skills – reading, writing, listening and
speaking using integrated skills approach. The target language is used as the language of
instruction in the classroom.

The focus of the Communicative Approach is on using language in genuine contexts and for
purposeful interaction.

To summarise the main assumptions of this approach:

- Lessons should focus on communicative competence, not just structural competence

- Both fluency and accuracy are viewed as being important
- Students must have the opportunity to use the language for genuine and purposeful
communication
- the teacher’s role is to facilitate communication

In order to enable students to use the language communicatively, pairwork and groupwork
activities are used extensively; many types of classroom activities originating from other
methodologies can be used with the Communicative Approach provided that:

‘Such exercises enable learners to attain the communicative objectives of the

curriculum, engage learners in communication, and require the use of such
communicative processes as information sharing, negotiation of meaning, and
interaction.’
Richards and Rogers
Therefore, dialogues, information gap activities, role-plays, discussion, task-based activities,
drilling etc. can all be used effectively in the classroom.

Task-Based Language Teaching (TBLT) :

Task–based learning introduces the use of meaningful tasks into the classroom. Some critics
of the Communicative Approach have stated that many activities lack any real
communicative element as the main aim of activities is usually limited to the use of specific
structures. In task –based learning, however, the main focus of a lesson is on the
completion of a task. Language becomes the tool needed in order to complete the task.

Nunan defines a ‘task’ as :

- a piece of classroom work which involves learners in comprehending,

producing and interacting in the target language while their attention
is principally focussed on meaning rather than form.

And Willis defines tasks in the following way :

- ‘Tasks are activities where the target language is used by the learner
for communicative purpose (goal) in order to achieve an outcome.’

Task-based learning uses the target language as the language of instruction in the
classroom. The teacher takes on a less directive role and acts to facilitate the setting up and
running of the tasks, i.e. a student-centred, rather than a teacher-centred approach.

Task-based learning, like the Communicative Approach should be viewed as an approach

based on a number of key principles. Tasks may focus on one of the four main skills, or may
integrate skills.

ON A FINAL NOTE:

The coursebooks that you use in the classroom will reflect the beliefs and preferred
methodologies of their authors. Depending on where you work, you may be required to
closely follow a coursebook, or you may be given the freedom to integrate other materials
into your language programme.
Whatever your situation, here are a few points to take into consideration while teaching:

1.Students need sufficient exposure to the -use the target language as much as possible
language in the classroom.
- encourage the use of the language outside
the classroom.

2.Language is for communication -make lessons meaningful.

-personalise and use meaningful topics to
present the language contextually.

3.Language consists of 4 main skills -use an integrated skills approach in the

classroom

4.Anxiety inhibits learning - create a relaxed learning environment

- prepare students well before all tasks

5.Active learning (as opposed to passive - actively involve students in the learning
learning) supports memory process
-encourage critical thinking
-elicit previous knowledge
-help students to discover language rules for
themselves
UNIT 1.MODULE 1 :TASK
NAME :

Task : Reflect on your own foreign language

learning experiences in school (or at
another stage in your life if you prefer.)
1) Identify the method/approach that 1.
you were taught by.
2) Was this approach effective for you 2.
personally? Explain.
3) What was the main skills focus in your 3.
learning experience?
4) Were the lessons student-centred or 4.
teacher-centred?
5)Explain how your own language 5.
learning experiences will influence how
you will teach ESL (English as a second
language)
(Write approximately 200 to 250 words)