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 5: GRAMMAR-TRANSLATION METHOD

 Week 4

UNIT OUTCOMES
At the end of this unit, you should be able to:

 Define GRAMMAR-TRANSLATION METHOD

 Develop principled awareness and understanding that students should learn grammatical
rules and then apply those rules by translating sentences between the target language and
the native language.
 Apply the method studied in class to the teaching of both oral and written skills in a
language classroom

INTRODUCTIO

ACTIVATE YOUR MIND

The Grammar-Translation Method is not new. It has had different names, but it has been used by
language teachers for many years. At one time it was called the Classical Method since it was first
used in the teaching of the classical languages, Latin and Greek. Earlier in the 20th century, this method
was used for the purpose of helping students to read and appreciate foreign language literature. It was also
hoped that through the study of the grammar of the target language1 students would become more
familiar with the grammar of their native language and that this familiarity would help them speak and
write their native language better. Finally, it was thought that foreign language learning would help
students grow intellectually; it was recognized that students would probably never use the target
language, but the mental exercise of learning it would be beneficial anyway.

EXPLAINATIO

Let us explore various resources to have a clear understanding of this lesson. Let us unpack some
concepts and terms related to GRAMMAR-TRANSLATION METHOD. Read Approaches and
Methods in Language Teaching ( 3rd edition)by Richards. J.C. & T. Rodgers; (2014) and Techniques &
Principles in Language Teaching 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 GRAMMAR-
TRANSLATION METHOD.

Topics Reference Use Page Other Links

ELT Methods Richards. J.C. & T. Rodgers; (2014) PPT:https://www.slideshar
Approaches and Methods in Language e.net/TeacherXylar/langua
Teaching (3rd edition) ge-teaching-approaches-
R1 and-methods-72975579
Larsen-Freeman, D. (2002) Techniques R1 p132
& Principles in Language Teaching.(3rd R5 Chapter 2
Unit 5: Grammar edition). OUP Video:
Translation Method R5 https://www.youtube.com/
watch?
v=9GkXy4gpMhU&t=10s

ELABORATIO

Key Themes and Concept

– The Grammar Translation method was originally used to teach Latin and Greek in the 19th
century. It was common method for many decades before 1970. Its primary focus is on
memorization of grammar rules, and vocabulary. Application of this knowledge was directed on
 translation of literary texts--focusing on developing students' appreciation of the target
language's literature as well as teaching the language.
– Activities/ techniques utilized in classrooms include: questions that follow a reading passage;
translating literary passages from one language to another; memorizing grammar rules;
memorizing native-language equivalents of target language vocabulary. It uses highly structured
class work with the teacher controlling all activities.
1. Primary purpose was to enable students to explore the depths of great literature. A secondary
purpose was to “benefit from the mental discipline and intellectual development that result from
learning a foreign language” (Richards and Rodgers 1986:3).
2. Reading and writing are emphasized and no focus on listening and speaking.
3. Students learn vocabulary in bilingual lists: L1 and L2 are always compared.
4. Accuracy is emphasised and grammatical rules are taught explicitly (deductively).
5. Deductive learning is essential: the teacher gives rules explicitly then the rules are reinforced
with examples and exercises.
6. L1 is the medium of instruction Classes are taught in the students' mother tongue, with little
active use of the target language.
7. The role of the teacher is very traditional and authoritarian in the classroom.
8. Most of the interaction in the classroom is from the teacher to the students. There is little
student initiation and little student-student interaction.
General guidelines for teaching grammar
1. Teaching functionally (communicatively) in real life contexts (meaningful learning and practice)
2. Avoiding meta-language as much as possible
3. Minimizing the number of grammar points taught in a lesson (prevent confusion)
4. Increasing and varying practice opportunities (internalization)
5. using games and audio-visuals ( enhances enjoyment, motivation and learning)
6. Avoiding teaching two similar forms at the same time (prevent confusion)
7. Personalize students activities and exercises

EVALUATIO

ACTIVITY 1: Check your understanding of the Grammar-Translation Method.

 It has been said that the Grammar-Translation Method teaches students about the target
language, but not how to use it. Explain the difference in your own words.

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