TTC - Session 9: Methodology
Overview
This session dives deeply into foundational methodologies in Teaching English as a Foreign Language
(TEFL), focusing on each approach’s principles, applications, and classroom relevance. Trainees will learn
about a wide range of teaching methodologies, explore practical applications, and understand the pros and
cons of each. The session includes structured activities to reinforce each methodology and guides on
blending methods to optimize student learning.
Table of Contents
TTC - Session 9: Methodology ................................................................................................................... 1
Table of Contents .................................................................................................................................... 1
1. Importance of Teaching Methodology ................................................................................................... 2
2. Key Teaching Methodologies ................................................................................................................ 2
3. Expanded Comparison Table of Teaching Methodologies ........................................................................ 6
4. Practical Applications and Classroom Activities ...................................................................................... 7
5. Conclusion .......................................................................................................................................... 7
6. Additional Resources ........................................................................................................................... 7
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1. Importance of Teaching Methodology
Teaching methodology is the backbone of effective language instruction, providing structured approaches
and strategies for teachers to follow. By understanding and applying diverse methodologies, instructors
can adapt their teaching to meet students’ varied needs, creating an engaging and productive classroom
environment.
2. Key Teaching Methodologies
Each methodology has unique characteristics, strengths, and weaknesses. Below are detailed explanations
with examples and activities to illustrate each approach.
A. Audio-Lingual Method
• Core Principle: This method emphasizes repetition and drilling to instill language patterns through
habit formation.
• Classroom Structure: Teacher-led, with students repeating modeled sentences.
• Example Activity:
o Teacher: “I am going to the market.”
o Students: Repeat in unison.
o Teacher changes a word, “I am going to the park.”
o Students repeat.
• Pros: Builds automaticity in sentence patterns, useful for beginner-level students.
• Cons: Limited focus on communication and creativity.
B. Behaviorist Method
• Core Principle: Based on stimulus-response learning; students learn through reinforcement and
repetition.
• Key Techniques:
o Classic Conditioning: Repeating basic conversational phrases until they become automatic.
o Operant Conditioning: Using rewards or consequences to reinforce behaviors (e.g., praise
for correct responses).
• Example Activity: Students practice greetings in pairs, receiving verbal praise from the teacher for
correct use.
• Pros: Effective for routine dialogues and basic conversation.
• Cons: Can be restrictive and may not develop critical thinking skills.
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TTC – Session 9 | Methodology Instagram | @lingoarman
C. Communicative Language Teaching (CLT)
• Core Principle: Focuses on real-life communication rather than strict grammar instruction.
• Typical Activities:
o Role-Plays: Simulate real-world interactions, such as ordering food or checking into a hotel.
o Information Gaps: Students work in pairs to complete missing information, fostering natural
dialogue.
• Example Activity: Students role-play a restaurant scenario, taking turns as the server and customer.
• Pros: Encourages fluency, practical language skills, and interaction.
• Cons: Less emphasis on accuracy, which may challenge beginners.
Methodology Focus Core Principle Typical Activities
Audio-Lingual Habit formation Repetition and drilling Sentence repetition, drills
Stimulus-response
Behaviorist Reinforcement Praise for correct phrases
learning
Communicative Language Real-world Interaction in real
Role-plays, pair discussions
Teaching communication contexts
Language as a medium Teaching geography,
Content-Based Instruction Subject content
for learning history in English
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TTC – Session 9 | Methodology Instagram | @lingoarman
D. Content-Based Instruction (CLIL)
• Core Principle: Uses English to teach subject-specific content like geography or science, integrating
language and content learning.
• Example Activity: Teaching a simple geography lesson in English to practice language skills
alongside subject content.
• Pros: Enhances content knowledge and language proficiency simultaneously.
• Cons: Requires subject knowledge from the teacher.
E. Direct Method
• Core Principle: Full immersion; avoids the students' native language entirely, with a focus on
spoken language and listening.
• Typical Activity: Conversational practice in English without translation.
• Example: Students describe objects in the classroom using only English.
• Pros: Encourages thinking in English, develops listening and speaking.
• Cons: Challenging for absolute beginners.
F. Dogme in TEFL
• Core Principle: Focuses on teaching through conversation, with minimal use of textbooks or
scripted materials.
• Example Activity: Students discuss a chosen topic freely, allowing language to emerge naturally.
• Pros: Highly adaptable to student needs, emphasizes authentic conversation.
• Cons: Can lack structure, which may be difficult for beginners.
G. Grammar Translation Method
• Core Principle: Focuses on translating between the native language and English, with an emphasis
on grammar.
• Typical Activity: Translating English sentences into the native language and vice versa.
• Pros: Useful for understanding grammar structure, particularly in written language.
• Cons: Limits speaking and listening practice, which can impede fluency.
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TTC – Session 9 | Methodology Instagram | @lingoarman
H. Inductive vs. Deductive Teaching
Approach Description Example Activity
Teacher provides sentences; students deduce
Inductive Students infer rules from examples
grammar rules
Teacher explains rules first, then Teacher explains passive voice, then students
Deductive
applies them complete exercises
• Classroom Use:
o Inductive Example: Students read sentences in passive voice and deduce the rule.
o Deductive Example: Teacher explains past tense rules, then students apply them in
exercises.
I. ESA (Engage, Study, Activate) Method
• Core Principle: A flexible framework where each lesson involves three stages: Engage, Study, and
Activate.
• Structure:
o Engage: Capturing students' interest and involving them in the topic (e.g., showing a video,
discussing a question).
o Study: Focusing on language elements, such as vocabulary or grammar.
o Activate: Practicing language in a communicative activity, using what was learned in a
meaningful context.
• Example Activity:
o Engage: Discuss students' favorite foods.
o Study: Teach vocabulary for ordering food.
o Activate: Role-play ordering in a restaurant.
• Pros: Balances engagement, instruction, and practice, adaptable to any level.
• Cons: Requires careful planning to integrate each stage effectively.
J. Task-Based Language Learning (TBLL)
• Core Principle: Focuses on completing specific tasks using English, such as making a hotel
reservation.
• Examples of Tasks:
o Simple Tasks: Asking for directions, buying a ticket.
o Complex Tasks: Preparing a job application or giving a presentation.
• Pros: Practical, real-world applications that build useful language skills.
• Cons: May need additional support for language accuracy.
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TTC – Session 9 | Methodology Instagram | @lingoarman
K. Total Physical Response (TPR)
• Core Principle: Language is reinforced through physical actions; ideal for beginners and kinesthetic
learners.
• Example Activity: Teacher gives commands like “Stand up,” “Turn around,” and students respond
by performing the actions.
• Pros: Engaging and effective for early-stage learners.
• Cons: Limited application for advanced students or complex language concepts.
3. Expanded Comparison Table of Teaching Methodologies
Core
Methodology Focus Ideal Level Typical Activities Pros Cons
Principle
Habit Repetition Builds Limited
Audio-Lingual Beginner Drills, repetition
formation and drilling automaticity creativity
Communicative Role-plays, Limited
Real-world Interaction in Develops
Language Intermediate+ discussions, pair grammar
communication real contexts fluency
Teaching work focus
Language + Teaching Content + Needs
Content-Based
Subject content subject Intermediate+ geography/science language subject
Instruction
integration in English learning expertise
Engagement, Requires
ESA (Engage, language Discussions, role- Adaptable, planning
Blended focus All Levels
Study, Activate) study, plays, pair work structured for each
practice stage
Limited
Action-based Commands, Engages
Total Physical Physical for
language Beginner movement-based kinesthetic
Response response complex
learning activities learners
grammar
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TTC – Session 9 | Methodology Instagram | @lingoarman
4. Practical Applications and Classroom Activities
Activities for Key Methodologies
1. For ESA (Engage, Study, Activate):
o Engage: Students discuss favorite foods.
o Study: Introduce vocabulary for ordering at a restaurant.
o Activate: Role-play ordering at a restaurant in pairs.
2. For TPR (Total Physical Response):
o Activity: Teacher gives action-based commands, and students respond physically.
o Goal: Reinforces vocabulary and builds listening comprehension.
3. For Task-Based Language Learning:
o Activity: Students complete a travel booking task.
o Goal: Use practical vocabulary in a real-world scenario, focusing on task completion over
accuracy.
5. Conclusion
Understanding and applying a variety of methodologies enables teachers to select the best approaches for
their students’ needs. By blending methods and adapting techniques, teachers can create dynamic and
engaging classrooms that promote both fluency and accuracy.
6. Additional Resources
• Books:
o Harmer, J. (2007). The Practice of English Language Teaching. Pearson.
o Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. Oxford
University Press.
• Websites:
o TESOL International Association
o British Council TeachingEnglish
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