English Teaching

Methodology
Our focus Approach, Method, Technique
Methods in ELT
today Defining your own method
 Methodology

Activities
Approach

Method Technique

Design
Procedure
 An approach  a set of correlative assumptions
dealing with the nature of language and language
Anthony’s teaching and learning.
A Method  an overall plan for the orderly
model of presentation of language material which is based
upon the selected approach.
Language A technique  the implementation of method
teaching and approach; a particular trick or strategy
applied in the class to accomplish an immediate
methodology objective.
(Anthony, 1963)
Different theories about the nature
of language and how languages are
learned (the approach) imply
different ways of teaching language
(the method) and different
methods make use of different kinds
of classroom activities (the
techniques).
(Anthony, 1963)
Richards and Rogers’ Concept of Method
We are going to analyze these methods
• The Grammar Translation Method (GT)
• The Direct Method (DM)
• The Audio-lingual Method
• Community Language Learning
• Total physical response
• The Communicative Language Teaching Method (CLT)

Try to analyze:
approach, design and their common procedures.
Approach
Approach refers to theories about the nature of language and language
learning that serve as the source of practices and principles in language
teaching.

How do we see a language?

How should language be learnt?

 The structural view
Theories
about the
Nature of The functional view
Language
The Interactional view
Structural View
Language is a system of structurally related elements for the coding of
meaning.

Goals of language learning To master the elements of the language

system; in terms of phonological units, grammatical units, grammatical
operations, and lexical items.
Communicative/Functional View
Language is a vehicle for the expression of functional meaning.

Goals of language learning  Communicative dimension rather than

merely the grammatical characteristics of language. Teaching material
focus on meaning and function rather than by elements of structure
and grammar.
Interactional View
Language as a vehicle for the realization of interpersonal relations and
for the performance of social transactions between individuals.

Goals of language learning  to create and maintain of social relations

through language.
Design
Design links the theory (approach) with practice (procedure)
1. Learning Objectives
2. Syllabus
3. The roles of teacher, learner, material
4. Class Activities
Procedure
The actual moment-to-moment techniques, practices, and behaviors
that operate in teaching a language according to a particular method.

• How the class look like

• What teachers and students usually do
• How the teachers give the instructions
Methods
• The Grammar Translation Method (GT)
• The Direct Method (DM)
• The Audio-lingual Method
• Community Language Learning
• Total physical response
• The Communicative Language Teaching Method (CLT)
The Grammar-Translation Method

Characteristics:
• Influenced by how Latin was learned.
• Relies a lot on understanding grammar and doing translation.
• Vocabulary and grammar are emphasized.
• English grammar is taught deductively through rules, translation,
definition and comparative study of mother tongue grammar.
• Reading and writing are the primary skills that the students work on.
Direct Method
Characteristics:
1. Classroom instruction was conducted exclusively in the target language.
2. Only everyday vocabulary and sentences were taught.
3. Oral communication skills were built up progressively.
4. Grammar was taught inductively.
5. Concrete vocabulary was taught through demonstration, objects, and
pictures; abstract vocabulary was taught by association of ideas.
6. Both speech and listening comprehension were taught.
7. Correct pronunciation and grammar were emphasized.
The Audiolingual Method

• Based on a behaviorist theory which says things are able to be

learned by constant reinforcement.
• Only uses the target language.
• Strongly emphasizes on drilling and memorizing.
• The use of audio recording.
Community Language Learning

• It emphasizes the sense of community in the learning group.

• Encourages interaction as a vital aspect of learning
• The teacher is seen as a counselor.
• No syllabus or textbook to follow and it is the students themselves
who determine the content of the lesson.
Total Physical Response (TPR)
• In total physical response (TPR), the instructor gives the students
commands in the target language and the students act those
commands out using whole-body responses.
Communicative Language Teaching (CLT)

• The aim is to make learners communicate more effectively and

correctly in realistic situations.
• Focusing on important functions such as suggesting, thanking,
inviting, complaining, and asking for directions.
• Grammar is usually taught implicitly.
Celce-Murcia's (2007) theoretical
model
Question
1. Which one is the method that you are familiar
the most?
2. According to your experience, which one is
the most effective?
It depends……..

Who are your students?

What is their goal?
Finding the best method
 Work in a group of 4-5.
Define your student(s) and the method you choose

Student: Approach:
• Students: Age, number, Design:
educational background, level of Procedure:
English pro, etc.
Setting: Outdoor, indoor, online,
• Goals: EAP, ESP,
• Duration and number of meeting:
Intensive, Extensive
Group Work:
PPT (max 10 slides)
Deadline: Monday 22nd of March
Present next week
 Reference
Anthony, E. M. (1963). Approach, method and technique. English
language teaching, 17(2), 63-67.

Celce-Murcia, M. (2007). Rethinking the Role of Communicative

Competence in Language Teaching. In E. A. Soler & M. P. S. Jordà (Eds.),
Intercultural language use and language learning (pp. 41-58). Dordrecht,
The Netherlands: Springer.

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in

language teaching. Cambridge university press.