Approaches and

Methods in Language
Teaching
 The nature of approaches and methods in language
teaching

Approach

- describes the nature of the subject matter to be taught

- is set of correlative assumption based on nature of language teaching
and learning
- is axiomatic
- is not practical.
Method
- Method is a general plan for orderly presentation of language material
that no part material should be contrast all of the materials should be
based on selected approach.

- An approach is axiomatic; a method is procedural.

- Within one approach there can be many methods.

Technique
- Technique is implicational that take place in the classroom.

- Technique is a particular trick used to do an immediate objective.

- Technique must be consistent with method therefore should be harmony

with an approach as well.
There are three different theories about the nature of language teaching :

1. Structural view: the view considers to a language as a system of related

elements. To be mastering in structural elements in target language, is
noted. This view claims that proficiency in grammatical, phonological
and etc. elements can help learning occurs.

2. Functional view: the view considers to language as s vehicle for the

expression of functional meaning. This theory emphasis on semantic and
communicative aspects of language.

3. Interactional views: the view sees language as a vehicle for the

realization of interpersonal relations and for the performance of social
transaction between individuals.
Theory of language learning
Theory of language learning associated with a method at the level of
approach may emphasize either one or both dimensions: process-oriented
and condition-orients.

Process-oriented: the theories build on learning processes, such as habit

formation, generalization and so on.

Condition-oriented: the theories build on the nature of human and

physical context in which language learning take place.
Design
To an approach lead to a method, it is necessary to develop a design for an
instructional system. design as a level of method analysis we consider
objectives, the syllabus, learning and teaching activities, learner roles, teacher
roles, instruction materials role.

Objectives: objectives means different theories of language and language

learning determine what a method sets out to achieve.

The syllabus: all methods involves decisions concerning the selection of

language items such as words, sentence patterns or etc , that are used within
a course or method, that is syllabus.

Types of teaching and learning activities: different philosophies at the

level of approach may be reflected both in the use of different kinds of
activities and different uses for particular activity types.
Learner roles: different methods have different contribution of learner
implicitly or explicitly. There are some terms about learner roles in language
learning:

a. Learners plan their own program for language learning, so they accept the
responsibility.
b. Learners monitor and evaluate their own progress.
c. Learners learn of each other in a group.
d. Learners teach each other in a group.
e. Learners learn from the teacher from the students and from the other
Teacher roles in methods related to the following issues:
sources.
a. The type of function that the teacher has for example director, counselor
and etc.
b. Degrees of control that the teacher has over the learning take place in
the class.
c. Degree of responsibility of teacher for determining what is taught.
The role
d. The of instructional
interactional materials
patters that develop within
betweena teacher
method and
is based on the
students.
goals of materials, the form of materials, the relations of materials to other
sources of input and the ability of teachers.
Procedure
Procedure is the last level within a method that comprehends three dimensions:

a. The use of teaching activities such as drills, information gap activity and so on.

b. The ways of which activitiy will use for practicing language.

c. The techniques and procedure used in giving feedback of the learner’s sentences or
utterances.
 THE AUDIOLINGUAL METHOD
The Audio-Lingual Method is based on the behaviorist belief that language
learning is the acquisition of a set of correct language habits. The learner
repeats patterns until able to produce them spontaneously. Once a given
pattern – for example, subject-verb-prepositional phrase – is learned, the
speaker can substitute words to make new sentences. The teacher directs and
controls students' behavior, provides a model, and reinforces correct
responses.
Approach
The theory of language under audiolingualism to be known as structural
linguistics. Structural linguistics developed in part as a reaction to traditional
grammar. The reaction against traditional grammar move toward positivism
and empiricism. It means that gathers data from the people then make rules.
Theory of language In the audiolingual approach define that more practical
interest in new patterns, phonetics and phonology and etc emerge when there
is no new language in the society such as people in army who encouraged to
learn another language.

The theory of learning under audiolingualism to be known as behaviorism.

Based on behaviorism there are stimulus, response and reinforcement for
learning. Stimulus serves to behavior, response triggered by stimulus, and
reinforcement is behavior to occur again and become a habit. There are
number of learning principles also as below:
1. Foreign language learning is based on habit formation.
2. Language skills are learned spoken before written form.
3. Grammar is learned inductive rather deductive.
Design

Objectives
There are short range and long range objectives. In short range objectives
there are immediate objectives such as teach listening comprehension,
accurate pronunciation, and ability to use symbol of writing. Long range
objectives must be language as native speaker uses it.

Syllabus
Audiolingualism is structural based, so as we know the starting points in
linguistic syllabus are phonology, morphology, and syntax. Forming contrastive
analysis, find differences and similarities between mother tongue and target
language can help to find difficult points that learners will encounter
Types of learning and teaching activities

Dialogues and drills form the base classroom activity of audiolingual.

Learning accurate pronunciation and intonation are emphasized.
Sort of drills used in audiolingual are as follow:

1. Repetition: the students repeat an utterance aloud as soon as hear it.

2. Inflection: one word in an utterance appears in another from when repeated.
3. Replacement: one word in an utterance replace by another.
4. Restatement: the dialogue repeat by three students.
5. Completion: Students hear an utterance that is no complete then repeat it in
complete form.
6. Transposition: change in word orders is necessary when a word is added.
7. Expansion: the added word takes a certain place in the sequence.
8. Contraction: a simple word stands for a clause.
9. Transformation: a sentence change into negative, interrogative or tense and etc.
10.Integration: Two utterances integrate into one.
11.Rejoinder: the student makes an appropriate answer for a given utterance.
12.Restoration: put the words in order and tell the tense.
Learner roles
According to behaviorist learning theory, teaching focuses on external process
rather than internal process. Learners should be directed by teacher and
techniques to produce correct responses.

Teacher role
In the audiolingual method, as in situational language teaching, teacher role is
central and active. It is teacher dominated method. Teacher monitors the class
activities and performances.

The role of instructional materials

Textbook, tape recorders, language laboratory are the materials that help
teacher to develop mastery in the learner in audiolingual method.

Procedure
Since audioligualism is an oral approach to language teaching, the process of
teaching includes oral instruction mostly.
The decline of the audiolingual method

There are three reasons to decline the audiolingual method:

1. Chomsky declines the structuralism approach as well as behaviorism in

language teaching, because he believes language learning is derived from
innate aspects of the mind and it is cognitive.

2. Another reason is that this method attacked to unsound both language

theory and learning theory.

3. Learners were unable to transfer skills acquired in the real communication

outside the classroom.
 TOTAL PHYSICAL RESPONSE
Total physical response (TPR) is a language teaching method built around of
speech and action and attempt to teach language through physical and
activity. To provide an enjoyable learning experience, having a minimum of
the stress that typically accompanies learning a foreign language.

Approach

Theory of language: TPR view has been known as grammar based. Asher
states most of the grammatical structure and vocabulary of target language
can be learned from the imperative by the instructor.

Theory of learning: There are three theory of learning in TPR: 1. Bio-program

for language learning that is first listening then learn and speak. 2.
Lateralization in language learning that is the left and right hemisphere
function in learning. 3. Stress as an affective filter cause make problem in
learning, the lower stress, the greater learning.
Design

Objectives

The general objectives of total physical response are to teach oral proficiency
at first, second comprehension and finally speaking skill to target language.

The syllabus

The type of syllabus uses in TPR is analysis the use of exercise. This analysis
reveals the use of a sentence-based syllabus, with grammatical and lexical
being in selecting teaching items. Grammar taught inductive.
Types of learning and teaching activities

Imperative drills, conversational dialogue, roleplay and slide representation

are classroom activities.

Learner roles

Learners in total physical response have roles of listener and performer. They
listen to teacher commands and response physically.

Teacher role

In TPR method teacher’s role is not so much to teach it is providing

opportunity for learning. The teacher responsible for providing the best kind of
exposure to language so that the learner can internalize the rules of the target
language.
The role of instructional materials

Material and realia play important role for learning language in TPR. Teacher‘s
voice, action and gesture also play role then books pen, furniture, pictures.

Procedure

A course taught lesson-by-lesson according to TPR principles. For example, for

adult need 159 hours of classroom instruction. That the procedure following
ways can be: review, new commands, ask simple question, role reversal,
reading and writing.
 COMMUNITY LANGUAGE LEARNING

In CLL method, teachers consider students as “whole persons,” with

intellect, feelings, physical responses, and desire to learn. Teachers also
recognize that learning can be threatening. By understanding and accepting
students' fears, teachers help students feel secure and overcome their fears,
and thus help them positive energy for learning. The syllabus used is
learner-generated, in that students choose what they want to learn in the
target language.
Approach
Theory of language in community language learning is known as language as
social process. That is knower and learners through interactions teach each
other. This theory sees that language must start not end with sound features,
the sentence, and abstract model of language.

The theory of learning is based on whole-person learning. That is true human

learn through cognitive and affective. Under theory of learning of community
language learning there are psychological requirements for successful learning
as known as SARD. SARD is:

Security. If learners do not feel security, they find difficulties in learning

language.
Attention and aggression. Attention should be taken to learners who neither
does nor involve in learning and aggression is using knowledge as a tool for
self-assertion. Students learns something and seeks opportunity to show his
strength.
Reflection and attention. This is consciously silence that students focus on
Design
The objective in this method is the use linguistic and communicative
competence in conversation.

The syllabus emerges from the interaction between the learners’

communicative and teacher’s reformulations of these into suitable target
language utterances.

Learning activities are combined with conventional ones as below:

1. Translation.
2. Group work
3. Recording
4. Transcription
5. Analysis
6. Reflection and observation
7. Listening
8. Free conversation
Learner role: Learners become members of a community their fellow learners
and teacher and learn through interaction with the community.

Teacher role is as counselor, understand learner’s problem and help them by

applying orders and analyzing problems, monitor learners performances,
providing assistance when requested.

The role of materials: Textbook is not a material. Material are developed by

teachers as the course develops. It includes summaries on the blackboard,
projector, script for dialogues and mini-dramas.

Procedure
Because each community language learning course is a unique experience,
description of the procedure in a class is problematic.
The decline of the method
In this method, there is most pressure on the teacher. There is no syllabus in
class so there is no develop knowledge. There are no objectives for the
method so we cannot evaluate learners and they have problem in grammar.
 SUGGESTOPEDIA
This method seeks to help learners remove psychological barriers to learning.
The learning environment is relaxed with low lighting and soft music in the
background. Students can choose a name and character in the target language
and culture and imagine that person. Dialogs are presented with music.
Students just relax and listen to them being read and later playfully practice
the language during an “activation” phase.

Approach

There is no specific theory of language, through memorization of vocabulary

suggest a language which in lexis base.
Theory of learning

Suggestion is at the heart of suggestopedia method as learning theory. There

are six principles of theory of learning in suggestopedia:

1. Authority: in suggestopedia teacher is an authoritative source because

people are most influences by information coming from an authoritative
person.
2. Infantilization: learner takes part in role playing, games, and songs such
as a child to regain self confidence.
3. Double-planeness: the learner not only learns from the direct instruction
but also from the environment in which instruction take place.
4. Intonation, rhythm and concert pseudo passiveness: the musical tones
and rhythm helps to make a relaxed and emotionalize of learner then give
meaning to linguistic materials.
Design

The objectives of suggestopedia are to deliver advanced conversational

proficiency quickly.

Syllabus
There is a dialogue are graded by lexis and grammar that is translated to the
native language. Written test are given through the course, too.

Learning activities used in suggestopedia method are imitation, question and

answer and role play.
Learner role
Learners must not to try study material presented but must maintain pseudo-
passive in which material though them. And learners should encourage their
infantilization in which accept the teacher orders as an authoritative source to
regain self confidence.

Teacher role
Teachers' role of suggestopedia are:
1. Show confidence in the method.
2. Display fastidious manner.
3. Organize stages of teaching process.
4. Maintain formal attitude toward the session.
5. Give tests
6. Reduce stress
7. Maintain enthusiasm

Materials in suggestopedia include direct support material such as text and

tape and indirect support materials such as classroom furniture and music.
Procedure

The first part is oral review of previous sessions.

The second part is new material is presented and discuss.
The third part is concert which suggestopedia is best known.