Eng Ed 24 language teaching approaches.

Write at
least three to five words separated by
Principles and Theories of Language commas that you can think of that
Acquisition and Learning exactly describe the learning theory in
Module 6 each item.

1. Grammar translation:
_____________________
2. Audio-lingual:
________________
Approaches to Language 3. Cognitive-code:
Teaching _____________________
4. Direct method:
_____________________
What is this lesson about? 5. Natural approach:
_____________________
Teaching a foreign language to 6. Total Physical Response:
pupils may be a difficult but rewarding _____________________
task that provides them with completely 7. Suggestopedia:
new avenues for communication. It is _____________________
advantageous for teachers to be aware 8. Desuggestopedia:
of the many language teaching _____________________
approaches so they can be adaptable in Let’s read!
their approach to instruction. In this
module, you will learn about the most Proficient language teachers can
common techniques for teaching foreign frequently be recognized for their
languages. creative and innovative methods of
instruction. To engage their pupils and
What will you learn? enhance learning outcomes, they are
At the end of this lesson, you are always experimenting with novel
expected to: teaching techniques and tools.
 Discuss the varied
PRESENT-DAY TEACHING METHODS
approaches to
language teaching Language teachers understand
 Cite specific classroom that there’s no quick fix that they can
practices wherein each deploy to help students quickly become
approach is applied fluent in their target language. Instead
 Relate the principles of there are some common, evidence-
interactive language
based teaching approaches which can
teaching to classroom
help make a difference. This module will
practices
enumerate the present-day language
teaching methods.
What do you already know?
Brainstorming: Test your prior 1. Grammar Translation
knowledge regarding the most common

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 The grammar translation method  Repetition, in which the
is a method of teaching foreign student repeats the
languages derived from the classical teacher’s statement
method of teaching Greek and Latin. In exactly
grammar-translation classes, students  Inflection, where one of
learn grammatical rules and then apply the words appears in a
those rules by translating sentences different form from the
between the target language and the previous sentence (for
native language. Advanced students example, a word may
may be required to translate whole texts change from the singular
word-for-word. The method has two to the plural)
main goals: to enable students to read  Replacement, which
and translate literature written in the involves one word being
target language, and to further students’ replaced with another
general intellectual development. while the sentence
construction remains the
2. Audio-lingualism same
This way of teaching was  Restatement, where the
developed in response to some of the learner rephrases the
problems associated with Grammar- teacher’s statement
Translation. As a result, classes are
usually held in the target language as This technique’s name comes
this approach deliberately seeks to from the order it uses to teach language
prioritize speaking and listening skills. skills. It starts with listening and
Activities typically involve speaking, followed by reading and
students repeating the teacher’s words writing, meaning that it emphasizes
(either face-to-face or through hearing and speaking the language
headphones in a language lab) until before experiencing its written form.
they get the pronunciations and rhythm Because of this, teachers use only the
right. Good work is rewarded by the target language in the classroom with
educator and mistakes are quickly this TESOL method.
corrected. Many of the current online
The audio-lingual approach language learning apps and programs
encourages students to develop habits closely follow the audio-lingual language
that support language learning. teaching approach. It is a nice option for
Students learn primarily through pattern language learning remotely and/or
drills, particularly dialogues, which the alone, even though it’s an older ESL
teacher uses to help students practice teaching method.
and memorize the language. These
dialogues follow standard configurations 3. Cognitive-code
of communication.
There are four types of dialogues The cognitive approach, also
utilized in this method: known as cognitive code-learning

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theory, was advocated by cognitive
psychologists and applied linguists such
as J.B. Carroll and K. Chastain in the
1960s. It was intended as an alternative
to the audiolingual method that
emphasizes habit formation as process
of language learning. Because of its
emphasis on studying a foreign
language as a system of rules and
knowledge, rather than learning it as a
set of skills, the cognitive approach is
sometimes considered the modern
version of the grammar-translation
method.
The cognitive approach is based
on gestalt psychology (learning should
be holistic; learning becomes easier
when one treats the target as part of a
structure or system and understands
how it is related to the rest of the
system) and transformational grammar
(language is rule-governed and creative;
these are related because you can use
a language creatively only when are
familiar with the rules of that language).
The cognitive approach considers
the conscious study of language rules
as central to the learning of a foreign
language. One of its most important
concepts is meaningful practice.
Practice is considered meaningful when
the learner understands the rules
involved in practice. Thus, conscious
study of grammatical rules is not only
allowed, but also considered central to
language learning. The teaching of
grammar is deductive in this approach.
The learner is encouraged and helped
to first have a clear understanding of a
grammatical rule before they practice
and use the rule in meaningful contexts.
It represents a sharp contrast to the
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audiolingual method which relies on
pattern drills as a means of teaching
syntax, without explicit explanation of
grammatical rules.
The cognitive approach is
essentially a theoretical proposal. It did
not lead to the development of any
teaching method as far as classroom
procedures and activities are
concerned.
4. Direct Method
In the direct method, all teaching
occurs in the target language,
encouraging the learner to think in that
language. The learner does not practice
translation or use their native language
in the classroom. Practitioners of this
method believe that learners should
experience a second language without
any interference from their native
tongue.
Instructors do not stress rigid
grammar rules but teach it indirectly
through induction. This means that
learners figure out grammar rules on
their own by practicing the language.
The goal for students is to develop
connections between experience and
language. They do this by concentrating
on good pronunciation and the
development of oral skills.
This method improves
understanding, fluency, reading, and
listening skills in our students. Standard
techniques are question and answer,
conversation, reading aloud, writing, and
student self-correction for this language
learning method.

5. Natural Approach
This approach aims to mimic
natural language learning with a focus
on communication and instruction
through exposure. It de-emphasizes
formal grammar training. Instead,
instructors concentrate on creating a
stress-free environment and avoiding
forced language production from
students.
Teachers also do not explicitly
correct student mistakes. The goal is to
reduce student anxiety and encourage
them to engage with the second
language spontaneously.
Classroom procedures commonly
used in the natural approach are
problem-solving activities, learning
games, affective-humanistic tasks that
involve the students’ own ideas, and
content practices that synthesize
various subject matter, like culture.
6. Total Physical Response
Total Physical Response or TPR
is a way of language teaching in which
the teacher presents language objects
as instructions and the students have to
do exactly what the teacher tells them.
Students might therefore be asked to sit
down, stand up, point to the clock or
walk to the front of the class.
As students improve, such
instructions can become more detailed
including additional elements for
language comprehension, including
adverbs (e.g. talk quickly), adjectives
(e.g put on your red jumper) and
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prepositions (e.g stand in front of the
teacher).
7. Suggestopedia and
Desuggestopedia
Suggestopedia is a method of
foreign language teaching developed by
Lozanov. It makes use of dialogs,
situations, and translation to present
and practice language, and in particular,
makes use of music, visual images, and
relaxation exercises to make learning
more comfortable and effective
(Richards, et.al.,1990). It is a method of
teaching a foreign language in which
students learn quickly by being made to
feel relaxed, interested and positive
(Hornby, 2005). From these two
definitions, it is clear that Suggestopedia
uses techniques to make the students
feel relaxed, comfortable, interested in
order to learn more quickly. In the late
70s, a Bulgarian psychologist by the
name of Georgi Lozano.
Desuggestopedia is an
application of the study of suggestion to
pedagogy. Desuggest is the opposite of
suggest. It is used to eliminate the
negative feeling and Suggestopedia is
used to reinforce the positive feeling and
to release the full mental power. This
methodology has been developed to
help students eliminate the feeling that
they cannot be successful or the
negative association they may have
toward studying and thus help them
overcome the barriers to learning. This
theory emphasizes the power of
students’ feelings and puts the main
focus on them. Though Suggestopedia
has been primarily been used for foreign
language teaching, it can be used to
teach any subject. It is known in the
western world as ‘Super-learning’ or
‘Suggestiveaccelerative learning.’ This
method has many uses from improving
language learning, to favorable side
effects on health, social and
psychological relations and the success
in other subjects.

How much have you learned?

Instruction: Sort the following
information inside each box into their Table:
proper place in the table. Refer to the Description
first example as your guide. Learning is
largely by
Selection: Grammar translation to
The Translation and from the
approach is target
based on
language
the notion
Language Suggestopedia
being that
It is used teaching This approach
positive
to method built aims to mimic
suggestion
eliminate around the
would make natural
negative coordination
the learner language
Language Teaching Approach

feeling. of speech
more learning with a
and action
receptive focus on
and, in turn, communicatio
stimulate n and
learning.
instruction
Language
means
through
acquiring exposure.
Gestalt habits; there Total Physical
Direct Response
Learning is much
Method
Theory practice of An approach
dialogues in mainly based
every on gestalt
situation. psychology.
Natural The Silent Cognitive- Desuggestopedi
Approach Way code
a
Audio-Lingual
All teaching
happens in the

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target
language,
forcing the
learner to think
and speak in
that language.
The learner
does not use
their native
language in
the classroom
at all