teaching approaches

Teaching Approaches

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Teaching Approaches

There are a lot of other teaching methods.

Some of them are old and others are modern.

Here, we are going to talk about some of the old

methods, showing their goals, merits and demerits.

• Grammar Translation Approach

• Direct Method Approach

• Reading Approach

• Audio-lingual Approach

• Oral or Situational Approach

• Cognitive Approach

• Effective Humanistic Approach

• Comprehension Approach

• Communicative Approach

1- GTM:

The grammar–translation method is a method of

teaching a foreign language derived from the

classical (sometimes called traditional) method of

teaching Greek and Latin. In grammar–translation

classes, students learn grammatical rules and then

apply those rules by translating sentences between

the target language and the native language.

Advanced students may be required to translate

whole texts word-for-word.

It originated from the practice of teaching Latin;

in the early 1500s, students learned Latin for

communication, but after the language died out it

was studied purely as an academic discipline.

When teachers started teaching other foreign

languages in the 19th century, they used the same

translation-based approach as had been used for

teaching Latin. The method has been rejected by

scholars, and has no theoretical basis.

Teacher simply interprets the material and explains

the grammatical structure. This type of teaching is

called the Grammar Translation Method (GTM). In

this method, fortunately for teachers, the teaching

process is very simple and easy. It requires students

to translate the whole text literally, word for word and

memorize numerous grammatical rules and

exceptions as well as enormous vocabulary lists.

Teacher simply interprets the material and explains

the grammatical structure. This type of teaching is

called the Grammar Translation Method (GTM).

In this method, fortunately for teachers, the teaching

process is very simple and easy.

It requires students to translate the whole text literally,

word for word and memorize numerous grammatical

rules and exceptions as well as enormous vocabulary lists.

This method begins with a massive bilingual vocabulary

list. Grammar points come directly from the text and

are presented in the deductive way. It is explained

elaborately by the instructor.

Grammar thus provides the rules for assembling words.

Tedious translation and grammar drills are used to

exercise and strengthen the knowledge without

attention to the content.

Sentences are deconstructed and translated.

Eventually, entire texts are translated from the target

language into the native language and tests often

ask students to replicate classical texts in the target

language.

There is no focus on the skills of listening, speaking

or communication. The skill which is exercised is

reading and only in the content of the translation.

The goal:

The method has two main goals: to enable students

to read and translate literature written in the source

language, and to further students' general intellectual

development.The goal is to read and translate literary

masterpieces and classics.

The demerits:

There is feeling tedious, being extrinsically

motivated for the most part, and barely interacting

with teachers. In addition, the GTM totally ignores

listening and speaking skills.

That’s why the method is no longer used in modern

language teaching classes. It is a teacher-based

teaching method. All focus is on the teacher.

The learner is passive as he is not a participant.

For all of the teacher out there who find it hard to

differentiate instruction, you have no excuse, as

there are over 13 different teaching approaches

and styles. This means you have at least 13 ways

to differentiate instruction at all times. In this piece,

we will discuss 13 of them.

Analytic Teaching:

A method of monitoring and evaluating students’

literacy progress that recognizes, respects, and

appreciates the students’ abilities.

Assumptive Teaching:

A type of instruction resulting from teachers’

inaccurate assumptions about students’ abilities,

which leads to discord between the teaching

program and the learner.

Deductive Teaching:

A didactic style of instruction in which a teacher

presents a generality or rule with the expectation

that students will apply it to specific scenarios.

Didactic Teaching:

A style of teaching in which a teacher transmits

content to students with the expectation that they

will simply learn it.

Discovery Teaching:

A teaching style which provides students with an

environment that encourages them to find general

patterns for themselves. It is also called inductive

teaching.

Non-Directive Teaching:

A teaching model that uses facilitated teaching and

focuses on helping students set personal goals.

Reciprocal Teaching:

An interactive learning strategy aimed at teaching

students to summarize portions of text, predict

potential questions, and clarify the complex text.

At first, students observe the teacher as he or she

models ideal behaviors; then, they gradually take on

the teacher’s instructional role.

Direct Approach:

A method of teaching thinking skills in which the

skill is presented and then examples of its use

are given.

Intentional Teaching:

Teaching that happens when an educator is

focused on creating a plan to instruct students

with a specific learning goal or developmental

outcome in mind.

Readiness Training:

Instruction that equips students with foundational

skills and background knowledge to prepare them

for subsequent formal teaching.

Tiered Instruction:

The instructional method of creating the best

lesson possible on a topic and then extrapolating

from the base lesson to make it more challenging

for students who are ready for advanced work

and less challenging for students who are not

ready for the requirements of the base lesson.

Activity-Based Approach:

An approach to instruction that makes teachable

moments out of naturally occurring, everyday

activities.

Guided Comprehension Model:

An instruction process based on explaining,

demonstrating, guiding, practicing, and reflecting

that can scaffold comprehension.

2-Direct Method Approach:

The Direct Method Approach took stance

against GTM. This method was largely in

opposition of GTM as it stressed those areas

of teaching that GTM Approach overlooked.

It was mainly influenced by the view of the

scholars that also pioneered the first IPA symbols.

It focused more on spoken skills and teaching

inductively with no use of L1. However, it had its

own flaws. EX: trained teacher and other

necessary equipment like realia, pictures were

hard to acquire in every situation.

Direct Method Approach accentuated the

spoken variety teaching along with the new

discoveries on the side of phonology.

Direct Method :

1-Knowing a language was being able to speak

it! Primacy of spoken word. New method laid

great stress on correct pronunciation and target

language from outset.

2-Second language learning must be an imitation

of first language learning, as this is the natural

way humans learn any language.

3- Printed word must be kept away from second

language learner.

4-Writing should be delayed until after the printed

word has been introduced.

Disadvantages of Direct Method:

Major fallacy of Direct Method was belief that

second language should be learned in way in

which first language was acquired. First language

learning is essential part of child's total growth of

awareness of world around him.

Part of the process of learning how to live is the
acquisition of skills to verbalize his desires and
aversions and to label his concepts. Effectiveness
of these verbalizing skills depends on maturation
level of the child / on type of environment on
intelligence.

3-Reading Approach:

It is focusing on the development of reading skill.

The basic principles of this approach are presented as

follows:

1. The teaching grammar is restricted. It is taught to ease

the reading comprehension.

2. The presentation of vocabulary is highly controlled at the

beginning and then expanded later.

3. Translation is regarded as a fruitful classroom practice.

4. Reading comprehension receives the highest attention

and it is heavily emphasized.

5. The foreign language is not used as a tool for communication in the classroom environment.

4-Audio-Lingual Approach:

The audio-lingual approach dominated foreign

language teaching in the 1950s. Its rise is partly

due to the fact that because of the rapid increase

of international trade, travel, and commerce, ever

more people needed to learn English.

That includes ‘intellectually less gifted’ people.

The major aim is to enable all learners to use

English in everyday oral communication.

Speaking is put before and above writing.

5- Situational Approach:

The situational approach, the basic premise

of which is that different situations demand

different types of leadership. A situation, is a

"set of values and attitudes with which the

individual or group has to deal in a process

of activity. Every concrete activity is the solution

of a situation." Situations can be

complicated affairs.

6- Cognitive Approach:

Cognition refers to mental activity

including thinking remembering,

learning and using language.

When we apply a cognitive approach

to learning and teaching, we focus on

the understanding of information and

concepts. Cognitive theory maintains

that how one thinks largely determines

how one feels and behaves.

If we are able to understand the

connections between concepts, break

down information and rebuild with

logical connections, then our mention

of material and understanding will

increase. When we are aware of these

mental actions, monitor them and

control our learning processes it is

called

7-Humanistic Approach

Humanism would concentrate upon the

development of the child's self-concept. If the child

feels good about him or herself then that is a

positive start. Feeling good about oneself would

involve an understanding of ones' strengths and

weaknesses, and a belief in one's ability to

improve.

Learning is not an end in itself. It is the means to

progress towards the pinnacle of self-development,

which means 'Self-actualization'. A child learns

because he is inwardly driven, and derives his

reward from the sense of achievement that having

learned something affords.

This would differ from the behaviorist view that

would expect extrinsic rewards to be more

effective. Extrinsic rewards are rewards from the

outside world, e.g. praise, money, gold stars, etc.

Intrinsic rewards are rewards from within oneself,

rather like a satisfaction of a need.

8- Comprehension Based

Approach:

The Comprehension Approach refers to several

methodologies of language learning that

emphasize understanding of language rather than

speaking. It is a pedagogical/instructive principle,

which can be found in a number of methods and

in practical listening comprehension:

A. Comprehension should be taught by teaching

learners to understand meaning in the target

language.

B. The learners' level of comprehension exceed

their ability to produce language.

C.Language skills emerge when learners have

well developed comprehension skills.

D. Such an approach reflects how children learn

their first language.

9-Communicative Approach:

Click here to go to: CLT

10-English-Only Approach

The English only method is one of the most direct

approaches to teaching the language. For this

method, neither the teacher nor the student should

speak their native tongue at all during instruction.

All instruction should be done in English only.

Vocabulary should be taught first, as it is the

easiest to grasp because it can be demonstrated

with a visual aid. As the student builds vocabulary,

the instructor can begin introducing abstract words

and elements of the language, but without

explaining or focusing on the actual grammatical

structure. The complexities of the language will be

learned inherently, with the student picking up on

its patterns through practice and application only.

At the end of each class period, there can be an

optional question and answer session where

students are allowed to ask the teacher about that

day’s lesson. Here, clarifications may be made

and confusion may be cleared up, but again, this

is entirely optional. Sometimes, the best way to

learn the language through this method is to just

tough it out and let it come naturally.

Who is this best for?

This method is best for students learning the

English language because of an academic interest

in it as a language, and not just an interest or need

to know how to speak it. Speaking, reading, and

writing the language will be given equal priority,

and grammar rules and concepts will not be

avoided for a more “natural” approach.

It will be taught academically, as any other subject,

and is best for students who are interested in this

kind of rigorous approach.

11-Immersive Approach

The immersive approach is one of the best ways to

learn the language for older students who are able

to travel for their education. Someone who wants to

learn English doesn’t even need to be enrolled in

an English language course to use this method –

all they need are the resources involved in travel.

For students wanting to learn British English, a

trip to the United Kingdom is recommended. For

students wanting to learn American English, a trip

to the United States is recommended. If the

student wants an academic-heavy approach, there

are foreign exchange programs they can enroll in

through colleges, or other academic programs that

allow prolonged travel.

Again, an academic program is not required for this

method. Staying in a new country and learning the

language through pure immersion and necessity is

one of the best ways to learn it quickly. Students

will be surrounded by media in that language, and

people who speak that language. It is a great way

to break off from the distractions of your native

tongue, and learn how to think in the English

language as well as speak it.

Who is this best for?

Teachers and students who are able to travel and

stay in another country long enough to develop a

strong grasp on the English language.

12-Community Language

Learning

In this method attempts are made to build strong

personal links between the teacher and student

so that there are no blocks to learning. There is

much talk in the mother tongue which is translated

by the teacher for repetition by the student.

13-The Lexical Approach:

Learners learn English through meaning, feeling

and practice. The teacher uses his real situations

and authentic material and visual aids to present

the new vocabulary or the grammatical rule form.

The teacher uses interesting styles to make

learners feel the language and become interested in it.

The teacher creates changeable collocations to

be used in a question and an answer with constant

chunks. Students work in pairs as a model first,

then as free practice.The teacher does a model

practice. Learners do free practice in pairs.

Learners do a communication practice.

This is used in dealing with the new vocabulary,

expressions, idioms, phrasal verbs or with

grammatical structures.

English Teaching Forum 2004,

Volume 42, Issue 1

1-MA KINGS ENS EOF WORDS

2-The Communicative Approach:

3-Reflective Portfolio

4-English Magazines

5-Authentic Video

6-Film for Listening and Speaking

7-Sexist Language Persists

8-Teacher Resources

9-Abstracts from Other Journals

10-The Lighter Side

11-The Lighter Side (answers)

12-A Postcard from America

13-An Integrated Skills Lesson Plan

14-"Teaching Writing".

15-Educational Technology