METHODS OF ENGLISH

LANGUAGE TEACHING
For centuries, there were few if any theoretical
foundations of language learning upon which to
base teaching methodology.

As disciplinary schools of thought- psychology,

linguistics, an education, for example- have
come and gone, so have language teaching
methods waxed and waned in popularity.
METHODS IN ENGLISH
LANGUAGE TEACHING
Classical & Grammar Translation
Method
 Grammar Translation Method
 Gouin’s Series Method
 Direct Method
 Audiolingual Method
 Cognitive Code Learning
METHODS IN ENGLISH
LANGUAGE TEACHING
Designer Method’s Era
 Community Language Learning
 Suggestopedia
 The Silent Way
 Total Physical Response and the
Natural Approach
METHODS IN ENGLISH
LANGUAGE TEACHING
Dawning of New Era
 Notional – Functional
Syllabuses
 Communicative Language
Teaching
Classical & Grammar
Translation Method
 GRAMMAR TRANSLATION
METHODS
In the Western world, foreign language learning in
schools was synonymous with the learning of Latin
or Greek.
Similarly in Asian countries, foreign language
courses consisted of a focus on reading various
languages, attained through translation and attention
to rules and definition of words (Chan, et al. 2011)
 GRAMMAR TRANSLATION
METHODS
CLASSICAL METHOD
focus on grammatical rules
memorization of vocabulary and of various declensions
and conjugations
Translations of texts
Doing written exercises

In the 19th century, the Classical method came to be known

as the Grammar Translation Method.
 GRAMMAR TRANSLATION
METHOD
“a method of foreign or second language teaching which
makes use of translation and grammar study as the main
teaching and learning activities.
Two of the key assumptions of this methodology were that:
(1) language learners must develop a good knowledge
(learning and memorizing grammatical rules) of the
grammatical systems of their first (L1) and second
languages (L2), and
(2) they need to be able to develop the ability to translate
texts from their L1 into the L2 and vice versa.
CHARACTERISTICS GRAMMAR TRANSLATION METHODS

•Classes are taught in the students L1.

•Attention is given to lists of isolated vocabulary and
grammar rules.
•Reading is given almost exclusive focus, with related
grammatical analysis.
•Translation exercises (Usually from L2 to the L1) are
performed
•Little or attention is given to oral production.
According to the grammar-translation method, the
learning and teaching of languages consist of the
following principles:
Teachers must assert their authority, as their role is to transmit
knowledge to learners and the learner’s native language is the
medium for instruction. Very little teaching is done in the target
language. It is an extremely teacher-centered method of teaching.
Learners need to be able to read the literature written in the target
language and learn all the relevant vocabulary and grammar.
Learners do not play any active role and there is little learner–
learner interaction.
The main focus of teaching is to develop the learner’s ability to
read, write, and translate. Teachers would not direct learner’s
attention to the content of the text which is treated as a translation
exercise. Reading of very complex classical texts begins early. To
be able to communicate using the target language is not an
important goal for learners.

The focus is on accuracy and not fluency. The grammar is taught

systematically (following a sequencing grammar syllabus) through
explicit extensive and elaborated teaching of grammatical rules
Errors are corrected. If learners answer a question
incorrectly, the teacher would select somebody else to
give the correct answer and/or he/she replies directly.
Learners should memorize vocabulary in the form of
isolated word lists. Vocabulary in the target language is
learned through translation from the native language
ISSUE WITH GRAMMAR TRANSLATION METHODS
•However, as Richards and Rodgers (2001) pointed out,
“it has no advocates. It is a method for which
there is not theory. There is no literatures that offers
a rationale or justification for it or that attempts to
relate it to issues in linguistics, psychology, or
education theory”.
EXAMPLES OF TECHNIQUES
Read and translate a literary passage.
Reading comprehension questions.
Deductive grammar practice.
Fill in the blanks exercises.
Memorization practice.
Composition.
Gouin’s Series Method
 GOUIN’S SERIES METHOD
It is a method that taught learners directly (without
translation) and conceptually (without grammatical
rules and explanations) a “series” of connected
sentences that are easy to perceive.
One can be successful with such lessons because
the language was easily understood, stored, recalled,
and related to reality.
Direct Method
 DIRECT METHOD
The direct method of teaching was developed as a
response to the Grammar-Translation method. It
sought to immerse the learner in the same way as
when a first language is learnt.
All teaching is done in the target language,
grammar is taught inductively, there is a focus on
speaking and listening, and only useful ‘everyday'
language is taught.
 DIRECT METHOD
Example
The teacher explains new vocabulary using realia,
visual aids or demonstrations.
In the classroom
Aspects of the Direct Method are still evident in
many ELT classrooms, such as the emphasis on
listening and speaking, the use of the target
language for all class instructions, and the use of
visuals and realia to illustrate meaning.
 CHARACTERISTICS OF THE
DIRECT METHOD
Richards and Rodgers (2001) summarized the principles
of the Direct Method
Instruction was conducted exclusively (directly) in the
L2
Oral communication and listening skills were taught in
small classes.
Methodology consisted mainly of modeling and practice.
Everyday, easiliy identified vocabulary was used.
Grammar was taught inductively.
 ISSUES OF THE DIRECT METHOD
Despite its success in private enterprise, the direct
methods did not take well in public education, where the
constraints of budget, classroom size, time, and teacher
background made such a method difficult to use.
Its success may have been more a factor of the skill and
personality of the teacher that of the methodology itself.
The direct method was not as practical as Grammar
translation or methods that only emphasized reading
skills.
COMMON DIRECT METHOD TECHNIQUES ARE:
question-answer exercises
Dictation
example proliferation
listening activities
oral exercises and tasks (reading aloud, speaking
practice)
student self-correction.