People’s Democratic Republic of Algeria

Ministry of Higher Education and Scientific Research

University 20 Août 1955, Skikda

Faculty of Letters and Foreign Languages

Department of Foreign Languages

Teaching English as a Foreign Language (TEFL)

Lectures for Master One Linguistics and Applied

Languages Students

Designed by: Dr. Nezha BADI

2024

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 Language Teaching Methods

Introduction

When planning courses, teachers must arrive at a variety of conclusions about their teaching
after carefully considering and determining the most appropriate and effective teaching
methods; this includes: the teaching approach, method, and technique. First, a teacher makes
decisions about his or her approach. This approach relates to his or her beliefs and decisions
regarding the theories about the nature of language teaching and learning, and how language is
acquired and used. Next, a teacher makes practical decisions about the method he or she will
use to realize the chosen approach, including the types of activities, roles of teachers and
learners, and the types of materials that will be incorporated into instruction. Third, a teacher
makes decisions about the order of techniques that will be employed to reach the desired
language goals. Finally, a teacher plans the techniques to be used for each individual activity.
Here a distinction between an approach, a method, and a technique should be highlighted.
Approach: is the broadest of the three. It refers to a teaching paradigm or theory. Theoretically
well-informed positions and beliefs about the nature of language, the nature of language
learning, and the applicability of both to pedagogical settings. Method: A set of classroom
specifications for teaching a language. It is concerned with: - Objectives, - Sequencing
information, - Materials to be used, - Teachers and students’ roles. Techniques: Exercises,
activities, or tasks used in the language classroom in order to realize objectives.

1. Grammar Translation Method

Definition

Grammar translation method was called the classical method since it was first used in the
teaching of the classical language, Latin and Greek. The origin of this method lies in an attempt
to teach languages by grammar and translation where the learners have to gather knowledge of
foreign languages by studying a number of grammatical rules and applying this knowledge to
the interpretation of texts with the use of a dictionary. Through the study of the grammar of
target language, students would become more familiar with the grammar of their native
language and that familiarly would help them speak and write their native language better.

Assumptions about language and language learning

The GTM embraces a wide range of approaches but, broadly speaking, teaching the
target language is seen as a mental discipline even though it is often claimed that the goal of

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 the language teaching is to be able to read literature in its original form. With regard to the
nature of language and language learning, GTM has different points of view from modern
methods.

The following are assumptions about language and language learning that the GTM
embraces:

1. Through the GTM, language is believed to consist of written words and of words which
exist in isolation; they are individual words which can be translated one by one into their
foreign equivalents and then assessed according to grammatical rules into sentences in the
foreign language. Vocabulary in the target language is learned through direct translation from
the mother tongue. Readings in the target language are translated directly and then discussed
in the native language.

2. In language teaching what should be taught is not the language itself but the faculty of
logical thought and provided valuable mental discipline. This is often criticized because IQ
of average school children is not high enough to cope with this method. Through this method
teaching the target language relies very much on cognitive ability.

3. The medium of instruction is the mother tongue, which is used to explain conceptual
problems and to discuss the use of particular grammatical structure. Using the mother tongue
for the purpose of instruction is believed to give language learners a set of clear objectives
and a clear sense of achievement. Language learners also need sense of security and the use
of the mother tongue provides the security since they can easily understand most of the
instruction.

4. Learning a foreign language needs feeling secure and this condition may take place
whenever language learners know how to say in the target language. This assumption may
suggest that grammar teaching is needed in order that learners know how words are arranged
to express their ideas. In a situation where English is learned as a foreign language students
often do not feel secure when they are not sure whether what they express is right or not.

Key features

The key features of the GTM 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.

 Memorizing vocabulary items that are taught in the form of word lists.

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 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.

 Grammar is taught deductively.

 Memorizing grammar rules.

 Focusing on reading and writing.

 Little or no attention is given to pronunciations.

Techniques

The teaching techniques in GTM are as follows:

1. Translation: Translating target language, usually a literary passage to native language.

2. Reading comprehension: Finding information in a passage, making inferences and relating

to personal experience.

3. Antonyms/synonyms: Finding antonyms and synonyms or words or sets of words.

4. Cognates: Learning spelling/sound patterns that correspond between L1 and the target
language.

5. Deductive applications of rules: Understanding grammar rules and their exceptions, and
then applying them to new examples.

6. Fill in the blanks: Filling in gaps in sentences with new words or items of a particular
grammar type.

7. Memorization: Memorizing vocabulary lists and grammatical.

8. Vocabulary practice: Students create sentences to illustrate that they know the meaning and
use of new words.

9. Composition: Students write about a topic using the target language.

Overall, GTM method was widely used for centuries before the method was replaced
by the direct Method, which emphasized on the mastery of the target language for
communication. Finally, the second half of the twentieth century has given new language
teaching methods, namely: Audio-Lingual Method (ALM), the Silent Way, the Community
Language Learning (CLL), the Total Physical Response (TPR), Suggestopedia, and some
others (more details are provided in the subsequent chapters.

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Procedures for teaching using GTM

The procedure of teaching English is simply a combination of activities of teaching

grammar and translation. The teaching begins with English rules, isolated vocabulary items,
paradigms and translation. The teacher explains the rules in students’ first language and then
simple words are put into slots of grammatical rules. The grammar rules are memorized as units.
The teacher provides the class with other words and the translation. The students, then, practise
using the rules by using the words provided. The students are expected to be conscious of the
grammatical rules of the target language. The texts to translate are usually easy classics; this
type of texts is used to have students practise understanding the literature in the target language.
The students should memorize lists of words.

Language materials are arranged based on grammar of English. Usually, the sequence
of the teaching materials is based on the easiness of the rules. Its grammatical syllabus is graded
from the easy grammatical rules to more difficult ones. Very little teaching is done in the target
language. Even though reading texts are written in the target language and translated directly
into the mother tongue, the discussion is conducted in the mother tongue. Vocabulary in the
target language is learned through direct translation from the native language. Language
learners are not expected to be able to use the target language for communication. No class time
is allocated to allow language learners to produce their own sentences and little time is spent
on oral practice. The emphasis on achieving correct grammar with little regard for the free
application and production of speech is the greatest weakness of this method. The way of
teaching also affects the way of evaluating students’ learning. Evaluating or testing of the
learners is done almost exclusively through translation. Or, language learners are prepared to
have a grammar test only.

Language teachers may develop their own procedures as long as they are in accordance
with the characteristics of the GTM. The following procedure of teaching the target language
through the GTM is adapted from Larsen-Freeman (2000. pp.15-17). 1. The class reads a text
written in the target language. 2. Students translate the passage from the target language to their
mother tongue. 3. The teacher asks students in their native language if they have any questions,
students ask questions and the teacher answers the questions in their native language. 4.
Students write out the answers to reading comprehension questions. 5. Students translate new
words from the target language to their mother tongue. 6. Students are given a grammar rule
and based on the example they apply the rule by using the new words. 7. Students memorize
vocabulary. 8. The teacher asks students to state the grammar rule. 9. Students memorize the
rule. 10. Errors are corrected by providing the right answers.

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Sample of GTM lesson

Selected Lesson Plan: Simple Present Tense

The teacher introduces the formula of Simple Present Tense and explains (in Indonesian)
the usage as well as the importance of Simple Present Tense. The teacher points out differences
to learners’ L1.

Formula: Subject (noun)+ Predicate (Verb1st) +Object (noun): The teacher provides the
examples and their translation as well. Or, depending on the level of comprehension, he/she
either calls randomly to have students translate the sentences or give them time to work quietly
writing out the translations. He/she has to make sure that the students’ answers are correct.

Examples: 1. I love my daughter (‫)أنا أحب ابنتي‬. 2. You watch football every day ( ‫أنت تشاهد مباراة‬
‫)كرة القدم يوميا‬. 3. We study English )‫نحن ندرس اللغة اإلنجليزية‬

The teacher explains (again in learners’ L1) to students the change of the verb of the
predicate. If the subject is she, he or it, the verb is added with s, es or ies, depending on the
verb. The teacher gives examples of verbs that can be added with s, es and ies.

Examples: 1. He loves rice (‫)هو يحب األرز‬. The verb is added with s. 2. He watches football
everyday ( ‫)هو يشاهد مباراة كرة القدم يوميا‬. The verb is added with es. 3. She studies English every
night (‫)هي تدرس اللغة اإلنجليزية كل ليلة‬. The verb is added with ies. The teacher gives an exercise
that is related to the change of the verbs. Students should fill in the blanks with the appropriate
forms. If necessary, he/she lets students work individually or in pairs to complete the exercise
first. He/she walks around and observes the students. He/she answers questions and provides
corrections where needed. Again, discussion is conducted in the mother tongue.

Example: 1. The baby …(cry) every night. 2. My mother …(cook) rice very well. 3. The
students …(study) mathematics. 4. My father …(laugh) very happily. 5. We …(live) in
Indonesia. Then, he/she introduces a list of vocabulary and the equivalent translation in order
that the students can practice making sentences in simple present tense.

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