<h1 class="page-title" style="text-align: center;">TESOL®</h1>
<h2 style="text-align: center;"><strong><em>SECOND LANGUAGE TEACHING METHODOLOGIES</em></strong></h2>
<h3 class="page-title" style="text-align: center;"> Grammar Translation &amp; Direct Methods</h3>
<ol>
 	<li><strong><em>SECOND LANGUAGE TEACHING METHODOLOGIES</em></strong></li>
</ol>
<div class="page" title="Page 2">
<div class="section">
<div class="layoutArea">
<div class="column">

Main issues of this unit
<ul>
 	<li>What is a method?</li>
 	<li>What are the components of a method?</li>
 	<li>What is an approach?</li>
 	<li>Overview of the most well-known methods in language teaching.</li>
 	<li>Do methods help teachers?</li>
 	<li>Problems with methods.</li>
 	<li>Is there a super method?</li>
</ul>
https://youtu.be/cKm7Z9Eb16A
<div class="page" title="Page 4">
<div class="section">
<div class="layoutArea">
<div class="column">

What is a method? (1/2)
<ul>
 	<li>All methods include prescriptions for the teacher and the learners.</li>
 	<li>All methods are a pre-packaged set of specifications of how the teacher should teach and how the learner should learn derived from a particular theory of language and a theory of language learning.</li>
</ul>
<div class="section">
<div class="layoutArea">
<div class="column">
<h4>What is a method? (2/2)</h4>
<ul>
 	<li>
<h4>For the teacher, methods prescribe what materials and activities should be used, how they should be used and what the role of the teacher should be.</h4>
</li>
 	<li>
<h4>For learners, methods prescribe what approach to learning the learner should take and what roles the learner should adopt in the classroom.</h4>
</li>
</ul>
<div class="page" title="Page 6">
<div class="section">
<div class="layoutArea">
<div class="column">
<h4>What is an approach?</h4>
<div class="page" title="Page 7">
<div class="section">
<div class="layoutArea">
<div class="column">
<h4>What is an approach? (1/1)</h4>
<ul>
 	<li>
<h4>Underlying each method is a theory on the nature of language and a theory on the nature of language learning both of which comprise the approach.</h4>
</li>
 	<li>
<h4>Thesetheoriesarederivedfromtheareasof linguistics, sociolinguistics, psycholinguistics and are the source of principles and practices of language teaching.</h4>
</li>
</ul>
<div class="page" title="Page 8">
<div class="section">
<div class="column">
<h4>What is an approach influenced by?</h4>
<h4>• Theory of language: How is language viewed?</h4>
<ul>
 	<li>
<h4>‒  Structural View of Language.</h4>
</li>
 	<li>
<h4>‒  Functional View of Language.</h4>
</li>
</ul>
<h4>• Theory of language learning: How do learners learn the language?</h4>
<ul>
 	<li>
<h4>–  What are the psychological and cognitive processes involved (habit formation, induction, inferencing, generalization)?</h4>
</li>
 	<li>
<h4>–  What are the conditions that need to be met for these learning processes to be activated?</h4>
</li>
</ul>
</div>
<div class="page" title="Page 9">
<div class="section">
<div class="layoutArea">
<div class="column">
<h4>Theory of language – focus of teaching (1/2)</h4>
<h4>If language is seen as a system of structurally-related elements for the coding of meaning:</h4>
<h4>• What dimension of language is prioritized?– Grammatical dimension.</h4>
<h4>• What needs to be taught?</h4>
<ul>
 	<li>
<h4>–  Phonological units.</h4>
</li>
 	<li>
<h4>–  Grammatical units and operations.</h4>
</li>
 	<li>
<h4>–  Lexical items.</h4>
</li>
</ul>
<div class="page" title="Page 10">
<div class="section">
<div class="layoutArea">
<div class="column">
<h4>Theory of language – focus of teaching (2/2)</h4>
<h4>If language is viewed as a vehicle for the expression of functional meaning:</h4>
<h4>• What dimension of language is prioritized?– semantic and communicative dimension of</h4>
<h4>language.
• What needs to be taught?</h4>
<h4>– functions, notions of language.</h4>
<div class="page" title="Page 11">
<div class="section">
<div class="layoutArea">
<div class="column">
<h4>Components of a method</h4>
<div class="page" title="Page 12">
<div class="section">
<div class="layoutArea">
<div class="column">
<h4>Syllabus</h4>
<ul>
 	<li>
<h4>Syllabus</h4>
<h4>is the level at which theory is put into practice and at which choices are made about the content to be taught, the skills to be developed, the order of the content etc.</h4>
</li>
 	<li>
<h4>The theory of language adopted will affect the organization and selection of language content.</h4>
</li>
 	<li>
<h4>Different methods have different types of syllabi associated with them i.e. different ways of selecting and organizing content.</h4>
</li>
</ul>
<div class="page" title="Page 13">
<div class="section">
<div class="layoutArea">
<div class="column">
<h4>Teaching/Learning Practices (1/2)</h4>
<ul>
 	<li>
<h4>Types of learning tasks and activities to be used in the classroom.</h4>
</li>
 	<li>
<h4>Roles of learners in the classroom: the degree of control that learners have over their learning, roles that learners will assume in the classroom, learning groupings recommended.</h4>
</li>
 	<li>
<h4>Roles of teachers: functions that the teacher is to fulfil in the classroom, the degree to which the teacher influences the learning process and the kind of interaction between the teacher and the learners.</h4>
</li>
</ul>
<div class="page" title="Page 14">
<div class="section">
<div class="layoutArea">
<div class="column">
<h4>Teaching/Learning Practices (2/2)</h4>
<h4>• Role of materials: the function of materials in the learning process and the forms they take. In some methods, materials are designed to replace the teacher so that learning can take place independently. In others, materials are teacher-proof so that even poorly trained teachers with imperfect control of the language can use them.</h4>
<div class="page" title="Page 15">
<div class="section">
<div class="layoutArea">
<div class="column">
<h4>Assessment</h4>
<h4>• How students’ language knowledge is to be assessed.</h4>
<h4>• Error correction policy.</h4>
<div class="page" title="Page 16">
<div class="section">
<div class="column">
<h4>How do all of these relate?</h4>
</div>
<div class="layoutArea">
<h4>Different theories about the nature of language and how languages are learned (the approach) imply different ways of teaching language (the method) and different methods make use of different kinds of classroom activities (the techniques).</h4>
<div class="column">
<h4>techniques method approach</h4>
</div>
</div>
<img src="data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAABoAAAACCAYAAABGz8w4AAAAAXNSR0IArs4c6QAAAAlwSFlzAAALGwAACxsBJBCUfQAAABhJREFUCB1jYICA/0CKVvgmyAomiD20JwGDghfFDNX8uwAAAABJRU5ErkJggg==" alt="page16image1115434912" width="25.850000" height="2.000000" /><img class="" src="data:image/png;base64,[encoded data, 17520 characters]" alt="page16image1115435488" width="358" height="358" />
<div class="page" title="Page 16">
<div class="section">
<div class="layoutArea">
<div class="column">
<h4>techniques. (THE RED CIRCLE)</h4>
<h4>method (THE GREEN CIRCLE)</h4>
<h4>approach (THE PURPLE CIRCLE)</h4>
&nbsp;

</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
A glance through the past century of language teaching will give an interesting picture of how varied the interpretations of the best way to teach a foreign language have been. As disciplinary schools of thought-psychology, linguistics, education, for example-have come and gone, so have language-teaching methods waxed and waned in popularity. Teaching methods are the practical application of theoretical findings and positions. In a field such as ours, it should come as no surprise to discover a wide variety of these applications, some totally opposing the others, over the last hundred years.

The teaching method at any given time is influenced by what is the view of education of that age, what is the psychology of language learning and it also influenced by the purpose of learning the language at that age. Consequently, different language skills are emphasized depending on the purpose. Each new method seemed to break from the old yet taking some of their positive aspects with it.

https://youtu.be/5r-DRmN42fE

What follows is a partial sketch of those changing winds of language teaching over the years.

&nbsp;
<ol>
 	<li><strong>SECOND LANGUAGE TEACHING METHODOLOGIES</strong></li>
</ol>
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 an 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 practise of dialogues of every situation. New language is first heard and extensively drilled before being seen in its written form.

The structural approach

This method sees language as a complex of grammatical rules which are to be learned one at a time in a set order. So, for example, the verb "to be" is introduced and practised before the present continuous tense which uses "to be" as an auxiliary.

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.

Immigrant students who attend local schools find themselves in an immersion situation; for example, refugee children from Bosnia attending German schools, or Puerto Ricans in American schools.

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 a little correction of errors.

(This is the predominant method in middle school ESL teaching at Frankfurt International School. The tasks are subsumed in a major topic that is studied for a number of weeks. In the topic of ecology, for example, students are engaged in a number of tasks culminating in a poster presentation to the rest of the class. The tasks include reading, searching the internet, listening to taped material, selecting important vocabulary to teach other students etc.)

The Natural Approach

This approach, propounded by Professor S. Krashen, stresses the similarities between learning the first and second languages. There is no correction of mistakes. Learning takes place by the students being exposed to language that is comprehensible or made comprehensible to them.

The Lexical Syllabus

This approach is based on a computer analysis of language which identifies the most common (and hence most useful) words in the language and their various uses. The syllabus teaches these words in broadly the order of their frequency, and great emphasis is placed on the use of authentic materials.

&nbsp;

- <a class="show" href="http://en.wikipedia.org/wiki/Language_education">Wikipedia's review of language teaching methodologies</a>

<a href="https://slideplayer.com/slide/2754871/">https://slideplayer.com/slide/2754871/</a>
<div class="page" title="Page 1">
<div class="layoutArea">
<div class="column">
<p style="text-align: center;"></p>

<div id="content-wrapper" class="ic-Layout-contentWrapper">
<div id="content" class="ic-Layout-contentMain" role="main">
<div id="quiz_show">
<p class="take_quiz_button"></p>
<p id="quiz-submission-version-table"></p>
&nbsp;
<div id="module_sequence_footer">
<p class="module-sequence-padding"></p>

<div class="module-sequence-footer" role="navigation" aria-label="Module Navigation">
<p class="module-sequence-footer-content"></p>

</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>