FLT Approaches

Approaches to
Foreign Language Teaching

Approaches?
Approaches
• Grammar-Translation
• Direct Method
• Audiolingualism
• Silent Way
• Total Physical Response
• Suggestopedia
• Natural Approach
• Communicative Language Teaching
• Lexical Approach
• CLIL
Approach 1
C. Gattegno (1970s)
• Learners speak as much as possible

• Learners are encouraged to discover and create
• Learning is facilitated by realia
• Problem solving and critical thinking are essential
• Teachers speak as little as possible
Approach 1
Strengths Weaknesses
• learners’ independence • tense atmosphere
• learners’ responsibility • reluctance to experiment and
• teamwork interact
• experimenting with language • “absence” of the teacher
and production
Approach 2
S. Krashen & T. Terrell (1970s-1980s)
• Language acquisition is the essence

• Comprehensible input matters
• Mistakes are ok
• Less pressure, more enjoyment
Approach 2
• Language is acquired in a natural • Accuracy is a bit underaddressed
way • The approach may be less
• Meaningful situations are effective for B1+ students
employed • L1 is underrated
• Engaging and motivating
activities
• Friendly environment
Approach 3
D. Marsh, P. Van de Craen (1990s-2000s)
• Language is a means of learning content
• Natural use of language is seen in natural contexts
• Language is used in real-life situations
• Language is integrated into broader curriculum
• Fluency is the key focus
• Subject matters of other courses plays a part
• Four Cs: content, communication, cognition, and culture
Approach 3
• Interdisciplinary connections are • Curriculum revision and redesign
established are needed
• Language is used as a tool of • Teachers may be unprepared
cognition and communication • Some content aspects are easier
• Language is used in new to teach in L1
contexts and situations
• Learner’s motivation increases
Approach 4
• Used for teaching classical and/or dead languages
• The key focus is learning for reading
• Dictionary study, translation, and memorization matter
• L1 is exceptionally important
• Deduction comes to the fore
• Teacher’s role is traditional
Approach 4
• Students achieve top accuracy • The approach is exceptionally
• Students read a lot teacher-centered
• Students drill a lot of vocabulary • L1 is involved extensively
and grammar structures • There is little to no oral
• The process is well-organized interaction
and simple • A lot of drilling is boring
• Students compare L2 and L1 a
lot
Approach 5
M. Lewis (1990s)
• Language consists of lexicalized grammar
• Syllabi are organized around lexis
• Language is learned not through isolated vocabulary units, but
through chunks
• Fluency is rated over accuracy
• Learners’ autonomy is cherished
• Language should be recycled over and over
Approach 5
• Authentic language stretches are • Grammar is underemphasized
acquired • The PPP paradigm is rejected
• Thorough recycling of chunks is
practiced
• Learners’ independence is
respected
• Mistakes are not
overemphasized
• Visuals are used extensively
Approach 6
Van Ek, Alexander, D. Hymes (1970s-1990s); J. Richards (2000s-2020s)
• Communication aspects of language come to the fore
• Information gap is the key driver of communication
• Fluency is principal
• Oral interaction matters a lot
• Meaning, not form, is focused on
• Activities need to contain meaningful tasks
• Students’ needs are addressed
• Student-talking time prevails over teacher-talking time
Approach 6
• Real-life situations are modeled • Not all real-life activities work in
• Oral interaction is practiced a lot the classroom
• Learners’ needs are emphasized • Language and, therefore,
• Language functions are addressed accuracy are underrated
and practiced • Formal learning is underrated
• Learners’ motivation increases • The teacher’s role might be
• Informal learning happens a lot undermined
• The approach is student-centered
Approach 7
J. Asher (1960s)
• Behaviorism is the foundation
• Memory is stimulated with psychomotor associations
• Grammar is taught inductively
• Items from immediate surroundings are used
• A lot of demonstration and repetition are involved
Approach 7
• The learning process is clearly • B1+ students might not benefit
paced and organized • The approach is teacher-
• The bodily-kinesthetic centered
intelligence is developed • Reception predominates over
• Learners’ motivation increases production
with the role reversal
Approach 8
G. Lozanov (1970s)
• The power of positive suggestion is in play
• Positive attitude on all sides is important
• Teaching is like attending a concert
• Art and aesthetics are heavily relied on
• Balance is vital
• Rapport matters a lot
Approach 8
• The atmosphere is exceptionally • The atmosphere can be a bit too
positive relaxing
• Both language systems and skills • Not everyone likes classical
are involved music
• Musical intelligence is developed • The learner is passive
• The learner-teacher
centeredness seems balanced

FLT Approaches

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FLT Approaches

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Approaches to

Foreign Language Teaching

• Learners speak as much as possible

• Language acquisition is the essence

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