Prepared by:

CRISTY A. NGO
CTE, UM Main

ENGLISH LANGUAGE
TEACHING METHODS
 GRAMMAR TRANSLATION METHOD (GTM)
Karl Ploetz

• Also called the Classical Method

• First used in the teaching of the classical languages such as Latin and
Greek (Chastain, 1988)
• Students need to learn about the grammar rules and vocabulary of the TL
to read and appreciate foreign language literature.
• The teacher is the authority in the classroom.
• Students study grammar deductively.
• Students must memorize native language equivalents for TL vocabulary
words.
• Literary language is considered superior to spoken language.
• Vocabulary and grammar are emphasized. Reading and writing are the
primary skills that the students work on.
• There is much less attention given to speaking and listening.
Pronunciation receives a little, if any, attention.
DIRECT METHOD
Francois Gouin (1880)

• Students must learn how to communicate in the TL. To do so, they must
learn to think in the TL.
• No translation is allowed.
• The role of the student is less passive than in the GTM. The teacher and
the students are more like partners in the teaching and learning process.
• Grammar is taught inductively.
• Students practice vocabulary by using new words in complete sentences.
• Language is primarily spoken, not written. Ergo, students study common,
everyday speech in the TL.
• Vocabulary is emphasized over grammar.
• Oral communication is a basic skill. Thus, reading and writing exercises
are based upon what the students practice orally.
• Pronunciation receives attention right from the beginning of the course.
• Students’ native language should NOT be used in the classroom.
Reading Approach

• A reaction to Direct Method.

• Only the grammar suitable for reading comprehension is taught.
• Vocabulary is controlled at first, and then expanded.
• Translation is respected.
• Reading comprehension is the ONLY skill emphasized.
• The teacher is not required to have good oral proficiency.
ORAL-SITUATIONAL APPROACH
Palmer, Hornby, and other British Linguists (1920-1950)

• A reaction to the Reading Approach.

• The primacy of spoken language over written language.
• TL begins with spoken language before the written form.
• New language points are introduced or practiced situationally (e.g. bank
transactions, news reports, etc.)
AUDIO-LINGUAL METHOD (ALM)
Bloomfield and other Behaviorists

• Rather than emphasizing vocabulary acquisition through exposure to its

use in situations, the ALM drills students in the use of grammatical
sentence patterns.
• The natural order of skills presentation is adhered to listening, speaking,
reading, and writing.
• The aural and oral skills receive most of the attention.
• Pronunciation is taught from the beginning, often by students taking in
language laboratories on discriminating between members of minimal
pair.
• No native language allowed in the classroom.
COGNITIVE APPROACH

• A reaction to behavioristic approach of teaching and learning a language.

• Language learning is seen as a rule acquisition, not a habit formation.
• Grammar is taught deductively and inductively.
• Pronunciation is de-emphasized and perfection is unobtainable.
• Errors are part of learning.
• Reading, writing, listening, and speaking are equally important.
AFFECTIVE-HUMANISTIC APPROACH

• A reaction to behavioristic and cognitive approaches.

• Emphasizes respect for feelings of learners and teachers.
• Communication that is meaningful to learners are emphasized.
• Learning is a self-realization process.
• Collaborative works, peer support, interaction
• Class atmosphere is more important than materials and methods.
• Teachers are counselors and facilitators.
COMPREHENSION-BASED APPROACH

• Listening comprehension is highly important. It is seen as the basic skill

for the development of speaking, reading, and writing skills.
• Learners begin by listening to meaningful speech and responding
nonverbally before producing speech.
• Learners don’t speak until they feel ready.
COMMUNICATIVE LANGUAGE TEACHING (CLT)

• The goal of language teaching is communicative competence.

• The teacher is the advisor and co-communicator in the process while the
students are communicators and managers of their own learning.
• Small number of students interacting are favored.
• Judicious use of the students’ native language is permitted in the CLT.
• The teacher evaluates both accuracy and fluency.
SILENT WAY
Caleb Gattegno (1970s)

• The use of colored sticks called Cuisenaire rods and the teaching of initial
reading in which sounds are taught by colors.
• Gattegno believed that to teach means to serve the learning process rather
than to dominate it.
• Teachers should be silent as much as possible and the learners should be
encouraged to produce language as much as possible.
• Learners must work with resources and nothing else.
• Learners must become independent, autonomous, and responsible.
Word Chart
The Fidel
Cuisenaire Rod
SUGGESTOPEDIA
Georgi Lozanov (1970s)

• A portmanteau of suggestion and pedagogy.

• A method of teaching a foreign language in which students learn quickly by
being made to feel relaxed, interested, and positive.
• Based on the idea on how the human brain works and how humans learn most
effectively.
• Includes a rich sensory learning, a positive expectation of success, and the use
of varied range of methods (i.e., dramatized texts, music, active participation in
songs, games, etc.)
TOTAL PHYSICAL RESPONSE
James Asher

• A method of teaching language or vocabulary concepts by using

physical movement to react to verbal input.
• A language teaching method built around the coordination of speech
and action.
COMMUNITY LANGUAGE LEARNING (CLL)
Charles A. Curran

• A language teaching method which involves psychological aspect and

students work together to develop what skill of a language they would
like to learn.
• The primary goal of CLL is oral proficiency through conversation,
listening, translating, and transcribing.
• Materials are developed by the teacher and are suited for the local
context.
QUESTIONS?