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LANGUAGE- TEACHING METHODOLOGY
A methodology states how the teacher should teach and how the learner should learn
derived from a particular theory of language and a theory of language learning. For the
teacher, methods prescribe what materials and activities should be used, how they
should be used and what the role of the teacher should be. For learners, methods
prescribe what approach to learning the learner should take and what roles the learner
should adopt in the classroom.
Below you will find the names of the most relevant teaching methods and a description
of each. Match each label with the correct description.
Method Description Activities
Gra
mma
r-
trans
latio
n
Dire
ct
meth
od or
natur
al
appr
oach
Imm
ersio
n
Audi
o-
lingu
al
Total
Phys
ical
Resp
onse
1 It was created in the early 1900’s by Charles Berlitz. While ideas were interes�ng, in prac�ce this was a short-lived theory due to
the proven lack of success of teaching L2 grammar through induc�on and schools not being able to provide a fully immersed environment.
4 It was created in the early 1900’s by Charles Berlitz. While ideas were interes�ng, in prac�ce this was a short-lived theory due to
the proven lack of success of teaching L2 grammar through induc�on and schools not being able to provide a fully immersed environment.
(TPR
Com
muni
cativ
e 3
Task-
base
d
Lear
ning
The
silent
way
(Cale
b
Gatte
gno)
2 It was developed in the 1970s by Dr. James Asher, professor of Psychology at the San Jose State University in
California.
3 Since the 1980s the communicative approach is the most widely used and accepted approach to classroom-based
foreign language teaching today, and in many ways, is a culmination of those approaches and methodologies that appeared before.
form; it might or might not be natural. Influenced by structuralism and behaviorism.
transformation drill, where the instructor says, “I read a book,” which the students change into the negative or question.
Total
Phys
ical
Resp
onse
(TPR
It relies on the assumption that when learning a second language, language is internalized through a process of code-breaking similar to first language development. It believes that by pairing movement and language in a “stress-free” environment, comprehension is reinforced and language becomes meaningful. For this reason, listening comes before production. It emulated the way in which a parent instructs and the child physically responds to this. It requires a initial silent phase where the student is taking in all of the language; the sounds and the patterns. Eventually when it has decoded enough, the student reproduces the language quite spontaneously.
Telling a story to the whole class (fairytale, adventure, even horror and comedy) with plenty of gestures and actions, which are repeated often. A vocabulary-oriented game like Simon Says. Instructions are like “throw the ball” are given. By virtue of repetition and validation—and gesturing— learners acquire the language.
Com
muni
cativ
e^6
It focuses on developing the learner’s ability to carry out interaction and various functions (asking and answering questions, making requests, describing, narrating and comparing) in the target language. Task assignment and problem solving—two key components of critical thinking—are the means through which this approach operates. Grammar is not taught in isolation, the learning happens in context; detailed error correction is de- emphasized as it is assumed that students will naturally develop accurate speech through frequent use. Students develop fluency and practice all skills through communicating (rather than analyzing). Learning is understood as a process of creative construction and involves trial and error.
Activities are used to enable students work out a problem or situation through negotiation, and thus, establish communicative competence. Authentic meaningful communication is the goal of classroom activities. Some activities might include composing a dialogue in which the participants negotiate when and where they are going to eat dinner, creating a story based on a series of pictures or comparing similarities and differences between pictures.
Task-
base
d
Lear
ning
It’s a “refinement” of the communicative approach, focuses on the use of authentic language and completion of specific meaningful tasks through which language is taught and learned. Language learners use the language they know to complete a variety of assignments, acquiring new structures, forms and vocabulary as necessary. Assessment is primarily based on task outcome (ie. appropriateness of language forms rather than simply accuracy). Little error correction is provided and it helps develop language fluency and student confidence. Students learn about a specific topic, step- by-step, using a variety of resources, with each unit culminating in a final project such as a written report or presentation.
Activities are meaningful and communicative, but they are always based around a single, specific theme (to which 3 to 4 weeks segments are devoted). For instance, visiting the doctor, conducting an interview, or calling customer services for help. Each task has a pre-task phase, the doing of the task, and the post-task phase. The major role of the teacher changes from phase to phase.
The
silent
way
(Cale
b
Gatte
gno)
It’s problem-solving approach where learning is facilitated is the learner discovers or creates rather than remembers and repeats what is to be learned. The learning is facilitated by accompanying (mediating) physical objects. It also develops student’s independence and autonomy and encourages him/her to cooperate with others.
Students are given a problem-solve question. Teachers generally remain silent, only giving help when it is absolutely necessary. Students are encouraged to help each other in a cooperative and not competitive spirit (peer correction). They tend to use Sound-Colour Chart and Word charts, depicting individual sounds in the target language - students use this to point out and build words with correct pronunciation.
Other Methods
Computer Assisted Language Learning (CALL) — There are a number of
commercial products (Pimsleur, Rosetta Stone, the Michael Thomas Method) and
online products (Duolingo, Babbel) which are generally used by independent language
learners. These fall under the CALL method, though some—with careful preparation—
have been used in tandem with traditional classroom instruction.
5 It was developed in the 1970s by Dr. James Asher, professor of Psychology at the San Jose State University in
California.
6 Since the 1980s the communicative approach is the most widely used and accepted approach to classroom-based
foreign language teaching today, and in many ways, is a culmination of those approaches and methodologies that appeared before.
