English Teaching Methods
Название метода Автор Цель
1. The Direct Method Maximilian Berlitz The direct method of
France and Germany in teaching English is also
the early 1900’s to known as the Natural
assist soldiers to Method. It’s used to
communicate in a teach a number of
second language different languages not
quickly. just English, and the
main idea of the Direct
Method is that it only
uses the target language
that the students are
trying to learn.
Its main focus is oral
skill and it is taught via
repetitive drilling.
Grammar is taught
using an inductive way
and students need to try
and guess the rules
through the teacher’s
oral presentation.
Свойства Критика
Students learn to think Pros
in the target language as 1. Lively procedures in
soon as possible. classroom
Vocabulary is acquired 2. Correct
more naturally if pronunciation
students use it in full 3. Absence of rule-
sentences, rather than giving
memorising long lists 4. Learning through
of words. Vocabulary is doing
emphasised over
grammar. Although Cons
work on all four skills 1. Plunges learners too
occurs from the start, soon into unstructured
oral communication is situations
seen as basic. Thus, the 2. Foreign-Language
reading and writing learner not like infant
exercises are based native-language learner
upon what the students 3. Neglect of systematic
have orally practised structural practice
first. Pronunciation also 4. Dangers of inducing
receives due attention wrong rule
from the beginning of 5. Tremendous energy
the course. Besides needed by teacher
studying everyday
speech, the learners also
do history, geography,
and culture of the
country or countries
where the language is
spoken.
The main principles of
DM can be summarised
under the following
headings:

Techniques
1. FL used throughout.
2. Audio-visual
approach.
3. Speech before
reading.
4. No translation -
meaning conveyed
through visuals / mime.

Objectives
1. Fluency in speech
2. Capacity to think in
target language
3. Meaningful everyday
language
4. Grammar to be
induced from practice
5. Explanations in
 foreign language
2. Oral method The Oral Approach has The Oral Approach The Oral Approach is
a structural view of relies on the use of yet another reaction to
language learning as situations to teach what was done before
mention in the language. A situation is its implementation.
curriculum section the use of such as With new information
above. With an pictures, objects, and or came a shift in teaching
emphasis on behavioral realia, to teach. language that lasted 70
practices. Students Students are expected years. As perhaps the
learned through to listen and repeat first scientifically based
repetition. Teaching what the instructor says. way of teaching a
takes place inductively. This means that language. The Oral
students have little Approach paved the
control over content. way for even more
innovation in language
The lessons are highly teaching.
teacher-centered and
the teacher is extremely
active with timing,
reviewing, testing, etc.
The ultimate goal is to
have the students use
the language in non-
structured real-life
settings.
3. Mixed methods Mixed methods is a Mixed methods
terms that is usually contribute to
used to designate implementation
combining quantitative research by providing
 and qualitative research information about what
methods in the same core components are
research project. I adopted and by whom
prefer the term (quantitative methods)
multimethod research to and why (qualitative
indicate that different methods) to develop
sytles of research may interventions adapted to
be combined in the the practice
same research project. environment and
sustainable.
Mixed methods can
facilitate movement of
interventions along the
translational continuum
because the intervention
or implementation
components are
designed while eliciting
the experiences of the
persons in the contexts
in which the
interventions are to be
carried out.
4. Palmer's Method Harold Palmer Palmer insisted, His main findings can
however, that if this be conveniently
technique was to be summarised as the
carried out successfully, following objectives:
all questions asked by 1. Phonetic, semantic
the teacher must be and syntactic aspects.
carefully planned and 2. Oral speech by way
thought out beforehand. of speaking and
Questions should never understanding.
be haphazard, either in 3. Accumulation of
form or content. passive material with
Specifically, H. Palmer subsequent active
thought that any reproduction.
question asked by the 4. Techniques used for
teacher should be of a translation include
nature that admits the visuality, interpretation
following: and verbal context.
- an obvious 5. Speech patterns to be
answer, not an learnt by heart.
answer that 6. Rational selection of
requires one or vocabulary based on
more frequency counts and
complicated acts utility.
of judgement on 7. Topical selection:
the part of the minimum vocabulary
student; list of 3000 words.
- an easy answer, H. Palmer paid great
not one that attention to a system of
requires the use exercises, which in his
of words, facts, opinion should include:
or constructions 1. receptive - questions
unknown to the and short answers to
student; them;
 - a relevant 2. receptive-imitative -
answer, i.e., a words and word-
direct answer combinations repeated
involving only a after the teacher;
moderate change 3. conversational -
through the questions, answers,
process of commands and
conversion, completion of
substitution, or sentences.
completion of the
material
contained in the
teacher's
question.
5. Audio-Lingual The Audio-Lingual Everyday speech is The underlying provisions of A-LM enables the
this method include five
Method Method was developed emphasised in the maxims to guide teachers in
students to use the
in the United States Audio-Lingual Method. applying the results of target language
during the Second The level of complexity linguistic research to the communicatively. In
World War. At that of the speech is graded preparation of teaching order to do this the
materials and to classroom
time there was a need so that beginning techniques: students are believed to
for people to learn students are presented overlearn the target
foreign languages with only simple forms. 1. Language is speech, not language, to learn to
rapidly for military writing. use it automatically
purposes. The structures of the without stopping to
a) Emphasis on correct
language are pronunciation from the think. The students
emphasised over all beginning; achieve this by forming
other areas. The new habits in the target
syllabus is typically a b) Listening and speaking
before reading and writing;
language and
structural one, with the
structure for any
particular unit included c) Realistic, situational
utterances from start;
in the new dialogue.
Vocabulary is also d) Oral mastery first;
contextualised within reading/writing as reinforcers;
the dialogue. It is, time lag will depend on
situation.
however, limited since
the emphasis is placed 2. Language is a set of habits.
on the acquisition of the
patterns of the language a) Based on the assumption
that language learning is a
habit formation process,
pattern drilling and dialogue
memorisation are extensively
used;
3. Teach the language, not
about the language;
a) Revolt against the
grammar-translation method;
b) Grammar for the teacher
not the learner;
c) Learn thorough doing,
through active practice;
d) Practice first, rules induced
later.
4. A language is what its
native speakers say, not what
overcoming the old
habits of their native
language.
The teacher is like an
orchestra leader,
directing and con
trolling the language
behaviour of the
students. He is also
responsible for
providing his students
with a good model of
imitation. The students
are imitators of the
teacher's model or the
tapes he supplies of
model speakers. They
follow the teacher's
directions and respond
as accurately and as
rapidly as they can.
New vocabulary and
structures are presented
through dialogues and
texts. These are learnt
through imitation and
repetition. Drills (such
someone thinks they ought to as repetition, backward
say:
build-up, chain,
a) Emphasis on colloquial substitution,
wealth of language; transposition, etc.) are
based upon the patterns
b) Literary language at much present in the dialogue
later stage;
or texts. Students'
c) Traditional grammar successful responses are
mistrusted: style and register positively reinforced.
(occupational, emotive, Grammar is induced
informative) studied as well as
language of attitude. from the examples
given; explicit grammar
5. Languages are different: rules are not provided.
Cultural information is
a) Universal rules of
transformational grammar contextualized in the
mistrusted; dialogues and texts or
presented by the
b) Contrastive studies of teacher. Students'
language encouraged;
reading and written
c) Translation accepted when work is based upon the
necessary or possible; oral work they did
earlier.
d) Translation a later skill with
its own techniques.

Techniques

1. Situational dialogues.

2. Everyday language.
 3. Emphasis on speaking -
aural-oral active participation.

4. Mimicry-memorisation.

5. Pattern-drilling -
choral/individual - Role
playing/ Dialogue building.

6. Reading and writing to

reinforce.

7. Awareness of graphic
interference.

8. Rules to be induced from

practice.
6. Georgi Losanov's G.Lozanov Suggestopedia as The behaviourist Activities particularly
Method or Suggestive G.Lozanov called his principles of G. recommended for this
Method pedagogical application Losanov's method phase include singing,
of "The Science of assume the form of five dancing,
Suggestology" aims at maxims: dramatisations, and
neutralising learning 1. Get the learners to games. The important
inhibitions and de- utter the same structure thing is that the
suggesting false repeatedly. activities are varied and
limitations that cultural 2. Get them to do so don't allow the students
norms impose on correctly. to focus on the form of
learning 3. Do this through good the linguistic message,
grading of structures by just the communicative
arranging them in order intent.
of difficulty and by
 introducing them one at And finally, instruction
a time if possible. is designed so as to tap
4. The behaviourist more successfully the
approach is repetition learning powers of the
and drilling to the point mind and eliminate
where the learner psychological barriers
automatically makes the that block learning and
correct response. inhibit production. The
5. Lessons must be lessons are pleasant,
designed so as to interesting, and
prevent the learners nonthreatening; the
from making mistakes. teacher gives lots of
encouragement, and
similar admonitions.
7. Grammar- This method has been Students study The advantages of this
Translation Method with us through the grammar deductively: method lie in its limited
centuries and is still that is, they are given objectives:
with us. It has had rules and examples, understanding of
different names; at one they are told to written language and
time it was called memorise them, and some basic writing and
Classical Method since then are asked to apply translation. The method
it was used in the rules to other examples. is not demanding for
teaching of the classical They also learn the teacher (simple
languages, Latin and grammatical paradigms preparation from a
Greek. The method such as the plural of textbook and little
involves many written nouns, degrees of physical endeavour).
exercises, much comparison of
translation and lengthy adjectives and adverbs, The disadvantages of
this method include a
vocabulary lists. verb conjugations, etc. total neglect of spoken
This method aims at They memorise native language,
providing an language equivalents communication skills;
understanding of the for foreign language the use of esoteric
grammar of the vocabulary lists. vocabulary, and
language in question monotonous procedures
expressed in traditional The techniques of G- in class.
terms, and at training TM imply bilingual
the students to read and vocabulary lists, written Thus, the Grammar-
write the target exercises, elaborate Translation Method is
language, rather than grammatical simply a combination
mastering the oral and explanations, of the activities of
aural skills. translation, and total grammar and
involvement in reading translation. The teacher
and writing. begins with rules,
isolated vocabulary
The objectives of G- items, paradigms and
TM are non-utilitarian - translation.
confined to Pronunciation either is
understanding of not taught, or is limited
literature that gives to a few introductory
keys to great classical notes. Grammar rules
culture. are memorised as units,
which sometimes
include illustrative
sentences.