CHAPTER 15
Foreign language teaching methods
https://doi.org/10.56238/sevened2024.002-015
Waleska Barroso dos Santos Kramer Marques1, Vaneska Oliveira Caldas2 and Fabio Marques de
Oliveira Neto3
ABSTRACT
This article presented four methods of learning foreign languages: the grammar and translation method, the
direct method, the audiolingual method, and the communicative method. Each method has been described in
terms of its characteristics and approaches to language teaching. Opinions from linguists have been included
to offer a critical view on each method. The grammar and translation method emphasizes reading and writing,
the direct method focuses on oral communication and natural language acquisition, the audiolingual method
values repetition and memorization, while the communicative method values meaningful communication and
social interaction. From the presentation of the methods and the opinions of linguists, it was possible to
understand the implications of each method in the teaching of foreign languages.
Keywords: Foreign language, Methods, Linguistics.
1
Master's degree in Education from the Federal Institute of Rio Grande do Norte
E-mail: [email protected]
2
Master's degree in Language Studies from the Federal University of Rio Grande do Norte
E-mail: [email protected]
3
Doctor in Education from the Federal Institute of Rio Grande do Norte
E-mail: [email protected]
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Foreign language teaching methods
INTRODUCTION
Foreign language learning has become increasingly important in the globalized era we live in.
With the growing need for international communication, many people seek to learn new languages to
improve their communication in different contexts. In this sense, there are several approaches and
methods of teaching foreign languages, each with its own characteristics and advantages. This article
briefly presents four of these methods and their characteristics. Authors' opinions have been included
to help readers understand the implications of these methods in language teaching.
GRAMMAR AND TRANSLATION METHOD
The method of Grammar and Translation is one of the oldest methods of teaching foreign
languages, being widely used in Europe in the 19th century.
The Grammar and Translation method has as its main objective the teaching of written
language, with a focus on grammar and vocabulary. The methodology consists of a series of steps
that include the analysis of texts in a foreign language, translation into the mother tongue and, finally,
the production of texts in a foreign language.
The first step of this method is the presentation of grammar rules. The rules are presented in
logical and sequential order, starting with the simplest and progressing to the most complex. The
rules are then applied in text translation and analysis exercises, where students have the opportunity
to practice and internalize the knowledge.
The next step of the method is the translation of texts. Students are exposed to authentic texts
in the foreign language and then translate these texts into their mother tongue. Translation helps to
develop the ability to understand and interpret texts, in addition to contributing to the acquisition of
vocabulary.
Finally, students are encouraged to produce texts in the foreign language. This stage of the
method helps to develop oral and written communication skills, in addition to contributing to the
acquisition of fluency.
The Grammar and Translation method has been criticized by some experts for its
overemphasis on grammar and translation. Some argue that the method does not develop
communicative skills, such as fluency and listening, as well as other methods. However, it is
important to point out that the analytical and structured approach of the method can be a solid
foundation for the development of more advanced communicative skills. In addition, the method
continues to be used in some schools and universities around the world.
In turn, this methodology has been the subject of divergent opinions, despite criticism, there
are authors who defend it. For example, Eliot (1909) advocated the method of Grammar and
Translation as the most effective approach to teaching foreign languages. He stated that grammar is
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Foreign language teaching methods
the foundation of language, and that translation is the best way to develop the ability to understand
and produce texts in the foreign language.
On the other hand, Krashen (1989) criticized the method of Grammar and Translation,
arguing that it does not develop effective communicative skills. The author stated that language
acquisition occurs naturally, through exposure to language in real communicative situations, and that
the emphasis on grammar and translation can lead to rote and ineffective learning.
Henderson (2016) argued that the Grammar and Translation method can be useful as a
complement to other, more communicative approaches. Because of his ideas, the method can be
useful for students who already have a basic knowledge of the language, and that the emphasis on
grammar and translation can help consolidate this knowledge.
In short, there are differing opinions on the method of Grammar and Translation. Some
believe that it is effective for the development of grammar and translation skills, while others argue
that it is not effective for the development of communicative skills. However, many agree that the
method can be useful as a complement to other, more communicative approaches.
DIRECT METHOD
The direct method is one of the oldest methods for teaching foreign languages and is
characterized by emphasizing oral communication, using the foreign language as a medium of
instruction from the beginning of the learning process.
This approach seeks to mimic the natural process of mother tongue acquisition, where
comprehension and oral production come before reading and writing. The main objective is for
students to be able to communicate in real and everyday situations using the foreign language, which
is considered fundamental for the development of their communicative skills.
The direct method is based on the idea that language should be presented in concrete and
meaningful contexts, through situations and tasks that are familiar to learners. The teacher mainly
uses the target language in the classroom, avoiding the mother tongue as much as possible.
In this way, the student learns the language in a natural way, assimilating grammatical
structures and vocabulary in an intuitive and functional way. The direct method also emphasizes the
importance of pronunciation and correct intonation, as it believes that this is essential for effective
communication.
One of the main advantages of the direct method is that it provides students with an authentic
and immersive foreign language experience, which can increase their motivation and interest in
learning. In addition, the direct method is particularly suitable for teaching living languages such as
English, French, Spanish and other languages widely spoken around the world.
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Foreign language teaching methods
However, the direct method also has some limitations. For example, it can be difficult to
assess student learning objectively and systematically. Additionally, the direct method may be more
challenging for students with lower proficiency levels, who may have difficulty following
instructions in a language they have not yet mastered.
In summary, the direct method is an effective approach to foreign language teaching that
emphasizes oral communication and immersion in authentic and meaningful situations. Although it
has some limitations, the direct method may be particularly suitable for students with more advanced
levels of proficiency or those who want to learn a foreign language for specific purposes, such as
business or travel.
Several authors have already expressed opinions about the direct method in the teaching of
foreign languages. Berlitz (1914), the founder of the famous method of language teaching that bears
his name, supported the direct approach and asserted that learning a foreign language should begin
with speaking, not reading or grammar.
Swan (1989) stated that the direct method can be effective in improving communicative
ability in a foreign language, but that grammar is still necessary for language comprehension. For
Richard and Rodgers (2014), the direct method can be very effective for teaching communicative
skills in foreign languages, but that it can be difficult for beginner learners or for those who need
more grammatical support.
Brown (2000) states that the direct method is useful for providing learners with an authentic
experience of communicating in a foreign language, but that it should not be used as the only
approach in language teaching. For his part, Richards (2014) states that the direct method can be
especially useful for students who want to learn a foreign language for practical purposes such as
traveling or working, however, in the author's lesson, it should be combined with other approaches to
provide a balanced foreign language education.
AUDIOLINGUAL METHOD
The audiolingual method was one of the main approaches to foreign language teaching in the
1950s and 1960s. It emphasized repetition, memorization, and intensive practice of the target
language, using oral and listening exercises to develop communicative skills.
The audiolingual method was developed as a response to the need to provide intensive
foreign language training for military, diplomatic, and commercial purposes in the United States
during World War II. It was inspired by the work of behaviorist linguists, who believed that language
was a habit acquired through practice and repetition.
The audiolingual method emphasized imitation, repetition, and intensive practice of the target
language through oral and auditory exercises. Students were exposed to common dialogues and
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Foreign language teaching methods
language patterns, which were repeated over and over again until students could reproduce them
fluently. The goal was to develop communicative skills and automate linguistic responses.
One of the main advantages of the audiolingual method is that it emphasizes intensive
practice of the target language, which can lead to a rapid improvement in students' fluency and
communication skills. Additionally, the emphasis on listening and repetition can help learners
develop good pronunciation and better understand spoken language.
The audiolingual method is also useful for students who want to learn a foreign language for
specific purposes, such as travel or business. It can help develop practical and situational
communicative skills, such as making reservations at a hotel or negotiating a contract.
However, the audiolingual method has some limitations. First of all, it does not emphasize the
development of reading comprehension or grammar. Students may become proficient in speaking but
may have difficulty reading and writing in the target language. Additionally, the emphasis on
repetition can make classes monotonous and tedious, which can lead to a lack of motivation from
students.
Another limitation is that the audiolingual method may not be suitable for all learners.
Students with different learning abilities may find it difficult to adapt to such a structured and
intensive approach. Additionally, the emphasis on oral practice can cause some students to feel
inhibited and have difficulty expressing themselves verbally.
The audiolingual method has been the subject of much discussion among foreign language
authors. Some authors describe it as a practice-centered approach that emphasizes repetition,
imitation, and memorization to automate linguistic responses and develop communicative skills.
Brown (2000), for example, when he states that the audiolingual method is a practice-based
approach, which emphasizes the development of oral skill and the memorization of common
linguistic patterns through repetition. Richards and Rodgers (2014) agree with this view and describe
the method as a practice-centered approach, which emphasizes repetition, imitation, and
memorization to automate linguistic responses and develop communicative skills.
However, some researchers point out some limitations of the audiolingual method. Swan
(2005), for example, postulates that the audiolingual method is only suitable for learners with an
auditory learning preference and that it may not be suitable for learners with different learning
abilities. In addition, for the aforementioned author, the emphasis on oral practice can make some
students feel inhibited and have difficulty expressing themselves verbally.
Berlitz (1914), founder of the Berlitz Language School, one of the schools that popularized
the audiolingual method, describes the method as an intensive training in pronunciation, vocabulary
and grammar through oral and auditory exercises, aimed at developing fluency and communication
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Foreign language teaching methods
skills. However, other authors, such as Howatt (1984), argue that the audiolingual method may be
insufficient to develop written comprehension or textual production skills.
In summary, the audiolingual method was a popular foreign language teaching approach in
past decades, which emphasized intensive practice of the target language through oral and listening
exercises. Although it has some limitations, the audiolingual method is still considered useful for
developing practical and situational communicative skills, such as making reservations at a hotel or
negotiating a contract.
COMMUNICATIVE METHOD
The communicative method is an approach to foreign language teaching that emphasizes the
use of language as a real and authentic means of communication, rather than focusing only on
grammatical and structural aspects. This method emerged in the 1970s as a response to the
limitations of the audio-lingual method and the grammatical-translation method, which focused
exclusively on formal aspects of the language.
The main objective of the communicative method is to develop students' communicative
skills, both in comprehension and in oral and written production, so that they can communicate
effectively in everyday situations. Teaching is task-driven, which are practical and meaningful
projects that students must undertake in groups or individually.
An important aspect of the communicative method is the use of authentic communication
situations. This means that the teaching materials are based on real everyday situations, such as
informal conversations, business dialogues, professional emails, among others. In addition, classes
are conducted largely in the target language, so students are immersed in the linguistic environment
and can practice the language as much as possible.
Another important aspect of the communicative method is the emphasis on interaction
between students. Classroom activities are designed to encourage collaboration and communication
among students so that they can feel comfortable using the language and receive feedback from their
peers and teachers.
The role of the teacher in the communicative method is that of a facilitator. The teacher
guides and supports the students by offering feedback and correcting mistakes in a constructive
manner. It also provides authentic materials and challenging communication situations so that
students can practice their communicative skills.
The communicative method has been widely adopted around the world as an effective
approach to foreign language teaching. It provides students with an opportunity to communicate in
the target language in a meaningful and authentic way, helping them to develop their communication
skills and feel more confident when speaking to people from different backgrounds and cultures.
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In conclusion, the communicative method is an approach to foreign language teaching that
emphasizes real and authentic communication, the use of real situations, and teamwork. It is an
effective alternative to traditional grammar and translation-based methods, and has been widely
adopted around the world as an effective approach to foreign language teaching.
The communicative method in the teaching of foreign languages is the subject of several
opinions and perspectives on the part of renowned authors in the field.
Harmer (2007) considers the communicative method as one of the most important
developments in foreign language teaching, highlighting its task-oriented approach and the
placement of the student at the center of the learning process.
Richards (2014) emphasizes that the communicative method is based on the idea that
language should be seen as a means of communication, enabling students to practice the language in
authentic situations and, consequently, to develop confidence in communication in real contexts.
Rivers (1987) values the communicative method for its dynamic and interactive approach,
which prioritizes interaction between students for the development of more effective communication
skills.
Larsen-Freeman (2014) highlights the student-centered approach of the communicative
method, emphasizing its flexibility and adaptability for different teaching contexts.
In short, the debate on the communicative method in the teaching of foreign languages is rich
and diverse, evidencing its importance and continuous improvement.
FINAL THOUGHTS
In conclusion, this article presented four methods of foreign language learning, along with
opinions from linguists on their use in language teaching. Each method has its own advantages and
disadvantages, and it is important for foreign language teachers to be aware of these characteristics
when choosing a method for their students.
In addition, the methods should not be seen as mutually exclusive, but rather as
complementary. It is possible to combine different teaching methods and strategies to achieve the
desired learning objectives. The most appropriate method will depend on the learning context and the
needs of the students.
Ultimately, the primary goal of foreign language teaching should be effective and meaningful
communication, and methods should be used flexibly and adaptably to achieve this goal.
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Foreign language teaching methods
REFERENCES
1. BERLITZ, M. Método Berlitz para o ensino de línguas modernas. Nova York: Berlitz Publishing
Company, 1914.
2. BROWN, H. D. (2000). Principles of language learning and teaching. Pearson Education.
3. ELIOT, C.W. (1909). The Teaching of Modern Foreign Languages in the United States. New York:
Charles Scribner's Sons.
4. HARMER, Jeremy. The practice of English language teaching. 4. ed. Harlow: Pearson Longman,
2007.
5. HENDERSON, I. (2016). The Grammar Translation Method: Not as Bad as You Think. The
Language Teacher, 40(5), 33-36.
6. HOWATT, A. P. R. A history of English language teaching. Oxford: Oxford University Press,
1984.
7. KRASHEN, S. (1989). Principles and Practice in Second Language Acquisition. New York:
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8. LARSEN-FREEMAN, Diane. Techniques and principles in language teaching. 3. ed. Oxford:
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Cambridge University Press.
11. RIVERS, Wilga M. Interactive language teaching. Cambridge: Cambridge University Press,
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12. SWAN, M. (2005). Practical English usage. Oxford University Press.
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