Language Teaching Methods Summary PDF

Traditional Methods Method **Language Focus** **Meaning Learning** **Grammar Learning** **Key Features** **Advantages** **Disadvantages** Grammar-Translation (GT) **Literature** (reading and writing) Translation **Explication** Explicit grammar explanations in the native language, transl...

Traditional Methods Method **Language Focus** **Meaning Learning** **Grammar Learning** **Key Features** **Advantages** **Disadvantages** Grammar-Translation (GT) **Literature** (reading and writing) Translation **Explication** Explicit grammar explanations in the native language, translation to explain vocabulary and structure meanings, lessons with reading passages, vocabulary lists with translations, and grammar explanations in the native language \* Can be used by teachers with low fluency and in large classes. \* Lends itself to self-study. \* Adapts to changing linguistic and psychological theories. \* Indifferent to speech and oral communication. \* Students often can\'t comprehend or produce sentences for simple conversations. \* Cannot be used with young children. Natural Method (NM) **Speech** Direct Experience **Induction** Learning through spontaneous conversation and demonstration in the target language, supported by gestures and actions, emphasis on speech comprehension before speech production \* Learners can acquire a speech capability in understanding and production. \* Requires teachers with ingenuity and fluency in the target language. \* Class sizes must be small. \* Heavy burden on teachers to create natural and interesting situations. Direct Method (DM) **Speech** Direct Experience **Induction** Systematic procedures based on linguistics and psychology, exclusive use of the second language in the classroom, preselected and graded materials \* More efficient than the Natural Method. \* Can be used in larger class sizes than the Natural Method. \* Requires a teacher with some inventiveness and high fluency in the second language. Audiolingual Method (ALM) **Speech** N/A N/A Sentence patterns as the learning fundamentals for language, mechanical drills, repetition of words as stimuli and responses, planned situations, graded materials. N/A \* Failed to produce fluent communicating speakers. \* Dropped the use of natural situations and spontaneous speech. \* Meaningfulness of speech was reduced. *Contemporary Methods* -------------------------------------------- ----------------------- ----------------------------------- --------------------------- -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Method **Language Focus** **Meaning Learning** **Grammar Learning** **Key Features** **Advantages** **Disadvantages** Total Physical Response (TPR) **Speech** Direct Experience **Induction** Physical actions in response to teacher commands in the target language, speech understanding precedes speech production \* Enhances memory through motor activity. \* Students can learn vocabulary and structures easily and quickly. \* Useful in early phases of language learning \* Less useful for advanced language learning. \* Homework can be challenging, needs recordings. \* Adults may be embarrassed by the physical actions. Best for children, may need to combine with other methods for adults. Communicative Language Teaching (CLT) **Speech & Literacy** Direct Experience and Translation Explication and Induction Focus on communication; uses real-life situations, dialogues, and anything that furthers communicative ability; may use GT type translations and grammar, can use pattern drills. \* Students learn to communicate by any means possible. \* Allows for reading and writing, grammar explanations, and translation. N/A Natural Approach (NA) **Speech & Literacy** Direct Experience **Induction** Similar to the Natural Method and Direct Method, speech comprehension precedes speech production, delayed speech production until students are ready, graded materials, focus on basic communicative skills. N/A \* The \'Affective Filter\' may not be the best way to describe the impact of motivation, self-confidence and anxiety in learning. \* Krashen\'s \'Monitor Hypothesis\' and the distinction between acquired and learned language is highly criticized. Content-Based Instruction (CBI) **Speech & Literacy** Direct Experience Explication Language teaching organized around subject matter, uses target language to present the subject, focus on texts and discourse, real-world language skills are intertwined, language is purposeful. N/A \* Quantity of new material may be overwhelming. \* Some students prefer more structured classrooms. \* Teachers need to cope with a double workload of subject and language. \* Can end up as a Grammar-Translation class Task-Based Language Teaching (TBLT) N/A N/A N/A Learners learn the target language by interacting communicatively and purposefully while engaged in activities, tasks provide a sense of completeness. \* Tasks stimulate communication and regulate information input and output. \* Tasks improve motivation and promote learning because they typically use authentic materials. \* TBLT-based language teaching programs have not been very successful. \* The claim that TBLT is more effective than other methods is not proven. Computer-Assisted Language Learning (CALL) N/A N/A N/A Computer programs deliver material based on learner needs and pace; used for drilling and structured exercises. \* Oriented to the individual learner. \* Can be used for drilling. \* Can be used at home. \* Enlarges class capacity without adding teaching staff \* Not yet widely used. \* Has issues with different computer operating systems. \* Currently only a helpful auxiliary technique in language learning. There is no single \"magic\" method and that the best method depends on the goals of the learner and the resources available. A teacher can also consider combining elements of different methods for a more effective approach.