English

Teaching
Methodologies
 • Recognize the presence of the 3 principal
theories of learning within language teaching
methodologies
• Review eight specific Language Teaching
Methodologies
• Learn about:
AIMS  Text Based Language teaching (Genre
Approach)
 Thematic Approach
 Post Method
 As we look at these methods you should
be able to recognize the presence of the
three principal theories have already
covered last week in second language
English acquisition (SLA)
Language
Teaching English language teachers acknowledge
methods. that there is no one correct method,
Teachers choose different methods and
elements to suit the learners’ needs and
the context of the learning situation and
culture.
Behaviourism,
Cognitivism,
Constructivism
& Learning and
Instructional
Theory
Theory Learning Instruction
Behaviourism Regular expected responses Repetition
Reinforcement
Cognitivism Recall of stored information Long term memory

Constructivism Building knowledge by doing Guiding Problem solving

Hands on Learning
Watch the following YouTube excerpt from the Monty Python film The Life of
Brian. Can you identify which Learning theory might underpin the
methodology is being used here?
 Instructional
Methodology

• approach
• method
• procedure
• technique
Overview of Popular English Language Teaching
Methods

The Grammar Presentation,

The Direct
Translation Audiolingualism Practice and
Method
Method Production (PPP)

Communicative
Total Physical Task Based The Lexical
Language
Response (TPR) Learning (TBL) Approach
Teaching (CLT)
WHICH METHOD?
• Here is an example of the
teaching methodology used by
the Multi-national language-
teaching franchise, Berlitz. They
refer to this as the Berlitz
Method but it is essentially one
of the established
methodologies already
discussed.
• Which one?
Which Method?

Here is an
example of
language teaching
from the Bill
Murray film
Stripes
COMMUNICATIVE
LANGUAGE TEACHING
(CLT)
Otherwise known as The Communicative
Approach arose in the 1970’s out of the
belief that learning a language was primarily
about learning how to use language rather
that learning about it.
According to Thornbury (2006, p.36) there
was a shift away from teaching language
systems in isolation (linguistic competence)
to teaching how language systems are used
in real communication (communicative
competence).
Listen to Professor Jack Richards talk about
Communicative Language Teaching
According to
Jack Richards
COMMUNICATIVE
COMPETENCE

Introduced by Dell Hymes:

• Linguistic Competence
• Sociolinguistic
competence
• Discourse Competence
• Strategic Competence

Watch this video and then complete the

worksheet on Key Features
Five Features of CLT

• With communicative competence as the goal, CLT

emphasizes interaction as both the means and the
ultimate reason for learning a language.
• However it is not really a “method”. CLT is usually
characterized as a broad approach to teaching,
rather than as a teaching method with a clearly
defined set of classroom practices. As such, it is
most often defined as a list of general principles or
features.
• One of the most recognized of these lists is David
Nunan’s (1991) five features of CLT (diagram)
 • Purposefulness: speakers are motivated by a
communicative goal (such as giving instructions)
and not just the need to display the “correct”
language
• Reciprocity: speakers need to interact and there is
as much need to listen as there is to speak
• Negotiation: there may be a need to check for
CLT In Practice: understanding or repair communication in order
to be understood

Key Features • Unpredictability: neither the process, not the

language, nor the language used is totally
predictable
• Heterogeneity: learners can use different
language forms
• Synchronicity: with spoken language the
exchange takes place in real time
Activity: CLT Match Key Features Activity
Presentation, Practice, Production (PPP)
• Presentation, Practice,
Production (PPP) and its
alternatives are procedures
rather than methods.
• Present, practice, produce
otherwise known as PPP is an
instructional model that has
been used for decades.
• PPP Matching Activity
1. Teach the grammatical concept they need
to learn
2. Then show them the language used in
context.
3. Finally, get the students to produce the
language concept on their own.
• For example, you might teach your students
to add –ed to a regular verb in English to
show the past tense.
• Then, you would tell them about your day
yesterday, making all of your verbs end in –ed.
• Finally, you would have them tell you or each
other about their days yesterday using regular
past tense verbs.
Presentation, Practice, Production (PPP)
Task Based
Learning

• TBL and CLT are not

mutually exclusive as they
both concentrate on how
we use language to
achieve the goal of
learning language.
However, typically Task
Based teaching uses a set
sequence
The advantages and disadvantages of TBL
 Behaviourism Cognitivist Constructivism
Theory
Reflecting on Grammar Translation 66% 34% 0%

Learning Direct Method 0 0 0

Theories Audiolingualism 0 0 0

PPP 0 0 0
• Complete the table by
indicating the percentage Four Methods 0 0 0
to which you believe the
three theories of learning
(behaviourism, cognitivist CLT 0 0 0
theory & constructivism)
are present within the TBL 0 0 0
eight methodologies.
Grammar Translation is
Lexical Approach 0 0 0
done as an example.
 OTHER APPROACHES

• Genre Approach
• Thematic Approach
• Post-method Approach (Dogme)

This Photo by Unknown Author is licensed under CC BY-SA-NC

 The Genre Based Approach

the concept of
texts are explored analysis of
the focus of study register is
in cultural discourse
the whole text explored with
contexts organisation
students

language features model texts are

explicitly scaffolds
made explicit in students develop used to scaffold
learners to
relation to culture text analysis skills productive
independence
and purpose language
THE GENRE BASED APPROACH

Text Type Examples Teaching & Learning Cycle

• Argument Essay • Building the field
• Explanation • Text modelling and analysis
• Information Report 1 • Joint construction of the text
• Information Report 2 • Independent construction of the
• Narrative text
• Procedure
• Recount
THEMATIC APPROACH
List of Themes Units

•Overview
• personal information
• family
• shopping
• eating and drinking
•

•Travel Unit
health
• entertainment and leisure
• education
• work
• housing
• holidays and travel
• politics
• law
• current affair
DOGME APPROACH

10 Principles 3 Percepts
• Interactivity • Conversation-driven teaching
• Engagement • Materials light approach
• Dialogic processes • Emergent language
• Scaffolded conversations
• Emergence
• Affordances
• Voice
• Empowerment
• Relevance
• Critical use
A DOGME LESSON

• https://www.teachingenglish.org.uk/article/
a-dogme-lesson-luke-meddings-exeter

• A dogme activity