Methodology For TESOL

Methodology
for TESOL
Second Language Teaching Methods
© 2019 by University of Maryland, Baltimore County. Methodology for TESOL PPT for the American English E-Teacher Program, sponsored by the
U.S. Department of State with funding provided by the U.S. government, and administered by FHI 360. This work is licensed under the Creative
Commons Attribution 4.0 License, except where noted. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
In this presentation we will look at an overview of the various
approaches, methods, and techniques in teaching a foreign
language; we will also examine how the different perceptions toward
learning and language acquisition, including the nature of language,
affect approaches used in the EFL classroom.
As you go through this module, reflect upon what you know about how
languages are learned and your own experiences as a language teacher
and language learner.
This is a program of the U.S. Department of State administered by
FHI 360 and delivered by University of Maryland Baltimore County
Consider
How do What
learners choices What are How will
acquire a (techniques / these you judge
second methods) do choices their
teachers based on? effectivenes
langu
age? make in the s?
classroom?
This is a program of the U.S. Department of State administered by FHI
360 and delivered by University of Maryland Baltimore County
Hierarchy of Language Teaching
• According to Richards & Rogers (2001), when we think about
language teaching, there are three important things to consider:
1. Approach - Theories about the nature of language and language
learning that serve as the sources of practices and principles in
language teaching.
2. Method - Overall plan for the presentation of language material
based on the approach. This is where theory is put into practice.
3. Technique - Exercises, activities, or tasks used in the classroom for
accomplishing objectives.
Hierarchy of Language Teaching
• Look for these symbols throughout the PowerPoint to identify each
point discussed.
Approach Method Technique
(Richards & Rogers, 2001)
Hierarchy of language-teaching
• Theories about the nature of language and
language learning that serve as the sources of
Approach practices and principles in language teaching.
• Approach is axiomatic.
• Overall plan for the presentation of language
material based on the approach.
Method • Level where theory is put into practice.
• A method is procedural.
• Exercises, activities, or tasks used in the classroom
Technique for accomplishing objectives.
(Richards & Rogers, 2001)
Approach
Learning Theories
• According to Piaget's (1936) Theory of Cognitive Development,
humans cannot just be “given” knowledge that they can immediately
use; they must build their knowledge from experience.
“Untitled” by Gerd Altmann is licensed under Pixabay. It is free to use and
share.
Approach
Learning Theories
• According to Vygotsky’s (1978) Social
Cognition Learning Model, social
interaction (the way we act and react
to those around us) is extremely
important in the development of how
children think, explore, and figure
things out, (including language).
• He also says that culture (environment
where learners are socialized) teaches “Untitled” by Mattysimpson is licensed under Pixabay. It is free to use and
children both what to think and how
share.
to think.
This is a program of the U.S. Department of State administered
by FHI 360 and delivered by University of Maryland Baltimore
County
Approach
Learning Theories Continued
• According to Dewey’s (1933) Inquiry- Ask
Based Approach, learning begins by
asking a lot of questions that naturally Investigat
lead to further questions. These Reflect e
questions (inquiries) will lead to
opportunities for authentic “learning
by doing.”
Discuss Create
“Inquiry Based Approach” by Zarin Marvi of the University of Maryland Baltimore
County is licensed under CC BY 4.0 for use in the AE E-Teacher Program,
sponsored by the U.S. Department of State.
(Dewey,
This is a program of the U.S. Department of State administered by 1933)
Approach
Language Learning Theories
According to Richards &
Rogers (2001), there are Structural
three important points
of view that are
important to language
learning.
Interactional Functional
County
Approach
According to Richards & Rogers (2001), there are “Untitled” by 3dman_eu is licensed
under Pixabay. It is free to use and
three important points of view:
share.
Structural view
Focuses on
• Phonological (relating to the study of the speech sounds used in a
language),
• Grammatical,
• Lexical (relating to the words or vocabulary) structures
Methods: Audio Lingual, Grammar-Translation
Approach
Functional view “Untitled” by 3dman_eu is licensed under
Pixabay. It is free to use and share.
Focuses on
• Meaning
• What is literal or “essential" meaning of the word, phrase, functional expression,
or grammar structure?
• What does it mean in the context it’s being used in?
• Function
• What is the situation we are in and/or what do we want to communicate to our
listeners?
Method: Communicative Language Teaching (CLT)
Approach
““Untitled” by 3dman_eu is licensed under
Pixabay. It is free to use and share.
Interactional view
Focuses on
• Conveying and receiving authentic messages that are
meaningful to both speaker and listener.
 Method: Task-Based Language Teaching (TBLT)
Dominant Methods Timeline
Traditional approaches:
• Grammar-Translation Method (1890s-1940s)
• The Direct Method (1970s)
• Audio-Lingual Method (1950s-1960s)
Designer methods (humanistic approaches):

• Suggestopedia (1960s-2000s)
• The Silent Way (1970s-2000s)
• Total Physical Response/TPR (1970s-2000s)
• Communicative Language Teaching Approach (1980s-2000s)
• Task-Based Learning (1980s-2000s)
Post-methods era
Let’s take a look at some of
the most prominent
methods of the 20th
century and analyze their
characteristics.
County
Reflection: How do you decide which
method?
Ask yourself some questions before deciding which method to use:
Who are my students?
What do I know about my teaching context?
Why do I teach the way I do?
How do I make sense of theoretical knowledge, and how is this knowledge a
driving force for my teaching approach?
(Johnson, 1999)
Method
Grammar-Translation Method
Traditional approach
• Focus on the language itself
• Learn by analyzing the language
• Grammatical rules &
memorization of vocabulary
• Verb declensions and conjugations
• Translation of texts
• Reading & writing skills, not “Untitled” by Falarcompaulo is licensed under Pixabay. It is
free to use and share.
listening & speaking
• Deductive explanation of rules
• Teacher – Centered
County
Method
Direct Method
• Lessons are in the target language
• There is a focus on everyday vocabulary
• Visual aids are used to teach vocabulary
• Particular attention is placed on the
accuracy of pronunciation and grammar
• A systematic approach is developed for
comprehension and oral expression
“Direct Method” by UMBC is licensed under CC BY 4.0 for use
in the AE E-Teacher Program, sponsored by the U.S.
Department of State
County
Method
Audiolingual Method
• Emphasizes language form through pattern
practice
• New material is presented in dialogue form
• Memorization of set phrases based on
assumption that language learning is a
process of habit formation
• Verb conjugations and declensions
• Little or no grammatical explanation “Audiolingual Method” by UMBC is licensed under CC BY
4.0 for use in the AE E-Teacher Program, sponsored by the
• Grammar is taught by inductive analogy U.S. Department of State.
rather than by deductive explanation
County
Method
Silent Way Method
Humanistic approach
• Characterized by a problem-solving approach
• Develops independence and autonomy and
encourages students to cooperate with each
other
• Learning is facilitated if the learner discovers or
creates rather than remembers and repeats what
is to be learned
“Silent Way” by UMBC is licensed under CC BY 4.0 for use in the AE E-
• Participants learn to read and speak using color Teacher Program, sponsored by the U.S. Department of State.
charts and colored cuisenaire rods
County
Method
Suggestopedia
Humanistic approach
• Learning is facilitated in an environment that
is as comfortable as possible
• Students are encouraged to be child-like
• Students work from lengthy dialogs in L2, with
an translation into L1
• Errors are tolerated
• Music, drama, and "the arts" are integrated
into the learning process as often as possible This work is a derivative of “Learn English through drama - THE COURSE
EXPLAINED” by Fast Learning School, used under CC BY 3.0. This
derivative is licensed under CC BY 4.0 by UMBC for use in the AE E-
Teacher Program, sponsored by the U.S Department of State.
County
Method
Total Physical Response (TPR)
Humanistic approach
• The coordination of speech and action facilitates
language learning
• Grammar is taught inductively (in a learner-centered
way)
• Meaning is more important than form
• Speaking is delayed until comprehension skills are
established
• The role of the teacher is central. They use commands
to introduce vocabulary and structure
“TPR” by UMBC is licensed under CC BY 4.0 for use in the AE
• The learner is a listener and a performer responding to E-Teacher Program, sponsored by the U.S. Department of
commands individually or collectively State.
County
Method
Communicative Language Teaching
Humanistic approach
• Objective is to enable the learner to function
communicatively in L2
• Grammar and vocabulary are presented in communicative
situations Teacher is a facilitator and guide
• Classroom tasks give students with the skills necessary for
communication in unrehearsed contexts outside the
classroom
• Students are given opportunities to focus on their own
learning process “Untitled” by geralt is licensed under Pixabay. It is free to use
and share.
• Students are encouraged to construct meaning through
interaction with others
County
Method
Communicative Language Teaching
Goal and purpose of language teaching is communication

T Ss

S S
Focuses on use, meaning, and interaction
Post-Methods Era
• We are now in a Post-Methods Era
• Teaching methods must be flexible and adaptable to learners’ needs
and interests
• Approaches and methods are not culturally universal
• Teachers should:
• become familiar with the major teaching approaches and methods proposed
for teaching L2
• be able to use approaches and methods flexibly and creatively based on their
own judgement and experience
• transform and adapt the methods they use to make them their own
The Big Picture
Develop an English language teaching rationale for how you
select methods and why you choose certain approaches to
implement based on theoretical knowledge that is aligned
with a principled pedagogical approach.
Conclusion
As you digest the unit materials and collaborate in discussions with colleagues, ask
yourself if you agree with Brown (et al.) that the search for the perfect language
teaching method in the past has lead us today to a Post-Method Era with a shift
toward better diagnosis, treatment, and assessment.
“It has been realized that there never was and probably never will be a method for
all, and the focus in recent years has been on the development of classroom tasks
and activities which are consonant with what we know about second language
acquisition, and which are also in keeping with the dynamics of the classroom
itself.”
(Nunan as cited in Brown, 2002)
References (Copyright)
This content is copyrighted, and cannot be adapted in any way, or distributed after the end of this course. It is not Public Domain or Creative Commons-licensed, and therefore not for public
use. Please do not save a copy for your personal use, and do not use it after the course ends.
• Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs, New Jersey:
Prentice Hall Regents.
• Brown, H. D. (2002). English language teaching in the “ post-methods” era: Toward better diagnosis, treatment, and
assessment. In J.C. Richards & W. A. Renanyda (Eds.), Methods in language Teaching. (pp. 9-18). New York, NY:
Cambridge.
• Crookes, G. & Chaudron. (2001). Guidelines for language classroom instruction. In Celece-Murcia, M. (ed.)Teaching English
as a second or foreign language 3 rd Ed. Boston: Heinle & Heinle.
• Galloway, A. (1993). Communicative language teaching: An introduction and sample activities. Center For Applied
Linguistics.
• Johnson, K. 1999. Understanding language teaching: Reasoning in action. Boston: Heinle and Heinle.
• Larsen-Freeman, Diane. 2000. Techniques and Principles in Language Teaching. 2nd Ed. Oxford: Oxford University Press.
• Lightbown, P.M. & Spada, N. 2006. How Languages are Learned 3 rd Ed. Oxford: Oxford University Press.
• Nunan, D. (Ed.). (2003). Practical English language teaching . New York: McGraw Hill.
• Richards, J.C. & Rodgers, T. 2001. Approaches and Methods in Language Teaching, 2nd Ed. Cambridge: Cambridge
University Press. This is a program of the U.S. Department of State administered by

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