A Summary to Methods to Language Teaching

N0 Approach/ View of the language View of language Classroom practice Teaching techniques
Method learning
1 AUDIO-LINGUAL Everyday speech A set of habits through -New vocabulary and Dialogue Memorization
METHOD (ALM) Every day behavior and Stimulus-Response- structures are presented Dialogs or short
lifestyle Reinforcement cycles through dialogues. conversations between two
Repetitive practices and -Grammar is people are often used to begin
drills to reinforce correct induced/figured out from a new lesson. Memorize the
language patterns and the examples given, dialog through mimicry.
structures explicit grammar rules are Students usually take the role
not provided of one person and teachers are
-Dialogues are learned the other
through imitation and Then switch roles, half of the
repetition class one role and vice versa.
-Students’ successful Then pairs of individuals
responses are positive Backward Build-up Drills
reinforced Use when long-line of dialog
-The target language is is giving students trouble
used exclusively in the Break down lines into several
classroom to immerse parts, repeat a part of a
learners and promote sentence, usually the last
natural language phrase of the line, then repeat
use(English only) backward until the whole line.
-Errors are corrected Repetition drills:
immediately to prevent Students are asked to repeat
the formation of bad the teacher’s mode as
habits. accurately and as quickly as
possible
Used to teach the lines of the
dialog
Chain drills:
Students one-by-one ask and
answer questions.
Single –slot Substitution
Drill
 Replace phrases in the
sentence with available form.
Ex: There’s a cup on the
table. Spoon. There’s a spoon
on the table.
Use of Minimal pairs
T works with pairs of words
which differ in only one
sound, for example
“ship/sheep” Ss perceive the
difference.
Complete the dialogue
Selected words are erased
from a dialog students have
learnt
Ss complete the dialog by
filling in the blanks with the
missing words

2 GRAMMAR- Language as a set of Language is learnt by Studying grammartical Deductive grammar teaching
TRANSLATION grammartical rules and analyzing and applying rules, and then applying Teachers present grammar
METHOD (GTM) vocabulary that can be learnt grammartical rules them in exercies rules explicity, and students
Provides the explicit through translation and rote Focus on learning detailed Working out what apply these rules through
teaching of memorization grammartical rules and language means by exercises
grammatical rules and extensive vocabulary lists applying rules Translation exercises:
structures Use translation between the Learning lists of words Students complete written
Prioritizes rreading target language and the native by heart exercises to practice grammar
and writing skills over language to reinforce Translating texts and/or and vocab, such as filling in
speaking and listening grammartical structures and isolated sentences from L1 the blanks or writing
Instruction is typically vocabulary. to L2 or vice versa sentences using new words
lead by the teacher, Emphasis on Synonyms and Antonyms
who provides grammartical accuracy Students find synonyms and
explanations and antonyms for words in the
corrections, while target language to expand
students engage in their vocabulary
rote memorization Reading Comprehension
and practice(teacher Students read texts in the
 centered) target language and answer
Often includes the questions to demonstarte
study of literary texts, understanding
providing insights
into the culture
associated with the
language
The native language is
used extensively for
explanations and
translations
3 DIRECT METHOD Language is seen as a tool for Learners discover Prioritizes teaching Example Proliferation:
Also known as the communication, learned grammartical rules through practical, everyday Teachers use numerous
Natural Method, is a through direct interaction and examples and practices rather language that learners can examples to illustrate
language teaching use in real-life contexts than explicit use in real life situations language points, helping
approach that instruction(inductive Uses visual aids and students infer rules through
emphasize learning) context to help learners contexts
immersive, Emphasis on speaking and understand and use the Visual
interacrive learning listening skills, with a strong language naturally Support/demonstration:
focus on oral Grammar is taught visual aids, relia, and gestures
communication inductively, meaning are used to convey meaning
studetns learn rules and support comprehension
through practice and without translation
examples rather than Oral Exercises and
explicit instructions Listening Activities:
Instruction is conducted Activities such as storytelling
entirely in the target and listening to conversations
language, with no use of help develop listening skills
learners’native language and comprehension
Language is taught Oral Exercises and Tasks
through reaf-life contexts, Emphasis on speaking
using visual aids and through dialogues, role plays,
interactive activities to and sessions to practice oral
facilitate understanding communication question-and-
Students are encouraged to answer
actively participate Stress-Free Environment:
through role-plays, Creating a supportive and
 dialogues, and interactive encouraging classroom
exercises, fostering atmosphere to reduce anxiety
confidence and fluency, and promote active
Teachers provide participation
immediate feedbacks and
corrections
4 STRUCTURAL Language is a system of Language is learnt through Structures are taught in a Drills: Controll practices,
APPROACH structure used to controlled practice of specific order, starting such as repetition and
Emphasizes the communicate meaning, and simpler strucutres, then with simple forms and substitution drills, help
systematic the primary goal is to teach more complicated one gradually progressing to reinforce specific
presentation and these structures The curriculum is typically more complex ones grammatical forms and
practice of Oral skills are learned before organized around Students engage in structures
grammartical written skills. structures rather than topics, repetitive drills are Pattern Practice : Students
structures ensuring a logical exercises to internalizw practice fixed sentence
Focuses on teaching progression in the learning of sentence petterns and patterns to internalize
language through the language forms grammartical rules grammatical rules and
mastery of Mistakes should be avoided The target language is improve fluency
grammartical used predominantly in the Sentence Completion: fill in
structures. classroom to immerse the blanks
students and reinforce Transformation Exercises:
learning change sentences from one to
Teachers play the central another (e.g. affirmative to
role, provide negative)
grammartical Translation Exercises:
correctness translation can be used to
compare structures between
the target language and the
native language
Control Conversation:
Structured dialogues are
practiced
Error Correction:
Immediate and constructive
feedback is provided to
address mistakes and
reinforce correct usage
5 SITUATIONAL Language is viewed as a set of Language learning occurs Language is taught in Situation Presentation:
APPROACH structures used in specific through structured exposure meaningful situations; Introduce language in a
situations. to language in real-life vocabulary and grammar meaningful situation.
contexts and situations. are introduced in context. Substitution Drills: Replace
The focus is on practical vocabulary or phrases to fit
usage, with oral practice new situations.
preceding reading and Practice Dialogues:
writing. Use of pictures, Structured conversations
objects, and actions to set based on real-life contexts.
a situation.
6 TOTAL PHYSICAL Language is a tool for Language is acquired through Students respond to Commands and Actions:
RESPONSE (TPR) communication, linked to listening followed by teacher's commands by Teacher gives commands;
physical activity. physical response, reducing performing physical students act them out.
stress and enhancing actions. Emphasis is on Storytelling: Combine
retention. comprehension before movement and narrative.
production, with minimal Games: Engage learners in
pressure to speak. Lessons playful activities involving
often involve kinesthetic commands.
activities to reinforce
meaning.

7 SUGGESTOPEDIA Language is a means of Language learning occurs in a Focus on creating a Music and Rhythm: Use
communication and personal stress-free, relaxed comfortable atmosphere Baroque music to create a
expression. environment that enhances using music, art, and relaxed environment.
memory and creativity. positive reinforcement. Role Play: Encourage
Language is introduced in creativity through acting.
a playful, creative way Positive Suggestions:
with dialogues and Reinforce learning with
readings. Emphasis on affirmations and
emotional connection and encouragement.
reducing anxiety.
8 LEXICAL Language is a collection of Language learning focuses on Emphasizes the teaching Collocation Practice:
APPROACH words, phrases, and acquiring chunks, rather than of vocabulary in chunks Highlight common word
collocations. isolated vocabulary or and fixed expressions. combinations.
grammar rules. Grammar is taught Text Analysis: Analyze texts
incidentally as part of for lexical chunks.
lexical patterns. Activities Speaking Practice:
 focus on real-life language Encourage natural use of
use and contextualized phrases and idiomatic
practice. expressions.

9 NOTIONAL- Language is used to express Learners acquire language by The syllabus is organized Role-Playing: Practice
FUNCTIONAL notions (concepts) and perform understanding and practicing around notions (e.g., time, specific functions in
APPROACH functions. functions in context, such as space) and functions (e.g., contextualized scenarios.
requesting or apologizing. making requests, giving Functional Dialogues: Focus
opinions). Practice on practical communication.
involves situational role- Real-Life Tasks: Engage
plays and functional learners in solving problems
activities. using language.

10 GUIDED Language is a system of rules Learners are guided to Teachers provide Problem-Solving Tasks:
DISCOVERY and patterns to explore and discover grammar rules and examples and ask guided Encourage learners to figure
METHOD understand. language patterns through questions to lead learners out rules.
examples and activities. toward discovering rules. Example Analysis: Provide
Students engage in hands- examples for pattern
on activities to uncover recognition.
patterns and apply them in Guiding Questions: Direct
practice. students toward the
underlying grammar or
structure.

11 COMMUNICATIVE Language is a tool for Language is acquired through Focuses on fluency over Information Gap Activities:
APPROACH (CLT) communication and social meaningful interaction and accuracy. Activities Encourage learners to
interaction. communicative activities. include group discussions, exchange information.
role-plays, and real-life Role-Playing: Practice real-
tasks. Emphasizes life interactions.
functional language use in Task-Based Activities: Solve
authentic contexts. problems collaboratively
using language.

12 CONTENT-BASED Language is a medium for Language learning occurs Lessons focus on academic Theme-Based Lessons: Use
INSTRUCTION learning academic or subject naturally through engagement or thematic content. topics of interest to teach
(CBI) content. with meaningful content. Language skills are language.
integrated into subject Project Work: Combine
 learning, encouraging language skills with content
critical thinking and exploration.
contextualized practice. Scaffolding: Provide support
for comprehension and
language production.

13 TASK-BASED Language is a tool for Language is learned through Learners work on tasks Pre-Task: Introduce the task
LEARNING accomplishing specific tasks or completing meaningful tasks such as planning an event and related language.
APPROACH (TBL) goals. that mirror real-life activities. or solving a problem. Task Cycle: Learners
Language is used as a tool perform the task.
to complete the task, and Post-Task Feedback: Reflect
feedback is provided after and correct errors.
the task is completed.

14 CONTENT & Language and content are Language is learned through Lessons integrate language Integrated Activities: Blend
LANGUAGE integrated for dual-focused engaging with subject matter, instruction with subject content learning with
INTEGRATED learning. promoting both linguistic and content such as science or language skills.
LEARNING (CLIL) cognitive development. history. Encourages cross- Project-Based Learning:
curricular learning and Combine subjects and
application of language language for deeper
skills in academic understanding.
contexts. Language Support: Provide
vocabulary and grammar
within content.

15 COMPUTER- Language is a digital tool for Language learning is Uses software, apps, and Interactive Software: Use
ASSISTED communication and learning. enhanced through online resources for apps and programs for
LANGUAGE technology, offering interactive learning. practice.
LEARNING interactive and flexible Activities range from Virtual Collaboration:
(CALL) resources. grammar drills to virtual Engage learners in online
conversations. Technology exchanges.
provides instant feedback Multimedia Integration:
and a self-paced learning Use videos, audio, and
environment. interactive exercises.
16 BLENDED Combines traditional Language is acquired through Lessons combine in-class Hybrid Activities: Mix
LEARNING classroom and online learning a mix of face-to-face activities with online tasks, classroom and online tasks.
environments. interaction and digital offering a balanced Flipped Learning: Assign
resources, promoting approach to skill preparatory work online for
flexibility. development. Learners can in-class discussion.
access materials anytime Self-Paced Learning: Allow
and engage in interactive learners to progress at their
exercises online. own speed using digital tools.