LANGUAGE TEACHING

APPROACHES
 PRE TWENTIETH
CENTURY LANGUAGE
TEACHING APPROACHES
THE GRAMMAR TRANSLATION
APPROACH
*KARL PLOETZ*
instruction in the native language of the
students
little use of the target language for
communication
focus on grammatical parsing
early reading of difficult texts
translate sentences from the target language
into the mother tongue (or vice versa)
THE DIRECT METHOD
*FRANCOIS GOUIN, 1880*
use of the target language in the classroom
no use of the mother tongue
use of dialogues and anecdotes
use of actions and pictures
present grammar and culture inductively
literary texts for pleasure
THE REFORM MOVEMENT
*HENRY SWEET, WILHELM VITOR, AND
PAUL PASSY, 1886*
the spoken form of a language is primary and
should be taught first
the findings of phonetics should be applied to
language teaching
language teachers must have solid training in
phonetics
learners should be given basic phonetic
FAMOUS CHARLES BERLITZ
RULES
 EARLY AND MID-
TWENTIETH-CENTURY
APPROACHES
THE READING APPROACH

study of a foreign language by reading the target

language
useful grammar is only taught
translation is once more a respectable classroom
procedure
reading comprehension
the teacher does not need to have good oral
proficiency in the target language.
 ARC
PUT FORWARD BY JIM SCRIVENER

STANDS FOR AUTHENTIC USE, RESTRICTED USE AND

CLARIFICATION AND FOCUS

COMMUNICATIVE ACTIVITY WILL DEMONSTRATE AUTHENTIC USE;

ELICTED DIALOGUE OR GUIDED WRITING WILL PROVOKE
RESTRICTED USE OF LANGUAGE BY STUDENTS; FINALLY
CLARIFICATION LANGUAGE IS THAT WHICH THE TEACHER AND
STUDENTS USE TO EXPLAIN GRAMMAR,GIVE EXAMPLES,ANALYSE
ERRORS,ELICT OR REPEAT THINGS.
 OHE/III
MICHAEL LEWIS CLAIMS THAT STUDENTS SHOULD BE ALLOWED TO OBSERVE
(READ OR LISTEN TO LANGUAGE) WHICH WILL THEN PROVOKE THEM TO
HYPOTHESISE ABOUT HOW THE LANGUAGE WORKS BEFORE GOING ON TO
THE EXPERIMENT ON THE BASIS OF THAT HYPOTHESIS.
 ESA
IN THE ESA MODEL THREE COMPONENTS WILL USUALLY BE
PRESENT IN ANY TEACHING SEQUENCE,WHETHER OF FIVE,FIFTY
OR A HUNDRED MINUTES

E STANDS FOR ENGAGE - STUDENTS HAVE TO BE ENGAGED

EMOTIONALLY

S STANDS FOR STUDY

A STANDS FOR ACTIVATE - ANY STAGE AT WHICH STUDENTS ARE

 BEHAVIORISM - SKINNER

DEVELOPMENT = LEARNING
LANGUAGE = BEHAVIOR
PSYCHOLOGICAL DEVELOPMENT PROCESS
WHICH HAS ITS ORIGIN IN THE EXTERNAL.
BASED ON OBSERVABLE ASPECTS OF VERBAL BEHAVIOR:
PRACTICAL EVENTS WHICH PRECEDE SPEECH
SPEECH ITSELF
PRACTICAL EVENTS WHICH FOLLOW SPEECH
AVOIDS SPECULATION ABOUT INTERNAL PROCESSES.
LANGUAGE IS A COPY OF EXTERNAL WORLD AS A RELATIVELY PASSIVE
RECORD OF ASSOCIATIONS OF PREVIOUS DATA. 7/30/17
THE AUDIOLINGUAL APPROACH
Behavioral psychology: learning is based on
getting learners to repeat behaviors until they
become fully learned habits (Skinner, 1957)
lessons begin with dialogues
mimicry and memorization
grammar is taught inductively
accurate pronunciation is stressed from the
beginning
error free
THE ORAL SITUATIONAL
APPROACH
the spoken language is primary
all language material is practiced orally
before being presented in written form
target language based classroom
efforts are made to ensure that the
most general and useful lexical items
are presented
Lesson Pattern Vocabul
ary
1 I am Thirsty,
hungry. poor,
alone
2 He is Prompt,
 THE LEXICAL APPROACH
THE LEXICAL APPROACH, DISCUSSED BY DAVE WILLIS AND
POPULARISED BY THE WRITER MICHAEL LEWIS IS BASED ON THE
ASSERTION THAT LANGUAGE DOESN'T CONSIST OF TRADITIONAL
GRAMMAR AND VOCABULARY, BUT ALSO OF PHRASES,
COLLOCATIONS, AND IDIOMS.

A LEXICAL APPROACH WOULD STEER US TOWARDS THE

TEACHING OF PHRASES WHICH SHOW WORDS IN COMBINATION.
THUS, INSTEAD OF TEACHING WILL FOR THE FUTURE, WE MIGHT
INSTEAD HAVE STUDENTS FOCUS ON ITS USE IN A SERIES OF
ARCHETYPICAL UTTERANCES SUCH AS I'LL GIVE YOU A RING.
RECENT LANGUAGE
TEACHING
APPROACHES
Approac Principle
h
Cognitive Language learning is rule-
Approach governed cognitive behavior
(not habit formation).
Affective- Learning a foreign language is a process
of self-realization and of relating to other
humanistic people.
approach
Comprehension Language acquisition occurs if and only if
the learner receives and comprehends
approach sufficient meaningful input.
THE COGNITIVE APPROACH

Cognitive psychology and Chomskyan

linguistics
Language learning as rule acquisition
grammar is taught either inductively or
deductively
Pronunciation is deemphasized
Reading and writing = listening and
speaking
THE AFFECTIVE HUMANISTIC
APPROACH
RESPECT
Meaningful communication
Class atmosphere > materials and method
Peer support
Self- realization
Teacher as counselor and facilitator
KRASHEN'S THEORY OF SECOND LANGUAGE
ACQUISITION HYPOTHESES

THE ACQUISITION-LEARNING HYPOTHESIS

THE NATURAL ORDER HYPOTHESIS
THE MONITOR HYPOTHESIS
THE INPUT HYPOTHESIS
THE AFFECTIVE FILTER HYPOTHESIS
THE ACQUISITION-LEARNING HYPOTHESIS

THE ACQUIRED SYSTEM VS. THE LEARNED SYSTEM

LEARNED COMPETENCE FUNCTIONS (LC) AS A MONITOR OR
EDITOR.
LEARNING DOES NOT BECOME ACQUISITION. STEPHEN KRASHEN
GRAMMAR STUDY (LEARNING) IS LESS EFFECTIVE THAN SIMPLE
EXPOSURE (ACQUISITION).
 THE MONITOR HYPOTHESIS
THE RELATIONSHIP BETWEEN ACQUISITION AND LEARNING AND
THE INFLUENCE OF THE LATTER ON THE FORMER.

FLUENCY IN SECOND LANGUAGE PERFORMANCE IS DUE TO 'WHAT

WE HAVE ACQUIRED', NOT WHAT WE HAVE LEARNED.

THREE CONDITIONS :(1)HAVING ENOUGH TIME; (2) FOCUSING ON

FORM; (3) KNOWING THE RULE.
 THE NATURAL ORDER HYPOTHESIS
LANGUAGE RULES ARE ACQUIRED IN A PREDICTABLE ORDER AND
CERTAIN RULES TEND TO BE ACQUIRED BEFORE OTHERS.

THE IMPLICATION OF NATURAL ORDER IS NOT THAT SECOND OR

FOREIGN LANGUAGE TEACHING MATERIALS SHOULD BE ARRANGED
IN ACCORDANCE WITH THIS SEQUENCE BUT THAT ACQUISITION
IS SUBCONSCIOUS AND FREE FROM CONSCIOUS INTERVENTION.
 THE INPUT HYPOTHESIS
EXPLAINS HOW SUCCESSFUL ACQUISITION OCCURS.

CONCERNED WITH 'ACQUISITION' NOT 'LEARNING

COMPREHENSIBLE INPUT' SHOULD BE PROVIDED.

(KRASHEN DEFINED THE PRESENT LEVEL AS I AND THE IDEAL
LEVEL OF INPUT AS I +1.)
 THE AFFECTIVE FILTER HYPOTHESIS
A NUMBER OF 'AFFECTIVE VARIABLES' PLAY A FACILITATIVE, BUT
NON-CAUSAL, ROLE IN SECOND LANGUAGE ACQUISITION.

THESE VARIABLES : MOTIVATION, SELF-CONFIDENCE AND

ANXIETY.

PEOPLE ACQUIRE A SECOND LANGUAGE ONLY IF THEIR AFFECTIVE

FILTERS ARE LOW ENOUGH TO ALLOW THEM TO RECEIVE
ADEQUATE INPUT.
THE COMPREHENSION BASED
APPROACH
Listening comprehension
Silent way
Law of readiness
Rule learning
Error correction is unnecessary
Appropriate audiovisual materials
THE COMMUNICATIVE APPROACH
Communicating in the target language
Semantic notions and social functions
Academic or job related material
Role play/ dramatization
Integrated skills
 Theories of Language Teaching
BEHAVIORISM

STRUCTURAL LINGUISTICS

1900 - 1950
COGNITIVE PSYCHOLOGY

GENERATIVE LINGUISTICS
1960 - 1980

CONSTRUCTIVISM

SOCIOLINGUISTICS
1980 Today
 Behaviorism & Structural
Linguistics
The language system is formed by sounds, words and
sentences; learned through practice & repetition.

1900 - 1950 Teacher produces the stimuli and SS the response.

Students learn to use correct forms & vocabulary through reinforcement.

Teachers give positive feedback and respond negatively to incorrect forms.

Grammar is not taught explicitly.

Correct grammar is reinforced through teacher execution.

Favors activities such as;

Drills
Pattern Practice
 Cognitive Psychology & Generative Linguistics

Language is viewed as systematic and not simply

learned through habit-forming procedures.

Teachers give detailed explanations of grammar &

1960 - 1980 structure because they believe it helps learning.

The learning process involves: This approach favors these

perception learning tools:
motivation Logic
experience Reason
Exploration
Inference

gage in meaningful practice of the grammar & structure taught by the teacher.
 Constructivism & Sociolinguistics
Language learning happens when SS engage in social
interactions.

Cooperative learning is the center of class activities.

1980 Today

Knowledge is socially constructed. Language learning involves:

Communication
It is built by sharing and communicating Exchange of ideas
with each other and by interacting with the Participation in
environment. meaningful tasks

It is a multidisciplinary approach because

it combines linguistic, psychological and Classroom Activities include:
sociological ideas. Group / pair work
discussions
There is little explanation of grammar & information sharing
structure by the teacher and teamwork is Classroom Studnt talks
encouraged .
 Constructivism & Sociolinguistics
Language learning happens when SS engage in social
interactions.

Cooperative learning is the center of class activities.

1980 Today

Knowledge is socially constructed. Language learning involves:

Communication
It is built by sharing and communicating Exchange of ideas
with each other and by interacting with the Participation in
environment. meaningful tasks

It is a multidisciplinary approach because

it combines linguistic, psychological and Classroom Activities include:
sociological ideas. Group / pair work
discussions
There is little explanation of grammar & information sharing
structure by the teacher and teamwork is Classroom Studnt talks
encouraged .