APPROACHES, METHODS AND TECHNIQUES IN LANGUAGE TEACHING:

HOW CAN THEY BE APPLIED IN THE CLASSROOM OF TODAY?

Introduction

Language teaching, whether it is a first, second or a foreign language, is characterized by a use of

various methods, approaches and techniques which have been specifically designed in
collaboration with other sciences, such as psychology and neuroscience, to aid the teacher in the
realization of the lesson but more importantly, to suit the individual needs of the pupils. Each
method has different goals and uses various techniques to achieve such goals and the choice of
which method a teacher will use in the classroom depends entirely on the context, the individual
needs of the pupils, as well as the skills and abilities of the teacher herself/himself.

The Grammar-Translation Method

The grammar translation method is a method of teaching foreign languages derived from the
classical method of teaching Greek and Latin. In grammar-translation classes, students learn
grammatical rules and then apply those rules by translating sentences between the target language
and the native language. There is heavy usage of the native language of pupils and little to no
communication in the target language. The method has two main goals: to enable students to read
and translate literature written in the target language, and to further students’ general intellectual
development, but no attention is paid to the communication skills of the students.

The advantages of this method are that it is the easiest for teachers to use because it does not
require much skills on their part-it doesn’t require them to speak good English or to make complex
lesson plans and preparations. However, the disadvantages, in my opinion, far outweigh the
advantages: students lack comprehension and only translate word to word, they acquire no
communicational skills whatsoever as there is little teacher-student communication and little
student-student communication. That makes this method heavily teacher-centered, which I think
is unacceptable in today’s society, as it neglects the most important goal of language teaching and
that is, according to my opinion, communication.

Nonetheless, this method mustn’t be seen as totally useless: it can be applied even in the classroom
today, mostly with a combination of other methods or in specific contexts. For example, I think
that this method would be appropriate for students that don’t necessarily require communicational
skills, but need to learn a language in order to read its literature, so it might be successful with
adult learners that need the language for a job in which there is little communication but much
reading. It is also one of the least stressful methods. It could also be useful for learning grammar,
because the focus is put on memorization of grammar rules, but I think that students might find a
45-minute lesson of only grammar and translation tedious, so this method could be used in the
beginning stages of the lesson to introduce the grammar rules, and then another method could be
used to improve the student’s comprehension and communication, such as the audio-lingual
method.

The Direct Method

The direct method of teaching was developed as a response to the Grammar-Translation method.
It sought to immerse the learner in the same way as when a first language is learnt. All teaching is
done in the target language, grammar is taught inductively, there is a focus on speaking and
listening, and only useful ‘everyday' language is taught. So, it can be seen that this method is about
developing communicational skills through techniques such as conversation practice, question-
and-answers exercises, dictations and getting students to self-correct.

Also known as ‘the Natural Approach’, its main principle is that students should learn how to think
in the target language as soon as possible, which I think is incredibly important. I also believe that
this is one of the best methods for teaching and learning language, as the best way of learning a
language is simply through speaking it-the same way that we all learned our native languages. I
personally know many people who have learnt the language through watching cartoons, videos
and playing video-games in the target language and have effortlessly acquired the conversational
and grammar patterns inductively, so a method such as this, which organizes the lesson is such a
way that about 80% of lesson time is oral practice, is excellent for learning a language for the
purpose of conversation.

Although the method lost its appeal with the appearance of the audio-lingual method, I think it can
still be used nowadays, especially for those who have needs of real communication in the target
language. For example, it would be ideal for teaching a language to workers who need
communicational skills in that language, but it could also be used in the classroom with smaller
students. One good way of using it would be to perhaps combine it with the grammar-translation
method, with a part of the lesson being devoted to grammar and vocabulary memorization and
translation, and the rest of the lesson being devoted to using that vocabulary in actual contexts.

The Audio-lingual Method

The Audio-Lingual method of teaching had its origins during World War II when it became known
as the Army Method. It is based on the behaviorist theory of language learning, which claims that
the way to acquire the correct sentence patterns of the target language is through conditioning-
helping learners respond correctly to stimuli through reinforcement, thus enabling learners to
overcome the habits of their native language and to form new habits in the target language.
The objective of the audiolingual method is accurate pronunciation and grammar, the ability to
respond quickly and accurately in speech situations and knowledge of sufficient vocabulary to use
with grammar patterns. The main activities include reading aloud dialogues, repetitions of model
sentences, and drilling and lessons in the classroom focus on the correct imitation of the teacher
by the students.

However, I don’t think this method alone would be enough to learn a language, as its behaviorist
approach to learning has now been discredited. Many scholars, including Noam Chomsky have
proven its weakness. But its legacy still continues, and I think that one of its best uses in the
classroom today could be to accurately learn pronunciation, because this method relies on the use
of dialogues and drills. With this method, the teacher can help the students to first articulate, then
recognize, the most basic sounds necessary, by using dialogue practice, drill sessions and tongue-
twisters to build articulation and strength. However, I think the use of this method should be
limited, perhaps to the last 15 minutes of class to quickly practice speaking, pronunciation and
grammar through repeating dialogues that have been previously learned.

The Communicative (Approach) Method

The Communicative Approach, also known as communicative language teaching (CLT),

emphasizes interaction and problem solving as both the means and the ultimate goal of learning
English - or any language. As such, it tends to emphasize activities such as role play, pair work
and group work. It switched traditional language teaching's emphasis on grammar, and the teacher-
centered classroom, to that of the active use of authentic language in learning and acquisition.

Communicative language teaching emphasizes self-direction for the learners-as the teacher won’t
be around to guide them the whole time, especially not when the learners speak the language
outside the classroom, they are expected to take on a greater degree of responsibility for their own
learning, which could be good for more advanced students of the language or for incredibly self-
motivated students. But I think most students thrive under instruction and careful guidance, so
letting them have too much responsibility of their own might be too stressful and overbearing for
them, so this method can find little use in the actual classroom where there are many students with
many needs. It would be difficult for the teacher alone to check the language use of every student
and if students are too self-reliant, little work might actually be accomplished. Also, this lesson
largely depends on how creative and motivated the teacher is in inventing different language games
and role-plays, and not creativity doesn’t come easy to everyone, so some teachers who lack
creativity and communicative competence should, in my opinion, avoid this method.
Total Physical Response

Total Physical Response (TPR) is a method of teaching language or vocabulary concepts by using
physical movement and is based upon coordination of speech and action. The process mimics the
way that infants learn their first language, and it reduces student inhibitions and lowers stress. The
purpose of TPR is to create a brain link between speech and action to boost language and
vocabulary learning, so I think it can be highly beneficial for students that are first introduced to
the language, such as smaller children, for example in preschool or kindergarten.

One technique of this method is using commands to direct behavior and using games such as
Simon Says, which again, I believe can only be useful with smaller children. This method is very
easy and the usage of the language consists of action games, so it would be a perfect way of
introducing the language to a younger audience, because I think that a more adult audience might
find it a bit repetitive and even embarrassing to play such games. Also, students are not given the
opportunity to express their own views and thoughts in a creative way so it can be quite limiting
and boring. In my opinion, this method is only suitable for beginner levels and could be used today
to break the ice when you first start teaching a language.

The Silent Way

This unconventional method is based on the premise that the teacher should be as silent as possible:
in contrast to traditional methods, the emphasis is on the student’s learning rather than the teacher’s
teaching. In the absence of the teacher dominating the lesson, the student takes an active role in
the learning process, which I think is excellent for fostering autonomy. But silence can be scary.
Some students may feel completely lost and unsure of how to handle the lesson when this method
is used, and the lack of feedback from the teacher may totally discourage them, so I would be
careful in using this method. That doesn’t mean that teachers should avoid it entirely, but it requires
a profound knowledge of your students, a lot of patience and creativity, so it won’t be suitable in
most contexts. As the learner works in isolation, communication is lacking badly in a Silent Way
classroom, so this method might be better used only for a small period of time during the lesson.

Community-Language Learning

This method advises teachers to view students as whole persons and it strives to engage the
emotions and feelings, or the affective realm, as well as linguistic knowledge and behavioral skills
of the students. By understanding the fears of the learners, the teacher can help students overcome
their negative feelings and instead turn them into positive energies. This is a very humanistic
approach, so I think it might find its purpose in this 21st century where we are instructed to pay a
lot of attention to the inner feelings of the students.
In a classroom where this method is being used, students become part of a community that interacts
well, thus helping to create a positive and warm learning environment, which I believe would
greatly suit students prone to anxiety or beginners who are afraid of risk-taking. So, this method
will work well with lower levels students who are struggling with spoken English, and being part
of a community will help them release their fears and eventually participate in conversations.

Content-based Learning

In recent years content-based instruction has become increasingly popular as a means of

developing linguistic ability. It is based on the principle that language is a meaningful medium
through which content is conveyed and some view this more as a philosophy than a methodology.

The focus of this approach is on the topic or subject matter. During the lesson students are focused
on learning about something. This could be anything that interests them from a serious science
subject to their favorite pop star or even a topical news story or film, which I think is a great way
for motivating students to stay focused on the lesson: we tend to pay more attention to whatever
falls in the realm of our interests and hobbies, so this is an approach that could be used with
students of all ages, for we all show readiness to participate in tasks and projects when the content
is suited to our needs, hobbies and interests.

Content-based learning is comparable to English for Specific Purposes (ESP), which usually is for
vocational or occupational needs, or to English for Academic Purposes (EAP), so it might prove
best suited for teaching either of these two, rather than for teaching in a ‘typical’ classroom,
although I think a creative teacher can find a way to incorporate it in the lesson, perhaps through
dividing the class into small groups and assigning each group a small research task and a source
of information to use to help them fulfil the task. Taking information from different sources, re-
evaluating and restructuring that information can help the students to develop very valuable
thinking skills that can then be transferred to other subjects, so this definitely isn’t an approach
that should be neglected.

Desuggestopedia

Also known as Suggestopedia, it is a method that has been developed to help students eliminate
the feeling that they cannot be successful in learning a new language and/or the negative
association they have created towards the target language. It is based on the theory that we do not
use the full mental powers that we have when experience negative feelings toward something, so
this method strives to undo blocks, encourage relaxation and strengthen self-image. As its name
suggests, the focus in on desuggesting limitations and negative feelings and instead encouraging
positive affirmations.
This method is usually conducted in a bright and cheerful classroom, as physical surroundings and
the atmosphere in the classroom are the vital factors to make sure that the students feel comfortable
and confident. Fine arts are also heavily used, such as relaxing music and pictures, which as good
as it sounds might not be appropriate for everyone. Some people cannot stand music and noise
when they are learning, so I think that this atmosphere of relaxation might even have a counter-
effect and instead annoy and stress some people even more.

Because the method relies on ‘desuggesting negative feelings and blocks’, in my opinion, it would
be far more useful with smaller children who are much more susceptible to the environment they
are in, so a warm and cheerful environment filled with pictures and music might be preferable in
a kindergarten or an elementary school rather than secondary school, where adolescents tend to
feel embarrassed by being encouraged to delve into their subconsciousness and there are some
students who do not like to be treated in this manner because they think its immature.

But on the other hand, I think it might also be incredibly useful for adult learners who may have
inhibitions about learning a language at their age instead when they ‘should’ have learnt it, so
incorporating fine arts (music, art, and drama) will provide positive suggestions for them and will
enable them to successfully learn the language.

However, one big problem that may arise when teaching a language to young language learners
using suggestopedia is that in some countries, the education is on a low level. Using a method as
peculiar as this one needs a professional and experienced teacher and very few working teachers
are in a position where they can use this system. To be able to correctly use the method, I think
that the teachers should be trained in using this Desuggestopedia in the classroom, so a teacher
who doesn’t feel up to the task should perhaps avoid using this method lest they cause even more
negative feelings in the learners.

Conclusion

Despite all the research that has been done about the appropriate methods, approaches and
techniques to use when teaching a language, especially second or foreign languages, there is no
definite proof that one method is superior or that any of the above-mentioned methods should be
completely abolished. Each method has its own advantages and disadvantages, and oftentimes the
disadvantages outweigh the advantages, but there are certain aspects of each method that can be
carefully extracted and applied in certain contexts. Everything depends on the context and the
situation in which the method is being applied, as well as the individual needs of the learners and
the skills and abilities of the teacher.