TOPIC 3 : An Overview of Teaching Approaches, Methods and Techniques

Prepared by:
Abdul Manaf Bin Ahmad Bustaman Mohd Amirul Amzar Bin Norazman Zaharah Aida Binti Md Yunus Mohamad Faiz Bin Ab Azis Nurul Adawiyah Binti Rifli

The Grammar Translation Method

The Grammar Translation Method

The grammar-translation method of foreign grammarlanguage teaching is one of the most traditional methods. methods. At one time it was called Classical Method,since it was first used in the teaching of the classical languages,Latin and Greek. It uses deductive method of language teaching, based on classical studies of dead languages, and often ignores the communicative aspect of language use. Earlier in this century,it was used for the purpose of helping students read and appreciate foreign language literature.

The Grammar Translation Method

Classes are taught in the studentsd mother tongue,with little active use of the target language Vocabulary is taught in the form of isolated word lists Elaborate explanations of grammar are always provided

Little attention is paid to the content of text,which are treated as exercises in grammatical analysis.

Reading of difficult text is begun early in the course of study

Characteristics
A focus on learning the rules of grammar and their application in translation passages from one language into the other. Vocabulary in the target language is learned through direct translation from the native language, it is taught in the form of isolated word lists. e.g. with vocabulary tests such as: the house : rumah itu the mouse : tikus itu

Very little teaching is done in the target language. Instead, readings in the target language are translated directly and then discussed in the native language. Little or no attention is given to pronunciation. Grammar is taught with extensive explanations in the native language, and only later applied in the production of sentences through translation from one language to the other. eg: Do you have my book? : Adakah kamu mempunyai buku saya? I don't know where your book is : Saya tidak tahu dimana buku awak.

Principles
Literary language is superior to the spoken language. Translating each language into each other is an important goal for learners. The authority in the classroom is the teacher. To be able to communicate with target languages speakers is not among the goals. The primary skills to be improved are reading and writing. Its focus is on accuracy and not fluency. Error correction: If a students answer of a question is incorrect, the teacher selects a different student to give the correct answer or s/he replies himself/herself.

A class working with the Grammar Translation Method looks like this: this:
1. Classes are taught in the mother tongue, with little active use of the target language. 2. Much vocabulary is taught in the form of lists of isolated words. 3. Long elaborate explanations of the intricacies of grammar are given. 4. Grammar provides the rule for putting words together, and instruction often focuses on the form and inflection of words. 5. Reading of difficult classical texts is begun early. 6. Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis.

Disadvantages
This method gives pupils the wrong idea of what language is and of the relationship between languages. Language is seen as a collection or words which are isolated and independent. Worst effect of this method is on pupil's motivation. Because (s)he cannot succeed - leads to frustration, boredom and indiscipline.

It seemed there was no need for students to master the four skills of English (listening, speaking, reading, and writing) The grammar-translation method is the easiest for a teacher to employ. It doesn't require a teacher to speak good English or make good lesson preparations.

Exercises of a class using this method

1. Translation of a Literary Passage Students translate a reading passage from the target language into their native language. 2. Reading Comprehension Questions Students answer questions in the target language based on their understanding of the reading passage. 3. Antonym/synonyms Students are given one set of words and are asked to find antonyms in the reading passage. 4. Fill-in-the-blanks Students are given a series of sentences with words missing. 5. Deductive Application of Rule Grammar rules are presented with examples. Once students understand a rule, they are asked to apply it to some different example.

The Direct Method

The Direct Method

The appearance of the "Direct Method" thus coincided with a new school of thinking that dictated that all foreign language teaching should occur in the target language only, with no translation and an emphasis on linking meaning to the language being learned.

The method became very popular during the first quarter of the 20th century, especially in private language schools in Europe where highly motivated students could study new languages and not need to travel far in order to try them out and apply them communicatively. One of the most famous advocates of the Direct Method was the German Charles Berlitz, whose schools and Berlitz, Berlitz Method are now worldworldrenowned

KEY FEATURES
Richards and Rodgers (1986:9-10) summarize the (1986: 10) key features of the Direct Method thus: (1) Classroom instruction is conducted exclusively in the target language. (2) Only everyday vocabulary and sentences are taught. (3) Oral communication skills are built up in a carefully traded progression organized around question-andquestion-and-answer exchanges between teachers and students in small, intensive classes. (4) Grammar is taught inductively.

(5) New teaching points are taught through modeling and practice. (6) Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary is taught by association of ideas. (7) Both speech and listening comprehension are taught. (8) Correct pronunciation and grammar are emphasized.

The Audiolingual
Method

Audiolingual Method


Audiolingual approach


It is based on the behaviorist theory of language learning and assumes that language learning can be broken down into a series of individual habits, which can be formed by habits, reinforcement of correct response. response. It emphasizes habit formation through the practice (e.g., pattern drilling), memorization, memorization, and rote repetition of grammatical structures and lexical items usually in isolation from contexts of meaningful use. It places emphasis on the ordering of the four skills listening, speaking, reading, writing and the need for maximum error prevention. prevention.

Audiolingual Method


AudioAudio-lingual methodology owes its existence to the Behaviourist models of learning using the Stimulus-ResponseStimulus-ResponseReinforcement model, it attempted, through a continuous process of such positive reinforcement, to engender good habits in language learners.

AudioAudio-lingual method relied heavily on drills like substitution to form these habits. HabitHabit-forming drills have remained popular among teachers and students, and teachers who feel confident with the linguistic restriction of such procedures.

Total Physical Response

Total Physical Response



Total physical response (TPR)



In TPR class, students (children or adults) participate in activities in which they hear a series of commands in the TL. They simply listen and show their comprehension by their actions but are not required to say anything. The vocabulary and structures are carefully graded and organized so that learners deal with material which gradually increases in complexity and each new lesson builds on the ones before. This position differs from Krashens input hypothesis.

Total Physical Response (TPR)



The originator of TPR, James Asher, worked from the premise that adult second language learning could have similar developmental patterns to that of child acquisition. Chlidren learn language from their speech through the forms of commands, then adults will learn best in that way too. In responding to commands students get a lot of comprehensible input, and in performing physical actions they seem to echo the claims of Neuro-linguistic Neuroprogramming that certain people benefit greatly from kinaesthetic activity.

Total physical response (TPR)



Research showed that students can develop quite advanced levels of comprehension in the TL without engaging in oral practice. When students begin to speak, they take over the role of the teacher and give commands as well as following them. However, the kind of language students can learn in such an environment is quite limited. This approach gives learners a good start. It allows them to build up a considerable knowledge of the language without feeling the nervousness that often accompanies the attempts to speak the TL.

Community Language Learning

Community Language Learning

 In

the early seventies, Charles Curran developed a new education model he called "Counseling"CounselingLearning". was essentially an example of an innovative model that primarily considered affective factors as paramount in the learning process.

 This

Community Language Learning



In the early seventies, Charles Curran developed a new education model he called "Counseling"CounselingLearning". This was essentially an example of an innovative model that primarily considered affective factors as paramount in the learning process. Drawing on Carl Rogers' view that learners were to be considered not as a class,but as a group, Curran's class,but group, philosophy dictated that students were to be thought of as "clients"

Key Features
The Community Language Learning method involves some of the following features: (1) Students are to be considered as "learner-clients" "learnerand the teacher as a "teacher-councellor". "teacher-councellor". (2) A relationship of mutual trust and support is considered essential to the learning process. (3) Students are permitted to use their native language, and are provided with translations from the teacher which they then attempt to apply. (4) Grammar and vocabulary are taught inductively.

(5) "Chunks" of target language produced by the students are recorded and later listened to they are also transcribed with native language equivalents to become texts the students work with. (6) Students apply the target language independently and without translation when they feel inclined/ confident enough to do so. (7) Students are encouraged to express not only how they feel about the language, but how they feel about the learning process, to which the teacher expresses empathy and understanding. (8) A variety of activities can be included (for example, focusing on a particular grammar or pronunciation point, or creating new sentences based on the recordings/transcripts).

Suggestopaedia

Suggestopaedia


 

Desuggestopedia/suggestopedia, the application of suggestion to pedagogy, has been developed to help students eliminate the feeling that they cannot be successful or the negative association they may have toward studying and, thus, help them overcome the barriers to learning. One of the ways the students mental capacities are stimulated is through integration of the fine arts. arts. parentparent-children (teacher-student) relationship (teacherthree main parts: oral review, presentation and discussion, concert session (listening to classic music)

Suggestopaedia Techniques


CLASSROOM SET-UP the challenge for the SETteacher is to create a classroom enivronment which is bright and cheerful. (The teacher should try to provide as positive environment as possible.) PERIPHERAL LEARNING this technique is based upon that we percieve much more in our environment than that to which we consciously attend. It is claimed that, by putting poster containing grammatical information about the target language on the classroom walls, students will absorb the necessary facts effortlessly. POSITIVE SUGGESTION its the teacher resposibility to orchestrate the suggestive factors in a learning situation, thereby helping students break down the barriers to learning that they bring with them. Teachers can do this through direct and indirect means.

Other Techique


BAROQUE MUSIC it has a specific rhythm and a pattern of 60 and beats per minute, and Lozanov believed it created a level of relaxed concentration that facilitated the intake and retention of huge quantities of material. material.

The Silent Way

The Silent Way



The Silent Way is a language teaching method created by Caleb Gattegno that makes extensive use of silence as a teaching technique. It is not usually technique. considered amainstream method in language education. education. It was first introduced in Gattegno's book Teaching Foreign Languages in Schools: The Silent Way in 1972.Gattegno 1972.Gattegno was skeptical of the mainstream language education of the time, and conceived of the method as a special case of his general theories of education. education.

The teacher uses silence for multiple purposes in the Silent Way. It is used to focus students' attention, to elicit student attention, responses, and to encourage them to correct their own errors. Even though teachers are often silent, they are still active; they will commonly use techniques such as mouthing words and using hand gestures to help the students with their pronunciation. Teachers will also encourage students to help their peers.

Silent Way teachers use some specialized teaching materials. One of the materials. hallmarks of the method is the use of Cuisenaire rods, which can be used for rods, anything from introducing simple commands to representing abstract objects such as clocks and floor plans. plans. The method also makes use of color association to help teach pronunciation; there is a sound-color chart which is used soundto teach the language sounds, sounds, colored word charts which are used to sentences, teach sentences, and colored Fidel charts which are used to teach spelling. spelling.

Communicative Approach

The Communicative Approach



The communicative approach or Communicative Language Teaching (CLT) is the name which was given to a set of beliefs which included not only a re-examination of what reaspects of language to teach but also a shift in emphasis on how to teach!

Communicative language teaching (CLT) approaches argue that

  

Language is not learned by the gradual accumulation of one item after another. Errors are a natural and valuable part of the language learning process. The motivation of learners is often stifled by an insistence on correctness and by rote learning. learning. It is better to encourage learners to develop fluency before accuracy. They need to develop communicative abilities right from the beginning.

Limitation of Communicative language teaching (CLT) approaches: approaches:



Allowing learners too much freedom without correction and explicit instruction is likely to lead to early fossilization of errors. errors.

However, little research has been done to test the hypothesis that form-based forminstruction in the early stages of L2 L2 learning will, in the long run, lead to higher levels of linguistic performance and knowledge than meaning-based meaninginstruction in the early stages.

NonNon-communicative activities
No communicative desire No communicative purpose Form not content One language item only Teacher intervention Materials control

Communicative activities
A desire to communicate A communicative purpose Content not form Variety of language No teacher intervention No materials control

The Communicative Language Teaching (CLT)

Thank you!