Curso: L2 methods,tecniques and

strategies in elt
METHODS AND APPROACHES
IN TEACHING ENGLISH AS A
FOREIGN LANGUAGE
THE GRAMMAR – TRANSLATION
METHOD

This is a method that has been used by language teachers for

many years.
At one time it was called Classical Method,since it was
first used in the teaching of the classical languages,Latin
and Greek.
Earlier in this century,it was used for the purpose of
helping students read and appreciate foreign language
literature.
Classes are taught in the students mother tongue,with little
active use of the target language;
 Much vocabulary is taught in the form of lists of isolated
words ;
Long elaborate explanations of intricacies of grammar are
given;
Reading of difficult classical texts is begun early in the
course of study;
Little attention is paid to the content of texts, which are
treated as exercises in grammatical analysis.
Grammar provides the rules for putting words together,
and instruction often focuses on the forme and inflection
of words.
Often the only drills are exercises in traslating
disconnected sentences from the target language into
the mother tongue.
Little or no attention is given to pronunciation.
 Techniques
1. Translation.
2. Reading comprehension
questions.
3. Exercises with antonyms
or synonyms.
4. Eliciting cognates into a text.
5. Deductive application of rules.
6. Memorisation (list of new words of verbs).
AUDIO-LINGUAL

Audio-lingual methodology owes its existence to the

Behaviourist models of learning using the Stimulus-
Response-Reinforcement model, it attempted, through a
continuous process of such positive reinforcement, to
engender good habits in language learners.
There is little or no grammatical explanation:
Grammar is taught by inductive analogy rather than
deductive explanation.
Skills are sequenced-listen, speak, read, write.
Vocabulary is strictly limited and learned in context.
Teaching points are determined by contrastive analysis.
New material is presented in dialogue form.
There is dependence on mimicry, memorization of set
phrases, and overlearning (i.e., it is believed that language
learning is habit formation).
Structures are sequenced, and taught one at a time.
Structural patterns are taught using repetitive drills.
There is much use of tapes, language labs, and visual aids.
There is an extended pre-reading period at the beginning
of the course.
Great importance is attached to pronunciation, with
special attention being paid to intonation.
The cultural background of the target language is stressed.
Some of the mother tongue by teachers is permitted.

Successful responses are immediately reinforced.

There is a great effort to prevent student errors.

There is a tendency to manipulate language and disregard

content.
TECHNIQUES
Pattern Grammar: key words.
Drills, method exercises.
Structured.
Foreign language.
Phonetics, syntax, morphology.
(dialogues and drills are essential, repetition-restatement
and transformation are examples of typical activities,
language laboratories are an important tool to reinforce
the exercises)
The Communicative Approach
The communicative approach to language
teaching is based on several theoretical
premises:
1. The communication principle: Activities that
involve communication promote the
acquisition of language.
2. The task-principle: Activities that engage
students in the completion of real-world
tasks promote language acquisition.
2. The task-principle: Activities that engage
students in the completion of real-world
tasks promote language acquisition.
3. The meaningfulness principle: Learners are engaged in
activities that promote authentic and meaningful use of
language.
 The main goal in this approach is for the learner to
become communicatively competent. The learner
develops competency in using the language appropriately
in given social contexts. Much emphasis is given to
activities that allow the second language learner to
negotiate meaning in activities that require oral
communication in the second language.
In the communicative approach, it is important
to create an “information gap” between speakers. Thus,
the need to communicate is authentic because
communication must take place to narrow the gap and
accomplish the task .
The task cannot be completed individually;
partners must work together to successfully complete the
assigned task.
Classroom activities must be varied and must
include interactive language games, information sharing
activities, social interactions, need for impromptu
responses, and the use of authentic materials, such as the
newspaper for oral discussions on current events.
 Sauvignon (1983, 1997, 2002) suggests designing the
curriculum to include language arts (or language analysis
activities), language-for-a-purpose (content-based and
immersion) activities, personalized language use, theatre
arts (including simulations, role-plays, and social
interaction games)
and language use “beyond the classroom” (including
planning activities that take the learners outside the
classroom to engage in real-world encounters).
The communicative approach embraces the principle
of“learning by doing,” encouraging the use of English
from the beginning of instruction.
 Kagan (1995), one of the greatest proponents of
cooperative learning in the classroom, has described how
this strategy is very effective in ESL classrooms,
particularly when employing the communicative
approach.
Techniques
❖The communicative approach emphasizes meaningful
communication in the ESOL classroom.
❖The communicative approach requires the use of
varied activities where authentic communication takes
place.
❖The communicative approach embraces the principle
of “learning by doing.”
❖Cooperative groups provide a vehicle for language
acquisition in the communicative approach.
❖The communicative approach is based on the need for
an “information gap” as a means to encourage
meaningful communication.
The Direct Method

The direct method was a complete departure from the

grammar-translation method. This method dates back to
1884 when the German scholar and psychologist F.
Frankle provided a theoretical justification for the
method by writing about the direct association between
forms and meaning in the target language. It is also
based on the work of Gouin, who in the 1880s observed
children learning language in natural settings.
1.The emphasis is on the direct associations the student
makes between objects and concepts and the
corresponding words in the target language.
2. The use of the native language, as in the grammar
translation method, is avoided; the use of the target
language is emphasized at all times.
 3. In this method, the primary goals are for students to
think and speak the language; thus, no use of the
native language is allowed.
4.Teachers employ objects, visuals, and realia to make
the input comprehensible.
5. Instruction revolves around specific topics.
6. Aspects of grammar are taught inductively through
the handling of the topic.
7. In addition, cultural aspects of the countries where the
target language is spoken are also included in the lessons.
8. In this process, vocabulary is emphasized, and interaction
among students and with the teacher is fostered, although
it is limited to mostly asking and responding to questions.
Reading and writing are also taught from the beginning.
Techniques
1. Drills in pronunciation.
2. Questions and answers exercises.
3. Use of maps drawing pictures.
4. Dictation.
5. Conversation practice.
6. Students’self-correction.
7. Productive skills are taught from the beginning and
receptive skills are emphasised.
THE SILENT WAY
Developed by Caleb Gattegno, the Silent Way requires that
the teachers remain silent much of the time, thus its name.
In this method, students are responsible for their own
learning. Based on the belief that students are initiators of
learning and capable of independently acquiring language,
the Silent Way provides a classroom environment in which
this can take place.
The teacher models once, and the students are then given
the opportunity to work together to try to reproduce what
has been modeled.
Beginners are initially taught the sounds of the
new language from color-coded sound charts. Next,
teachers focus on language structures, sometimes using
colored, plastic rods to visually represent parts of words or
sentences.
As students begin to understand more of the language,
they are taught stories using the rods as props.
At all stages of the method, the teacher models as little as
possible, and students try to repeat after careful listening
with help from each other.
The teacher leads them toward correct responses by nods
or negative head shakes.
The Silent Way is a fairly complex method that
requires the teacher to receive extensive training in the use
of the methodology.
Students also need to be well versed in the use of the charts
and the rods to participate effectively in the lessons.
Techniques
Responsability
Autonomous
Grammatical –lexical
Items is discovered by
students
Experience learning
 THE TOTAL PHYSICAL RESPONSE (TPR)

Developed by psychologist James Asher (1974). This

method is based on the principle that people learn better
when they are involved physically as well as mentally. In
TPR, students are required to respond nonverbally
(physically) to a series of commands.
 As the teacher gives a command and the students
respond physically such as:
Teacher: Stand up! (teacher models)
Students: Respond by standing up. (physical response,
not verbal).
In TPR, teachers can employ pictures, objects, and realia
for students to manipulate as they respond nonverbally.
For example: the students are studying a unit on
“emotions.” The teacher can pass out pictures of people
displaying different emotions. Then, the teacher can give
the following commands:
Teacher: Raise the picture of the girl who seems sad.
Student(s): Raise(s) picture of sad girl.
Commands become more complex as the students
continue to develop listening comprehension and
knowledge of subject matter.
Once students are able to respond to a series of
commands and can give the commands themselves.
The teacher can introduce the reading and the writing
aspects of language. However, the emphasis in TPR is
on listening comprehension until oral proficiency is
developed.
characteristics
Speech - action (repeat)
Positive mood.
Teacher plays an active
and direct role.
Student --> listener - performer.
Activities -> roles plays -> slide .
(considers the coordination between speech and action,
language is taught by motor activity, objectives depend on
the particular needs of the learners)
Techniques
❖ TPR stands for total physical response.
❖ In TPR, students are actively engaged in the language
acquisition process by responding nonverbally
(physically).
❖ TPR is an effective method to employ while second
language learners are in the silent (comprehension/
preproduction) period.
❖ The TPR method allows teachers to ascertain
comprehension long before second language learners are
able to respond verbally.
❖ TPR is an effective method of including second language
learners in lessons while in the silent period.
❖ TPR helps second/new language learners develop a sense
of belonging and accomplishment while still in the silent
period.
Suggestopedia
Suggestopedia was developed by Bulgarian psychiatrist–
educator Georgi Lozanov (1982), who wanted to eliminate
the psychological barriers that people have to learning. It
uses drama, art, physical exercise, and desuggestive–
suggestive communicative psychotherapy as well as the
traditional modes of listening, speaking, reading, and writing
to teach a second language.
 The influence of the science of suggestology is clear in
this method that calls class meetings “sessions” (Freeman
and Freeman, 1998).

In this method, the classroom atmosphere is crucial.

Creating a relaxed, nonthreatening learning environment
is essential for its success.
 The goal is that students will assimilate the content of the
lessons without feeling any type of stress or fatigue.
Classrooms are equipped with comfortable seating
arrangements and dim lighting in an effort to provide an
inviting and appealing environment.
Soothing music is employed to invite relaxation and allow
students to feel comfortable in the language classroom.
The use of the native language is also allowed, especially to
give directions and to create that welcoming atmosphere.
 The use of drama, songs, and games provides
for much practice, yet in a less-threatening and
more enjoyable fashion.
Techniques
Authoritative.
Performance.
Unconscious.
Music.
Therapy.
(focuses on how to deal with the relationship between
mental potential and learning efficacy, promises success
through this method to the academically gifted and
ungifted alike, success depends on learner´s mental
state)
Community Language Learning

This methodology created by Charles Curran is not based

on the usual methods by which languages are taught.
Rather the approach is patterned upon counseling
techniques and adapted to the peculiar anxiety and threat as
well as the personal and language problems a person
encounters in the learning of foreign languages.
Consequently, the learner is not thought of as a student but
as a client.
 The native instructors of the language are not considered
teachers but, rather are trained in counseling skills adapted
to their roles as language counselors.
The language-counseling relationship begins with the
client's linguistic confusion and conflict. The aim of the
language counselor's skill is first to communicate an
empathy for the client's threatened inadequate state and to
aid him linguistically.
Then slowly the teacher-counselor strives to enable him to
arrive at his own increasingly independent language
adequacy. This process is furthered by the language
counselor's ability to establish a warm, understanding, and
accepting relationship, thus becoming an "other-language
self" for the client. The process involves five stages of
adaptation:
STAGE 1
The client is completely dependent on the language
counselor.
1. First, he expresses only to the counselor and in
English what he wishes to say to the group. Each group
member overhears this English exchange but no other
members of the group are involved in the interaction.
2. The counselor then reflects these ideas back to the
client in the foreign language in a warm, accepting tone,
in simple language in phrases of five or six words.
3. The client turns to the group and presents his ideas in
the foreign language. He has the counselor's aid if he
mispronounces or hesitates on a word or phrase. This is
the client's maximum security stage.
STAGE 2
1. Same as above.
2. The client turns and begins to speak the foreign
language directly to the group.
3. The counselor aids only as the client hesitates or turns
for help. These small independent steps are signs of
positive confidence and hope.
STAGE 3
1. The client speaks directly to the group in the foreign
language. This presumes that the group has now acquired
the ability to understand his simple phrases.
2. Same as 3 above. This presumes the client's greater
confidence, independence, and proportionate insight into
the relationship of phrases, grammar, and ideas.
Translation is given only when a group member desires it.
STAGE 4
1. The client is now speaking freely and complexly in the
foreign language. Presumes group's understanding.
2. The counselor directly intervenes in grammatical error,
mispronunciation, or where aid in complex expression is
needed. The client is sufficiently secure to take correction.
STAGE 5
1. Same as stage 4.
2. The counselor intervenes not only to offer correction
but to add idioms and more elegant constructions.
3. At this stage the client can become counselor to the
group in stages 1, 2, and 3.
BIBLIOGRAPHY
Curran, Charles A.,(1990). Counselling-Learning in
Second Languages. Apple River, Illinois: Apple River
Press.
Doff, Adrian,(1990). Teach English. Cambridge
University Press, UK.
Littlewood, William,(1995). Communicative Language
Teaching. Cambridge University Press, UK.
Richards, Jack y Nunan, David. (1990). Second
Language Teacher Education. Cambridge University
Press, UK.
 Richards Jack and Rodgers Theodor, (1990).
Approaches and Methods in Language” Teaching.
Cambridge University Press, UK.
UR, Penny, (1996). A course in Language Teaching,
practice and Theory. Cambridge University Press, UK.