Methods, Approaches and Techniques of ELT: Grammar Translation Method

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Methods, Approaches and Techniques of ELT

According to Asher and James (1982), Methods are the combination of techniques that are used
and plasticized by the teachers in the classrooms in order to teach their students and approaches
are the philosophies of teachers about language teaching that can be applied in the classrooms by
using different techniques of language teaching. For example, if a teacher has an approach that
language is the communication and learning a language is in fact learning the meanings,
functions and uses of language. So the techniques will be based on the communicative language
teaching and task based methods.

According to Freeman (2000), Methods which are taught to the teachers make a base and give
them thinking about the applicable techniques and principles according to the situation where
they stand.

Grammar Translation Method


Grammar translation method was the most popular and widely used method for language
teaching between the ages of 1840 to 1940. The teaching of grammar is deductive. The teacher
introduces the rules explicitly and wants the students to apply these rules to new examples in
exercises. Students are supposed to memorize the rules. In order to explain the rules, the teacher
uses comparison and contract between the students’ native language grammar and target
language grammar. Translation is a common way to clarify the meanings of the new grammar
patterns in the target language. Grammar translation method was criticized intensively in the
nineteenth century because it was considered that this method cannot fulfill the demands of
language learning in nineteenth century.

Techniques: Translation of a Literary Passage: Students translate a passage from the target
language into their native language. The passage provides the focus for vocabulary and
grammatical structures in the given passage.
Reading Comprehension Questions: Students answer questions in the target language based on
their understanding of the reading passage. First, they answer information questions whose
answers they can find in the passage. Second, they answer inference questions based on their
comprehension of the passage although the answer cannot be found in the passage directly in the
passage. Third, they answer questions that require students to relate the passage to their own
experience.
Antonyms / Synonyms: Students are given one set of words and are asked to find antonyms in
the reading passage. A similar exercise could be done by asking students to find synonyms for a
particular set of words.
Cognates: Students are taught to recognise cognates by learning the spelling or sound patterns
that correspond between the languages. Students should be aware of “true cognates” (i.e.,
theatre-tiyatro) and “false cognates” (i.e., apartment-apartman).
Deductive Application of Rule: Grammar rules are presented with examples. Exceptions to each
rule are also noted. Once students understand a rule, they are asked to apply it to some different
examples.
Fill-in-the blanks: Students are given a series of sentences with words missing. They fill in the
blanks with new vocabulary items or necessary items of grammatical features.
Use words in Sentences: In order to show that students understand the meaning and use of a new
vocabulary item, they make up sentences in which they use the new words.
Composition: The teacher gives the students a topic to write about in the target language. The
topic is based upon some aspect of the reading passage of the lesson. Sometimes, instead of
creating a composition, students are asked to prepare a précis (pronounced as /preısı/).
Skills: The primary skills to be improved are “reading” and “writing”. Little attention is given to
speaking and listening, and almost no attention to pronunciation.

Direct method

It was based on the assumption that the learners of foreign and second language should directly
think in English. This method is against the translation of written and oral text and focuses on
telling the meanings of the words through action, demonstration or real objects. This method
focuses on directly thinking, doing discussion and conversation in second language. It is based
on the approach that inductive learning is essential. There is a direct relation between form and
meaning. L2 learning is similar to L1 acquisition. There is a direct exposure to the target
language.

Techniques: Reading aloud, Question and answer exercise, self-correction, conversation practice,
fill-in-the-blank exercise, dictation, drawing (for listening comprehension), and paragraph
writing.
Skills: Speaking, listening, reading and writing are important skills. Especially speaking and
listening are emphasized. Vocabulary is preferred over grammar.

Direct method was criticized due to the following reasons: Direct method is successful in private
language schools because this method can be applied only in small classes where all the learners
can get individual attention. In Direct method, the teachers extravagantly excel in keeping the
mother tongue of the learners away from them. Direct method demands the learners to do oral
communication in the second language and it also demands the pronunciation and accent to be
just like the native speakers so there is need for the language school to hire the native speakers
which actually can be very expensive.

Structural Approach

The structural approach mainly employs the techniques of the direct method but the reading and
writing skills are not wholly neglected. The structural approach is based on the sound principles
of language learning. The structural approach says that the arrangement of the words in such a
way as to form a suitable pattern and that pattern may make the meanings of the language clear
to us. Any language has its own structure and skeleton which gives this language a decent
appearance. A structure is a pattern and a particular arrangement of words which to indicate
grammatical meanings. It may be a word, a phrase or a sentence

Structural approach was criticized because it was only suitable for lower grades. Continuous
teaching of structures and their repetition make the atmosphere dull and boring. It also neglected
the reading and writing abilities and there was also a lack of skilled teachers

THE AUDIO-LINGUAL METHOD (ALM)

Audiolingual method is also known as ‘Army Method’ because after the outbreak of World War
II, the army soldiers decided to be proficient in the languages of their enemies. So, a new
learning method of foreign languages was discovered which is known as audiolingual method.
This method is based on a linguistic theory and behavioral psychology. The audiolingual method
was widely used in the 1950s and 1960s and the emphasis was not on the understanding of the
words rather on acquisition of structures and patterns in common everyday dialogues. The
teaching of the oral skills with accurate pronunciation, grammar and the ability to respond
quickly and accurately is the main objective of audiolingual method. Reading and writing skills
may be taught but they are dependent on the oral skills.

Oral Approach/ Situational Language Teaching

The oral approach is a method in which children to use whatever hearing they get from their
surroundings. They also take help from the context to understand and use language. The target is
to develop the skills in the individual so that he can communicate and function independently.
This approach helps in the development of reading and writing skills. The oral approach was
developed from 1930s to the 1960s by British applied linguistics such as Harold Palmer and A.S.
Hornsby. The main difference between oral approach and the direct method was that the methods
which were developed under this approach had theoretical principles about the selection, grading
and presentation of the content and material. This sequencing of the content would lead to better
learning with a good knowledge of vocabulary and grammatical patterns. In this approach all the
points of language were to be presented in “situations” which led to the second name of the
approach i.e. situational language teaching. Although, the teachers are not aware of this approach
today but it had long lasting impact on language learning. However, its focus on oral practice,
grammar and sentence patterns is still supported by the teachers

Total Physical Response

In Total Physical Response (TPR), the teacher gives the students instructions and the students
follow the instructions by using whole body responses. James J. Asher, a professor, of
psychology at San Jose State University developed the method Total Physical Response in late
1960s to help in learning second languages

According to Asher (1977), “TPR is based on the premise that the human brain has a biological
program for acquiring any natural language on earth including the sign language of the deaf”.
We can see this process if we observe the language learning process of an infant. The
communication between parents and the child consists of both verbal and physical aspects. When
the child is not able to speak, at the time he/she is internalizing the language. This is the time
when code breaking occurs. After this process the child becomes able to speak and reproduce
language. In TPR, the teacher repeats the process in the class. Students respond to the commands
of the teacher which require physical movement. TPR is most useful for beginners.

Techniques:
A) Commands: Use of commands is the major technique. Commands are given to students to
perform an action; actions make meaning clear.
B) Role reversal: Students command their teacher and classmates to perform actions.
Students speak after the silent period. Students should not be forced before they feel ready.
C) Action sequence: The teacher may give three connected commands (e.g. “Point to the door,
walk to the door, and touch the door”)

Silent Way

Silent way is the method of language teaching which was proposed by Caleb Gattegno. This
method is based on the view that the teachers should be silent in the classroom as much as
possible but the teacher must encourage the students to speak and use the language. The most
important aspect of this method is its elements that are used for language teaching i.e. colored
charts and colored rods. This method focuses on the learners to discover on their own rather than
they remember or memorize something. The learners are facilitated in learning by giving them
some problem to solve which involves the materials that are needed to be learnt

Communicative Language Teaching

Communicative language teaching was developed in the era of revolutions in British language
teaching traditions from late 1960s. Before communicative language teaching, situational
language teaching was in practice in Britain for language teaching. Communicative language
teaching was actually developed in the opposition of audiolingual method which focuses on
drilling and memorization. Communicative language teaching focuses on developing the ability
of communication in learners in real life situations. It focuses on meaning rather than accuracy.

Techniques:
a) Authentic Materials: Genuine materials from newspapers, magazines, videos from real
English TV channels, menus, time tables, etc is used.
b) Scrambled Sentences: for cohesion and coherence.
c) Language Games: In order to provide valuable communicative practice of the target language.
d) Picture Strip Story: This activity provides opinion gaps. Students discuss which activity
should come first.
e) Role Play: this technique provides the opportunity to practise the target language in
various social contexts. If the role plays is unprepared improvisation it also provides
genuine communication (i.e., information gap – natural unpredictability of what each
participant will say to each other).

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