A method is a plan for presenting the language material to be learned and should be based upon a selected approach. In order for an approach to be translated into a method, an instructional system must be designed considering the objectives of the teaching/learning, how the content is to be selected and organized, the types of tasks to be performed, the roles of students and the roles of teachers. A technique is a very specific, concrete stratagem or trick designed to accomplish an immediate objective. Such are derived from the controlling method, and less-directly, with the approach. Then, a strategy is a plan of action resulting from strategy or intended to accomplish a specific goal.
In addition, Edward Anthony (1963) said “An approach is a set of assumptions dealing with the nature of language, learning and teaching”
According to Anthony (1963), “Method is an overall plan for systematic presentation of language based upon a selected approach”
Besides, techniques are the activities that are carried out in the classroom, according with a method and an approach as well (Edward Anthony, 1963)
Language teaching methods
Teaching methods can best be defined as the types of principles and methods used for instruction. There are many types of teaching methods, depending on what information or skill the teacher is trying to convey. When a teacher is deciding on their method, they need to be flexible and willing to adjust their style according to their students. Student success in the classroom is largely based on effective teaching methods.
Listed below are brief summaries of some of the more popular second language teaching methods of the last half century. For a more detailed analysis of the different methods, see
Approaches and Methods in Language Teaching Richards, J. and Rodgers, T (1986) CUP
Cambridge.
The Direct Method
In this method the teaching is done entirely in the target language. The learner is not allowed to use his or her mother tongue. Grammar rules are avoided and there is emphasis on good pronunciation.
Grammar-translation
Learning is largely by translation to and from the target language. Grammar rules are to be memorized and long lists of vocabulary learned by heart. There is little or no emphasis placed on developing oral ability.
Audio-lingual
The theory behind this method is that learning a language means acquiring habits. There is much practice of dialogues of every situations. New language is first heard and extensively drilled before being seen in its written form.
Suggestopedia
The theory underlying this method is that a language can be acquired only when the learner is receptive and has no mental blocks. By various methods it is suggested to the student that the language is easy - and in this way the mental blocks to learning are removed.
Total Physical Response (TPR)
TPR works by having the learner respond to simple commands such as "Stand up", "Close your book", "Go to the window and open it." The method stresses the importance of aural comprehension.
Communicative language teaching (CLT)
The focus of this method is to enable the learner to communicate effectively and appropriately in the various situations she would be likely to find herself in. The content of CLT courses are functions such as inviting, suggesting, complaining or notions such as the expression of time, quantity, location.
The Silent Way
This is so called because the aim of the teacher is to say as little as possible in order that the learner can be in control of what he wants to say. No use is made of the mother tongue.
Community Language Learning
In this method attempts are made to build strong personal links between the teacher and student so that there are no blocks to learning. There is much talk in the mother tongue which is translated by the teacher for repetition by the student.
Immersion
This corresponds to a great extent to the situation we have at our school. ESL students are immersed in the English language for the whole of the school day and expected to learn math, science, humanities etc. through the medium of the target language, English.
Task-based language learning
The focus of the teaching is on the completion of a task which in itself is interesting to the learners. Learners use the language they already have to complete the task and there is little correction of errors.
Language teaching strategy
Strategy is a comprehensive way to pursue political ends, including that treat or actual use of force, in a dialectic of wills – there have to be at least to sides to a conflict.
Blended learning combines face-to-face teaching with distance education, frequently electronic, either computer-based or web-based. It has been a major growth point in the ELT (English Language Teaching) industry over the last ten years.
Skills teaching
When talking about language skills, the four basic ones are: listening, speaking, reading and writing. However, other, more socially-based skills have been identified more recently such as summarizing, describing, narrating etc. In addition, more general learning skills such as study skills and knowing how one learns have been applied to language classrooms.
In the 1970s and 1980s the four basic skills were generally taught in isolation in a very rigid order, such as listening before speaking. However, since then, it has been recognized that we generally use more than one skill at a time, leading to more integrated exercises.[4] Speaking is a skill that often is underrepresented in the traditional classroom. This could be due to the fact that it is considered a less-academic skills than writing, is transient and improvised (thus harder to assess and teach through rote imitation).
Mother tongue mirroring
Mother tongue mirroring is the adaptation of the time-honoured technique of literal translation or word-for word translation for pedagogical purposes. The aim is to make foreign constructions salient and transparent to learners and, in many cases, spare them the technical jargon of grammatical analysis. It differs from literal translation and interlinear text as used in the past since it takes the progress learners have made into account and only focuses upon a specific structure at a time. As a didactic device, it can only be used to the extent that it remains intelligible to the learner, unless it is combined with a normal idiomatic translation.
Back-chaining
Back-chaining is a technique used in teaching oral language skills, especially with polysyllabic or difficult words. The teacher pronounces the last syllable, the student repeats, and then the teacher continues, working backwards from the end of the word to the beginning.
For example, to teach the name „Mussorgsky' a teacher will pronounce the last syllable: -sky, and have the student repeat it. Then the teacher will repeat it with sorg attached before:
-sorg-sky, and all that remains is the first syllable: Mus-sorg-sky.
Language teaching technique
Teaching techniques used today: Reading
TEFL that uses literature aimed at children and teenagers is rising in popularity. Youth-oriented literature offers simpler material ("simplified readers" are produced by major publishers), and often provides a more conversational style than literature for adults. Children's literature in particular sometimes provides subtle cues to pronunciation, through rhyming and other word play. One method for using these books is the multiple-pass
technique. The instructor reads the book, pausing often to explain certain words and concepts.
On the second pass, the instructor reads the book completely through without stopping. Communicative language teaching
Communicative language teaching (CLT) emphasizes interaction as both the means and the ultimate goal of learning a language. Despite a number of criticisms,[1] it continues to be popular, particularly in Japan, Taiwan,[2] and Europe.
Blended learning
Blended learning is a combination of face-to-face teaching and online interactions (also known as CALL or computer-assisted language learning), achieved through a virtual learning environment (VLE).
VLEs have been a major growth point in the ELT industry or over the last five years. There are two types:
Externally-hosted platforms that a school or institution exports content to (e.g., the proprietary Web Course Tools, or the open source Moodle)
Content-supplied, course-managed learning platforms (e.g. the Macmillan English
Campus)
Language teaching approach
Approach is the method used in dealing with or accomplishing.
Competency-based Instruction, in a traditional educational system, the unit of progression is time and it is teacher centered. In a Competency-based Instruction, the unit of progression is mastery of specific knowledge and skills and its learner-participant centered.
Cooperative learning is an approach to organize classroom activities into academic and social learning experiences. Students must work in groups to complete the two sets of tasks collectively. Everyone succeeds when the group succeeds.
Whole language Approach describes a literacy philosophy which emphasize that children should focus on meaning and strategy instruction.
