ELT Methodology. 8 Approaches and Methods CONFIRMED

Method /
Approach
Grammar
Translation
Method
Definition
Source 1
Have students translate from target
language (TL) texts to native
language.
Example :
Students translate the passage
from English to Spanish. An
important goal is for students to be
able to translate each language into
the other. If students can translate
from one language into another,
they are considered successful
learners.
Freeman, D. L. (2000). Techniques

and Principles in Language
Teaching. China: Oxford University.
Source 2
Source 3
The cognitive, systematic use of

grammar rules as a basis of
instruction (not unlike the
generative-transformational
grammar appeal in the postAudiolingual era). The directness of
translation and the utilization of
students native language
proficiency as an appealing feature.
Classes are taught in the mother

tongue, with little active use of
the target language. Much
vocabulary is taught in the form
of lists of isolated words. Little
attention is paid to the content of
the texts, which are treated as
exercises in grammatical
analysis.
Example :
Classes could be taught in the
students native language with little
teaching skill or foreign-language
speaking skill needed by the
instructor. Objectives were limited
and attainable.
Brown, H. (2000). Principles of

Language Learning and Teaching.
New York: Addison Wesley
Longman, Inc.
J. Donal Bowen, Harold Madsen, Ann

Hilferty. (1985). TESOL Techniques
and Procedures. Wadsworth: Heinle
& Heinle Publishers.
Direct Method
Use spoken language in situations

with no native language
translation.
Direct Method teachers rejected

translation as the cornerstone of
The product of a reform

movement which was reacting to
Example :
The teacher asks questions about
the map in TL, to which the
students reply in a complete
sentence in the TL. Students should
learn to think in the TL as soon as
possible. Vocabulary is acquired
more naturally.
Audio-Lingual
Method
Conduct oral/aural drills and pattern

practice.
Example :
The students repeat each line of the
new dialogue several times.
Language learning is a process of
habit formation. The more often
something is repeated, the stronger
the habit and the greater the
learning.
language instruction. They tended

to favour an incubation period of
listening prior to teaching students
how to speak, and quite generally
the teaching of receptive skills prior
to productive skills.
J. Donal Bowen, Harold Madsen, Ann
Hilferty. (1985). TESOL Techniques
and Procedures. Wadsworth: Heinle
& Heinle Publishers.
the restrictions of GTM.

Translation was abandoned in
favour of the teacher and the
students speaking together,
relating the grammatical form
they were studying to objects
and pictures and etc. The
sentence wass still the main
object of interest, and accuracy
was important.
Harmer, J. (2007). The Practice of
English Language Teaching.
China : Pearson Education
Limited.
An emphasis on aural-oral skills; an

emphasis on repetition and drills;
the use of the target language only;
immediate reward/reinforcement
after every correct response;
teacher-centredness.
Nesamalar Chitravelu, Saratha

Sithamparan, Teh Soo Choon.
(2005). ELT Methodology Principle
and Pratice. Malaysia: Penerbit Fajar
Bakti Sdn. Bhd.
Audiolingualism relied heavily on

drills to form these habits;
substitution was built into these
drills so that, in small steps, the
student was constantly learning
and, moreover, was shielded
from the possibility of making
mistakes by the design of the
drill. The purpose was habitformation through constant
repetition of correct utterances,
encouraged and supported by
positive reinforcement.

Limited.
Silent Way
Remain silent in order to

subordinate teaching to learning.
Focus student attention; provide
meaningful practice.
Example :
The teacher works with gestures,
and sometimes instructions in the
students native language, to help
the students to produce the TL
sounds as accurately as possible.
An approach that places the

students and his learning needs,
abilities and interests as its starting
point is said to be learner-centred.
Learning in this approach is given
importance than teaching and the
teachers role is seen as more that
of a facilitator than that of an
instructor.
To teach means to serve the

learning process rather than to
dominate it (Caleb Gattegno).

Bakti Sdn. Bhd.
Example :
Silence is a tool. It helps to foster
autonomy, or the exercise of
initiative. It also removes the
teacher from the center of
attention so he can listen to and
work with students. The teacher
speaks, but only when necessary.
Otherwise, the teacher gets out
of the way that it is the students
who receive the practice in using
the language.
Language acquisition must be a

procedure whereby people use
their own thinking processes, or
cognition, to discover the
language they are acquiring.
Diane Larsen Freeman, Marti

Anderson. (2011). Techniques &
Principles in Language Teaching.

New York: Oxford University
Press.
Desuggestopedia
Community
Language
Learning
Desuggest limitations: teach

lengthy dialogs through musical
accompaniment, playful practice
and arts.
One of the ways students mental

reserves are stimulated through
integration of the fine arts (Georgi
Lozanov).
Example :
The teacher leads the class in
various activities involving the
dialogue, question-and-answer,
repetition, and translation. The
teacher should help the students
activate the material to which they
have been exposed.
Example :
Music and movement reinforce the
linguistic material. It is desirable
that students achieve a state of
infantilization so that they will be
more open to learning. If they trust
the teacher, they will reach this
state more easily.


New York: Oxford University Press.
CLL, a knower stands outside the
circle of students and helps the
students say what they want to say
by translating, suggesting or
amending the students utterance.
Include the elements of security,

attention, aggression, reflection,
retention, and discrimination.
Example :
Students work in group of three. In
groups, students can begin to feel a
sense of community and can learn
from each other as well as teacher.

English Language Teaching. China :
Pearson Education Limited.
Method which helps to motivate

students in order to learn English
as a foreign language, in which
students are included in the
learning process.
Borzak, L. (ed.) (1981) Field

Study. A source book for
experiential learning, Beverley
Hills: Sage Publications.
Teachers consider not only

students intellect, but they also
have some understanding of the
relationship among students
feeling, physical reactions,
instinctive protective reactions,
and desire to learn (Charles A.
Curran).
Cooperation, not competition, is

encouraged.
Example :
The teacher should work in nonthreatening way with what the
learner has produced.

Communicative
Language
Teaching
Use information gaps, role plays

and games.
Example :
The teacher gives each group of
students a strip story and a task to
perform. It gives students an
opportunity to work on negotiating
meaning.

New York: Oxford University
Press.
An approach to language teaching

and learning which gives greater
importance to language as
communication than to language as
a system of grammatical and
phonological rules.
Example :
Task-based activities. Emphasis on
the use of language in situations
relevant to the student; hence lot of
simulation and role-play.
Bakti Sdn. Bhd.
Students are involved in

meaning-focused communicative
tasks. Activities in CLT typically
involve students in real or
realistic communication, where
the successful achievement of
the communicative task they are
performing is at least as
important as the accuracy of
their language use.
Example :
Role play. Students might
stimulate a television programme
or scene.
Limited.
Total Physical
Response
Delay speaking until students are

ready; make meaning clear through
actions and visuals.
Example :
The teacher sits down and issues
commands to the volunteers. The
imperative is a powerful linguistic
device through which the teacher
can direct student behaviour.
Language learning starts first with

understanding and ends with
production (Asher, 1960). Meaning
in the target language can often be
conveyed through actions. Memory
is activated through learner
response. Beginning language
instruction should address the right
hemisphere of the brain, the part
which controls nonverbal behaviour.
New York: Oxford University Press.
Learning to understand and

respond to language physically is
something all - normally gifted
-learners can do well. As a result
they feel successful as a student
and they experience the
enjoyment of an easy learning.
Segal, Bertha. Teaching English

Through Actions. Bertha Segal,
Inc., Brea, California

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Method /

Freeman, D. L. (2000). Techniques

The cognitive, systematic use of

Classes are taught in the mother

Brown, H. (2000). Principles of

J. Donal Bowen, Harold Madsen, Ann

Use spoken language in situations

Direct Method teachers rejected

The product of a reform

Conduct oral/aural drills and pattern

language instruction. They tended

the restrictions of GTM.

An emphasis on aural-oral skills; an

Nesamalar Chitravelu, Saratha

Audiolingualism relied heavily on

Harmer, J. (2007). The Practice of

Remain silent in order to

An approach that places the

To teach means to serve the

Nesamalar Chitravelu, Saratha

Language acquisition must be a

Diane Larsen Freeman, Marti

Principles in Language Teaching.

Desuggest limitations: teach

One of the ways students mental

Freeman, D. L. (2000). Techniques

Diane Larsen Freeman, Marti

Include the elements of security,

Harmer, J. (2007). The Practice of

Method which helps to motivate

Borzak, L. (ed.) (1981) Field

Teachers consider not only

Cooperation, not competition, is

Freeman, D. L. (2000). Techniques

Use information gaps, role plays

Diane Larsen Freeman, Marti

An approach to language teaching

Students are involved in

Delay speaking until students are

Language learning starts first with

Learning to understand and

Segal, Bertha. Teaching English

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