Language Teaching Methodology Theories

• The course aims to help students understand the theories behind language teaching methodology.
• Students need to make informed comments on methods, compare methods, discuss principles/theories underlying methods in E.L.T and make informed suggestions for improvement to publish methods when necessary
• The language teaching "method"refers to a principled choice of techniques, implying time management and planning.
• The method includes techniques, exercises, activity, time distribution, learning plan, syllabus, and level of proficiency, classroom organization, and resource management.
• Anthony (1965) positioned the teaching method as the mediator between a philosophical approach and the choice/order of teaching.

Characteristics of a Method

• A method answers questions about the goals of language teaching.
• A method addresses the use of native language in the classroom discourse.
• A method includes kinds of exercises.
• A method has attitudes to error.
• A method has syllabus type.
• A method has lesson plan.

Syllabus Types

• The structural syllabus is defined in terms of grammatical structures and organized by difficulty.
• The situational syllabus is defined by language needed for transactional situations based on post-course needs.
• The notional-functional syllabus focuses on language for expressing meanings encoded in grammar and interpersonal functions and is based on needs analysis and sequencing.
• The Process syllabus is defined in terms of linguistic and socio-linguistic processes the learner will need to negotiate
• The procedural syllabus is organized as a teaching sequence where learners perform real-world tasks and expand their proficiency in problem solving interaction.
• The task-based syllabus is defined by planned tasks (real-world and form-related), which facilitate the extraction of key language material for proficiency expansion.
• The lexical syllabus concentrates on vocabulary expansion and grammar.

Methods of Language Teaching

• Grammar-translation method (not based on a theory of language learning)
• Direct method (theory that language is habit formation)
• Reading approach
• Audio-lingual method
• Community language learning
• Suggestopedia
• The silent way
• Total physical response
• The natural way
• Communicative language teaching

Grammar-Translation Method

• Classes are taught in the students' mother tongue with little active use of the target language.
• Vocabulary is taught as isolated word lists.
• Elaborate grammar explanations are provided.
• Grammar instruction provides rules for putting words together, instruction focuses on form and word inflection.
• Little attention is paid to text content.
• Drills translate disconnected sentences from the target language into the mother tongue and vice versa.
• Little or no attention is given to pronunciation.

Direct Method

• This method was developed initially as a reaction to the grammar-translation method in an attempt to integrate more use of the target language in instruction.
• Lessons begin with a dialogue using a conversational style in the target language.
• Material is presented orally with actions/pictures.
• The mother tongue is NEVER used.
• Exercises involve a series of questions in the target language based on a dialogue or narrative.
• Questions are answered in the target language.
• Grammar is taught inductively--rules are generalized from experience.
• Verbs are used first and conjugated later after oral mastery.
• Advanced students read literature for comprehension and pleasure.
• Literary texts are not analyzed grammatically.
• The target language culture is taught inductively.
• Culture is considered an important aspect of learning the language.

Reading Approach

• This approach is for people who do not travel abroad, for whom reading is useful.
• The priority in studying the target language is reading ability and knowledge of the speaking country
• Only the grammar necessary for reading is taught.
• Minimal attention is paid to pronunciation/conversational skills.
• Reading is emphasized from the beginning.
• Vocabulary is strictly controlled for difficulty.
• Vocabulary is expanded quickly.
• Translation reappears as a classroom procedure related to comprehension.

Audio-Lingual Method

• This method is based on behavior psychology.
• It adapted many principles/procedures of the Direct Method, reacting to the lack of speaking skills in the Reading Approach.
• New material is in dialogue form.
• Language learning is habit formation, fostering mimicry, memorization, and over-learning.
• Structures are sequenced and taught one at a time.
• Structural patterns are taught using repetitive drills.
• Little/no grammatical explanations are provided; grammar is taught inductively.
• Skills are sequenced: Listening, speaking, reading and writing developed in order.
• Vocabulary is limited and learned in context.
• Teaching points are determined by analyzing L1 and L2 differences.
• There is use of language laboratories, tapes, and visual aids.
• An extended pre-reading period is at the beginning of the course.
• Great importance is given to native-like pronunciation.
• The teacher can use the mother tongue, but it is discouraged for students.
• Successful responses are reinforced; errors are prevented.
• There is focus on manipulating the target language which disregards content and meaning.

Community Language Learning (CLL)

• This approach uses counseling techniques for language learning anxiety and problems.
• Learners are clients and instructors are counselors trained in counseling skills adapted to language.
• The language-counseling relationship begins with the client's linguistic confusion/conflict.
• The counselor's role is to communicate empathy for inadequate state and aid client linguistically.
• Teacher-counselors help clients achieve independent language adequacy and understanding for the client.
• The process involves five stages of adaptation.
• Stage 1: The client is dependent on the language counselor who repeats to the group in the new language.
• Stage 2: The client begins to speak to the group directly in the new language supported by the counselor.
• Stage 3: The client speaks directly to the group, showing insight translation given when desired.
• Stage 4: The client speaks freely and complexly with counselor intervention in grammatical error/mispronunciation.
• Stage 5: The counselor add idioms/elegant constructions and the client can become counselor to the group.

Suggestopedia

• This method is based on the belief that the human brain processes great quantities of material given the right learning conditions like relaxation.
• Music was central.
• Soft music led to an increase in alpha brain waves, decreased blood pressure/pulse rate, and intake of materials.
• Learners were encouraged to be "childlike".
• Comfortable seats in a relaxed setting was required; everything else remained the same.

Total Physical Response (TPR)

• The TPR method combines information and skills through kinesthetic sensory systems allowing the student to assimilate quickly
• Emphasis on:
  • Understanding the spoken language before speaking.
  • Imperatives as the main communication structures.
  • Not forcing students to speak.
• Emphasis placed on allowing students an individual readiness period before encouraging speech
• Procedure:
  • Teacher states commands as he acts.
  • Teacher and students say the command as they act.
  • Teacher says the command and only the students act.
  • The teacher tells one student at a time to do commands.
  • The roles of teacher and student are reversed and allow for command expansion.

Teaching Materials and Techniques for the Silent Way

• Include colored wooden rods
• Functional vocabulary wall charts
• A pointer
• Color-coded phonic charts, tapes, or discs
• Films, drawings, pictures
• Worksheets, transparencies, texts, and a book of stories

The Silent Way

• This method uses colored wooden rods and verbal commands to:
  • Avoid vernacular use.
  • Create simple linguistic situations under the teacher's control.
  • Transfer responsibility for utterances to learners.
  • Focus the teacher on students' pronunciation and flow.
  • Generate a game-like situation where rules are implicitly agreed upon.
  • Permit a switch from the teacher's voice to multiple voices.
  • Support intellectual guessing of noises' meaning.
  • Provide spontaneous speech for melody similarity.

The Natural Approach

• This method emphasizes developing basic personal communication skills.
• It Delays production until speech emerges.
• Advocate for learners to be as relaxed as possible
• Advocate for TPR use at the beginning level
• Comprehensible input is essential for acquisition.

Communicative Language Teaching:

• Method emphasizes organizing a language syllabus and breaking language into communicative situations.
  • Negotiating of meaning
  • Variety of language skills
  • Material presented in context
  • Attention paid to registers and styles
  • Fluency and accuracy considered as different competencies
  • Form and functions.

Teacher and Learner Roles in Teaching Methodologies

• Situational Language Teaching = Context Setter & Error Corrector / Imitator & Memorizer
• Audio-Lingualism = Language Modeler & Drill Leader / Pattern Practitioner & Enthusiast
• Communicative Language Teaching = Needs Analyst & Task Designer / Improvisor & Negotiator
• Total Physical Response = Commander / Order Taker
• Community Language Learning = Counselor & Paraphraser / Collaborator & Whole Person
• The Natural Approach = Actor & Props User / Guesser & Immerser
• Suggestopedia = Auto-hypnotist & Authority Figure / Relaxer & True-Believer
• Development of autonomous learners