Surigao del Sur State University

Tandag Campus
Graduate School

Name: QUENNEE R. ESCOBILLO

Subject: MAELT 205/ Approaches & Methods in Language Teaching
Time: 8:00- 11:00 am
Instructor: Dr. Maria Lady Sol A. Suazo

Assignment:
Out of these three theories of the early stages of language acquisition, I am more on
Interactionist perspectives. In terms of Linguistic focus, it says that

Communicative Approach

What good would it do any of your students if they know all the different ways of conjugating a
verb but fail to communicate a coherent message?

Communication is essentially the rationale for language and the Communicative Approach
seeks to develop those skills that enable students to meaningfully engage with each other.

Interactive activities are the hallmark of this approach. As the teacher, your responsibility is to
give the students as much opportunity to give and receive meaningful communication as
possible. For example, you can let students introduce themselves, share their hobbies using the
target language. Instead of just presenting the language, you’re giving them a task that can only
be accomplished by using the target language.

The difference between statements shared in a round of show and tell and those found in
textbooks is that the former are much more meaningful to your students. They’re purposeful
and in context—not a list of discordant sentences used to illustrate a rule of grammar. Authentic
materials are used every so often.

A poster touting a concert or a flyer about some huge sale at a mall can be fertile ground for
learning. In the Communicative Approach, students experience the target language as
experienced by native speakers.

Communicative Language Teaching (CLT) method

The idea behind this approach is to help learners communicate more effectively and correctly in
realistic situations that they may find themselves in. This type of teaching involves focusing on
important functions like suggesting, thanking, inviting, complaining, and asking for directions
to name but a few.

Community Language Learning

It’s called Community Language Learning because the class learns together as one unit. Not
listening to the same lecture, but interacting in the target language. The teacher’s role is that of
a counselor, a guide, an encourager.
Here’s what might happen in an innovative CLL class: Students sit in a circle. Because the
approach is learner-led, there’s no set lesson for the day. The students decide what they want to
talk about. Someone might say, “Guys, why don’t we talk about the weather?” That student will
then turn to the teacher (who’s standing outside the circle) and ask for the translation of his
statement. The teacher, acting as facilitator, will give him the translation and ask him to utter it
out loud. She’ll guide his pronunciation at the same time. The class, listening to the teacher and
student, are already learning from the interaction.
When the teacher is satisfied that the first student got the pronunciations right, she’ll deliver her
statement to the group again. (There’s a recorder standing by to record the first line of
conversation.)
After that, another student might chime in to say, “I had to wear three layers today.” She then
turns to the teacher for help. The process is repeated until a whole conversation is saved in the
recorder.
This conversation is then transcribed and mined for language lessons featuring grammar,
vocabulary and subject-related content.
In this approach, the students work as a community—learning together and negotiating the
lessons. Your role as a teacher is to encourage them to open up, participate in the discussion and
contribute to the whole process.
Community Language Learning method
This is probably one of the English teaching methods where the student feels the safest as
there’s a great emphasis on the relationship and bond between the student and teacher. Unlike a
lot of the other methods and approaches of teaching English as a Second Language, a lot of the
L1 (mother tongue) is used for translation purposes
Functional-notional Approach
The Functional-notional Approach recognizes language as purposeful communication. That is,
we talk because we need to communicate something. There’s purpose and meaning behind the
sounds that come out of our mouths.
In essence, we have verbs, nouns, pronouns, adjectives and so on in order to express language
functions and notions.
When we speak, we do it to inform, persuade, insinuate, agree, question, request, evaluate and
perform other “functions.” We do it to talk about concepts (“notions”) like time, events, action,
place, technology, process, emotion, etc.
So a teacher’s first stop when using this approach is to evaluate how the students will be using
the language.
For example, when teaching very young kids, you might want to teach them language skills that
would help them communicate with mommy and daddy, or with their friends. So, you can teach
them key social phrases like “thank you,” “please” or “may I borrow.”
When dealing with business professionals, a different syllabus would be in order. You might
want to teach them formal forms of the language, how to delegate tasks, how to vocally
appreciate a job well done. You could create role playing scenarios where students get a basic
feel for typical workplace situations. For example, in a marketplace situation, you can teach
functions like asking a question, expressing interest or negotiating a deal. Notions involved
could be about prices, quality or quantity.
You can certainly teach grammar and sentence patterns, but they’re always subsumed by the
purpose for which language is used.

Strategies

Cooperative learning. This learning strategy is useful for English teachers who incorporate
literature into their classroom. Cooperative learning requires students to discuss a piece of
literature in small groups. By allowing the students to engage in meaningful discussion, they
begin to learn to analyze literature and participate in an educational process that they will find
more interesting than a general lecture on a chapter in a book.

How to Use Dialogues or Conversations techinique

For the non-English speaking migrant, we are teaching essential vocabulary necessary to
function in the American setting with a minimum of language knowledge. A variety of
presentation techniques are discussed in the introduction to Young Adult HELP! KIT. One of
them is the use of dialogues. Dialogues are a very useful teaching technique once an initial set
of vocabulary is understood. The purpose of using a dialogue is to present a situation of real
language in which the student role plays in a safe environment before being met by the real
thing. By using role-playing dialogues, the students come to own the language - to internalize
the phrases used so they become a part of their repertoire of English. For this reason, dialogues
should be performed with books closed allowing for the students' total attention to be focused
on the oral language presented. They should be short, easily repeatable, and use everyday
language with a wide application.
In many cases, migrant adults are illiterate in their own language so we can't depend on printed
materials to initiate conversations. Create a "real" situation with "realia" or pictures to give all
the contextual clues possible. Present important vocabulary first and then begin to introduce the
conversation, keeping students' attention focused on the situation and oral language presented.
Our goal in using "conversations" is for the student to be able to say each part of the
conversation easily and without prompting. Many repetitions are necessary to do this.
Repetitions must be fun, well-paced, varied and interesting. Each conversation should first be
modeled by the teacher performing both (oral) parts of the conversation, but changing position
or voice tone to indicate the different parts. (Puppets are helpful in these situations, or a simple
costume such as a hat.)
Many repetitions while students listen are ideal for the very beginning student since they need
to hear the sounds of English and the voice inflections several times before they can be
expected to reproduce them. We want students to enjoy their lessons and to feel unthreatened
by them, because in a comfortable setting they will learn more easily. Therefore, each new step
should be non-threatening, and repeated sufficiently so everyone feels very comfortable before
going on to a higher level of difficulty. Once the teacher has modeled 2-3 times, (or more if
necessary), the students can begin to speak. Take each line or phrase one at a time and have the
whole group repeat it together (3 times has been found to be about right for a fairly simple
sentence). Then go on to the next line or person in the conversation and do the same, add the
small parts together 3 times, etc. until you have gone through the whole conversation. Then
repeat the whole conversation 3 times as a group. Move up the pace as it becomes more
comfortable to keep it from getting dull.

LANGUAGE EXPERIENCE APPROACH

1. The "experience" which will be written about may be a drawing, something the student
brought from home, a group experience planned by the teacher (field trip, science experiment,
film strip, party, etc.), or simply a topic to discuss.
2. The student is asked to tell about his/her experience.
3. The student then dictates his or her story or experience to the teacher, aide, volunteer, or to
another student. The writer copies down the story exactly as it is dictated (do not correct the
student's grammar while the story is being written down).
4. The teacher reads the story back, pointing to the words, with the student reading along. With
young children at very beginning levels, it may be necessary to read back each sentence as it is
dictated.
5. The student reads the story silently and/or aloud to other students or to the teacher.
6. The experience stories are saved and can be used for instruction in all types of reading skills.
7. When students are ready, they can begin to write their own experience stories. A good way
to introduce this is to discuss the experience, write a group experience story, and then have
students write their own stories.
8. Students can re-write their own previous stories as their language development progresses,
and then illustrate them to make books for other students to read.
(From: New England Multifunctional Resource Center for Language and Culture in Education,
Prepared by Suzanne Iruio.)
An approach is a way of looking at teaching and learning. Underlying any language teaching
approach is a theoretical view of what language is, and of how it can be learnt. An approach
gives rise to methods, the way of teaching something, which use classroom activities or
techniques to help learners learn.
Example
The communicative approach is the best-known current approach to language teaching. Task-
based teaching is a methodology associated with it. Other approaches include the cognitive-
code approach, and the aural-oral approach (audiolingual method).
In the classroom
Learners in the modern language classroom often learn through techniques drawn from a
variety of methods/approaches in what has been labelled an ‘eclectic approach'. Teachers select
techniques from various approaches according to the different needs of their learners. Most
coursebooks mix methods and techniques in this way.
Approaches, methods, procedures, and techniques
Approach : this refers to “theories about the nature of language and language learning that serve
as the source of practices and principles in language teaching”. It offers a model of language
competence. An approach describes how people acquire their knowledge of the language and
makes statements about conditions which will promote successful language learning.

Method : a method is the practical realization of an approach. Methods include various

procedures and techniques as part of their standard fare.

Procedure : a procedure is an ordered sequence of techniques. A procedure is a sequence which

can be described in terms such as first you do this, then you do that… Smaller than a method
and bigger than technique.

Technique : a common technique when using video material is called “silent viewing”. This is
where the teacher plays the video with no sound. Silent viewing is a single activity rather than a
sequence, and as such is a technique rather than a whole procedure.

A term that is also used in discussions about teaching is “model” – used to describe typical
procedures, usually for teachers in training. Such models offer abstractions of these procedures,
designed to guide teaching practice.

The Grammar – Translation Method

This is a method that has been used by language teachers for many years.
At one time it was called Classical Method,since it was first used in the teaching of the classical
languages,Latin and Greek.

Earlier in this century,it was used for the purpose of helping students read and appreciate
foreign language literature.

Classes are taught in the students' mother tongue,with little active use of the target language;

Vocabulary is taught in the form of isolated word lists;

Elaborate explanations of grammar are always provided;

Reading of difficult text is begun early in the course of study;

Little attention is paid to the content of text,which are treated as exercises in grammatical
analysis.

Audio-lingualism
Audio-lingual methodology owes its existence to the Behaviourist models of learning using the
Stimulus-Response-Reinforcement model, it attempted, through a continuous process of such
positive reinforcement, to engender good habits in language learners.
Audio-lingualism relied heavily on drills like substitution to form these habits.
Habit-forming drills have remained popular among teachers and students, and teachers who feel
confident with the linguistic restriction of such procedures.
Presentation, Practice, and Production
A variation on Audio-lingualism in British-based teaching and elsewhere is the procedure most
often referred to as PPP, which stands for Presentation, Practice, and Production. In this
procedure the teacher introduces a situation which contextualises the language to be taught. The
students now practice the language using accurate reproduction techniques such as choral
repetition, individual repetition, and cue-response drills
The Communicative Approach
The communicative approach or Communicative Language Teaching (CLT) is the name which
was given to a set of beliefs which included not only a re-examination of what aspects of
language to teach but also a shift in emphasis on how to teach!
Some methods
These methods developed in the 1970s and 1980s as humanistic approaches to remove
psychological barrieis to learning.
Community Language Learning
- students sitting in a circle
- a counsellor or a knower
- making the utterance
The Silent Way
- the teacher says as little as possible
- interacting with physical objects, especially with Cuisenaire rods
Total Physical Response (TPR)
This method is developed to reduce stress people feel while studying foreign languages.
Learners are allowed to speak when they are ready.
1. Using commands to direct behaviour
2. Role reversal
3. Action sequence
PRINCIPLES
1. The students' understanding of the target language should be developed before speaking.
2. Students can initially learn one part of the language rapidly by moving their bodies.
3. Feelings of success and low anxiety facilitate learning.
4. Language learning is more effective when it is fun.
5. Students are expected to make errors when they first begin speaking. Teachers should be
tolerant of them. Work on the fine details of the language should be postponed until students
have become somewhat proficient.
References:
https://www.researchgate.net/figure/1-COMPARISON-OF-BEHAVIORIST-INNATIST-AND-
INTERACTIONIST-THEORIES-OF-LANGUAGE_tbl1_49552300/download
https://education.cu-portland.edu/blog/classroom-resources/teaching-strategies-for-english-
teachers/

https://www.teachingenglish.org.uk/blogs/james-taylor/james-taylor-ppp-ttt-tbl-dogme

https://www.teachingenglish.org.uk/blogs/jane-willis/grammar-based-teaching-task-based-
teaching-making-shift

http://englishteachingmethod.blogspot.com/2011/03/approaches-methods-procedures-and.html