OVERVIEW OF METHODS IN

ENGLISH LANGUAGE
TEACHING

Instructor:
Module objectives
Describe an ELT method using the three core concepts
of Approach, Design, and Procedure that they have
learnt in Week 3-4 (LG8);
Compare and contrast the key features of ELT methods
introduced in Week 5-6 (LG9);
Evaluate the advantages and disadvantages of an ELT
method based on the ten SLI principles that they have
learnt in Week 1-2 (LG10).
Some main methods of language teaching
include:
1) Grammar-translation method (GTM)
2) Direct approach (DM)
3) Audio-Lingual method (ALM)
4) Suggestopedia (SP)
5) Silent way (SW)
6) Total physical response (TPR)
7) Natural approach (NA)
8) Communicative approach (CA)
Grammar-Translation
At one time it was called Classical Method since it was
first used in the teaching of the classical languages, Latin
and Greek.
Based on the belief: different kinds of knowledge located
in separate sections of the brain
Objectives
- Read literature written in the target language
- Translate from one language to another
- Develop reading and writing skill
Grammar-Translation: Characteristics
;

1. Classes are taught in the students' mother tongue, with

little active use of the target language.
2. Vocabulary is taught in the form of isolated word lists.
3. Elaborate explanations of grammar are always provided.
4. Grammar instruction provides the rules for putting words
together; instruction focuses on the form and inflection of
words.
5. Reading of difficult classical texts is begun early
6. Little attention is paid to the context of texts.
7. Drills are exercises in translating disconnected sentences
from the target language into the mother tongue, and vice
versa.
8. Little or no attention is given to pronunciation.
Grammar-Translation: Typical techniques

1. Translation of a Literary Passage

(Translating target language to native language)
2. Reading Comprehension Questions
(Finding information in a passage, making inferences and relating
to personal experience)
3. Antonyms/Synonyms
(Finding antonyms and synonyms for words or sets of words).
4. Cognates
(Learning spelling/sound patterns that correspond between L1 and
the target language)
Grammar-Translation: Typical techniques
5. Deductive Application of Rule
(Understanding grammar rules and their exceptions, then applying them to new
examples)
6. Fill-in-the-blanks
(Filling in gaps in sentences with new words or items of a particular grammar
type).
7. Memorization
(Memorizing vocabulary lists, grammatical rules and grammatical paradigms)
8. Use Words in Sentences
(Ss create sentences to illustrate they know the meaning and use of new words)
9. Composition
(Ss write about a topic using the target language)
Direct Method
Dates back to 1884: F. Frankle wrote about the direct
association between forms and meaning in the target
language.
Also based on Gouins work
Developed initially as a reaction to the grammar-translation
approach in an attempt to integrate more use of the target
language in instruction.
Objectives:
- Learn how to communicate in the target language- learn to
think in the target language
- Correct pronunciation
- Emphasize listening and speaking
 Direct method: Characteristics

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-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.
Direct method: Typical techniques

1. Reading Aloud
(Reading sections of passages, plays or dialogues out loud)
2. Question and Answer Exercise
(Asking questions in the target language and having Ss
answer in full sentences)
3. Student Self-Correction
(T facilitates opportunities for Ss to self correct using
follow-up questions, tone, etc)
4. Conversation Practice
(T asks Ss and Ss ask one another questions using the
target language)
Direct method: Typical techniques

5. Fill-in-the-blank Exercise
(Items use target language only and inductive rather than
explicit grammar rules)
6. Dictation
(T reads passage aloud various amount of times at various
tempos, Ss writing down what they hear)
7. Paragraph Writing
(Ss write paragraphs in their own words using the target
language and various models)
Audio-lingual Method
Founded during World War II for military purposes in
USA language programs produced students who
could communicate effectively in foreign languages
Based on: behavioristic psychology; much practice
habit
Adapted many of the principles and procedures of the
Direct Method
Objective: To memorize a series of dialogues and rote
learn language structures
Audio-lingual method: Characteristics
1. New material is presented in dialog form.
2. There is dependence on mimicry, memorization of set
phrases, and overlearning.
3. Structures are sequenced by means of contrastive
analysis and taught one at a time.
4. Structural patterns are taught using repetitive drills.
5. There is little or no grammatical explanation.
Grammar is taught by inductive analogy rather than
deductive explanation.
6. Vocabulary is strictly limited and learned in context.
Audio-lingual method: Characteristics
7. There is much use of tapes, language labs, and visual
aids.
8. Great importance is attached to pronunciation.
9. Very little use of the mother tongue by teachers is
permitted.
10. Successful responses are immediately reinforced.
11. There is great effort to get students to produce
error-free utterances.
12. There is a tendency to manipulate language and
disregard content.
13. Skills are sequenced: listening, speaking, reading
and writing are developed in order.
 Audio-lingual method: Typical techniques

1. Dialog Memorization
(Ss memorize an opening dialog using mimicry and applied role-playing)
2. Backward Build-up (Expansion Drill)
(T breaks a line into several parts, Ss repeat each part starting at the end of the
sentence and "expanding" backwards through the sentence, adding each part in
sequence)
3. Repitition Drill
(Ss repeat T's model as quickly and accurately as possible)
4. Chain Drill
(Ss ask and answer each other one-by-one in a circular chain around the classroom )
5. Single Slot Substitution Drill
(T states a line from the dialog, then uses a word or a phrase as a "cue" that Ss, when
repeating the line, must substitute into the sentence in the correct place)
 Audio-lingual method: Typical techniques
6. Multiple-slot Substitution Drill
(Same as the Single Slot drill, except that there are multiple cues to be substituted into the
line)
7. Transformation Drill
(T provides a sentence that must be turned into something else, for example a question to
be turned into a statement, an active sentence to be turned into a negative statement,
etc)
8. Question-and-answer Drill
(Ss should answer or ask questions very quickly)
9. Use of Minimal Pairs
(Using contrastive analysis, T selects a pair of words that sound identical except for a single
sound that typically poses difficulty for Ss- Ss are to pronounce and differentiate the two
words)
10. Complete the Dialogue
(Selected words are erased from a line in the dialog - Ss must find and insert)
Suggestopedia /sdestpidi/
Developed by Bulgarian psychiatrist-educator Georgi
Lozanov (1982) eliminate the psychological barriers
to learning
Uses drama, art, physical exercise, and desuggestive
suggestive communicative psychotherapy + the
traditional modes of listening, speaking, reading, and
writing to teach a second language
Objective: assimilate the content of the lessons without
feeling any type of stress or fatigue
Suggestopedia: Characteristics
1. Learning is facilitated in an environment that is as comfortable as
possible, featuring soft cushioned seating and dim lighting.
2. "Peripheral" learning is encouraged through the presence in the learning
environment of posters and decorations featuring the target language
and various grammatical information.
3. T assumes a role of complete authority and control in the classroom.
4. Self-perceived and psychological barriers to learners' potential to learn
are "desuggested".
5. Ss are encouraged to be child-like, take "mental trips with the teacher"
and assume new roles and names in the target language in order to
become more "suggestible".
6. Music is played softly in the background to increase mental relaxation
and potential to take in and retain new material during the lesson.
7. Dialogues are used but presented through creative dramatics.Errors are
tolerated, the emphasis being on content and not structure.
8. Grammar and vocabulary are presented and given treatment from the
teacher, but not dwelt on.
9. Music, drama and "the Arts" are integrated into the learning process as
often as possible.
 Suggestopedia: Typical techniques
1. Visualization
(Ss are asked to close their eyes and visualize scenes and
events, to help them relax, facilitate positive suggestion and
encourage creativity from Ss)
2. Choose a New Identity
(Ss select a target language name and/or occupation that
places them "inside" the language language they are
learning)
3. Role-play
(Ss pretend temporarily that they are somone else and
perform a role using the target language)
4. First Concert
(T does a slow, dramatic reading of the dialog synchronized
in intonation with classical music)
Suggestopedia: Typical techniques
5. Second Concert
(Ss put aside their scripts and T reads at normal speed
according to the content, not the accompanying pre-
Classical or Baroque music - this typically ends the class
for the day)
6. Primary Activation
(Ss "playfully" reread the target language out loud, as
individuals or in groups)
7. Secondary Activation
(Ss engage in various activities designed to help the Ss
learn the material and use it more spontaneously -
activities include singing, dancing, dramatizations and
games - "communicative intent" and not "form" being
the focus)
Silent Way
Developed by Caleb Gattegno
Based on the belief: Ss are initiators of learning
and capable of independently acquiring
language
Objective:
- Ss become highly independent and
experimental learners
- Ss work as a group - to try and solve problems
in the target language together.
Silent way: Characteristics
1. Cuisinere rods (small rods of varying color and length)
are typically used in this method to introduce
vocabulary and syntax, along with colorful wall charts.
2. Instruction in this method typically starts with sounds,
the basic building blocks in any language.
3. T usually provides single words or short phrases to
stimulate Ss into refining their knowledge of the
language with as little correction/feedback from T as
possible.
Silent way: Characteristics
4. Procedure:
- Beginners are initially taught the sounds of the new
language from color-coded sound charts.
- Next, T focused on language structures, sometimes
using colored, plastic rods to visually represent parts
of words or sentences.
- As Ss begin to understand more of the language, they
are taught stories using the rods as props.
- At all stages, T models as little as possible, and Ss try
to repeat after careful listening with help from each
other. T leads them toward correct responses by nods
or negative head shakes.
 Silent way: Typical techniques
1. Sound-Color Chart
(T refers Ss to a color-coded wall chart depicting individual
sounds in the target language - Ss use this to point out and
build words with correct pronunciation)
2. Teacher's Silence
(T is generally silent, only giving help when it is absolutely
necessary)
3. Peer Correction
(Ss encouraged to help each other in a cooperative and not
competitive spirit)
4. Rods
(Rods are used to trigger meaning, and to introduce or actively
practice language. They can symbolize whatever words are
being taught and be manipulated directly or abstractly to
create sentences)
Silent way: Typical techniques
5. Self-correction Gestures
(T uses hands to indicate that something is incorrect or needs
changing - eg. using fingers as words then touching the
finger/word that is in need of correction)
6. Word Chart
(Words are depicted on charts, the sounds in each word
corresponding in color to the Sound-Color Chart described
above - Ss use this to build sentences)
7. Fidel Chart
(A chart that is color-coded according to the sound-color chart
but includes the various English spellings so that they can be
directly related to actual sounds)
8. Structured Feedback
(Ss are invited to make observations about the day's lesson and
what they have learned)
Total physical response
Developed by psychologist James Asher (1974)
Based on the principle that people learn
better when they are involved physically as
well as mentally
Objective: teach oral proficiency at a beginning
level. Comprehension is a means to an end.
The ultimate aim is to teach basic speaking
skills.
 Total physical response: Characteristics
1. The coordination of speech and action facilitates
language learning.
2. Grammar is taught inductively.
3. Meaning is more important than form.
4. Speaking is delayed until comprehension skills are
established.
5. Effective language learning takes place in low stress
environment.
6. The role of the teacher is central. S/he chooses the
appropriate commands to introduce vocabulary and
structure.
7. The learner is a listener and a performer responding to
commands individually or collectively.
8. Learning is maximized in a stress free environment.
 Total physical response: Characteristics
9. Procedure:
- T says the commands as T performs the action
- T says the command as both T and Ss then perform
the action
- T says the command but only Ss perform the action
- T tells one student at a time to do commands
- The roles of T and Ss are reversed.
Ss give commands to T and other Ss
- T and Ss allow for command expansion or produces
new sentences
- Once Ss are able to respond to a series of commands
and can give the commands themselves, T can
introduce the reading and the writing aspects of
language.
 Total physical response: Typical techniques
1. Using Commands to Direct Behavior
(The use of commands requiring physical actions from the
students in response is the major teaching technique)
2. Role Reversal
(Students direct the teacher and fellow learners)
3. Action Sequence
(T gives interconnected directions which create a sequence
of actions [also called an "operation"] - as Ss progress in
proficiency, more and more commands are added to the
action sequence)
 Natural Approach
Developed by Tracy Terrell (1977, 1981), based on Krashens
monitor model
Developed in response to James Ashers calls for a
comprehension-based approach to language
Based on the belief: The essence of language is meaning
vocabulary not grammar is the language heart; L2
development is done via acquisition (subconscious process)
and learning (conscious process)
Objective:
- Develop immediate communicative competency
- Four broad areas: basic personal communicative skills
(speaking/listening) and academic learning skills
(oral/written)
 Natural approach: Characteristics
The entire class period be devoted to communication activities rather than
to explanation of grammatical aspects of language.
This method is based on Krashens monitor model emphasis on providing
the students with the opportunity to acquire language rather than forcing
them to learn it
Much opportunity for listening/speaking (when ready) is afforded to
students. Any explanation and practice of linguistic forms should be done
outside of class for the most part. However, in his last writings: there might
be some benefit to providing form-focused instruction as a means of
establishing formmeaning relationships in communicative activities.
Error correction is negative in terms of motivation and attitude not
advocate the correction of speech errors in the process of oral language
development-- > reflects Krashens affective filter hypothesis
Natural approach: Characteristics
This approach bases language acquisition on the natural order of native
language development during the silent period, Ss would be allowed
to respond in their native language.
Teachers provide comprehensible input at all times. The use of visuals
(graphs, charts, pictures, objects, realia), gestures, demonstrations, and
motherese/parentese (slower speech, simpler language repetition,
rephrasing, clear enunciation) is required.
In addition, the use of yes/no type questions, either/or type questions,
and questions that require short answers is strongly suggested in the
beginning stages of second language acquisition.
The use of total physical response (TPR) is emphasized, particularly
during the comprehension (silent/preproduction) stage.
Natural approach: Typical techniques

Often borrowed from other methods and adapted to meet the

requirement of the approach.
These include: Total Phisical Response command drills
The Direct Method activities: mime, gestures and context are used to
elicit questions, and answers.
Communicative Language Teaching group work activities where learners
share information to complete a task.
 Communicative Language Teaching
Grew out of the work of anthropological linguists (e.g. Hymes, 1972) and Firthian
linguists (e.g. Halliday, 1973), who view language first and foremost as a system
for communication
Based on several theoretical premises:
- The communication principle: Activities that involve communication promote the
acquisition of language.
- The task-principle: Activities that engage students in the completion of real-
world tasks promote language acquisition.
- The meaningfulness principle: Learners are engaged in activities that promote
authentic and meaningful use of language.
Objective: Learners become communicatively competent. They develop
competency in using the language appropriately in given social contexts
(communicative competence)
 Communicative Language Teaching:
Characteristics
The content of a language course includes semantic notions and social functions, not just
linguistic structures
Fluency and accuracy are seen as complementary principles underlying communicative
techniques. At times fluency may have to take on more importance than accuracy in order to
keep learners meaningfully engaged in language use.
Ss regularly work in groups or pairs to transfer and negotiate meaning in situations where
one person has information that the other(s) lack information gap
Ss often engage in role-play or dramatization to adjust their use of the target language to
different social contexts
Classroom materials and activities are often authentic to reflect real-life situations and
demands
Skills are integrated from the beginning; a given activity might involve reading, speaking,
listening and perhaps also writing
Ts role is primarily to facilitate communication and only secondarily to correct errors.
Ss are encouraged to construct meaning through genuine linguistic interaction with others.
 Communicative Language Teaching:
Techniques and activities
* Accuracy vs Fluency Activities
Teachers were recommended to use a balance of fluency activities and
accuracy and to use accuracy activities to support fluency activities. Accuracy work
could either come before or after fluency work.

Activities focusing on fluency Activities focusing on accuracy

- Reflect natural use of language
- Focus on achieving communication
- Require meaningful use of language
- Require the use of communication
strategies
- Produce language that may not be
predictable
- Seek to link language use to context
- Reflect classroom use of language
- Focus on the formation of correct
examples of language
- Practice language out of context
- Practice small samples of language
- Do not require meaningful
communication
- Control choice of language
 Communicative Language Teaching:
Techniques and activities
Mechanical, Meaningful, and Communicative Practice
Mechanical practice refers to a controlled practice activity which students can
successfully carry out without necessarily understanding the language they are
using.
Meaningful practice refers to an activity where language control is still provided
but where students are required to make meaningful choices when carrying out
practice.
Communicative practice refers to activities where practice in using language within
a real communicative context is the focus, where real information is
exchanged, and where the language used is not totally predictable.
 Communicative Language Teaching:
Techniques and activities
Communicative activities
- Information gap
- Jigsaw
- Task-completion activities
- Information-gathering
- Opinion-sharing activities
- Information-transfer activities
- Reasoning-gap
- Role plays