TECHNIQUES IN

LANGUAGE TEACHING
 CONTENTS
 The Description of Techniques in Approaches and Methods
 Traditional Approaches and Methods
1) Grammar Translation Method
2) Direct Method
3) Audiolingual Method

 Alternative Approaches and Methods

1) Lexical Approach
2) Competency- Based Language Teaching

 Current Communicative Approaches

1) Communicative Language Teaching
2) Task –Based Language Teaching
The Techniques used in Grammar
Translation Method
1) Translation of a literary passage
2) Reading comprehension questions
3) Antonyms / synonyms
4) Cognates
5) Deductive application of rules
6) Fill in the blanks
7) Memorization
8) Use words in sentences
9) Composition
 GTM
1) Translation of a literary passage
Sir Gawain and Green Knight
King Arthur and his knights are having a feast on a new years
day. A terrible looking gianty comes into the hall on horseback. They
all are in green. He has a battle axe. He is the Green Knight. He
challenges the King knights and says he will offer his neck to a blow
of this battle axe.

Bay Gawain ve Yeşil Şövalye

Kral Arthur ve şövalyeleri yeni yılda bir ziyafete sahiptiler. O
sırada , atın üzerinde korkunç görünüşlü bir canavar ziyafet odasına
geldi. Bu canavarın herşeyi yeşildi. Baltası bile yeşildi. O, Yeşil
şövalyeyedi. Kralın şövalyelerine karşı mücadele etti, ve baltayla tek
vurusta kendi boynunu vurabileceklerini söyledi.
 GTM
Reading comprehension questions

Janie helped her father roast hot dogs on the campfire.

First, she put a hot dog on a long stick. Next, she held the stick
so the hot dog was just above the fire. After a few minutes, she
turned the hot dog over. Finally, she removed the hot dog from
the fire and placed it in a bun.

1. What did Janie do first?

 A. She put a hot dog on a long stick.
 B. She held the stick over the fire.
 C. She turned the hot dog over.
 D. She placed the hot dog in a bun.
 GTM
Antonyms / synonyms
Hot / cold next = preceding
 GTM
Cognates

* Cinema  sinema
 GTM
Deductive application of rule

* To give grammar rules with examples

 GTM
Fill in the blanks
 GTM
Memorization

To memorize vocabulary and grammar rules.

 GTM
Use words in sentences

I never eat fish in my life

 GTM
Composition

Writing a composition about a topic which is given in the target

language
 Direct Method
1) Reading aloud
2) Question and answer exercises
3) Getting students to self correct
4) Conversation practice
5) Fill in the blanks exercises
6) Dictation
7) Map drawing
 Audiolingualism
1) Dialog memorization
2) Backward build- up drill
3) Repetition drills
4) Chain drills
5) Single slot substitution drills
6) Multiple- slot substitution drills
7) Transformation drill
8) Question and answer drill
9) Complete the dialog
 ALM
Dialog memorization
Person 1: Good morning, Bill.
Person 2: Good morning, Sally.
Person 1: How are you?
Person 2: Fine thanks, and you?
Person 1: Fine. Where are you going?
Person 2: I'm going to the post office.
Person 1: I am too. Shall we go together?
Person 2: Sure. Let's go.
 ALM
Backward Build-up Drill

Sentence: I’m going to the post office.

Class : Post office

Teacher: to the post office
Class : to the post office
Teacher: going to the post office
Class : going to the post office
Teacher: I'm going to the post office.
Class : I'm going to the post office
 ALM
Repetition Drill

I used to know him.

I used to know him years ago.
I used to know him years ago when we were in school.
 
 ALM
Chain Drill

Person 1: Good morning, Bill.

Person 2: Good morning, Sally.
Person 1: How are you?
Person 2: Fine thanks, and you?
Person 1: Fine. Thank you.
 ALM
Single-slot Substitution Drill

Teacher: Where are you going?

Class: I'm going to the post office.

Class: I am going to the

 ALM
Multiple-slot Substitution Drill

I am going to the post office.

Teacher: she
She is going to the post office.
Teacher: To the park
She is going to the park.
 ALM
Transformation Drill

Teacher: She is going to the post office.

(?) Is she going to the post office?

(-) She is not going to the post office.

 ALM
Question & Answer Drill

Teacher: Is she going to the bank?

Class: Yes, she is going to the bank.

C: No, she is not going to the bank. She is going to the post office.
 ALM
Complete the Dialog
Good morning, Bill.
Good morning, Sally.
... are you?
Fine thanks, and you?
Fine. Where ... you going?
I'm ... to the post office.
I am too. Shall we go together?
Sure. Let's go.
 Lexical Approach
1) Listening and reading activities
2) First and second language comparison &
translation – chunk for chunk
3) Repetition and recycling of activities
4) Guess the meaning from the context
5) Noticing and recording language patterns
and collocations
6) Working with the dictionaries
7) Working with language corpuses
 Competency-based approach

1) Debates
2) Drama (role-play, games, novel)
3) Group and cooperative learning
4) Writing in class
5) Problem- based learning
 Communicative Language
Teaching
1) Role-play
2) Language games
3) Information-gap activities
4) Scrambled texts
5) Problem-solving act
6) Picture-strip story
7) Authentic materials
 Task-Based Language Teaching
1) Team task
2) Real-world tasks
3) Pedagogical tasks
4) Jigsaw tasks
5) Information-gap tasks
6) Problem solving tasks
7) Decision-making tasks
8) Opinion exchange tasks
9) Role-play tasks
 TBLT
Team Tasked
• Orientation functions
• Organizational functions
• Adaptation functions
• Motivational functions
 TBLT
Real world task

• Reflect real world

 TBLT
Pedagogical Task
• Classroom tasks
 TBLT
Jigsaw Task
 TBLT
Information Gap Task

One student has one set of information and

the others have a complementary set of
information to complete task.
 TBLT
Problem solving task
• Problem of the Day: Give students a problem daily. Instead of
solving the problem, break down the task. This makes it easier to
model all steps in the problem-solving process.  Students can
– tell what the question is asking them to do
– underline key words in the question that indicate the
mathematical operation to be performed
– identify the parts in the question
– find the best problem-solving strategy and explain why it is the
best
– describe two different ways a problem could have been solved
– have students develop questions from graphic information
– share student-generated questions
– ask other students to solve the problem and justify their
answers 
 TBLT

• Decision making task

• Opinion exchange task
 TBLT
Role Play Task
Student A: Someone calls for your sister Carol. She isn’t in.
Take a message for her.
Student B: Call your friend Carol to tell her this:
There is no class next Friday afternoon.
The class is going to a movie.
Meet us in front of the theatre at 4:30.
 TECHNIQUES IN LANGUAGE TEACHING
TRADITIONALS ALTERNATIVES COMMUNICATIVES
 Grammar Translation  Lexical  CLT
1) Translation 1) Listening and reading activities
1) Role- play
2) Reading 2) First and second language
comprehension comparison and translation – chunk 2) Language games
questions for chunk 3) Information gap
3) Memorization 3) Repetition and recycle activities activities
4) Guess the meaning from the context 4) Scrambled text
 Direct Method 5) Noticing and recording language 5) Problem solving acts
1) Reading aloud patterns and collocations
6) Picture strip story
2) Fill in the blanks 6) Working with dictionary
3) Dictation 7) Working with language corpuses 7) Authentic materials
4) Question answer
exercises  Competency – Based  Task –Based
1) Debates 1) Team tasks
 Audiolingualism 2) Drama ( role play, games, novel )
2) Real world tasks
1) Dialog memorization 3) Group and cooperative learning
2) Repetition drills 4) Writing in class 3) Pedogogical tasks
3) Transformation drills 5) Problem based learning 4) Jigsaw tasks
4) Question and answers 5) Information gap
5) Complete the dialogue tasks
6) Role playing tasks
THANK YOU FOR LISTENING
Prepared by
 Murat Akkoyun
 Ali Uztopal
 Hale Çokgünlü
 Lütfiye Genç
 Hacer Karakaya
 Ebru Saygılı
 References

-Approaches and Methods in Language Teaching by Jack

C. Richards&Theodore S. Rodgers
- Techniques and Principles in Language Teaching
- http://www.sil.org/lingualinks/LANGUAGELEARNING/WaysToA
pproachLanguageLearning/TheAudioLingualMethod.htm
- http://privatewww.essex.ac.uk/~nharwood/lexapproach.htm
- http://www3.telus.net/linguisticsissues/syllabusdesign.html
- http://www.cal.org/resources/digest/gallow01.html
- http://lshss.asha.org/cgi/content/abstract/13/3/187
- http://www.aber.ac.uk/~mflwww/seclangacq/langteach3.html