Methodology for TESOL

Second Language Teaching Methods

© 2019 by University of Maryland, Baltimore County. Methodology for TESOL PPT for the American English E-Teacher Program, sponsored by the
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 In this presentation we will look at an overview of the various approaches,
methods, and techniques in teaching a foreign language; we will also examine
how the different perceptions toward learning and language acquisition,
including the nature of language, affect approaches used in the EFL
classroom. 

As you go through this module, reflect upon what you know about how
languages are learned and your own experiences as a language teacher and
language learner.

This is a program of the U.S. Department of State

administered by FHI 360 and delivered by University of
Maryland Baltimore County
 Consider

How do What choices

learners (techniques / What are How will
acquire a methods) do these you judge
second teachers make choices their
in the based on? effectiveness
language?
classroom? ?

This is a program of the U.S. Department of State administered by

FHI 360 and delivered by University of Maryland Baltimore County
 Hierarchy of Language Teaching
• According to Richards & Rogers (2001), when we think about
language teaching, there are three important things to consider:
1. Approach - Theories about the nature of language and language
learning that serve as the sources of practices and principles in
language teaching.
2. Method - Overall plan for the presentation of language material
based on the approach. This is where theory is put into practice.
3. Technique - Exercises, activities, or tasks used in the classroom for
accomplishing objectives.

This is a program of the U.S. Department of State administered by

FHI 360 and delivered by University of Maryland Baltimore County
 Hierarchy of Language Teaching
• Look for these symbols throughout the PowerPoint to identify each
point discussed.

Approach Method Technique

(Richards & Rogers, 2001)

This is a program of the U.S. Department of State
administered by FHI 360 and delivered by University of
Maryland Baltimore County
Hierarchy of language-teaching
• Theories about the nature of language and
language learning that serve as the sources of
Approach practices and principles in language teaching.
• Approach is axiomatic.

• Overall plan for the presentation of language

material based on the approach.
Method • Level where theory is put into practice.
• A method is procedural.

• Exercises, activities, or tasks used in the classroom

Technique for accomplishing objectives.

(Richards & Rogers, 2001)

This is a program of the U.S. Department of State
administered by FHI 360 and delivered by University of
Maryland Baltimore County
Approach

Learning Theories
• According to Piaget's (1936) Theory of Cognitive Development,
humans cannot just be “given” knowledge that they can immediately
use; they must build their knowledge from experience.

“Untitled” by Gerd Altmann is licensed under Pixabay. It is free to use and share.

This is a program of the U.S. Department of State

administered by FHI 360 and delivered by University of
Maryland Baltimore County
 Approach
Learning Theories
• According to Vygotsky’s (1978) Social
Cognition Learning Model, social
interaction (the way we act and react
to those around us) is extremely
important in the development of how
children think, explore, and figure
things out, (including language).
• He also says that culture (environment
where learners are socialized) teaches “Untitled” by Mattysimpson is licensed under Pixabay. It is free to use and share.

children both what to think and how

to think.
This is a program of the U.S. Department of State
administered by FHI 360 and delivered by University of
Maryland Baltimore County
Approach
Learning Theories Continued
• According to Dewey’s (1933) Inquiry- Ask
Based Approach, learning begins by
asking a lot of questions that naturally Investigat
lead to further questions. These Reflect e
questions (inquiries) will lead to
opportunities for authentic “learning
by doing.”
Discuss Create

“Inquiry Based Approach” by Zarin Marvi of the University of Maryland Baltimore

County is licensed under CC BY 4.0 for use in the AE E-Teacher Program,
sponsored by the U.S. Department of State.
(Dewey, 1933)
This is a program of the U.S. Department of State
administered by FHI 360 and delivered by University of
Maryland Baltimore County
Approach
Language Learning Theories

According to Richards &

Rogers (2001), there are Structural

three important points

of view that are
important to language
learning.
Interactional Functional

This is a program of the U.S. Department of State

administered by FHI 360 and delivered by University of
Maryland Baltimore County
Approach
Language Learning Theories
According to Richards & Rogers (2001), there are three “Untitled” by 3dman_eu is licensed under

Pixabay. It is free to use and share.

important points of view:

Structural view
Focuses on
• Phonological (relating to the study of the speech sounds used in a
language),
• Grammatical,
• Lexical (relating to the words or vocabulary) structures
Methods: Audio Lingual, Grammar-Translation

This is a program of the U.S. Department of State

administered by FHI 360 and delivered by University of
Maryland Baltimore County
Approach
Language Learning Theories
Functional view “Untitled” by 3dman_eu is licensed under

Pixabay. It is free to use and share.

Focuses on
• Meaning
• What is literal or “essential" meaning of the word, phrase, functional expression,
or grammar structure?  
• What does it mean in the context it’s being used in?
• Function
• What is the situation we are in and/or what do we want to communicate to our
listeners?
Method: Communicative Language Teaching (CLT)

This is a program of the U.S. Department of State

administered by FHI 360 and delivered by University of
Maryland Baltimore County
Approach
Language Learning Theories
““Untitled” by 3dman_eu is licensed under

Pixabay. It is free to use and share.

Interactional view
Focuses on
• Conveying and receiving authentic messages that are
meaningful to both speaker and listener.
 Method: Task-Based Language Teaching (TBLT)

This is a program of the U.S. Department of State

administered by FHI 360 and delivered by University of
Maryland Baltimore County
 Dominant Methods Timeline
Traditional approaches:
• Grammar-Translation Method (1890s-1940s)
• The Direct Method (1970s)
• Audio-Lingual Method (1950s-1960s)

Designer methods (humanistic approaches):

• Suggestopedia (1960s-2000s)
• The Silent Way (1970s-2000s)
• Total Physical Response/TPR (1970s-2000s)
• Communicative Language Teaching Approach (1980s-2000s)
• Task-Based Learning (1980s-2000s)
Post-methods era
This is a program of the U.S. Department of State
administered by FHI 360 and delivered by University of
Maryland Baltimore County
Let’s take a look at some of
the most prominent
methods of the 20 th

century and analyze their

characteristics.

This is a program of the U.S. Department of State administered

by FHI 360 and delivered by University of Maryland Baltimore
County
 Reflection: How do you decide which
method?
Ask yourself some questions before deciding which method to use:

Who are my students?

What do I know about my teaching context?
Why do I teach the way I do?
How do I make sense of theoretical knowledge, and how is this knowledge a
driving force for my teaching approach?
(Johnson, 1999)

This is a program of the U.S. Department of State

administered by FHI 360 and delivered by University of
Maryland Baltimore County
Method
Grammar-Translation Method
Traditional approach
• Focus on the language itself
• Learn by analyzing the language
• Grammatical rules &
memorization of vocabulary
• Verb declensions and conjugations
• Translation of texts
• Reading & writing skills, not “Untitled” by Falarcompaulo is licensed under Pixabay. It is free to

listening & speaking use and share.

• Deductive explanation of rules

• Teacher – Centered
This is a program of the U.S. Department of State
administered by FHI 360 and delivered by University of
Maryland Baltimore County
 Method
Direct Method
Traditional approach
• Lessons are in the target language
• There is a focus on everyday vocabulary
• Visual aids are used to teach vocabulary
• Particular attention is placed on the
accuracy of pronunciation and grammar
• A systematic approach is developed for
comprehension and oral expression
“Direct Method” by UMBC is licensed under CC BY 4.0 for use in the AE

E-Teacher Program, sponsored by the U.S. Department of State

This is a program of the U.S. Department of State

administered by FHI 360 and delivered by University of
Maryland Baltimore County
 Method
Audiolingual Method
Traditional approach
• Emphasizes language form through pattern
practice
• New material is presented in dialogue form
• Memorization of set phrases based on
assumption that language learning is a
process of habit formation
• Verb conjugations and declensions
• Little or no grammatical explanation “Audiolingual Method” by UMBC is licensed under CC BY 4.0 for

• Grammar is taught by inductive analogy use in the AE E-Teacher Program, sponsored by the U.S.

rather than by deductive explanation Department of State.

This is a program of the U.S. Department of State

administered by FHI 360 and delivered by University of
Maryland Baltimore County
 Method
Silent Way Method
Humanistic approach
• Characterized by a problem-solving approach
• Develops independence and autonomy and
encourages students to cooperate with each other
• Learning is facilitated if the learner discovers or
creates rather than remembers and repeats what is
to be learned
• Participants learn to read and speak using color “Silent Way” by UMBC is licensed under CC BY 4.0 for use in the AE E-Teacher

charts and colored cuisenaire rods Program, sponsored by the U.S. Department of State.

This is a program of the U.S. Department of State

administered by FHI 360 and delivered by University of
Maryland Baltimore County
 Method
Suggestopedia
Humanistic approach
• Learning is facilitated in an environment that is as
comfortable as possible
• Students are encouraged to be child-like
• Students work from lengthy dialogs in L2, with an
translation into L1
• Errors are tolerated
• Music, drama, and "the arts" are integrated into the
This work is a derivative of “
learning process as often as possible
Learn English through drama - THE COURSE EXPLAINED” by Fast Learning School,

used under CC BY 3.0. This derivative is licensed under CC BY 4.0 by UMBC for use

in the AE E-Teacher Program, sponsored by the U.S Department of State.

This is a program of the U.S. Department of State

administered by FHI 360 and delivered by University of
Maryland Baltimore County
 Method
Total Physical Response (TPR)
Humanistic approach
•The coordination of speech and action facilitates language
learning
•Grammar is taught inductively (in a learner-centered way)
•Meaning is more important than form
•Speaking is delayed until comprehension skills are
established
•The role of the teacher is central. They use commands to
introduce vocabulary and structure
•The learner is a listener and a performer responding to “TPR” by UMBC is licensed under CC BY 4.0 for use in the AE E-

commands individually or collectively Teacher Program, sponsored by the U.S. Department of State.

This is a program of the U.S. Department of State

administered by FHI 360 and delivered by University of
Maryland Baltimore County
Method

Communicative Language Teaching

Humanistic approach
•Objective is to enable the learner to function communicatively in
L2
•Grammar and vocabulary are presented in communicative
situations Teacher is a facilitator and guide
•Classroom tasks give students with the skills necessary for
communication in unrehearsed contexts outside the classroom
•Students are given opportunities to focus on their own learning
process
“Untitled” by geralt is licensed under Pixabay. It is free to use and
•Students are encouraged to construct meaning through share.
interaction with others

This is a program of the U.S. Department of State

administered by FHI 360 and delivered by University of
Maryland Baltimore County
Method
Communicative Language Teaching
Goal and purpose of language teaching is communication

T Ss

S S

Focuses on use, meaning, and interaction

This is a program of the U.S. Department of State

administered by FHI 360 and delivered by University of
Maryland Baltimore County
 Post-Methods Era
• We are now in a Post-Methods Era
• Teaching methods must be flexible and adaptable to learners’ needs
and interests
• Approaches and methods are not culturally universal
• Teachers should:
• become familiar with the major teaching approaches and methods proposed
for teaching L2
• be able to use approaches and methods flexibly and creatively based on their
own judgement and experience
• transform and adapt the methods they use to make them their own

This is a program of the U.S. Department of State

administered by FHI 360 and delivered by University of
Maryland Baltimore County
 The Big Picture

Develop an English language teaching rationale for how you

select methods and why you choose certain approaches to
implement based on theoretical knowledge that is aligned
with a principled pedagogical approach.

This is a program of the U.S. Department of State

administered by FHI 360 and delivered by University of
Maryland Baltimore County
 Conclusion
As you digest the unit materials and collaborate in discussions with colleagues, ask
yourself if you agree with Brown (et al.) that the search for the perfect language teaching
method in the past has lead us today to a Post-Method Era with a shift toward better
diagnosis, treatment, and assessment.

“It has been realized that there never was and probably never will be a method for all,
and the focus in recent years has been on the development of classroom tasks and
activities which are consonant with what we know about second language acquisition,
and which are also in keeping with the dynamics of the classroom itself.”
(Nunan as cited in Brown, 2002)

This is a program of the U.S. Department of State

administered by FHI 360 and delivered by University of
Maryland Baltimore County
References (Copyright)
This content is copyrighted, and cannot be adapted in any way, or distributed after the end of this course. It is not Public Domain or Creative Commons-licensed, and therefore not for public use. Please do not save a
copy for your personal use, and do not use it after the course ends.

•Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs, New Jersey:
Prentice Hall Regents.
•Brown, H. D. (2002). English language teaching in the “ post-methods” era: Toward better diagnosis, treatment, and
assessment. In J.C. Richards & W. A. Renanyda (Eds.), Methods in language Teaching. (pp. 9-18). New York, NY: Cambridge.
•Crookes, G. & Chaudron. (2001). Guidelines for language classroom instruction. In Celece-Murcia, M. (ed.)Teaching English as
a second or foreign language 3rd Ed. Boston: Heinle & Heinle.
•Galloway, A. (1993). Communicative language teaching: An introduction and sample activities. Center For Applied Linguistics.

•Johnson, K. 1999. Understanding language teaching: Reasoning in action. Boston: Heinle and Heinle.
•Larsen-Freeman, Diane. 2000. Techniques and Principles in Language Teaching. 2nd Ed. Oxford: Oxford University Press.
•Lightbown, P.M. & Spada, N. 2006. How Languages are Learned 3rd Ed. Oxford: Oxford University Press.
•Nunan, D. (Ed.). (2003). Practical English language teaching . New York: McGraw Hill.
•Richards, J.C. & Rodgers, T. 2001. Approaches and Methods in Language Teaching, 2 nd Ed. Cambridge: Cambridge University
Press.
This is a program of the U.S. Department of State
administered by FHI 360 and delivered by University of
Maryland Baltimore County