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Week 3_2022

The document outlines various methods of language teaching, including the Grammar-Translation Method, Direct Method, Audio-Lingual Method, and Structural-Situational Method, each with distinct theoretical foundations, goals, and typical activities. It discusses learner-teacher roles, strengths and weaknesses of each method, and poses reflective questions for educators. References for further reading on language teaching methodologies are also provided.

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8 views22 pages

Week 3_2022

The document outlines various methods of language teaching, including the Grammar-Translation Method, Direct Method, Audio-Lingual Method, and Structural-Situational Method, each with distinct theoretical foundations, goals, and typical activities. It discusses learner-teacher roles, strengths and weaknesses of each method, and poses reflective questions for educators. References for further reading on language teaching methodologies are also provided.

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thinhphan.040920
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© © All Rights Reserved
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Methods of Language Teaching (Part 1)

1. The Grammar-Translation Method


Theoretical foundations:
- Education = “Discipline”
- Learning a foreign language is the mark of educated persons
Goals:
- Vocabulary memorization
- Grammar rules
- Translation of passages
- Reading proficiency
1. The Grammar-Translation Method
Learner-Teacher roles:
- Teacher as controller
Typical Activities:
- Explaining rules
- Memorizing vocabulary
- Translating reading passages
- Others: antonyms/synonyms, cognates, fill-in-the-blanks, reading
comprehension questions
2. The Direct Method
Theoretical foundations:
- L2 and L1 learning similarities
- Meaning associations
Goals:
- Oral fluency
- Conversation ability
2. The Direct Method
Learner-Teacher roles:
- Teacher-directed (~ a manipulator)
- Learners respond to modeled language
Typical Activities:
- Repeating teacher models
- Practicing dialogues, whole class
1. The Grammar-Translation Method
1. Do you believe a fundamental reason for learning another language
is to be able to read the literature written in the target language? Why?

2. Is translation a valuable exercise?

3. Should grammar be presented deductively?

4. Which techniques of the Grammar Translation Method would be


useful for your own teaching? Why?
2. The Direct Method
1. Does it make sense to you that the students’ native language
should not be used to give meaning to the target language?

2. Should students be encouraged to self-correct?

3. Which principles of the Direct Method do you believe in? Why?

4. Should grammar be presented inductively?


What is the natural order in which children
follow when learning their native language?
Listening - Speaking - Reading - Writing
3. The Audio-Lingual Method
Theoretical foundations:
- Habit formation through repetition
- Primacy of oral communication
Goals:
- Oral communication skills (through “over-learn”)
- Pronunciation
- Fluency (within limited stretches of discourse)
Students
3. The Audio-Lingual Method
Learner-Teacher roles:
- Highly teacher-directed
- Learners respond to modeled language
- Learners practice target language on their own
Typical Activities:
- Repeating teacher-modeled prescribed dialogues
- Oral pattern practice
- Pronunciation drilling
- Practicing memorized dialogues in pairs
Drill Techniques

•Repetition
•Backward Build-up
•Chain
•Single-slot Substitution
•Multiple-slot Substitution
•Transformation
•Question-and-answer
3. The Audio-Lingual Method
Strengths
- Emphasis on oral language
- Building learner confidence
- Taped dialogues = models => self-practice
Weaknesses:
- Little room for creativity
- Emphasis on error-free production
- Writing/reading not emphasized (so as vocabulary)
3. The Audio-Lingual Method
1. Does it make sense to you that language acquisition results from habit
formation? If so, will the habits of the native language interfere with the
target language learning?
2. Should errors be prevented as much as possible?
3. Are drills valuable pedagogical activities?
4. Is working on pronunciation through minimal-pair drills a worthwhile
activity?
5. Which ALM techniques could you adapt to your own teaching approach
and situation?
4. The Structural-Situational Method
What does it mean by “situation”? As a
teacher, how can you create the situation?
The following three terms relate to the same
method:
- The Oral Approach (1920s)
- Situational Language Teaching (1960s)
- Structural-Situational Method
Language teaching begins with the spoken language.
Material is taught orally before it is presented in written form.
4. The Structural-Situational Method
Theoretical foundations:
- Structuralism (Language as a system consisting of interrelated structures)
=> Knowledge of structures must be linked to situations in which they
could be used.
Goals:
- Teaching the skills (R-L-S-W) through structure.
- Accuracy in both pronunciation and grammar.
- Errors are to be avoided at all costs.
4. The Structural-Situation Method
Learner-Teacher roles:
- Teacher’s role is threefold: model - conductor of an orchestra - skillful manipulator
- Learners listen to and repeat what the Teacher says, later practice under teacher’s
instructions.
Typical Activities:
- Drills (Ex: There’s a NOUN+of+ (noun) in the box. Then T pulls out stuff from a
box.)
- The PPP lesson format
4. The Structural-Situation Method
Strengths
- Present new language in lively situations
- Enhance automatic control of basic structures and sentence patterns
Weaknesses:
- Burden for inexperienced teachers in finding the appropriate “situation”
- Learners having no control over the content of the learning process
References
• Harmer, J. (2017). How to teach English. Essex, England: Pearson Education
Limited.
• Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in
language teaching (3rd ed.). Oxford, UK: Oxford University Press.
• Morska, L. (2003). Theory and practice of English teaching methodology.
Ternopil: Aston.
• Richard, J. C. and Rodgers, T.S. (2014). Approaches and Methods in
Language Teaching. Cambridge University Press

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