Teaching

Language
By: Angellete R. Gopez
 The difference between….

 Approach

 Method

 Procedure

 Technique

Of teaching language.

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 Approach
 It is a conjunction of ideas related to the nature and
teaching of a given language.
 It refers to theories about the nature of language and
language learning.
 It describes how people acquire their knowledge of the
language and makes statements about the conditions
which will promote successful language learning.
 It offers a model of language competence.

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 Approach
 It is level in which a whole theory and its beliefs are
reflected regarding a language and its learning. It is a
much wider concept than a method and technique.
 It is the source of the principles and practices of
language teaching.
 It describes how a language is used and how its
constituent parts interlock.

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 Approach
The different teaching approaches in this post can be classified
into four theoretical orientations: structural, cognitive,
psychological and functional.
• Structural
✘ Structural approaches believe that language can be reduced to a
learnable set of building blocks. There are rules, known as
grammar and syntax, that govern how to combine these basic
elements. These rules can be memorized to achieve a high level of
proficiency in a language.

✘ Some proponents would even go so far as saying that there’s a

predetermined sequence in which a language should be learned.
Grammar textbooks are the most commonly used material in this
category.

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 Approach
The different teaching approaches in this post can be classified
into four theoretical orientations: structural, cognitive,
psychological and functional.
• Cognitive
✘ The cognitive perspective in learning a language puts the learner
smack in the center of everything. Cognitive approaches look to
answer questions like: How can a language be effectively learned?
How does one make a set of vocabulary words memorable and
get them embedded in the long-term memory?

✘ According to this kind of approach, the techniques, strategies and

even the sequence of lessons are learner-led and can’t be
predetermined. Learning a language is a conscious, rational,
information-processing event.

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 Approach
The different teaching approaches in this post can be classified
into four theoretical orientations: structural, cognitive,
psychological and functional.
• Psychological
✘ Here, language learning is seen through issues like learner
motivation and predisposition, a location’s conduciveness to
learning, teacher-student dynamics, stress levels, etc. Is the
teacher supportive enough to the students? Is the classroom
dynamic facilitating or inhibiting the acquisition of the language?

✘ Many of the insights in this category are borrowed from counseling

and social psychology.

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 Approach
1. Grammar-translation ✘ 2. Direct ✘ 3. Reading
Approach Approach Approach
We have the Direct
This is the classic way of This is a very
Approach. It’s a
teaching language. It specific approach
response to the
began as a method to designed for a
Grammar-translation
teach Latin and Greek
school and, this time, specific type of
and was generalized to
rather than the language learner.
teach any second
written form, the
language. The Grammar-
emphasis is on the
translation Approach uses
spoken language and
the students’ native
the development of
language to teach the
oral skills.
target language.

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 Approach
✘ 6. The Silent
✘ 4. Audiolingual ✘ 5.
Way
Approach Communicative
The Silent Way uses
Unlike the Reading Approach
silence as a teaching
Approach, the Communication is
tool. Your students
Audiolingual essentially the
might feel you’re
Approach gives rationale for
giving them the silent
higher priority to the language and the
treatment if you don’t
spoken form than the Communicative
keep things friendly
written form. Approach seeks to
and explain the
Classes are generally develop those skills
process to them.
held using the target that enable students
You’re really
language. to meaningfully
encouraging them to
engage with each
do the talking
other.
themselves.
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 Approach
✘ 8. Functional-
✘ 7. Community ✘ 9. Natural
notional Approach
Language Approach
The Functional-notional
Learning The Natural Approach
Approach recognizes
It’s called Community takes its cues from how
language as purposeful
Language Learning first language is
communication. That is,
because the class naturally learned by
we talk because we
learns together as children. That process
need to communicate
one unit. Not listening is then simulated for
something. There’s
to the same lecture, teaching adults a
purpose and meaning
but interacting in the second language.
behind the sounds that
target language. The The Natural Approach
come out of our
teacher’s role is that sees a difference
mouths.
of a counselor, a between “learning” and
guide, an “acquisition.”
encourager.
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 Approach
✘ Learning a language ✘ 10. Total Physical
requires textbooks, Response
grammar lessons and Total Physical Response
rote memory. is an approach to
✘  Acquiring a language teaching where
language only gestures, actions and
requires an movements play a vital
immersive process of role in language
repetition, correction acquisition.
and recall.

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 Method
 It is considered the practical realization of an approach.
 It is understood as a group of procedures, a system that
clearly explains how to teach a language (syllabus
organization contents & skills to be taught, roles of
teachers and learners, kinds of materials to use).
 It is understood as a group of procedures, a system that
clearly explains how to teach a language (contents and
skills to be taught)

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 Method
 The method is based on a specific approach. The
approach is axiomatic whereas the method is procedural.
 When a method has fixed procedures, informed by a
clearly articulated approach, it is easily to describe.
However, if a method takes procedures and techniques
from a wide variety of sources, that is they are used in
other methods or are mentioned by other beliefs, it will
be very hard to continue describing it as a method. How
should it be categorized then.

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 Method
The Direct Method
The Direct Method is also known as the Oral or
Natural method. It’s based on the active involvement
of the student in both speaking and listening to the
new language in realistic everyday situations. The
process consists of a gradual acquisition of
grammatical structure and vocabulary. The learner is
encouraged to think in the target language rather
than translate. He or she hears and uses the language
before seeing it written.
 Method
The Grammar-Translation Method
This method grew from the traditional method
of teaching Latin and Greek. The method is
based on analysis of the written language
using translation exercises, reading
comprehension and written imitation of texts.
Learning mainly involves the mastery of
grammatical rules and memorization of
vocabulary lists.
 Method
The Audio-Lingual Method
This self-teaching method is also known as the
Aural-Oral method. The learning is based on
repetition of dialogues and phrases about
every day situations. These phrases are
Imitated, repeated, and drilled to make the
response automatic. Reading and writing are
both reinforcements of what the learner
practices.
 Procedu
re
 It is ordered sequence of
techniques
 A procedure can be
described in terms such as
First you do this, then you
do that… It’s a lo smaller
than a method, but it’s a
sequence of techniques.

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 Procedu
re
 It can be understood as a
set of actions, operations
and strategies which have
to be executed
accordingly to a
perception on how to
obtain a expected result,
in our case on how to
increase competition in a
foreign language.

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 Procedure
Procedures are the step-by-step measures to execute a
method. These step-by-step measures are called
techniques and will be discussed next. Common
procedures for the grammar-translation method includes
the following…

The ESL / ELL Teacher’s Survival Guide  

1. The class reads a text written in the second language.
2. Student translates the passage from the
second language to their mother tongue.
3. Student translates new words from the second language
to their mother tongue.

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 Procedure
4. Student is given a grammar rule and derived from
the example they apply the rule by using the new
words.
5. Student memorizes the vocabulary of the second
language.
6. Student memorizes grammar rules.
7. Errors made by the student are corrected by
providing the right answers.

✘ This is the process (with variation) that is used

when employing the grammar-translation method.

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 Technique
 It’s each specific strategy that we use in the classroom.
 It is a tool that is used to obtain an immediate result.
 It’s what really happens in the classroom, in the actual teaching.
 These techniques must be coherent with the method, and therefore,
they must be in harmony with the approach.
 Some techniques can be found in different methods whereas other
ones are specific to a given method.

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 Technique
✘ Reading a loud: reading directly from a given text.
✘ Translation: Student or teacher provision of L1 or L2
Translation of given text.
✘ Dictation: Student writing down orally presented text.
✘ Copying: student writing down text presented visually.
✘ Dialogue/Narrative recitation: Reciting a previous
known or prepared text, either in unison or individually.

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 Thank you!

Any questions?
You can find me at:
✘ Angellete Ronquillo Gopez
✘ argopez@bpsu.edu.ph

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 References: Content
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 References: Photos
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