Approaches, Methods, Techniques in Language Teaching

by Dr. J. Govoni

Approach - a set of “assumptions or beliefs” about language teaching/learning, theories about language;

Method - a practical application of approach, an overall plan, level at which theory is put into practice, i.e., Natural Approach, TPR, ALM, etc., a set of specific tasks or  techniques based on theories/beliefs;

Technique - a specific task or activity that actually takes place in a classroom, i.e., a strategy, procedure.

                           approach   +   design     +      procedure
                   (theories)  +  (roles/behaviors)  +  (techniques)

Sources: Hierarchal definitions by linguist Edward Anthony (1963) & Empowering ESOL Teachers, 1995.

1900s 
Grammar Translation Method or often-called the “Classical Method”

                         
Goal:   To be able to read literature written in the target language

Teacher Role: Traditional, authoritative

Characteristics: Translations, deductive grammar study, memorize vocabulary, emphasis on vocabulary and grammar, language primarily written.

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Direct Method: No translations allowed, meaning is conveyed directly in the target language through demonstrations, visuals, etc.

                         
Goal: Students communicate in target language –learn to think in target language

Teacher Role: Director of activities, student/teacher work together, demonstrations

Characteristics: Directly associate meaning and target language, inductive grammar activities, language primarily spoken

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1940s                        
Audiolingual Method (ALM) or Oral Based Approach, or referred to as the “Michigan Method” as Charles Fries (1945) from the University of Michigan forerunner in developing method (Lado in 1960s) 

Goal: Students use target language communicatively by learning automatically

Teacher Role: Leader, director, controls language behaviors, provider of models, students follow teacher’s directions (similar to an orchestra leader)

Characteristics: Dialogs, drills.

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1960s                        
Cognitive Code  (Chastain, Ausbel, 1968)

                                                           
Deductive learning through creative language use, meaningful learning, personalized activities- not considered a method but many methods emerged from this approach.

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1970s 

Silent Way - Caleb Gattegno(1972) - language learning from perspective of learner, the usage of cuisenaire rods.

Goal: use language for self-expression, students independent.

Teacher’s Role: similar to a technician, respect autonomy of learners.

Characteristics: begin with sounds, introduce color chart, associate sounds with colors, practice without repetition, student exploration, not considered a method.

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Total Physical Response (TPR) (Asher, 1974)

                         
Goal: Follow directions by teacher without translations, students enjoy experience in learning language to communicate.

Teacher’s Role: Director until students are able to direct.

                  Characteristics: Modeling, commands, performance by students in responding to commands.

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Communicative Language Learning (1976) Charles Curran-influenced by Carl Rogers’ Humanistic Psychology 

Goal:   Students learn communicatively, take responsibility for own learning.

Teacher Role: Counselor-recognizes threat of learning a new language, skillfully supports students

Characteristics: Teacher translates students’ conversations, records translations, transcribed to form “text.” Six elements: security, opportunities to assert oneself, attention to many factors, reflection, retention of materials, and discrimination.

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Suggestopedia (Lozanov, 1978) now referred to as “Desuggestopedia” (Larsen-Freeman, 2000), the study of suggestion to pedagogy, integration of fine arts

                        
Goal:   accelerate the learning process by desuggesting the psychological barriers, activating the para- conscious part of mind

Teacher’s Role:        authoritative, students must trust/respect teacher

Characteristics:       bright, cheerful, posters, music.

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1980s  Communicative Language Teaching    (CLT) or Communicative Approach was not a method; influenced by works by the Council of Europe, British language teaching. Origins of approach found in British language teaching in late 1960s-reunified in field in 80s.

Goal:   To focus on communicative competence, develop procedures for using all four skills.

Teacher Role: Facilitator, to motivate learners to work with the language, adviser, answers questions, monitors performance, less dominating.

Characteristics: Dialogs around communicative functions, comprehensible pronunciation, four skills promoted, and students expected to interact, language created by trial and error, a more humanistic approach to teaching .            

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Natural Approach (Krashen/Terrell) (1983)

                         
Goal:   Develop basic communication skills and vocabulary through meaningful exposure in target language.

Teacher’s Role: Help students understand by using pictures and speaks in advance of students’ level of proficiency to acquire language naturally.

Characteristics: Create low affective filter, students speak when ready.

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Content-based-Task-based 

Participatory Approaches:  Focus on process, not functions; how students “use” language to learn it not learning to use language; teach through communication. (These approaches originated in 60s and70s, but not widely discussed until the 80s.)

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Cooperative Learning

                           
Multiple Intelligences  - (Howard Gardener, 1983) - Teach learning strategies, cooperation; use a variety of activities to appeal to intelligences

Millennium & Beyond: Technological advances, advocate globalization social issues, international education.

Continuous influences of ACTFL Proficiency Guidelines (1986), Standards for Foreign Language Learning: Preparing for the 21^st Century (1995, 1999 updated to Standards for Foreign Language Learning in the 21^st Century), Florida Foreign Language Sunshine Standards (1996), ACTFL Performance Guidelines for K-12 (1998), New Visions in Foreign Language Teaching (1999), National Board of Professional Teaching Standards (NBPTS, 1987)-Speakers of Languages other than English Certification (piloted Spring, 2001; available Fall 2001) National Educational Progress Report in Spanish (2003), ESOL, NCATE/ESOL standards (2003), TESOL Standards (2003).

Additional Sources:

LARSEN-FREEMAN,  Diane. Techniques and Principles in Language Teaching.  Oxford University Press, 2000.

RICHARDS, J. C.;  RODGERS, T. S. Approaches and Methods in Language Teaching.  Cambridge University Press, 1999.