Kinds of Teaching Method

Jack C. Richards and Richard Schmidt

Longman Dictionary of Language Teaching and Applied Linguistics Fourth Edition
UK, 2010

1. Audio-Lingual Method (p. 40)
Also audiolingualism, auraloral method, mimmem method. A method of foreign or second language
teaching which (a) emphasizes the teaching of speaking and listening before reading and writing (b)
uses dialogues and drills (c) discourages use of the mother tongue in the classroom (d) often makes
use of contrastive analysis. The audiolingual method was prominent in the 1950s and 1960s, especially
in the United States, and has been widely used in many other parts of the world.
The theory behind the audiolingual method is the auraloral approach to language teaching, which
contains the following beliefs about language and language learning: (a) speaking and listening are the
most basic language skills (b) each language has its own unique structure and rule system (c) a
language is learned through forming habits. These ideas were based partly on the theory of structural
linguistics and partly on behaviourism. Criticism of the audiolingual method is based on criticism of
its theory and its techniques (see cognitive code approach, communicative approach).

2. Communicative Language Teaching Method (p. 98)
Also communicative approach. An approach to foreign or second language teaching which emphasizes
that the goal of language learning is communicative competence and which seeks to make meaningful
communication and language use a focus of all classroom activities. The communicative approach was
developed particularly by British applied linguists in the 1980s as a reaction away from grammar-
based approaches such as situational language teaching and the audiolingual method. The major
principles of Communicative Language Teaching are: (a) learners use a language through using it to
communicate, (b) authentic and meaningful communication should be the goal of classroom activities,
(c) fluency and accuracy are both important goals in language learning, (d) communication involves
the integration of different language skills, (e) learning is a process of creative construction and
involves trial and error.
Communicative language teaching led to a re-examination of language teaching goals, syllabuses,
materials, and classroom activities and has had a major impact on changes in language teaching world
wide. Some of its principles have been incorporated into other communicative approaches, such as
task-based language teaching, cooperative language learning, and content-based instruction.

3. Community Language Learning Method (p. 100)
Also CLL. A method of second and foreign language teaching developed by Charles Curran.
Community Language Learning is an application of counselling learning to second and foreign
language teaching and learning. It uses techniques developed in group counselling to help people with
psychological and emotional problems. The method makes use of group learning in small or large
groups. These groups are the community. The method places emphasis on the learners personal
feelings and their reactions to language learning. Learners say things which they want to talk about, in
their native language. The teacher (known as Counselor) translates the learners sentences into the
foreign language, and the learner then repeats this to other members of the group.

4. Contextual Teaching and Learning Method (p. 128)
Also contextualization. In language teaching, the provision of examples of how a new learning item is
used in a meaningful or real context in order to reinforce the communicative use of the new item and
to help students better understand and remember it. For example after teaching the use of imperatives
in giving instructions, the teacher might give out copies of recipes and ask students to identify
examples of imperatives.

5. Cooperative Learning Method (p. 135)
Also collaborative learning. An approach to teaching and learning in which classrooms are organized
so that students work together in small co-operative teams. Such an approach to learning is said to
increase students learning since (a) it is less threatening for many students, (b) it increases the amount
of student participation in the classroom, (c) it reduces the need for competitiveness, and (d) it reduces
the teachers dominance in the classroom.
Five distinct types of co-operative learning activities are often distinguished: (a) Peer Tutoring:
students help each other learn, taking turns tutoring or drilling each other. (b) Jigsaw: each member of
a group has a piece of information needed to complete a group task. (c) Cooperative Projects: students
work together to produce a product, such as a written paper or group presentation. (d)
Cooperative/Individualized: students progress at their own rate through individualized learning
materials but their progress contributes to a team grade so that each pupil is rewarded by the
achievements of his or her teammates. (e) Cooperative Interaction: students work together as a team to
complete a learning unit, such as a laboratory experiment.
Cooperative learning activities are often used in communicative language teaching. The use of
Cooperative Learning principles in language teaching is known as Cooperative Language Learning.

6. Direct Method (p. 172)
A method of foreign or second language teaching which has the following features: (a) only the target
language should be used in class, (b) meanings should be communicated directly (hence the name of
the method) by associating speech forms with actions, objects, mime, gestures, and situations, (c)
reading and writing should be taught only after speaking, (d) grammar should only be taught
inductively (see deductive learning); i.e. grammar rules should not be taught to the learners.
The direct method was developed in the late nineteenth century as a reaction against the grammar
translation method and was the first oral-based method to become widely adopted. Some of its features
were retained in later methods such as situational language teaching.


7. Discussion Method (p. 177)
An approach to teaching which consists of a goal-focused group conversation involving either groups
of students or the whole class, and which usually involves interaction about subject matter between a
teacher andstudents. Four common types of discussion procedures are used, which differ according to
the degree of teacher control. (a) recitation: a teacher directed and highly structured discussion in
which the teacher checks to see if students have learned certain facts. (b) guided discussion: a less
structured discussion in which the teacher seeks to promote understanding of important concepts. (c)
reflective discussion: the least structured form of discussion in which students engage in critical and
creative thinking, solve problems, explore issues, etc. (d) small group discussion: the class is divided
into small groups, with students assuming responsibility for the discussion.

8. Grammar Translation Method (p. 252)
A method of foreign or second language teaching which makes use of translation and grammar study
as the main teaching and learning activities. The Grammar Translation Method was the traditional way
Latin and Greek were taught in Europe. In the nineteenth century it began to be used to teach
modern languages such as French, German, and English, and it is still used in some countries today.
A typical lesson consists of the presentation of a grammatical rule, a study of lists of vocabulary, and a
translation exercise. Because the Grammar Translation Method emphasizes reading rather than the
ability to communicate in a language there was a reaction to it in the nineteenth century, and there was
later a greater emphasis on the teaching of spoken language.

9. Silent Way Method (p. 528)
A method of foreign language teaching developed by Gattegno which makes use of gesture, mime,
visual aids, wall charts, and in particular Cuisenaire rods (wooden sticks of different lengths and
colours) that the teacher uses to help the students to talk. The method takes its name from the relative
silence of the teacher using these techniques.

10. Total Physical Response Method (p. 606)
Also TPR. A language teaching method developed by Asher in the early 1970s in which items are
presented in the foreign language as orders, commands, and instructions requiring a physical response
from the learner (e.g. opening a window or standing up). TPR gives greater emphasis to
comprehension than many other teaching methods. Both this and the emphasis on teaching language
through physical activity are to lead to more effective learning.