1. IN
LANGUAGE TEACHING

2. Why do we study approaches?
 Provide with a view of how the field of language
teaching has evolved-developed.
 As a source of well-used practices (adapt and
implement)
 Basic teaching skills are learned and teaching
experience is developed

3. Approach
 Theories about the nature of language and language
learning that serve as the source of practices and
principles in language teaching.
 Theoretical principles
 Basic features of linguistic organization and language
use

4. Three basic theoretical views of language
 Structural view
-phonological units: phonemes
-grammatical units: clauses, phrases, sentences
-grammatical operations : adding, shifting
 Functional view; ESP – learner needs
 Interactional view; vehicle of realization and
interpersonal relations

5. Approach to lead a method
 Design – the level of method analysis – p.33
a. Objectives of a method : vocabulary, grammar,
speaking, listening, culture
b. Syllabus model the method incorporates
c. Types of learning and teaching activities
d. Learner roles
e. Teacher roles
f. Role of instructional materials

6. Approach to lead a method
 Procedure : classroom techniques, practices and
behaviors observed when the method is used
- Resources in terms of time, space and equipment used
by the teacher
- Interactional patterns observed in lessons
- Tactics and strategies used by teachers and learners

7. Approaches and Methods
 Is there anything worth in this technique?
 How can I adopt this technique to my own
circumstances?
 What are the other ways I can put this principle into
practice?

8. Major trends in 20th century language teaching
 Oral approach and situational language teaching
- British structuralism
-1950,1960 EFL, ESL textbooks (Streamline English)
-role of vocabulary
-spoken language
-situational language
-reading and writing - after sufficient grammatical and
lexical basis

9. Major trends in 20th century language teaching
 The audio-lingual method
- American structural linguistic
- Aural and oral training
- Native speaker listening
- Culture

10. Audio-lingual Method (ALM)
 Observation of the method in practice (VIDEO)
 While watching
1. Think of the ways the method applied
2. Some things I can apply to my circumstances
3. Take notes

11. Audio-lingual Method (ALM)
 Approach
 structuralism + behaviourism
 Design
 dialogues & drills (pattern practice)
 Procedure
 main focus = accurate oral performance
 Never translate
 Hear, speak, read, write
 Immediate error correction

12. Audio-Lingual Method (ALM)
 Teacher – as a model
 Language learning is a process of habit formation
 It is important for teachers to prevent student errors
since errors can lead to the formation of bad habits
 Students should over learn the patterns of the target
language – automaticity
 Positive reinforcement helps students to develop
correct habits (good, very good)
 Written form comes after the speaking process

13. Audio-lingual Method (ALM)
 Is there anything worth in this technique?
 How can I adopt this technique to my own
circumstances?
 What are the other ways I can put this principle into
practice?

14. Alternative approaches and methods
 Total Physical Response
 The silent way
 Suggestopedia
 Multiple intelligences
 The lexical approach
 Competency-based language teaching

15. Suggestopedia (video)
 While watching
1. Think of the ways the method applied
2. Some things I can apply to my circumstances
3. Take notes

16. Suggestopedia
 Learning is facilitated in a pleasant, comfortable
environment (music, posters and etc.)
 The more confident the students feel, the better they
will learn ( teacher’s relaxing way of speaking gives a
message that the class will be relaxing, imagination)
 Communication takes place on two planes
1. The linguistic message encoded
2. The environment which completes this message
(music, teacher’s actions)
 The means of activating the material should be
varied and playful ( dramatization, fantasy reduces
barriers to learning, game and creative atmosphere)

17. Suggestopedia
 Is there anything worth in this technique?
 How can I adopt this technique to my own
circumstances?
 What are the other ways I can put this principle into
practice?