A linguistic

Main Sections of the Course

• I. A View on Approaches and Methods of Language Teaching

  • Presenting technical concepts related to language teaching.

  • Discussing main approaches and methods in language teaching.

  • Analyzing advantages and limitations of each method.

• II. Teaching Language Skills and Language Components + Lesson Planning

  • Teaching Reading

  • Teaching Listening

  • Teaching Writing

  • Teaching Speaking

  • Teaching Vocabulary

  • Teaching Grammar

Approaches and Methods in Language Teaching

• Didactics

  • Science of teaching and instructions.

  • Theory of teaching and learning.

  • Inquires about who should learn what, with whom, where, and why.

Key Definitions:

• Approach:

  • Based on general assumptions about language and how it is learned (Richards and Rodgers, 1986).

  • Describes:

    1. The nature of language

    2. How knowledge of a language is acquired

    3. Conditions that promote language acquisition

• Method:

  • Practical implementation of an approach.

  • Encompasses decisions about:

    • Skills to be taught.

    • Roles of teacher and learner.

    • Appropriate procedures and techniques.

• Procedure:

  • Defined as an ordered set of techniques used in teaching.

  • Example: In the grammar-translation method, starting with grammar rules before translation exercises.

• Technique:

  • Practices operating under a specific method.

  • Moment-to-moment classroom steps.

  • Example: Using "silent viewing" during video lessons.

Main Language Teaching Approaches and Methods

• Grammar Translation Method:

  • Emphasizes grammar rules and vocabulary translation.

  • Instruction in the native language with practice through translation exercises.

  • Noted limitations: students struggle to use language practically.

• Direct Method:

  • Focuses on speaking and listening, avoiding use of the native language.

  • Utilizes real objects and visuals for vocabulary acquisition.

  • Emphasizes communication rather than grammatical analysis.

  • Follows a five-step process: Show, Say, Try, Mold, Repeat.

• Audiolingual Method (ALM):

  • Developed due to insufficient results from grammar-translation.

  • Based on behaviorist psychology focusing on dialogue memorization.

  • Reliance on language laboratories for oral practice.

  • Limitations: Scripts restrict communication ability.

• Suggestopedia:

  • Developed by Georgi Lozanov to eliminate psychological barriers in learning.

  • Incorporates drama, art, and relaxation techniques into the language learning process.

  • Relies on a comfortable classroom atmosphere for effective learning.

  • Not widely adopted due to practical limitations in large classes.

• Total Physical Response (TPR):

  • Developed by James Asher, emphasizing physical responses to commands.

  • Ideal for students not yet verbalizing, helping them feel successful in participation.

  • Integrates movement into lessons to enhance engagement.

• Natural Approach:

  • Developed by Tracy Terrell based on Krashen's theories.

  • Focuses on developing communicative competency through extensive interaction.

  • Language learning parallels natural language development processes.

  • Emphasizes acquisition over forced learning of grammatical rules.

• Communicative Approach:

  • Prioritizes meaningful communication through real-world tasks and interactions.

  • Emphasizes learner engagement in authentic language use.

  • Faces implementation challenges with beginner learners and large classes.

• Lexical Approach:

  • Proposes that lexis is fundamental in language; emphasizes learning through chunks rather than strict grammar.

  • Activities focus on listening, reading, and using dictionaries.

• Competency-Based Approach:

  • Learner-centered; progression based on mastery of specific knowledge and skills.

  • Emphasizes self-paced learning and adequate assessment of competencies.

• Standards Based Approach:

  • Focused on what learners must achieve; accountability for learning outcomes.

  • Incorporates performance-based assessment into teaching.

• Cooperative Learning:

  • Organizes students into groups for collaborative learning experiences.

  • Emphasizes positive interdependence and individual accountability.

Conclusion

• The study of language teaching methods is diverse and constantly evolving.

• Eclecticism is vital in adapting varied approaches to meet student needs; this should be principled rather than arbitrary.