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 4: SUGGESTOPEDIA
Week 3
UNIT OUTCOMES
At the end of this unit, you should be able to:
Demonstrate understanding that a language can be acquired only when the learner is
receptive and has no mental blocks
Develop principled awareness and understanding of English language teaching approach
Apply the method studied in class to the teaching of both oral and written skills in a
language classroom
PRESENTATION
Let us explore various resources to have a clear understanding of this lesson. Let us unpack some
concepts and terms related to SUGGESTOPEDIA. Read Approaches and Methods in Language
Teaching (3rd edition) by Richards. J.C. & T. Rodgers; (2014) and Techniques & Principles in
Language Teaching.(3rd edition) by Freeman 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
SUGGESTOPEDIA.
Topics Reference Use Page Other Links
Humanistic Richards. J.C. & T. Rodgers; (2014)
Approaches Approaches and Methods in Language https://www.slideshare.net/
Teaching (3rd edition) vblori/approaches-and-
R1 methods-for-language-
Larsen-Freeman, D. (2002) Techniques R1 p100 teaching
& Principles in Language Teaching.(3rd R5 Chapter 6
edition). OUP
Unit 4: Suggestopedia R5 https://youtu.be/gNFrAGfi
50A
ELABORATION
Key Themes and Concept
– Suggestopaedia is based on the fact that the brain can be directly stimulated through the power of
suggestion. “Developed by Georgi Lozanov, suggestopedia sees the physical surroundings and
atmosphere of the classroom as of vital importance. By ensuring that the students are
comfortable, confident and relaxed, the affective filter is lowered, thus enhancing learning.”
(Harmer 2001:89)
– Suggestopedia promised great results if we use our brain power and inner capacities. Lozanov
(1979) believed that we are capable of learning much more than we think. Lozanov and his
followers tried to present vocabulary, readings, role-plays and drama with classical music in the
background and students sitting in comfortable seats.
– Learning can be enhanced when students learn in a state of deep relaxation bordering on
hypnosis which can be brought about through “yogic techniques of relaxation, rhythmic
breathing, and listening to readings by the teacher which are synchronised to music” (Nunan
1991: 239).
– Learning is facilitated in an environment that is as comfortable as possible, featuring soft
cushioned seating and dim lighting. Students work from lengthy dialogs in the target language,
with an accompanying translation into the students' native language.
APPLICATION
ACTIVITY 1: CROSSING DIFFICULTIES
Apply what you have understood about Suggestopedia
A.1. Most teachers do not have control of the classrooms in which they teach. This does not mean that they
cannot provide an environment designed to reduce the barriers their students bring with them, however. Can
you think of ways that you might do this?
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: 300
B. 2 Make a list of 10 grammatical points about the target language that you would want to display on
posters to encourage beginning students’ peripheral learning.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
