Methods and Techniques in Language Teaching

Methods Techniques
The Grammar- 1. Translation of literacy passage: Students translate a reading passage from the target language
Translation into their native language this provides them with grammatical structure and vocabulary.
Method 2. Reading comprehension questions: Students answer questions to show their understanding of
what they have read.
3. Antonyms and Synonyms: Students are asked to find antonyms or synonyms for a set of given
words.
4. Cognates: Students are taught to recognize spelling patterns such as –ty having the –dad and –tad
ending in Spanish. For example liberty/libertad.
5. Deductive application of rule: Grammar rules and exception to those rules and the students are
asked to apply it on different examples.
6. Fill in the blanks: With new vocabulary, students are to fill in the blanks in a series of sentences.
7. Memorization: Students have to memorize given vocabulary, grammatical rules and grammatical
paradigms.
8. Use words in sentences: Use the newly learned vocabulary words to make sentences.
9. Composition: The teacher gives a topic and the student has to write in the target language.
The Direct 1. Reading aloud: Students read the passages from the lesson and at the end of the lesson the teacher
Method uses gestures, pictures or examples to ensure students understanding.
2. Question and answer exercise: Students are asked questions and are expected to answer in full
sentences using the target language.
3. Getting students to self-correct: By giving the students an alternative to what they said the
teacher gives the opportunity for the students to correct themselves. This can also be achieved by
repeating what they said with a questioning voice or by repeating and stopping just before the
error.
 4. Conversation practice: The teacher asks a number of questions in the target language and the
students are expected to answer correctly. Later the students can question each other using the
same grammatical structure as the teacher.
5. Fill in the blanks: Students have to fill in the blanks of a series of sentences, but with no explicit
grammar rule.
6. Dictation: The teacher reads a passage three times. The first time at a normal pace, the second
time it is read slowly so the student has the time to write it down. The third time the passage is
read at normal speed so the student can check their work.
7. Map drawing: The students are given a blank map and labels it according to the instructions
given by the teacher. Then the teacher has the blank map and labels it by the instructions given by
the students.
8. Paragraph writing: The students are asked to write a paragraph about the lesson they have just
learn. They can do this by memory or using the given text.
The Audio-lingual 1. Dialog memorization: Students memorize dialog from the passage and then role play. Another
Method way of using this technique is by dividing the class in half and each side learns half of the dialog,
then the students can perform the dialog.
2. Backward buildup drill: When students are having problems with a dialog, the teacher breaks
down the dialog into parts. The teacher begins with the part at the end of the sentence and works
backward until they are able to repeat the entire dialog correctly.
3. Inflection drill: One word in a sentence appears in a different form.
4. Replacement drill: One word replaced by another.
5. Restatement drill: Rephrase an utterance.
6. Repetition drill: The students are asked to repeat what the teacher is saying as quickly and
accurately as possible.
7. Chain drill: The teacher begins the chain drill by asking a question and that student responds. The
student then turns to the person sitting next to him and asks the same question. This technique is
 useful to check the students’ speech.
8. Single slot substitution drill: Using a line from a dialog the teacher uses a word or phrase as a
cue. Then the student repeats the line and substitutes the cue into the line in its proper place.
9. Multiple-slot substitution drill: The teacher gives cue phrases that fit into different slots in a
dialog. The students must fit the cues into the sentences and make the changes that are needed,
such as subject-verb agreement.
10. Transformation drill: Students are asked to turn an affirmative sentence into a negative sentence,
change a statement into a question, an active sentence into a passive sentence or direct speech to
reported speech.
11. Question and answer drill: The teacher makes the questions and the students are expected to
answer the questions quickly.
12. Use of minimal pairs: The teacher works with pairs of words which differ in only one sound.
Students are asked to perceive the difference between the two words and later to be able to say the
two words.
13. Complete the dialog: Words are erased from a dialog that students have learned and they have to
fill in the missing words.
14. Grammar game: Grammar games are designed to get students to practice a grammar point within
a context. For example the alphabet supermarket game.
The Silent Way 1. Sound-color chart: A chart containing blocks of color and each color representing a sound in the
target language is used to form syllables, words and sentences. When the teacher taps a color the
students produced the sound the color represents, and when the teacher taps it hard it introduces a
stress pattern in the word.
2. Teacher’s silence: The teacher gives an ambiguous situation and offers as much help as it is
necessary and then is silent.
3. Peer correction: Students are encouraged to help another student in a cooperative manner, not a
competitive one.
 4. Rods: Rods can be used to teach colors, numbers, prepositions or conditionals. Rods are very
versatile and their use allows students to be creative and imaginative.
5. Self-correction gestures: Gestures can be used to show that the student has made a mistake.
6. Word chart: Using the colors from the sound chart, have sentences written in colors that are
represented by the sound chart and have students read aloud.
7. Fidel charts: Color coded fidel charts are used in order for students to associate the sounds of the
language with their spelling.
8. Structured feedback: Students are invited to make observations about the day’s lesson and what
they have learned. The students learn to take responsibility for their own learning by becoming
aware of and controlling how they use certain learning strategies.
Suggestopedia 1. Classroom set up: The teacher has to create a classroom environment which is bright and
cheerful.
2. Peripheral learning: It is based on the idea that we learn more in our environment than that to
which we consciously attend. Putting posters containing grammatical information about the target
language on the classroom wall, students will absorb the necessary information.
3. Positive suggestion: It is the teacher’s responsibility to break down the barriers to learning.
Teachers can achieve this through direct suggestions that appeals to the consciousness or indirect
suggestions which appeals to the subconscious.
4. Choose a new identity: The students choose a target language name and a new occupation. As the
course continues, the students have an opportunity to develop a whole biography about their
fictional selves.
5. Role play: Students are asked to pretend temporarily that they are someone else and to perform in
the target language.
6. First Concert: As the teacher reads the text she intonates the accompanying music and the
students have copies of the dialog being read by the teacher.
7. Second Concert: The student listens to the teacher reading the dialog at a normal speed and has
 background classical music.
8. Primary Activation: The students playfully read a dialog by reading it in a particular manner
such as sad, angry, happy or cheerfully.
9. Creative adaptation: The students engage in various activities designed to help them learn the
new material and use it spontaneously through dancing, singing, games or dramatizations.
Community 1. Tape recording student’s conversation: The teacher gives students the target language
Language translation in pieces. Each piece is recorded and the tape recording of the target language is given
Learning to the student. The recording can also be useful to listen to the voices in the target language and
check for pronunciation.
2. Transcription: Once the target language conversation that was recorded is transcribed, each
student is allowed to translate what her or she said. The teacher writes the native language
equivalent beneath the target language words.
3. Reflection on experience: The teacher takes time during or after the various activities to give the
students the opportunity to reflect on how they feel about the language learning experience.
4. Reflective listening: With their eyes open or shut, the students listened to their own voices
speaking the target language.
5. Human computer: A student chooses some part of the transcript to practice pronunciation. The
teacher does not correct the student’s mispronunciations. Through the teachers consistent manner
of repeating the word or phrase the student self-corrects as he or she tries to imitate the teacher’s
pronunciation.
6. Small groups: There are a lot of different activities that could occur with students working in
small groups.
Total Physical 1. Using commands to direct behavior: Commands are given to get students to perform an action;
Response the action makes the meaning of the command clear. The teacher has to plan in advance which
commands he or she will introduce with the lesson, since this technique has to be done at a lively
pace.
 2. Role reversal: Students command their teacher and classmates to perform some actions.
3. Action sequence: A long action sequence can be broken down into a series of commands which
can be performed by students. For example writing a letter can be broken down step by step and
students can perform each step.
Communicative 1. Scrambled sentences: Students are given a passage in which the sentences are in a scrambled
Language order and they are told to unscramble the sentences to their original order. This type of exercise
teaches students about the cohesion and coherence properties of language.
2. Language games: Games are used frequently in communicative language teaching and if they are
properly designed, they give students valuable communicative practice.
3. Picture strip story: When asked to fill in the information gap on a strip story students use
problem solving as a communicative technique. Problem solving tasks work well because they
include three features of communication. They can be structured so that students share information
or work together to arrive at a solution.
4. Role play: Role plays are very important because they give students an opportunity to practice
communication in different social contexts and in different social roles.
Sheltered Method 1. Hands-on activities: This strategy emphasizes on hands on learning situations which is essential
for CLD students as a means by which they can practice their emergent L2 skills. Hands-on
interaction also provides students with new ways to clarify concepts and to demonstrate what they
have learned.
2. Building background: Working with students prior knowledge allows students to discuss
concepts that they have already been exposed to making their comprehension greater than if the
concepts are completely unfamiliar. Students connect new concepts to their prior life and learning
experiences improves their language comprehension.
3. Cooperative learning: Cooperative learning can be understood as a descriptor of the many ways
in which students may be placed into small collaborative group to maximize interdependence and
target either individual or group goals for learning.
 4. Guarded vocabulary: Teacher has a conscious control of his or her language in the classroom
(e.g. slower rate of speech, emphasizing word enunciation, simplified vocabulary, avoidance of
idiom use etc.)
5. Visuals: Supplementary materials, and it encompasses instructional supports such as commercial
illustrations, big books, realia, overheads, multimedia presentations, demonstrations, graphics,
bulletin boards, maps, definition maps and more.
6. Scaffolding: Providing students with support, structure, and assistance that CLD students often
require to construct meaning from the complex academic language of textbook and that of
instruction delivered in L2.
7. Picture walks: Before reading a content specific text, walk students through the reading selection
by skimming through the text and looking at visuals provided. (time lines, pictures, graphs and
more) Encourage students to take note of boldface vocabulary words found along this “walk” in
order to familiarize and introduce them to content specific vocabulary.
8. Picture Prompts: Use picture prompts to help students connect prior knowledge to what they are
studying. For example show them a picture of an international icon that represents freedom which
are relevant to the student’s background. Give students five minutes to write their thoughts about
the picture prompt and have them share in class their thoughts.
9. ABC Taxonomy: Supply students with a piece of paper that has the alphabet listed letter by letter
down the left hand column. In collaborative groups, round-robin style, students will brainstorm
words related to the current topic using each letter of the alphabet.
10. Words Walls: Create word walls with key content vocabulary in both English and the native
language, include pictures and symbols on the word wall for clarification.
CALLA Method 1. Graphic organizers: KWL charts and other organizational planning
(Cognitive 2. Self-monitoring: Student monitors his or he use of strategies
Academic 3. Elaboration of background knowledge: The students is able to draw on background knowledge
Language and prior experiences to make meaningful connections to the lesson.
 Learning 4. Predicting/Making inferences: The student anticipates what is coming in the text or lesson by
Approach) making predictions based on contextual cues.
5. Questions for clarification: The student asks questions to elaborate on material or verify
comprehension, thereby reducing anxiety.
6. Cooperative learning: The students work with peers to complete activities and share information,
thereby maximizing social and communicative interaction in the learning process.
7. Story maps: Provide story maps to students that includes the setting, characters, problems, and
key events leading to the solution and conclusion of the problem.
8. Imagery: Use imagery to illustrate a concept or strategy, have students close their eyes and
visualize the concept at hand. Then ask them to draw a picture of the concept being studied.
Finally ask student volunteers to explain the concept using their picture.
9. Brainstorming: Use brainstorming to engage, prepare and direct student understanding of the new
concepts. This strategy also allows for creativity and idea development without immediate
evaluation or critique by the instructor or peers. All ideas are recorded so that everyone can view
them.
10. Mnemonics: Use rhyming or acronyms to facilitate the learning of new concept terms. For
example: “King Phillip Crossed Over From Germany to Spain” to learn the biological
classification system (kingdom, phylum, class, order, family, genus and species)
11. Discussions: Provide time for the discussion of new concepts to check for understanding. This can
be accomplished by grouping or pairing students. If students work in pairs one student talks
through a problem, describing her or his thinking process. The partner listens and asks questions to
help clarify thinking.
ICB Method 1. Arranging classroom environment: the teacher has to consider various ways in which the
(Content-Based classroom environment might affect student dynamics and engagement such as collaborative, one
Method of on one, small group and whole group.
Instruction) 2. Preteaching key content vocabulary: select key vocabulary terms from the lesson an preteach
 them. This Preteaching of key vocabulary helps students prepare for the lesson as well as make
connections to their background knowledge. (graphic organizers, semantic webbing, vocabulary
maps, high frequency words, association of words to concrete objects, act out or role-play
vocabulary words)
3. Building background: Ask students about their past experience, what they know about the
concept, free write about a topic so that the teacher can assess their knowledge.
4. Theme selection: The theme is the overarching idea that shapes the unit, lessons, and topics. To
make content and language acquisition meaningful, collaborate with other teachers and select a
theme that can be transferred across content areas.
Multiple 1. Logical Mathematical: Puzzles, games, logical sequential presentations, classifications and
Intelligences categorizations.
2. Visual/Spatial: Charts, grids, videos, drawing
3. Body Kinesthetic: hand-on activities, field trips, pantomime.
4. Musical/rhythmic: singing, playing music, jazz chants
5. Interpersonal: pair work, project work, group problem solving.
6. Intrapersonal: self-evaluation, journal keeping.
7. Verbal/linguistic: note-taking, storytelling, debates.