THE NATURE OF APPROACHES

AND METHODS IN LANGUAGE

TEACHING

By : Jessemar J. Wao
MAED- ELT

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 EARLY APPLIED LINGUISTS
Henry Sweet ( 1845-1912)

an English philologist, phonetician and

grammarian. As a philologist, he specialized in
the Germanic languages, particularly Old
English and Old Norse.

Born: 15 September 1845, London, United Kingdom

Died: 30 April 1912Oxford, United Kingdom
Education: King's College School, Balliol College
Fields: Phonetics, Old English, Language education
Otto Jespersen ( 1860- 1943)
Born: 16 July 1860, Randers, Denmark
Died: 30 April 1943, Roskilde, Denmark
Education: University of
Copenhagen, University of Oxford

Jens Otto Harry Jespersen or Otto Jespersen was

a Danish linguist who specialized in the grammar
of the English language

Harold Palmer ( 1877-1949)

Elaborated principles and theoretically
accountable approaches to the design of
language teaching programs, courses and
materials though.
 Harold Edward Palmer
1877-1949
Born: 1877, London, United Kingdom
Died: 1949, Felbridge, United Kingdom

Harold Edward Palmer, was an English ling

uist, phonetician and pioneer in the field
of English language learning and teaching.
Especially he dedicated himself to Oral Me
thod
Approach and Method
Edward Anthony 1963- identified the three level of
conceptualization and organization in language

Approach Method Technique/ Procedure

Implementational
Set of correlative takes place in a classro
Overall plan for the
assumptions dealing om.
orderly presentation
with nature of It is particular trick ,
of language material
language teaching stratagem ,or contrivan
no part of which
and learning ce used to accomplish
contradicts, and all of
- Approach is axiomatic an immediate objective
which is based upon
- It describes the . Must be consistent wi
the selected
nature of the subject th a method and harm
approach
matter to be taught ony wit approach as w
ell ( Anthony 1963
Anthonys model

Approach is the level at which assumptions and beliefs about

language and language learning are specified; method is the
level at which theory is put into practice and at which choices
are made about the particular skills to be taught, the content to
be taught and the order in which the content will be presented,
techniques is the level at which the classroom procedures are
described.
Approach

Refers to theories about the nature of language

and language learning that serve as the source
of practices and principles in language teaching.
Theory of Language
 1. Structural View

THREE
THEORITIC
2. Functional View AL VIEWS
OF
LANGUAGE

3. Interactional view
 Structural View
Most traditional

View that language is a system of

structurally related elements for
coding of the meaning

The target of language learning is

seen to be the mastery of
elements of this system, which are
generally defined terms of
phonological
units
Phonological
Grammatical
Units Operations
( Phonemes) Adding
Shifting
Joining or
Structural transforming
Elements
View

Grammatical
Units Lexical items
Clauses Functions of wo
Phrases rds
Sentences And structure
words
Functional view
Language is a vehicle for the expression of functional meaning
The communicative movement language teaching subscribes to
this view of language.
This theory emphasizes the semantic and communicative
dimensions rather than merely the grammatical characteristics
of language , and leads to a specification and organization of
language teaching content by categories of meaning and
function rather than by elements of structure and grammar.
Interactional View
It sees language as a vehicle for the realization of
interpersonal relations and for the performance of
social transactions between individuals.
Focuses on the patters of moves, acts , negotiations
and interaction found in conversational exchange.

Students achieve facility in using a language when their

attention is focused on conveying and receiving authentic
messages. (that is, messages than contain information
of interest to both speaker and listener in a situation of
importance to both). (Rivers 1987:4) This is link to the
teaching of reading and writing as well as listening
and speaking skills.
 I Task Based Language
N Teaching (TBLT)
T
E
Whole Language
R
A
Neurolinguistic Program
C
ming ( NP)
T
I
Cooperative Language
O
Learning
N
A Content-Based
L Instruction
View (CBI)
Theory of Language Learning

Inferencing
Hypothesis
Induction Testing

Habit Generalization
formation

learning process
 Stephen D. Krashen
Monitor Model
ACQUISITION LEARNING
Refers to the natural Refers to the formal study
assimilation of language of language rules is a
through using language of conscious process
communication
According to Krashen learning is available only as monitor. The
monitor is the repository of conscious grammatical knowledge about
language that is learned through formal instruction and that is called
upon in the editing utterances produced through the acquired system.
 Specifies both processes and
Natural Approach conditions
M
O
N Counseling This methods seeks to
ameliorate the feelings of
I
T
Learning intimidation and insecurity

O Address learners needs to feel

R secure about learning and to
Silent Way assume conscious control
learning
Linking between structuralism
M ( linguistic theory) to behaviori
O Audiolingualism sm ( a learning theory)

D
E
L
Design
Is the level of method analysis in which we consider the
following
OBJECTIVES

CONTENT CHOICE AND ORGANIZATION : THE SYLLABUS

TYPES OF LEARNING AND TEACHING ACTIVITIES

LEARNER ROLES

TEACHER ROLES

THE ROLE OF INSTRUCTIONAL MATERIALS

Objectives
The specification of particular objectives is a prod
uct of design and not of approach

Learning is not seen as the means of accumulating k

nowledge but as means of becoming a more proficie
nt learner in whatever one is engage in
(Gattegno (1972:89)

The process-oriented objective may be offered in c

ontrast to the linguistically oriented or product-ori
ented objectives of more traditional methods.
CONTENT CHOICE AND ORGANIZATION
: THE SYLLABUS

The term syllabus has been used to refer to the fo

rm in which linguistic content is specified in a
course or method

The term has been more closely associated with

methods that
are product centered rather than those that are proc
ess-centered

Syllabus is less frequently used in process-based

methods
 Linguistically Focus
Situational and Audio
language teaching should be organized and
Lingual Method the principles used in sequencing content
within the course
Specifies the communicative content of course
Notional- Functional in terms of functions, notions topics, grammar
and vocabulary

Content organization rather than language

Content-Based organization
Syllabus

No Language syllabus
Counseling- Learning Learners select content for themselves by
choosing topics they want to talk about

Traditional lexico-grammatical syllabuses

Silent Way Strong emphasis on grammar and

grammatical accuracy
Learner Roles
The design of an instructional system will be
considerably influenced by how the learners
are regarded.
A method reflects explicit or implicit responses to
questions concerning the learners contribution
on the learning process.
This is seen in the types of activities learners carry
out .The degree of control learners have over
the content of learning, the patterns of
learner groupings adopted ,the degree to
which learners influence
 Learners plan their own
learning program and assume
responsibility for what they do in
classroom

Learners Role
According to Learners monitor and evaluate
Johnson & their own progress
Paulston
(1976)

Learners are members of a

group and learn by interacting e
ach other

Learners tutor other learners

Learners learn from the

teacher, from other students
and from other teaching
sources
 Teacher are expected to fulfill
whether that of practice direct
or, counselor or model

TEACHERS ROLE The degree of control the

teacher has over how learning
takes place

The degree to which the teac

her is responsible for determi
ning the content of which tau
ght

The interactional patterns

develop between teachers
and learners
The instructional materials in their turn
further specify subject matter content
even where no syllabus items allocating
the amount of time attention and detail
particular syllabus items task require.
 THE ROLE OF INSTRUCTIONAL
MATERIALS
Instructional materials also define or
imply the day-to-day learning objectives
that collectively constitute the goals of
the syllabus.
Materials designed on the assumption
that learning is initiated and monitored
by the teacher must meet quite different
requirements from those designed for
student. Self instruction of peer tutoring
Instructional materials within Functional/
Communicative Methodology

Materials will focus on the communicative

abilities of interpretation expression and
negotiation

Materials will focus on understandable, relevant and interesting

exchanges of information, rather than on the presentation of
grammatical form.

Material will involve different kinds of texts and different media which
learners can use develop their competence through a variety of
different activities and tasks
By comparison
The role of instructional materials within
and individualized instruction system

Materials will allow learners to

progress at their own rates of Materials will allow for different
learning styles of learning

Materials will provide opportunities

Materials will provide opportunities
for self-evaluation and progress in
for independent study and us
learning
Procedure
This encompasses the actual moment-to-moment
techniques, practices and behaviors that operate in
teaching a language according to a particular method.

Concerned with how the tasks and activities are

integrated into lessons and used as the basis for te
aching and learning
Three dimensions to method at the level
of procedure

Drills
1. The use of teaching
Dialogues
activities
Information gap activities

2. The ways in which particular

teaching activities are used for
practicing language

3. The procedures and

techniques used in giving
feedback to learners
concerning the form or
content of their utterances
Sample description of the procedural aspects un
der a beginning Silent Way course on Stevic
k (1980: 44-45)
1. The teacher points at meaningless symbols on a wall
chart. The symbol represent the syllables of the spoken
language.
2. After the students can pronounce the sounds, the
teacher moves to a second set of charts containing
words frequently used in the language.
3. The teacher uses colored rods together with charts and
gestures to lead the students into producing the words
and basic grammatical structure needed
 CONCLUSION

Any language teaching method can be

described in terms of the issues identified
here at the levels of approach, design and p
rocedure.