Rolando S. Arjona Jr.

Richelle Y. Alejandro
BSEd III T.L.E

MODULE IN PRINCIPLES OF TEACHING 2

I. Introduction
Language is a system of words or signs that people use to express thoughts
and feelings to each other which really important in our daily life to understand
and communicate with other people. It is important that language should be taught
in the home and school. It must be used correctly especially when you have a
diverse kind of students. In this lesson we will tackles the different methods in
Language Teaching.

II. Motivation:
Form two groups and each group will choose a leader. The first group will
arrange the jumbled letter to form the word “LANGUAGE” and then right after
the group will define the word “language” into a word or phrases. The second
group will be having a picture to explain what the picture is trying to portray.
Each group will be given 5 minutes to finish the task.
III. Content
*Pre-Activity
Directions: let’s test your eyes. Find a word in the box.
B N A T U R A L M A I N I
G C A D E S I N G E R Z N
R C O O P E R A T I V E T
A U D I O L I N G U A L E
M D E G A N D A A K O E R
M O S I L E N T W A Y V A
A G G M E N N G A Y C O C
R S N C U T E L O V E S T
*Introduction of the topic
Approaches, Methods and Activities in Language Teaching
History of the Methods of Language teaching
 Gouin and Berlitz- The Direct Method
The Language Teaching Methods
Grammar Translation
The Direct method
The Audio Lingual Method
The “designer” method
The Natural Method
Communicative Language Teaching (CLT)
Principles Related to Communicative Language Teaching
 Learner-centered teaching
 Cooperative Learning
 Interactive Learning
 Whole Language Education
 Content-centered Education
 Task-based Learning

History of the Methods of Language teaching

 The methodological history of language teaching is described as ‘changing winds
and shifting sands
 “Nothing is taken as gospel; nothing is thrown out of court without being put to
the test. This “test” may always change its mechanics, but the fact remains that
the changing winds and shifting sands of time and research are turning the desert
into o longed-for oasis” (Brown, 2004).
 Gouin and Berlitz – The Direct Method
 In the Direct Method 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.

Audio-lingual Method
 Known as the Army Method, because it was the method used to teach the
American army to become orally proficient in the languages of their allies and
enemies alike at the outbreak of World War II Was also introduced.
 David Nunan (1989:97) referred to these methods as “designer” methods, on the
grounds that they took a “one-size-fits-all” approach. These are Community
Language Learning, Suggestopedia, the Silent Way, Total Physical Response, and
the Natural Approach.

The Language Teaching Methods*

1. Grammar Translation Method (first known as Classical method) – The
characteristics are:
a. Classes are taught in the mother tongue with little active use of the target
language.
b. Much vocabulary is taught in the form of lists of isolated words.
c. Long elaborate explanations of the intricacies of grammar are given.
d. Grammar provides the rules for putting words together and instructions often
focuses on the form and inflection of words.
e. Reading of difficult classical texts is begun early.
f. Little attention is paid to the content of texts which are treated as exercises in
grammatical analysis
g. Often the only drills are exercises in translating disconnected sentences from
the target language into the mother tongue.
h. Little or no attention is given to pronunciation. This enhances students’
communicative ability in a language.
2. Direct Method
a. Classroom instruction was conducted exclusively in the target language.
b. Only everyday vocabulary and sentences were taught
c. Oral communication classes were built up in a carefully traded progression
organized around question-and-answer exchanges between teachers and students
in small, intensive classes.
d. Grammar was taught inductively.
e. New teaching points were taught thought modeling and practice.
f. Concrete vocabulary was taught through demonstration, objects and pictures.
Abstract vocabulary was taught through association of ideas.
g. Both speech and listening was taught.
h. Correct pronunciation and grammar were emphasized.

2. The Audio-lingual Method (ALM)

It is based on behavioristic theory that advocated conditioning and habit-
formation models of learning that were perfectly in keeping with mimicry drills
and pattern practices of audio-lingual of the ALM.
a. New material is presented in dialogue form.
a. There is dependence on mimicry, memorization of set phrases and overlearning.
b. Structures are sequenced by means of contrastive analysis and taught at one time.
c. Structural patterns are taught using repetitive drills.
d. There is little or no grammatical explanation. Grammar is taught by inductive
analogy rather than deductive explanation.
e. Vocabulary is strictly limited and learned in context.
f. There is much use tapes, language labs and visual aids.
g. Great importance is attached to pronunciation.
h. Very little use of the mother tongue by teachers is permitted.
i. Successful responses are immediately reinforced.
j. There is great effort to get students to produce error-free utterances.
Failure of ALM – It didn’t teach long-term communicative proficiency. Its
popularity waned. Language was not really learned through a process of habit
formation and overlearning.

4. The “Designer” Method are products of multidisciplinary researches after

ALM waned.

a. Community Language Learning (CCL) – This is an affectively-based

method. This reflect Carl Rogers’ view of education in which learners in a
classroom are regarded as a “group” rather than “class” in need of certain therapy
and counseling. This is how CCL goes.

b. Suggestopedia - this grew from Bulgarian psychologist Georgi Lozanov’s

view that the human brain could process great quantities of material if simply
given the right conditions for learning, among which are a state of relaxation and
giving over of control the teacher.

c. The Silent Way- this method capitalized on discovery learning. It is on the

following learning theories:
Learning is facilitated:
a. If the learner discovers or creates rather than remembers and repeats what
is to be learned.
b. By accompanying physical objects.
c. By problem solving involving the material to be learned (Richards and
Rogers, 1986).

d. Total Physical Response - this is anchored on the “trace theory” of learning

which claims that memory is increased if it is stimulated or “traced” through
association with physical activity. This method demands listening and acting. The
teacher is the ‘director’ and the students are the ‘actors’ (Asher 1977).
 How is this applied?
Teacher gives command and students do what they are commanded to do.
Example:
“Open the window” “close the door”, “stand up”, “pick up the book”, give it to
John”.

5. The Natural Method

In this method it is believed that learners would be benefited if production
is delayed until speech emerges.
This method involves 3 stages:
a) The preproduction stage – the development of listening comprehension skills;
b) Early production stage – is usually marked with errors as students struggle with
the language.
c) Extending production into longer stretches of discourse involving more complex
games, role-plays, open-ended dialogs, discussion and extended small work.

6. Communicative Language Teaching (CLT)

The five features of CLT are:
1) An emphasis on learning to communicate through interaction in the target
language;
2) the introduction of authentic texts into the learning situation;
3) The provision of opportunities for learners to focus, not only on language, but
also on the learning process itself;
4) An enhancement of the learner’s own personal experiences as important
contributing elements to classroom learning; and
5) An attempt to link classroom language learning with language activation outside
the classroom (David Nunan, 1991)
Principles Related to Communicative Language Teaching

1. Learner-centered teaching – as the name implies, the learner as center of

teaching. Learner-centered teaching in contrast to the teacher as center of
teaching. Learner-centered teaching makes use of:
a) Techniques that focus on learners’ needs, goals and styles
b) Techniques that gives some control to the students
c) Techniques that allow for student creativity and innovation
d) Techniques that enhance student’s sense of competence and self-worth
(Brown, 1994)

2. Cooperative Learning – Language teaching and learning emphasize

collaborative efforts of students and teacher working together to pursue goals and
objectives

3. Interactive Learning – Communication is essentially interactive in nature and

so necessarily, Language classes must be highly interactive. Most likely to be
found in interactive language classes are:
a) Doing a significant amount of pair work and group work.
b) Receiving authentic language in real world contexts.
c) Producing language for genuine, meaningful communication.
d) Performing classroom tasks that prepare them for actual language use out
there
e) Practicing oral communication through the given and take and spontaneity of
actual conversation
f) Writing to and for real audiences, not contrived ones

4. Whole Language Education – this emphasizes:

a) The wholeness of language as opposed to views that fragmented language into
phonemes, graphemes, morphemes and words;
b) The interaction and interconnections among the macroskills listening,
speaking, reading and writing; and
c) The importance of the written code as natural and developmental, just like the
oral code.

5. Content-centered Education – Content learning is integrated in language and

subject matter at the same time with form and sequence of language presentation
depending on content material. This is the contrast of teaching language skills in
isolation from content or subject matter.

6. Task-based Learning – Learning is focused on tasks

IV. Evaluation
Identification:
1. In this method classes are taught in the mother tongue with little active use of
the target language.
2. In this method grammar was taught inductively.
3. It is based on behavioristic theory that advocated conditioning and habit-
formation models of learning.
4. In this method vocabulary is strictly limited and learned in context.
5. This method is products of multidisciplinary researches after ALM waned.
6. This refers to affectively-based method.
7. This method demands listening and acting.
8. In this method it is believed that learners would be benefited if production is
delayed until speech emerges.
9. This emphasizes to the importance of the written code as natural and
developmental, just like the oral code.
10. This is the contrast of teaching language skills in isolation from content or
subject matter.
Enumeration:
11-14. Give the four (4)”designer” method.
16-17. Give at least two language teaching method.
18-20. the three stages of natural method.