2-Task-based language teaching.
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:
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
