TEACHING APPROACHESAPPROACHES, METHODS, PROCEDURES, & TECHNIQUES

Balikpapan University

Arapa Efendi S.S., M.Humarafaefendi@gmail.com

Introduction• Approaches theories about the

nature of language & language learning that serve as the source of practices and principles in language teaching (Richard & Rodgers 1986: 16)

• Method practical realization of an approach that might include various procedures and techniques as part of the standard fare

• Procedure ordered sequences of techniques

• Techniques ‘teaching model’ or typical procedures or sets of procedures of language teaching

ELT Methods: Basic Principles1. GT (Grammar Translation

Method) Classical2. Direct Method3. Audio-Lingual Method4. Humanistic Approach

CLL (Community Language Learning)

Silent Way Suggestopedia TPR (Total Physical

Response)5. CLT (Communicative Language

Teaching)

Grammar Translation Method: Grammar as the “Soul” of Language• It was originally used to teach

Latin and Greek in 19th Century to which the primary focus is on memorization of grammar rules and vocabularies. Communicative competence is ignored

• Teacher is the primary source of learning traditional teacher-centered learning

• L1 is the medium of instruction. Classes are taught in student’s mother tongue with the little active use of the target language.

• Deductive learning teacher gives rules explicitly the rules are reinforced by giving examples and exercises.

Weakness of GT• GT doesn’t emphasize on basic skills of

listening and speaking• The frequent uses of mother tongue

prevents the students to read and speak in English

• It prevents the students to think directly in English

• Students get less or even no opportunity to participate in the class

Direct Method: pushing the tongues

• The language teaching is done through discussion, conversation, & reading in the language itself without any use of student’s mother tongue, without translation, and the presentation of rules. The first words are taught by pointing to objects or pictures of performing actions. Direct Method Natural language teaching

• Characteristics: correct use of grammar and pronunciation, this method helps learners to enjoy the language without fear.

• Disadvantages: Useless to be used in crowd classes, it does not fit to language learning such as reading & writing, requiring various visual aids.

Cont’d…Richards and Rodgers on aspects of teaching oral language (1986:10)• Never translate: demonstrate • Never explain: act • Never make a speech: ask questions • Never imitate mistakes: correct • Never speak with single words: use sentences • Never speak too much: make students speak much • Never use the book: use your lesson plan • Never jump a/round: follow your plan • Never go too fast: keep the pace of the student • Never speak too slowly: speak normally • Never speak too quickly: speak naturally • Never speak too loudly: speak naturally • Never be impatient: take it easy

Audio Lingual Method: Repeat After Me!

• Audio-Lingual Method Behaviorist model of language learning using the stimulus-response reinforcement model.

• It uses language drills to form habits, avoid the mistakes, language skills are best presented orally first then in written form.

• Characteristics: 1) students hear a dialogue, 2) repeat each line of the dialogue, 3) certain keywords may be changed in the dialogue.

ALM, Cont’d…• Teacher: There’s a cup on the table . . . repeat • Students: There’s a cup on the table • Teacher: spoon • Students: There’s a spoon on the table • Teacher: Book • Students: There is a book on the table • Teacher: on the chair • Students: There’s a book on the chair • etc. (Harmer 2001:79-80)

Humanistic Approach• Principles Language learning is an anxiety-causing and

provoking activity so learners need to be relaxed and confident enough to exploit the learning opportunities available to them

CLL (Community Language Learning)

to create a genuinely warm and supportive community among learners and gradually to move them from complete dependence on the teacher to complete autonomy.

Teacher acts as the counselor that aims at reducing the threatening factors in the classroom

students-centered language learning

Silent Ways• A feature of silent way is the behavior of

a teacher who typically stays silent of the time as the part of his/her role as facilitator and stimulator because it is believed that learner discovers and creates language rather than just remembers and repeats what has been taught.

• Students make use of what they already know and are responsible for they own learning

Suggestopedia• Suggestopedia is based on the

fact that the brain can be directly stimulated through the power of suggestion (developed by Georgi Lozanov in Harmer, 2001: 89).

• Learning can be enhanced when students learn in a state of deep relaxation bordering on hypnosis which can be brought through “yogic technique, rhythmic breathing, and listening to music” (Nunan, 1991: 239)

TPR: I’m not a Robot!• TPR asks students to respond

physically to language they hear

• In other words, language learning is established by body movement and associating language to physical actions (smiling, walking, looking).

CLT: Communicative Language Teaching

CLT to create realistic context for language learning in the classroom.

• An emphasis on learning to communicate through interaction in the target language.

• The introduction of authentic texts into the learning situations

• Role-Play and simulation are very popular in CLT

• Sequencing of materials is determined by the content, function and meaning that will maintain students interest

• Activities are negotiated based on learner preferences and needs.