Name: Yves Gerald E.

Giray
Subject: LangLit 806 (Methods of Teaching Language Arts)
Date of Submission: June 19, 2021

Task 3 Method Summary (June 19, 2021 Presentations)

Directions: Fill out the table with the distinct characteristics of the methods discussed today.
Influence on
Current Common Classroom Theory of Theory of
Method Key Characteristics Teacher Role Learner Role
Language Activities Language Learning
Teaching
Audiolingual • Originated and It was the first The teacher’s Learners play a Extensive Oral Structuralism, Behaviorism,
Method developed in the method to have role is reactive role by Instruction is required wherein: wherein:
United States a theory. central and responding to where the target elements in a behavioral
during World War active as it is a stimuli and language is used. language are psychology
II, also known as It made teacher- thus have linearly influenced
the “Army language dominated control Model dialogue, produced in a audiolingalism,
Method”; learning method. over the repetition, correction rule-governed with the belief
accessible to content, pace, of mistake, and then way; that believe that
• the term large groups of The teacher has style of memorization. humans are
“Audiolingualism ordinary to control the learning. language organisms that
” coined by learners. process of Dialogues are adapted sample could are capable of
Professor Nelson learning. The learners do and then acted out. be described at learning many
Brooks; It was the first not initiate any structural behaviors;
method to lay Additionally, interaction, Key structures are level;
• short-term stress on the they monitor because this selected and used for learning
objectives development of and control the may lead to pattern drills. linguistic behaviors are
include: listening language learner’s mistakes. levels are believed to
comprehension, syntax, performance Textbooks are used for pyramidically depend on 3
accurate whereas the follow-up reading and structured (as elements:
Name: Yves Gerald E. Giray
Subject: LangLit 806 (Methods of Teaching Language Arts)
Date of Submission: June 19, 2021

pronunciation, other methods writing or vocabulary in, a system stimulus,

recognition of were activities. within a response, and
speech symbols preoccupied system) reinforcement;
as graphic signs with Follow-up activities in
on the printed morphology a language laboratory. language skills
page, and the and are learned
ability to vocabulary. Sample activity: more effectively
reproduce these The student is given a if they are
symbols in Developing sequence of words that learned in a
writing; and simple have been culled from spoken form
techniques and a sentence but still (drills) rather
• long-term making use of bear its basic meaning. than written
objectives language lab. He uses these words form; and
include: language with a minimum of
as the native Developing the changes and additions language must
speakers use it, separation of to restore the sentence be learned in
and there must language skills. to its original form. He context of
be some 6. Emphasizing may be told whether linguistics and
knowledge of the sentence the time is present, culture.
second language production, past, or future.
as it is possessed control over Example:
by a true grammatical students/waiting/bus
bilinguist structures and The students are
development of waiting for the bus.
Name: Yves Gerald E. Giray
Subject: LangLit 806 (Methods of Teaching Language Arts)
Date of Submission: June 19, 2021

oral ability of boys/build/house/tre

learners e
The boys built a house
in a tree
Influence on
Current Common Classroom Theory of Theory of
Method Key Characteristics Teacher Role Learner Role
Language Activities Language Learning
Teaching
Communicativ • An approach to Communicativ CLT teacher Students are Littlewood (1981) In Hymes’ According to the
e Language the teaching of e language assumes a communicators distinguishes between communicativ communicative
Teaching second and teaching is one responsibility . They are functional e competence approach, in
foreign languages, of the latest for determining actively engaged communication view, a person order for
which emphasizes humanistic and responding in trying to activities and who acquires learning to take
interaction as approaches to to student’s make social interaction communicativ place, emphasis
both the means teaching needs. They themselves activities: e competence must be put on
and the approaches administer a understood and acquires both the importance
• ultimate goal of which gives needs in Functional knowledge and of these
learning a emphasis to assessment understanding Communication ability for variables:
language; the language instrument to others. Activities: comparing language use
use and determine an sets of pictures and with respect to communication
• also referred to as provides more individual’s The learner is a noting similarities and knowledge and : activities that
the opportunity to motivation for negotiator differences, language use involve real
“Communicative learner to studying the (between discovering missing to respond to: communication
Approach”; and practice the language. himself, the features in a map or promote
target language Based on needs learning picture, one learner learning;
Name: Yves Gerald E. Giray
Subject: LangLit 806 (Methods of Teaching Language Arts)
Date of Submission: June 19, 2021

• has been seen as in spite of its assessment process, and communicating whether
a response to the limitation. results, CLT the object of behind a screen to something is tasks: activities
Audio-Lingual teacher plan learning). The another one giving formally in which
Method (ALM), Today, the instruction and learner should instructions on how to possible; language is
and as an main activities that contribute as draw a picture or used to carry
extension or apprehension respond to much as he shape. whether out meaningful
development of of most student’s needs. gains in the something is tasks supports
the Notional- learners of classroom, Social Interaction appropriate in the learning
Functional English as a The CLT teacher learning in an Activities: relation to a process; and
Syllabus. foreign / – counselor, as interdependent Conversation and context in
second in the way. discussion sessions, which it is meaning:
language is Community dialogues, role used; language that is
whether they Language Students are plays, simulations, meaningful and
are able to use Learning, is expected to skits, improvisations whether authentic to the
the language expected to interact and debates something is learner boosts
independently exemplify an primarily with convenient; learning.
and fluently in effective each other Activities focusing on and
a variety of real communicator rather that with fluency:
life seeking to the teacher. ▪ Reflect natural use of whether
communicative maximize the language something is in
situations such speaker Students give ▪ Focus on achieving fact done,
as when intention and and receive communication actually
someone is on a hearer information ▪ Require meaningful performed, and
trip, in a interpretation, use of language what its doing
meeting or in a though the use entails.
Name: Yves Gerald E. Giray
Subject: LangLit 806 (Methods of Teaching Language Arts)
Date of Submission: June 19, 2021

restaurant. If of paraphrase, ▪ Require the use of

accuracy and confirmation, communication
correcting and feedback. strategies
grammatical ▪ Produce language
errors are also CLT procedure that may not be
taken into require teachers predictable
consideration to acquire less- ▪ Seek to link language
in CLT, fluency centered use to context
and accuracy oriented
are yielded classroom Activities focusing on
simultaneously management accuracy:
through the skills. They ▪ Reflect classroom use
application this should also of language
method. Since organize the ▪ Focus on the
language is a classroom for formation of correct
means of communication examples of language
communication and ▪ Practice language out
and CLT may communicative of context
enable the activities. ▪ Practice small
learners to samples of language
effectively ▪ Do not require
communicate meaningful
in real life communication
situation, it is ▪ Control choice of
inferred that language.
Name: Yves Gerald E. Giray
Subject: LangLit 806 (Methods of Teaching Language Arts)
Date of Submission: June 19, 2021

CLT may fulfil

the actual goal
of teaching a
language which
is to improve
learners’
communicative
competence.
Influence on
Current Common Classroom Theory of Theory of
Method Key Characteristics Teacher Role Learner Role
Language Activities Language Learning
Teaching
Content • Dual-focused The integration Teachers need Should be Information gathering, Brain Cognitive-Code
Language educational of content and to be autonomous so processing, and researches Learning: PPP
Integrated approach in which language simultaneously that they come reporting. show that CLIL Approach,
Learning an additional learning in both language to understand learners are wherein:
language is used English as an and content their own Integrated skills (using more
for learning and international teachers. The learning reading, writing, cognitively there are three
teaching of both language (EIL) emphasis may process and speaking and listening active during phases, namely
content and is found in be more take charge of in learning presentation
language. There is approaches to towards one of their own natural classroom process. With phase,
a focus not only on bilingual these than the learning from activities). that being controlled
content and not education. other, the very start. said, it views practice phase,
only on language. These depending on Task-based activities (1) learning as and free
Each is approaches the teacher and project work, an active
Name: Yves Gerald E. Giray
Subject: LangLit 806 (Methods of Teaching Language Arts)
Date of Submission: June 19, 2021

interwoven, even if include competences They are enhanced by process production

the emphasis is immersion, but nonetheless expected to be cooperative “involving the phase.
greater on one content-based “dual-interest active learning principles. acquisition or
than the other at a instruction and interpreters of Strategy training (to reorganization
given time’. (CBI), content- dual-ability, if input, willing to produce more of the cognitive
based language not dual- tolerate metacognitively structures
• An educational teaching qualification, uncertainties aware strategic through which
approach where (CBLT), and the appear to be along the path learners). humans
curricular content movement highly of learning, process and
is taught through towards desirable” willing to As a language teacher, store
the medium of a English (Marsh, explore you need to ensure information”
foreign language, medium Marsland 1999: alternative that students more so in the
typically to instruction. All 38). different understand acquisition
students of these learning all the crucial and learning
participating in approaches The CLIL strategies, and vocabulary and the content of
some form of raise a number teacher should willing to seek concepts in your the topic and
mainstream of questions have the multiple lessons. In short, you the target
education at the that a view of qualities that interpretations must give language and
primary, English as an Whitty of oral and comprehensible (2) the learner
secondary, or international enumerates, written texts. inputs. as an active
tertiary level’. language has namely: participant in
for content- “professional Repetition. When you the process of
• Promote the integrated values, repeat the crucial knowledge
preservation and approaches. professional words and phrases, acquisition
development of development, you’re
Name: Yves Gerald E. Giray
Subject: LangLit 806 (Methods of Teaching Language Arts)
Date of Submission: June 19, 2021

the learner’s first communication giving students and

language(s) and , subject multiple chances to get integration.
the consideration knowledge, the definition and
of and mise en understanding usage right.
valeur of learners and
(improvement) of their Animated gesturing.
cultural forms learning”. The first technique
attached to that involved some auditory
(those) CLIL teacher elements. This time,
language(s). should have the we go to the visual side
ability to teach of teaching a new
• Promote a truly one or more language. Here, you’ll
integrated subjects in the have to use your whole
approach, with a curriculum in a body to convey
dual focus of language other nuanced
pedagogical than the usual meaning to your
attention, i.e., language of students.
language and instruction and
content. moreover, teach Use of visual aids and
that language props
• Provide learners itself.
with all the Scaffolding. Just as in
assistance needed The teacher construction,
to comprehend, involved in CLIL scaffolding in the
produce and should also educational
Name: Yves Gerald E. Giray
Subject: LangLit 806 (Methods of Teaching Language Arts)
Date of Submission: June 19, 2021

negotiate recognize the context is essentially

academic need to change about support. You’ll
messages in the established need to be thinking
target language habits which about
adopted as the might be used how to bring the
medium of in the L1 when content to each
instruction. teaching the student’s skill level.
• It is built on the same
principles of content in L2.
content, cognition,
communication The teacher has
and culture. to choose
material. If the
material is not
suitable
enough, he has
to adapt it to the
learners'
language level.