Approaches And Methods unit 1

Language teaching as a profession

It emerged as a recognized profession in the early twelfth century.

Method concept in teaching

A systematic set of teaching practices built upon a specific theory of language and language learning.

Grammar-based teaching methods

In the UK, these methods became known as the structural approach or situational language teaching

Oral Approach / Situational Language Teaching

A teaching method still widely used in modern textbooks and materials, often presented in a modified form of the PPP model (Presentation, Practice, Production).

Audiolingualism

: A language teaching method that emphasized structure and repetitive pattern practice to build habits.

Immigration and internationalization of education (since the 1950s)

The large-scale movement of people and the global spread of education created demand for new types of language programs to meet diverse learners’ needs.

Globalization, Internet, and spread of English

In recent years, these forces have led to a reassessment of language teaching policies and practices.

Efforts to improve language teaching effectiveness

Focused on changes in teaching methods, reflecting shifts in goals and theories of language and learning throughout history.

Grammar Translation Method

In the eighteenth century, modern languages entered European school curricula and were taught using Latin-based procedures, later called the Grammar Translation Method. Johann Seidenstücker was one of its exponents.

Grammar Translation Method (Prussian Method in the US)

Originating from German scholarship, it was called the Prussian Method in the US and criticized for emphasizing knowledge about language rather than practical use of language itself.

Grammar Translation Method (use of first language)

The learner’s first language is kept as the reference system and serves as the medium of instruction in acquiring the foreign language.

Grammar Translation Method – Sentence as the basic unit

In GT, the sentence is the main unit of teaching and practice, unlike earlier text-based approaches. This shift made language learning easier for high school students.

Grammar Translation Method (1840s–1940s dominance)

The GT Method dominated language teaching between the 1840s and 1940s, and modified forms remain in use today in some parts of the world

Criticisms of the Grammar Translation Method

GT frustrates students, makes few demands on teachers, and lacks an underlying theory.

Reasons for continued use of Grammar Translation Method

GT persists because teachers often have limited spoken English, it was the method they learned, it provides classroom control and authority, and it works well in large classes.

Persistence of Traditional Approaches in Developing Countries

Traditional methods lasted longer due to slower educational development, limited teacher training, cultural perceptions, resistance to change, and scarce resources.

Reform Movement (19th century)

In the mid and late 19th century, the Reform Movement arose to oppose the Grammar Translation Method.

Factors leading to rejection of Grammar Translation (mid-19th century)

Greater opportunities for communication among Europeans created demand for oral proficiency, sparking a market for conversation books and phrase books.

C. Marcel’s contribution to language teaching

He viewed child language learning as a model, stressed the importance of meaning, and proposed that reading should come first.

François Gouin’s contributions to language teaching

Gouin stressed presenting new items in meaningful contexts and using gestures/actions to clarify utterances, ideas later adopted in TPR and situational teaching.

Phonetics and the International Phonetic Alphabet (IPA, 1880s)

Established in the 1880s, phonetics and IPA reflected linguists’ belief that speech is the primary form of language, not writing.

Goals of the International Phonetic Alphabet (IPA)

IPA aimed to study spoken language, build good pronunciation habits, use conversation texts, apply inductive grammar teaching, and teach meanings through associations within the target language.

Henry Sweet’s principles of language teaching

He emphasized careful selection of content, limiting scope, organizing around four skills, and grading materials from simple to complex.

Wilhelm Vietor’s proposal

Vietor argued that speech patterns, not grammar, are the fundamental elements of language.

Reformist Beliefs in Language Teaching (19th century)

Reformists emphasized spoken language, phonetics, hearing before reading, contextual practice, inductive grammar, and limited translation.

Origins of the Direct Method

The Direct Method grew out of Natural Methods, developed by reformists like Passy, Sweet, and Vietor.

François Gouin’s methodology

Gouin was among the first reformers to design a teaching method based on observing child language learning.

Sauveur and the Natural Method

Sauveur used intensive oral interaction in the target language, leading to what became known as the Natural Method.

The Natural Method

A foreign language could be taught without translation; learners induced grammar rules; teachers replaced textbooks early on; speaking began with systematic attention to pronunciation.

Berlitz Method (Direct Method)

Maximilian Berlitz’s method was the Direct Method, developed from the Natural Method.

Principles and Procedures of the Direct Method

Instruction in the target language only; everyday vocabulary; oral skills through Q&A; inductive grammar; oral introduction of new points; concrete vocabulary via demonstration/pictures, abstract via associations; focus on speech, listening, and correct pronunciation/grammar.

Drawbacks of the Direct Method

Hard to implement in public schools, required native-like teachers, and strict avoidance of L1 slowed comprehension.

Shift after the Decline of the Direct Method (U.S.)

By World War II, U.S. colleges emphasized reading skills over oral practice.

From Direct Method to Oral Approach, Audiolingualism, and Situational Teaching

In the UK, criticism of the Direct Method led to grading language items by difficulty, developing the Oral Approach. This later influenced Audiolingualism in the US and Situational Language Teaching in the UK.

Key Questions in Language Teaching Approaches

Approaches differ in how they address goals, nature of language, content selection, sequencing, L1 role, acquisition processes, and techniques.

Legacy of the Direct Method

Its lasting legacy was the very notion of “method” in language teaching.

Common Features of Approaches and Methods

A method is a consistent set of teaching procedures; precise use improves learning; teacher training must prepare teachers to apply the best methods.

Post-1950s Language Teaching Developments

Since the 1950s–60s, many new approaches emerged, based on the belief that improving language learning depends on changes in teaching methodology.

Supersession of Audiolingualism and Situational Method

Both were replaced by the Communicative Approach, which emphasized real-life communication over drills or situations.

Anthony’s Model – Method

Method is the level where choices are made about skills, content, and sequencing in teaching.

Anthony’s Model – Approach

Approach is the theoretical view of language and language learning that guides teaching principles.

Theory of language

Models of language

1.Cognitive Models

2.the Structural model

3.the Functional model

4.the Interactional model

5.the Sociocultural model

6.the Genre model

7.the lexical model

Core Features of the Cognitive Model (Cognitivism)

Mind as computer, representationalism, and learning as abstract rule acquisition.

Cognitive Model – Examples

Chomsky's theory of universal grammar is a well-developed example of a cognitive model of language, and Grammar Translation (GT) is an early example of this model. Other examples include the Cognitive Code Approach and The Silent Way.

Structural Model of Language

Structural model views the language as a system of structurally related elements for the coding of meaning, and the target of language learning is seen to be mastery of elements of this unit.

Elements of the Structural Model

The elements of the Structural Model are phonological, grammatical, grammatical operations, and lexical items

Examples of the Structural Model

Audiolingual Method, Situational Language Teaching, and Total Physical Response (TPR) are examples of the Structural Model.

Functional Model of Language

Functional model, which has different forms, views the language as a vehicle for the expression of functional meanings and for performing real life activities.

Functional Model – Link to Communicative Competence

Functional model is linked to the concept of Communicative Competence.

Functional Model – Applications in Language Teaching

The communicative movement in language teaching subscribes to the Functional Model, as does Competency-Based Language Teaching. In addition, CEFR, ESP, and the Threshold Level syllabus developed by the Council of Europe spelled out the implications of this view.

Functional Model – Core Emphasis

Functional model emphasizes the semantic and communicative dimension rather than merely grammatical characteristics of language and leads to a specification and organization of language teaching content by categories of meaning and function rather than structure and grammar.

Interactional Model – Applications

Interactional model is central to Task-Based Language Teaching (TBLT) and Content and Language Integrated Learning (CLIL).

Interactional Model of Language

Interactional model sees language as a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals. It is seen as a tool for the creation and maintenance of social relations.

Areas of Inquiry in Interactional Approaches

Areas of inquiry being drawn on in the development of interactional approaches to language teaching include second language acquisition, interaction analysis, conversation analysis, and ethnomethodology.

Interactional Theories – Focus

Interactional theories focus on the patterns of moves, acts, negotiation, and interaction found in conversational exchanges, which are important to the understanding of discourse.

Rivers – Interactive Perspective in Language Education

Rivers defines the interactive perspective in language education: students achieve facility in using a language when their attention is focused on conveying and receiving authentic messages

Sociocultural Model of Language

Sociocultural model views language as knowledge constructed through social interaction with others and reflects the learner's culture, customs, and beliefs as well as the collaborative activities people are engaged in.

Genre-Based Approach (Functional Model)

Another functional model of language is the genre-based approach.

Genre in Language

Genre refers to an area of human activity where there are norms of language usage, such as in science, business, medicine, and literature. Texts are the units of discourse that occur in different genres such as narratives, descriptions, and explanations.

Origins of the Genre Model

The Genre Model owes much to the work of the Australian school of applied linguistics and especially to M.A.K. Halliday.

Main Concepts of the Genre Model

- Language is a resource for making meaning.

- The resource of language consists of a set of interrelated systems.

- Language users draw on this resource each time they use language.

- Language users create texts to create meaning.

- Texts are shaped by the social context in which they are used.

- The social context is shaped by the people using language.

Genre and Text Approach – Sources

Text-based instruction, content-based instruction, CLIL (Content and Language Integrated Learning), ESP (English for Specific Purposes), and EAP (English for Academic Purposes) are sources of the genre and text approach.

Lexical Model of Language

The Lexical Model suggests that grammatical competence arises out of phrase- and lexically-based learning. It argues for a greater role for vocabulary, as well as lexical phrases and chunks, in language teaching.

Lexical Model – Sources and Applications

The Lexical Model drew on the findings of corpus studies and is reflected in the Lexical Approach, Content-Based Instruction, and CLIL (Content and Language Integrated Learning).

Theory of LEARNING

1. Behaviorism

2. Cognitive code learning

3.the creative construction hypothesis

4. Skill learning

5. Interactional theory

6.Constructivism

7. Sociocultural learning theory ( also known as social constructivism)

8. Individual Factors