Marwa Mustafa Alkawash (A)

Teaching Methodology – 3rd semester

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A Summary of Teaching Approaches

1. Suggestopedia
Suggestopedia is a teaching method which is based on a modern understanding
of how the human brain works and how we learn most effectively. It was
originally developed in the 1970s by the Bulgarian educator Georgi Lozanov. The
approach was based on the power of suggestion in learning, the notion being
that positive suggestion would make the learner more receptive and, in turn,
stimulate learning. Lozanov holds that a relaxed but focused state is the ideal
state for learning. In order to create this relaxed state in the learner and to
promote positive suggestion, suggestopedia makes use of music, a comfortable
and relaxing environment.
The main features of suggestopedia are:

 The use of music to relax learners.

 The furniture, decoration and the arrangement of the classroom.
 Teacher’s authority. The teacher plays a central role and he/she is the
source of all information.

Key Elements
Some of the key elements of Suggestopedia include a rich sensory learning
environment (pictures, colour, music, etc.), a positive expectation of success and
the use of a varied range of methods: dramatic texts, music, active participation
in songs and games, etc.

Types of Learning and Teaching Activities

The types of activities that are more original to suggestopedia are the listening activities,
which concern the text and text vocabulary of each unit. These activities are typically
part of the “pre-session phase”, which takes place on the first day of a new unit.

The students first look at and discuss a new text with the teacher. In the second
reading, students relax comfortably in reclining chairs and listen to the teacher read the
text in a certain way. During the third reading the material is acted out by the instructor
in a dramatic manner over a background of the special musical form described
previously.

Teacher’s Roles

1. Show absolute confidence in the method.

2. Display fastidious conduct in manners and dress.

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 3. Organize properly, and strictly observe the initial stages of the teaching
process-this includes choice and play of music, as well as punctuality.
4. Maintain a solemn attitude towards the session.
5. Give tests and respond tactfully to poor papers (if any).
6. Stress global rather than analytical attitudes towards material.
7. Maintain a modest enthusiasm.

Advantages of Suggestopedia

There are some benefits in utilizing suggestopedia:

- A comprehensible input based on dessugestion and suggestion principle

By using this suggestopedia method, students can lower their affective filter.
Suggestopedia classes, in addition, are held in ordinary rooms with comfortable chairs,
a practice that may also help them relaxed. Teacher can do numerous other things to
lower the affective filter.

- Authority concept

Students remember best and are most influenced by information coming from an
authoritative source, teachers.

- Peripheral learning

Suggestopedia encourages the students to apply language more independently, takes

more personal responsibility for their own learning and get more confidence. 

Criticism

Suggestopedia has been criticized for a number of reasons:

 It is not a practical method as teachers face the problem of the availability

of music and comfortable chairs.
 Lozanov refers in a number of occasions to the importance of
memorization, excluding any reference to comprehension and creative
problem solving. In fact language is not only about the power of the mind to
memorize. It’s about understanding, interacting and producing novel
utterances in different unpredictable situations.

2. Communicative Language Teaching

Communicative Language Teaching (CLT) is an approach to the teaching of
second and foreign languages. It emphasizes interaction as both the means and
the ultimate goal of learning a language. It is also referred to as the
“Communicative Approach”. Historically, CLT has been seen as a response to
the Audio-Lingual Method (ALM).

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Learning theory

According to the communicative approach, in order for learning to take place,

emphasis must be put on the importance of these variables:

 Communication: activities that involve real communication promote

learning.
 Tasks: activities in which language is used to carry out meaningful tasks
supports the learning process.
 Meaning: language that is meaningful and authentic to the learner boosts
learning.

Syllabus
Communicative language teaching syllabus organizes the teaching according to
the notional and functional categories of language rather than according to its
structures. It concentrates on the following:

 Interactions: using  language to communicate,

 Tasks: using language to  perform meaningful tasks
 Learner: putting the learner’s interests, needs in the forefront.

Merits of CLT

There are many advantages in teaching according to the communicative

approach:

 CLT doesn’t focus only on the traditional structural syllabus. It takes into
consideration communicative dimension of language.
 CLT provides vitality and motivation within the classroom.
 CLT is a learner centered approach. It capitalizes on the interests and
needs of the learner.
Criticism

 The various categories of language functions are overlapping and not

systematically graded like the structures of the language.
 The communicative approach focuses on the use of language in everyday
situations, or the functional aspects of language, and less on the formal
structures. There must be a certain balance between the two. It gives priority
to meanings and rules of use rather than to grammar and rules of structure. 
Such concentration on language behavior may result in negative
consequences in the sense that important structures and rules would be left
out.
 The approach relies extensively on the functional-notational syllabus
which places heavy demands on the learners.
 A major principle underlying this approach is its emphasis on learners’
needs and interests. This implies that every teacher should modify the
syllabus to fit the needs of the learners.
 The requirements are difficult. Not all classrooms can allow for group work
activities and for teaching aids and materials.

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 3. Task-based language teaching

Task-based language teaching (TBLT) is a type of instruction that relies on the

use of authentic target language to do meaningful tasks. TBLT can be
considered a branch of communicative language teaching (CLT). The notion of
tasks is central to this type of instruction. The assessment of learning is mainly
based on task outcome and not only on the accurate use of the target language.
For this reason, TBLT is believed to be effective in learning target language
fluency and developing student confidence.
The following are some of the most important theoretical premises of TBL
according to Richards & Rodgers (2001).

Theory of language

 Language is primarily a means of making meaning: TBLT considers

meaning as a central focal point in language teaching. The approach is
concerned with the outcome of tasks.
 Multiple models of language inform task-based instruction: Structural,
functional and interactional models influence TBLT adherents.
 Lexical units are central in language use and language learning: TBLT
considers vocabulary items to include not only individual words but also
phrases, sentence frames, collocations and prefabricated routines.
 “Conversation” is the central focus of language and the keystone of
language acquisition: Learners are required to produce and understand
communicative messages. That is exchanging information is crucial to
language acquisition.

Theory of learning

 Tasks provide both the input and output processing necessary for
language acquisition: If Krashen stresses the importance of comprehensible
input, TBLT advocates have argued that comprehensible output is also of
equal importance.
 Task activity and achievement are motivational: Tasks appeal to learners’
learning styles and may involve physical activity, collaboration, and
partnership.
 Learning difficulty can be negotiated and fine-tuned for a particular
pedagogical purpose: Tasks may be designed in such a way that they meet
learners’ level of proficiency. That is, providing the appropriate target input is
crucial to facilitate language acquisition.

What is a task?

Here is a definition by Prabhu:

“An activity which required learners to arrive at an outcome from given information
through some process of thought and which allowed teachers to control and regulate
that process was regarded as a task.” (Prabhu, 1987:24)

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Examples of tasks include:

 Preparing a meal.
 Ordering food in a restaurant.
 Making an appointment with a doctor on the phone.
 Solving a problem.
 Designing a brochure.
 Making a list of the qualities of a good husband/wife.

Typical procedure

Pre-task
At this stage, the topic is introduced through activities such as:

 Prior knowledge activation

 Brainstorming
 Visual Aids
 Games
 Discussions
 Vocabulary activities
 Reading

Task activity (cycle)

The teacher gives clear instructions about the task.

 The learners do the task, in pairs or in groups, using their own linguistic
and nonlinguistic resources.
 The teacher’s role at this stage is to monitor, support, and encourage the
learners.
 The teacher does not have to intervene to correct accuracy mistakes.
 The emphasis is more on meaningful communication, fluency and
confidence building than on accuracy.
 The learners draft or rehearse what they want to say or write.
 They report briefly to the whole class to compare findings.

Post-task
This stage provides an opportunity for learners to compare their products with a
similar product by a native/ fluent speaker.

 The learners listen to a recording by a native/fluent speaker.

 Comparison between the two versions constitutes a chance for learners to
learn from their mistakes.
 Based on the analysis of the learners’ products, more work on specific
language points may follow

Advantages of TBLT

Implicit learning

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The aim of TBLT is to help learners develop implicit knowledge of the language
that will enable them to participate easily and naturally in communication. The
learners get the form and use of the target language without being explicitly
being taught. The role of the teacher is to design tasks by replicating and
creating the conditions for language learning and for communication that exists
outside the confines of the classroom. The aim is that the learners’ interlanguage
will gain implicit language knowledge while doing tasks.

Incidental learning

Much of our everyday learning is incidental. TBLT provides opportunities for

unplanned learning. Completing a real-world task allows the acquisition to take
place without any deliberate intention on the part of the learner or the teacher.

Meaningful learning

TBLT allows meaningful communication to occur during the accomplishment of tasks.

Disadvantages of TBLT

 Some teachers criticize TBLT for focusing mainly on fluency at the

expense of accuracy.
 TBLT requires a high level of creativity and initiative on the part of the
teacher.
 TBLT requires resources beyond the textbooks and related materials
usually found in language classrooms.
 Evaluation of task-based instruction can be difficult. The nature of task-
based learning does not allow it to be objectively measurable.

References

 Littlewood, 2004. ‘The task–based approach: some questions and

suggestions‘. ELT Journal. Volume 58.
 Richards, J.C. & Rodgers, T.S 2001. Approaches and Methods in
Language Teaching, United Kingdom: Cambridge University Press.
 Prabhu, N.S. (1987). Second Language Pedagogy. Oxford: Oxford
University Press.
 H. Douglas Brown (1987). Principles of language learning and teaching.
Englewood Cliffs, New Jersey, Prentice Hall.