Gov. Alfonso D.
Tan College
Maloro, Tangub City
ENGLISH LANGUAGE TEACHING APPROACHES AND
METHODS
MODULE 2
ENGLISH LANGUAGE TEACHING APPROACHES AND METHODS
- Humanistic Approaches
- Methods in Language Teaching
MODULE OUTCOMES
Introduce students to the current teaching methods and approaches (genre based, task based, and
content based);
Develop a reflective approach to teaching through classroom observations.
Articulate the rationale, purpose, and strength of various methodological approaches to
English teaching;
Module II deals with different approaches and methods. This section describes approaches and
methods that have attracted support at different times and in different places throughout the last 30 or so years,
but have generally not been widely accepted or, in some cases, have not maintained substantial followings.
The chapters on Total Physical Response, the Silent Way, Community Language Learning, and Suggestopedia
are shorter versions of chapters from the first edition. Additional and more recent references have been added
to these chapters. Because these methods are no longer widely used, a shorter treatment seemed appropriate .
HUMANISTIC APPROACHES
Language learning is an anxiety-causing and provoking activity so learners need to be relaxed and
confident enough to exploit the learning opportunities available to them. Teachers should work on
developing the students’ trust and regard them as their clients. Great care should be given to interpersonal
relationships and to the social dynamics of the group. Four methods, developed in the 1970s and 1980s,
have had a considerable impact upon language teaching even if they are rarely used exclusively in
‘mainstream’ teaching. They are frequently described, together, as humanistic approaches because in
three out of four cases at least, the designers are primarily concerned to lower the student’s affective
filters and so remove a psychological barrier to learning (Harmer 2001:88).
Unit 2: THE SILENT WAY
UNIT OUTCOMES
At the end of this unit, you should be able to:
Define THE SILENT WAY Approach
Develop principled awareness and understanding of English language teaching approach
Demonstrate critical understanding of Humanistic approaches and techniques involved
in teaching English Language
INTRODUCTIO
ACTIVITY 1: DISCOVERY TASK
THE SILENT WAY
-Surf and navigate the web, provide two (2) definitions of The Silent Way and include the
link of the source.
THE SILENT WAY
PRESENTATION
Let us explore various resources to have a clear understanding of this lesson. Let us unpack some
concepts and terms related to THE SILENT WAY. Read Approaches and Methods in Language
Teaching (3rd edition)by Richards. J.C. & T. Rodgers; (2014) and take down notes about the
information on the book. You may look for an additional source to further discuss the terms and
concepts related to THE SILENT WAY
Topics Reference Use Page Other Links
Humanistic Richards. J.C. & T. Rodgers; (2014) R1 p81 https://www.slideshare.net/vblori/appro
Approaches Approaches and Methods in R5 Chapter 5 aches-and-methods-for-language-
Language Teaching (3rd edition) teaching
R1
Larsen-Freeman, D. (2002) https://youtu.be/J1VbcQvJ9HQ
Techniques & Principles in
Language Teaching.(3rd edition). https://digitalcollections.sit.edu/cgi/vie
Unit 2: The OUP wcontent.cgi?
Silent Way R5 article=1490&context=ipp_collection#:
~:text=The%20Silent%20Way
%20Approach%20can,should%20be
%20subordinated%20to%20learning.
ELABORATION
Key Themes and Concept
– The Silent Way was founded in the early 1970s and shared many of the same essential principles
as the cognitive code and made good use of the theories underlying discovery learning.
– A prominent feature of the Silent Way is the behaviour of the teacher who typically stays "silent"
most of the time, as part of his/her role as facilitator and stimulator because it is believed that the
learner discovers and creates language rather than just remembers and repeats what has been
taught.
– Language learning is usually seen as a problem solving activity to be engaged in by the students
both independently and as a group, and the teacher needs to stay "out of the way" in the process
as much as possible.
– Students should make use of what they already know. They are responsible for their own
learning. They actively take part in exploring the language.
– There is no linear structural syllabus. The teacher starts with what students already know, and
builds from one structure to the next. The syllabus develops according to the students' learning
needs.
The learning hypotheses underlying the Silent Way are stated by Richards and Rodgers (1986:99):
1. Learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to
be learned.
2. Learning is facilitated by accompanying (mediating) physical objects. [rods and color-coded
pronunciation charts].
3. Learning is facilitated by problem solving involving the material to be learned. . . . [This hypothesis is]
represented in the words of Benjamin Franklin:
Tell me and I forget, Teach me and I remember, Involve me and I learn
– The Silent Way commonly uses small colored rods of varying length (Cuisinere rods) and color-
coded word charts depicting pronunciation values, vocabulary and grammatical paradigms. It is a
unique method and the first of its kind to really concentrate on cognitive principles in language
learning.
IN –CLASS
ACTIVITY 2: CHECK YOUR UNDERSTANDING OF THE SILENT WAY
1. There are many reasons for the teacher’s silence in the Silent Way. Some of these have been
stated explicitly in this chapter; others have been implied. Can you state the reasons?
Note: In making this activity you students will only write your analysis inside the box.
Basis for scoring:
Content – 20 points
Clarity of idea – 15 points
Comprehensiveness – 15 points
50 points
Minimum no. of words: 500
