Method and approach: a brief history

Methods and Approaches to teaching foreign languages : 

Methods and Approaches to teaching foreign languages EFL 252

Outline : 

Method – Methodology - Approach The Grammar-Translation Method The Direct Method Audio-lingual Method Outline

What is a teaching method? : 

a way of teaching a language which is based on…. systematic principles and procedures an application of views on how a language is best taught and learned. What is a teaching method?

What does a method consist of? : 

terms! Can you think of any? approach design method practice principle procedure strategy tactic More… What does a method consist of? 4

Method or Methodology : 

5 Method or Methodology How is method different from methodology?

Method or Methodology : 

How is method different from methodology? Method = what experts have conceptualized Methodology = what teachers do So, in terms of EFL252 observing teachers and classrooms is an analysis of… Methodology examining a textbook for its match to particular framework is an analysis of… Method Method or Methodology 6

Attempts at a Framework : 

Anthony’s (1963) 3-way distinction Plan? Philosophy? Implementation? Approach = philosophy Method = plan Technique = classroom implementation Framework issues… Meant to provide a common viewpoint Assumes hierarchical relationship, however… boundaries are blurred Approach/method Method/technique Ignores the dynamic nature of teaching Attempts at a Framework 7

Problem with 3-part hierarchy: : 

In Anthony’s framework, roles are distinct: Theorist - Role defined under… Approach Syllabus/materials designer - Role defined under… method/design Teacher - Role defined under… technique/procedure Teacher - Role determined by… syllabus/materials designer Problem with 3-part hierarchy: 8

Problem with division of labour : 

What problems do you see with the 3-part division of labour? First hand experiences? To what extent will you as teachers play multiple roles? Teacher Materials producer Syllabus designer Classroom researcher Theorist To what extent will you play them sequentially (in order) or simultaneously (at the same time)? 9 Problem with division of labour

History of teaching methods : 

Grammar-Translation The Direct Method Audio-lingualism History of teaching methods

Grammar Translation Method : 

GOOGLE timeline Grammar Translation Method

The Grammar-Translation Method : 

Background most traditional method late nineteenth and early twentieth centuries originally used to teach 'dead' languages and literature Latin and Greek may explain its bias to written work and almost no emphasis on speaking. The Grammar-Translation Method

The Principal Characteristics : 

In class, the students' mother tongue is main and only language of instruction Vocabulary is taught in the form of… isolated word lists. Grammar is taught through… elaborate explanations Students start reading of difficult texts… right from the beginning Main exercises are to translate disconnected sentences--little attention is paid to the content of texts Pronunciation is given… little or no attention The Principal Characteristics

Drawbacks : 

Production? Students translate but do not produce their own sentences. Meaning and context? Little contextualization of the grammar for real communication. Error correction? Focus on accuracy can be harmful to the students’ learning processes. Drawbacks

Direct Method : 

GOOGLE timeline Direct Method

The Direct Method : 

Background a reaction against grammar-translation language not an academic subject but a tool for communication attempt to integrate more use of the target language in instruction The Direct Method

Drawbacks : 

Practicality? L2 learned the same way L1 was acquired - by total immersion technique. Taken to extreme, teacher never uses one word of L1 Skills integration? Rejects reading for input, but students already have reading/writing skills in L2 Syllabus design? Selection, grading and control of language presention lacks logical structure, especially with vocabulary and grammar Drawbacks

Strategies Using Direct Method : 

Input: Q & A: The teacher asks questions of any nature and the students answer. Dictation: The teacher chooses a grade appropriate passage and reads the text aloud. Output: Reading Aloud: Students take turn reading sections of a passage, play or dialog out loud. Map Drawing, Role Plays Error correction: Self-Correct: Students self-correct by teacher offering choices between what they said and the proper pronunciation/structure Strategies Using Direct Method

Audio lingual method : 

GOOGLE timeline Audio lingual method

Audiolingual Method : 

Background based on the principles of behavior psychology adapted many of the principles and procedures of the Direct Method Audiolingual Method

The Principal Characteristics : 

Students’ mother tongue… is rarely used..focus is use of the target language The context of the language is.. in realistic everyday situations vocabulary taught in context Presented with audio tapes, language labs, visuals Skills focus is on Pronunciation and accuracy, with no direct grammar explanation Students learn by… Repeating structures/patterns in drills Mimicking dialogues, memorizing set phrases Errors are corrected… Immediately, reinforced by correct response The Principal Characteristics

Strategies : 

Dialog Memorization Backward Build Up Transformation Drill Complete the Dialog Dictation Flashcards Strategies

Drawbacks : 

Communicative competence? Language not ‘acquired’ through habit formation and ‘overlearning’ dialogues in a language lab Role of error? Errors are a natural part of the learning process. Not to be avoided, but used as learning opportunities Syllabus? There is more to language than just structure, e.g., collocations, register, inferencing, etc. Drawbacks

References : 

Teaching by Principles: An Interactive Approach to Language Pedagogy  By H. Douglas Brown Approaches and methods in language teaching  By Jack C. Richards, Theodore Stephen Rodgers Understanding language teaching: from method to post-method  By B. Kumaravadivelu “Approach, method, technique” in English Language teaching (Vol 17), 1963 By Edward Anthony References