An Overview of Teaching Approach

8/6/2019 An Overview of Teaching Approach

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Prepared by:Prepared by:AbdulAbdul ManafManaf Bin AhmadBin Ahmad BustamanBustaman

MohdMohd AmirulAmirul AmzarAmzar BinBin NorazmanNorazman

ZaharahZaharah AidaAida BintiBinti MdMd YunusYunus

MohamadMohamad FaizFaiz BinBin AbAb AzisAzis

NurulNurul AdawiyahAdawiyah BintiBinti RifliRifli

TOPIC 3 : An Overview ofTOPIC 3 : An Overview of

Teaching Approaches,Teaching Approaches,

Methods and TechniquesMethods and Techniques


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The GrammarThe Grammar

TranslationTranslationMethodMethod


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Translation Method

Translation Method

The grammarThe grammar--translation method of foreigntranslation method of foreignlanguage teaching is one of the most traditionallanguage teaching is one of the most traditionalmethodsmethods..

AtAt one time it was called Classicalone time it was called Classical

Method,since it was first used in the teachingMethod,since it was first used in the teachingof the classical languages,Latin and Greek.of the classical languages,Latin and Greek.

It usesIt uses deductivedeductive method of languagemethod of languageteaching, based on classical studies ofteaching, based on classical studies ofdeaddeadlanguages, and oftenlanguages, and often ignores theignores the

communicative aspectcommunicative aspect of language use.of language use. Earlier in this century,it was used for theEarlier in this century,it was used for the

purpose of helping students read andpurpose of helping students read andappreciate foreign language literature.appreciate foreign language literature.


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Translation Method

Translation Method

Classes aretaught in thestudentsd

mother

tongue,with littleactive use of thetarget language

Vocabulary istaught in the form

of isolated wordlists

Elaborateexplanations of

grammar arealways provided

Reading of difficulttext is begun early

in the course ofstudy

Little attention is paid tothe content of text,which

are treated as exercises ingrammatical analysis.


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CharacteristicsCharacteristics

A focus on learning the rules of grammar

and their application in translation

passages from one language into the other.

Vocabulary in the target language is

learned through direct translation from thenative language, it is taught in the form of

isolated word lists. e.g. with vocabulary

tests such as:

the house : rumah itu

the mouse : tikus itu


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Very little teaching is done in the target

language. Instead, readings in the target

language are translated directly and thendiscussed in the native language. Little or no

attention is given to pronunciation.

Grammar is taught with extensive

explanations in the native language, and onlylater applied in the production of sentences

through translation from one language to the

other. eg:

Do you have my book? : Adakah kamumempunyai buku saya?

I don't know where your book is : Saya

tidak tahu dimana buku awak.

Very little teaching is done in the target

language. Instead, readings in the target

language are translated directly and thendiscussed in the native language. Little or no

attention is given to pronunciation.

Grammar is taught with extensive

explanations in the native language, and onlylater applied in the production of sentences

through translation from one language to the

other. eg:

Do you have my book? : Adakah kamumempunyai buku saya?

I don't know where your book is : Saya

tidak tahu dimana buku awak.


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PrinciplesPrinciples Literary language is superior to the spoken

language.

Translating each language into each other is

an important goal for learners.

The authority in the classroom is the teacher. To be able to communicate with target

languages speakers is not among the goals.

The primary skills to be improved are reading

and writing.

Its focus is on accuracy and not fluency.

Error correction: If a students answer of a

question is incorrect, the teacher selects a

different student to give the correct answer or

s/he replies himself/herself.


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1. Classes are taught in the mother tongue, with

little active use of the target language.

2. Much vocabulary is taught in the form of lists of

isolated words.

3. Long elaborate explanations of the intricacies ofgrammar are given.

4. Grammar provides the rule for putting words

together, and instruction often focuses on the form

and inflection of words.

5. Reading of difficult classical texts is begun early.6. Little attention is paid to the content of texts,

which are treated as exercises in grammatical

analysis.

AA classclass workingworking withwith thethe

GrammarGrammarTranslationTranslation MethodMethod

lookslooks likelike thisthis::

AA classclass workingworking withwith thethe

GrammarGrammarTranslationTranslation MethodMethod

lookslooks likelike thisthis::


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This method gives pupils the wrong

idea of what language is and of the

relationship between languages.Language is seen as a collection or

words which are isolated and

independent.

Worst effect of this method is on pupil's

motivation. Because (s)he cannot

succeed - leads to frustration, boredom

and indiscipline.

Disadvantages


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It seemed there was no need forstudents to master the four skills

ofEnglish (listening, speaking,

reading, and writing)

The grammar-translation method

is the easiest for a teacher to

employ. It doesn't require a

teacher to speak good English ormake good lesson preparations.


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Exercises of a class using this

method

Exercises of a class using this

method

1. Translation of a Literary Passage

Students translate a reading passage from the target

language into their native language.

2. Reading Comprehension Questions

Students answer questions in the target language

based on their understanding of the reading passage.

3. Antonym/synonyms

Students are given one set of words and are asked to

find antonyms in the reading passage.

4. Fill-in-the-blanks

Students are given a series of sentences with wordsmissing.

5. Deductive Application of Rule

Grammar rules are presented with examples. Once

students understand a rule, they are asked to apply it

to some different example.


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The Direct MethodThe Direct Method


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The Direct MethodThe Direct Method

The appearance of the "DirectThe appearance of the "DirectMethod" thus coincided with aMethod" thus coincided with a

new school of thinking thatnew school of thinking thatdictated that all foreign languagedictated that all foreign languageteaching should occur in theteaching should occur in thetarget language only, with notarget language only, with notranslation and an emphasis ontranslation and an emphasis onlinkinglinking meaningmeaningto the languageto the languagebeing learned.being learned.


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The method became very popularThe method became very popularduring the first quarter of the 20thduring the first quarter of the 20thcentury, especially in private languagecentury, especially in private languageschools in Europe where highlyschools in Europe where highly

motivated students could study newmotivated students could study newlanguages and not need to travel far inlanguages and not need to travel far inorder to try them out and apply themorder to try them out and apply themcommunicatively.communicatively.

One of the most famous advocates ofOne of the most famous advocates of

the Direct Method was the Germanthe Direct Method was the GermanCharlesCharles BerlitzBerlitz, whose schools and, whose schools andBerlitzBerlitz Method are now worldMethod are now world--renownedrenowned


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KEY FEATURESKEY FEATURES

Richards and Rodgers (Richards and Rodgers (19861986::99--1010) summarize the) summarize thekey features of the Direct Method thus:key features of the Direct Method thus:

((11)) Classroom instruction is conducted exclusively inClassroom instruction is conducted exclusively inthe target language.the target language.

((22)) Only everyday vocabulary and sentences areOnly everyday vocabulary and sentences aretaught.taught.

((33)) Oral communication skills are built up in aOral communication skills are built up in a

carefully traded progression organized aroundcarefully traded progression organized aroundquestionquestion--andand--answer exchanges betweenanswer exchanges between

teachers and students in small, intensive classes.teachers and students in small, intensive classes.

((44)) Grammar is taught inductively.Grammar is taught inductively.


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((55)) New teaching points are taughtNew teaching points are taughtthrough modeling and practice.through modeling and practice.

((66)) Concrete vocabulary is taught throughConcrete vocabulary is taught throughdemonstration, objects, and pictures;demonstration, objects, and pictures;

abstract vocabularyabstract vocabulary

is taught by association of ideas.is taught by association of ideas.

((77)) Both speech and listeningBoth speech and listeningcomprehension are taught.comprehension are taught.

((88)) Correct pronunciation and grammarCorrect pronunciation and grammarare emphasized.are emphasized.


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TThehe AudiolingualAudiolingualMethodMethod


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AudiolingualAudiolingual MethodMethod

AudiolingualAudiolingual approachapproach

It is based on theIt is based on the behavioristbehaviorist theory oftheory oflanguage learning and assumes that languagelanguage learning and assumes that languagelearning can be broken down into a series oflearning can be broken down into a series of

individualindividual habitshabits, which can be formed by, which can be formed byreinforcement of correct responsereinforcement of correct response..

It emphasizesIt emphasizes habit formationhabit formation through thethrough thepracticepractice (e.g., pattern drilling),(e.g., pattern drilling), memorizationmemorization,,andand rote repetitionrote repetition of grammatical structuresof grammatical structuresand lexical items usually in isolation fromand lexical items usually in isolation from

contexts of meaningful use.contexts of meaningful use. It places emphasis on theIt places emphasis on the orderingordering of the fourof the four

skillsskills listening, speaking, reading, writinglistening, speaking, reading, writing and the need forand the need formaximum error preventionmaximum error prevention..


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AudiolingualAudiolingual MethodMethod

AudioAudio--lingual methodology owes itslingual methodology owes its

existence to theexistence to the BehaviouristBehaviourist modelsmodels ofof

learning using the Stimuluslearning using the Stimulus--ResponseResponse--

Reinforcement model, it attempted, throughReinforcement model, it attempted, through

a continuous process of such positivea continuous process of such positive

reinforcement, to engender good habits inreinforcement, to engender good habits in

language learners.language learners.


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AudioAudio--lingual method reliedlingual method reliedheavily on drills like substitutionheavily on drills like substitutionto form these habits.to form these habits.

HabitHabit--forming drills haveforming drills haveremained popular amongremained popular amongteachers and students, andteachers and students, and

teachers who feel confident withteachers who feel confident withthe linguistic restriction of suchthe linguistic restriction of suchprocedures.procedures.


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TotalTotal

PhysicalPhysicalResponseResponse


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Total Physical ResponseTotal Physical Response

Total physical responseTotal physical response (TPR)(TPR)

In TPR class, students (children or adults)In TPR class, students (children or adults)

participate in activities in which they hear aparticipate in activities in which they hear a

series of commands in the TL. They simplyseries of commands in the TL. They simply

listen and show their comprehension by theirlisten and show their comprehension by theiractions but are not required to say anything.actions but are not required to say anything.

The vocabulary and structures are carefullyThe vocabulary and structures are carefully

graded and organized so that learners dealgraded and organized so that learners deal

with material which gradually increases inwith material which gradually increases in

complexity and each new lesson builds on thecomplexity and each new lesson builds on theones before. This position differs fromones before. This position differs from

KrashensKrashens input hypothesis.input hypothesis.


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The originator ofTPR, James Asher,The originator ofTPR, James Asher,worked from the premise that adultworked from the premise that adultsecond language learning could havesecond language learning could havesimilar developmental patterns to that ofsimilar developmental patterns to that ofchild acquisition.child acquisition.

Chlidren learn language from their speechChlidren learn language from their speechthrough the forms of commands, thenthrough the forms of commands, thenadults will learn best in that way too.adults will learn best in that way too.

In responding to commands students getIn responding to commands students geta lot of comprehensible input, and ina lot of comprehensible input, and inperforming physical actions they seem toperforming physical actions they seem toecho the claims of Neuroecho the claims of Neuro--linguisticlinguisticprogramming that certain people benefitprogramming that certain people benefit

greatly from kinaestheticgreatly from kinaesthetic activity.activity.

Total Physical Response (TPR)


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Total physical responseTotal physical response (TPR)(TPR) Research showed that students canResearch showed that students can

develop quite advanced levels ofdevelop quite advanced levels ofcomprehension in the TL without engagingcomprehension in the TL without engagingin oral practice.in oral practice.

When students begin to speak, they takeWhen students begin to speak, they takeover the role of the teacher and giveover the role of the teacher and givecommands as well as following them.commands as well as following them.However, the kind of language students canHowever, the kind of language students canlearn in such an environment is quite limited.learn in such an environment is quite limited.

This approach gives learners a good start. It

This approach gives learners a good start. Itallows them to build up a considerableallows them to build up a considerable

knowledge of the language without feelingknowledge of the language without feelingthe nervousness that often accompaniesthe nervousness that often accompaniesthe attempts to speak the TL.the attempts to speak the TL.


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CommunityCommunity

LanguageLanguageLearningLearning


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Community Language LearningCommunity Language Learning

In the early seventies, CharlesIn the early seventies, Charles

Curran developed a new educationCurran developed a new education

model he called "Counselingmodel he called "Counseling--Learning".Learning".

This was essentially an example ofThis was essentially an example of

an innovative model that primarilyan innovative model that primarilyconsidered affective factors asconsidered affective factors as

paramount in the learning process.paramount in the learning process.


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Community Language LearningCommunity Language Learning

In the early seventies, CharlesIn the early seventies, CharlesCurran developed a new educationCurran developed a new educationmodel he called "Counselingmodel he called "Counseling--Learning".Learning".

This was essentially an example ofThis was essentially an example ofan innovative model that primarilyan innovative model that primarilyconsidered affective factors asconsidered affective factors asparamount in the learning process.paramount in the learning process.

Drawing on Carl Rogers' view thatDrawing on Carl Rogers' view that

learners were to be considered notlearners were to be considered notas aas a classclass,but,but as aas a groupgroup, Curran's, Curran'sphilosophy dictated that studentsphilosophy dictated that studentswere to be thought of as "clients"were to be thought of as "clients"


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Key FeaturesKey Features

The Community Language Learning method involvesThe Community Language Learning method involvessome of the following features:some of the following features:

((11)) Students are to be considered as "learnerStudents are to be considered as "learner--clients"clients"and the teacher as a "teacherand the teacher as a "teacher--councellorcouncellor".".

((22)) A relationship of mutual trust and support isA relationship of mutual trust and support isconsidered essential to the learning process.considered essential to the learning process.

((33)) Students are permitted to use their nativeStudents are permitted to use their nativelanguage, and are provided with translations fromlanguage, and are provided with translations from

the teacher which they then attempt to apply.the teacher which they then attempt to apply.

((44)) Grammar and vocabulary are taught inductively.Grammar and vocabulary are taught inductively.


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((55)) "Chunks" of target language produced by the"Chunks" of target language produced by thestudents are recorded and later listened tostudents are recorded and later listened to --

theythey are also transcribed with native languageare also transcribed with native languageequivalents to become texts the students workequivalents to become texts the students workwith.with.

((66)) Students apply the target languageStudents apply the target languageindependently and without translation when theyindependently and without translation when they

feel inclined/feel inclined/ confident enough to do so.confident enough to do so.

((77)) Students are encouraged to express not onlyStudents are encouraged to express not onlyhow they feel about the language, but how theyhow they feel about the language, but how they

feel about the learning process, to which thefeel about the learning process, to which theteacher expresses empathy and understanding.teacher expresses empathy and understanding.

((88)) A variety of activities can be included (forA variety of activities can be included (forexample, focusing on a particular grammarexample, focusing on a particular grammar

oror pronunciation point, or creating newpronunciation point, or creating newsentences based on the recordings/transcripts).sentences based on the recordings/transcripts).


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SuggestopaediaSuggestopaedia


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SuggestopaediaSuggestopaedia

Desuggestopedia/suggestopedia, theDesuggestopedia/suggestopedia, theapplication of suggestion to pedagogy, hasapplication of suggestion to pedagogy, hasbeen developed to help students eliminate thebeen developed to help students eliminate thefeeling that they cannot be successful or thefeeling that they cannot be successful or thenegative association they may have towardnegative association they may have toward

studying and, thus, help them overcome thestudying and, thus, help them overcome thebarriers to learning.barriers to learning.

One of the ways the studentsOne of the ways the students mentalmentalcapacitiescapacities are stimulated is through integrationare stimulated is through integrationof the fine artsof the fine arts..

parentparent--children (teacherchildren (teacher--student) relationshipstudent) relationship

three main parts: oral review, presentation andthree main parts: oral review, presentation anddiscussion, concert session (listening to classicdiscussion, concert session (listening to classicmusic)music)


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SuggestopaediaSuggestopaedia TechniquesTechniques

CLASSROOM SETCLASSROOM SET--UPUP the challenge for thethe challenge for theteacher is to create a classroom enivronment whichteacher is to create a classroom enivronment whichis bright and cheerful. (The teacher should try tois bright and cheerful. (The teacher should try toprovide as positive environment as possible.)provide as positive environment as possible.)

PERIPHERAL LEARNINGPERIPHERAL LEARNING this technique isthis technique is

based upon that we percieve much more in ourbased upon that we percieve much more in ourenvironment than that to which we consciouslyenvironment than that to which we consciouslyattend. It is claimed that, by putting posterattend. It is claimed that, by putting postercontaining grammatical information about the targetcontaining grammatical information about the targetlanguage on the classroom walls, students willlanguage on the classroom walls, students willabsorb the necessary facts effortlessly.absorb the necessary facts effortlessly.

POSITIVESUGGESTIONPOSITIVESUGGESTION its the teacherits the teacher

resposibility to orchestrate the suggestive factors inresposibility to orchestrate the suggestive factors ina learning situation, thereby helping students breaka learning situation, thereby helping students breakdown the barriers to learning that they bring withdown the barriers to learning that they bring withthem. Teachers can do this through direct andthem. Teachers can do this through direct andindirect means.indirect means.


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OtherOtherTechiqueTechique

BAROQUE MUSICBAROQUE MUSIC it has ait has a

specific rhythm anspecific rhythm andd a pattern of 60a pattern of 60

beats per minute, and Lozanovbeats per minute, and Lozanov

believed it created a level of relaxedbelieved it created a level of relaxedconcentration that facilitated theconcentration that facilitated the

intake and retention of hugeintake and retention of huge

quantities of materialquantities of material..


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TheS

ilentTheS

ilentWayWay


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The Silent WayThe Silent Way

TheThe Silent WaySilent Way is ais a language teachinglanguage teaching

methodmethod created bycreated by CalebCaleb GattegnoGattegno thatthat

makes extensive use ofmakes extensive use ofsilencesilence asas

aa teaching techniqueteaching technique. It is not usually. It is not usually

consideredconsidered aamainstreammainstream methodmethod

inin language educationlanguage education..

It was first introduced inIt was first introduced in Gattegno'sGattegno's

bookbook Teaching Foreign Languages inTeaching Foreign Languages in

Schools: The Silent WaySchools: The Silent Wayinin 19721972.Gattegno.Gattegnowas skeptical of the mainstream languagewas skeptical of the mainstream language

education of the time, and conceived of theeducation of the time, and conceived of the

method as a special case of his generalmethod as a special case of his general

theories oftheories ofeducationeducation..


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The teacher uses silence for multipleThe teacher uses silence for multiple

purposes in the Silent Way. It is used topurposes in the Silent Way. It is used to

focus students'focus students' attentionattention, to elicit student, to elicit student

responses, and to encourage them toresponses, and to encourage them to

correct their own errors.correct their own errors.

Even though teachers are often silent,Even though teachers are often silent,

they are still active; they will commonly usethey are still active; they will commonly use

techniques such astechniques such as mouthingmouthing words andwords and

using hand gestures to help the studentsusing hand gestures to help the studentswith their pronunciation. Teachers will alsowith their pronunciation. Teachers will also

encourage students to help their peers.encourage students to help their peers.


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Silent Way teachers use someSilent Way teachers use some

specializedspecialized teaching materialsteaching materials. One of the. One of thehallmarks of the method is the usehallmarks of the method is the use

ofofCuisenaire rodsCuisenaire rods, which can be used for, which can be used for

anything from introducinganything from introducing

simplesimple commandscommands to representing abstractto representing abstract

objects such asobjects such as clocksclocks andand floor plansfloor plans..

The method also makes use of colorThe method also makes use of color

association to help teach pronunciation;association to help teach pronunciation;

there is a soundthere is a sound--color chart which is usedcolor chart which is used

to teach theto teach the language soundslanguage sounds,,coloredcolored word chartsword charts which are used towhich are used to

teachteach sentencessentences, and colored Fidel charts, and colored Fidel charts

which are used to teachwhich are used to teach spellingspelling..


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CommunicativeCommunicativeApproachApproach


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The CommunicativeThe Communicative

ApproachApproach

The communicative approachThe communicative approachor Communicative Languageor Communicative Language

Teaching (CLT) is the nameTeaching (CLT) is the namewhich was given to a set ofwhich was given to a set ofbeliefs which included not onlybeliefs which included not onlya rea re--examination of whatexamination of what

aspects of language to teachaspects of language to teachbut also a shift in emphasis onbut also a shift in emphasis onhow to teach!how to teach!


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Communicative language teachingCommunicative language teaching

(CLT) approaches(CLT) approaches argue thatargue that Language isLanguage is notnot learned by thelearned by the gradualgradual

accumulationaccumulation of one item after another.of one item after another.

ErrorsErrors are aare a naturalnatural andand valuablevaluable partpart

of the language learning process.of the language learning process. TheThe motivationmotivation of learners is oftenof learners is often

stifledstifled by anby an insistence oninsistence oncorrectnesscorrectness and byand by rote learningrote learning..

It is better to encourage learners toIt is better to encourage learners to

developdevelop fluencyfluency before accuracy. Theybefore accuracy. Theyneed to developneed to develop communicativecommunicativeabilitiesabilities right from the beginning.right from the beginning.


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Limitation ofLimitation ofCommunicative languageCommunicative language

teaching (CLT) approachesteaching (CLT) approaches::

Allowing learners too much freedomAllowing learners too much freedom

without correction and explicitwithout correction and explicit

instructioninstruction is likely to lead to earlyis likely to lead to early

fossilization of errorsfossilization of errors..

However, little research has been done toHowever, little research has been done to

test the hypothesis thattest the hypothesis that formform--basedbased

instruction in theinstruction in the earlyearly stages of Lstages of L22learning will, in the long run, lead to higherlearning will, in the long run, lead to higher

levels of linguistic performance andlevels of linguistic performance and

knowledge thanknowledge than meaningmeaning--basedbased

instruction in theinstruction in the earlyearly stages.stages.


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NonNon--communicativecommunicative activitiesactivities CommunicativeCommunicative activitiesactivities

TheThe Communicative Language Teaching (CLT)Communicative Language Teaching (CLT)

No communicative desire

No communicative purpose

Form not content

One language item only

Teacher intervention

Materials control

A desire to communicate

A communicative purpose

Content not form

Variety of language

No teacher intervention

No materials control


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Thank you!Thank you!

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An Overview of Teaching Approach