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Approaches and Method in language teaching

An approach is a way of looking at teaching and learning. Underlying any language teaching
approach is a theoretical view of what language is, and of how it can be learnt. An approach
gives rise to methods, the way of teaching something, which use classroom activities or
techniques to help learners learn.

 The teacher-centered model positions the teacher as the expert in charge of imparting
knowledge to his or her students via lectures or direct instruction.Teacher-centered
typically refers to learning situations in which the teacher asserts control over the
material that students study and the ways in which they study it—i.e., when, where,
how, and at what pace they learn it.

 Student-centered learning is a philosophy of education designed to meet the needs of

individual students. The four main characteristics of a student-centered learning
model include voice, choice, competency-based progression, and continuous
monitoring of student needs. Student-centered approach in the classroom is letting
students determine the final results of a project or assignment. Instead of dictating to
the students what the final project should be, the teacher provides parameters and
allows the student to base their final work around their topic interests.

a) Grammar-translation Approach
The Grammar-translation Approach uses the students’ native language to teach the
target language. Grammar and vocabulary are memorized rote. The approach has
strong structural underpinnings and the emphasis is on the correct use of grammar,
regardless of the substance or context.

b) Direct Approach
Activities like pantomiming, word-picture association, question-answer patterns,
dialogues and role playing give the students the chance to figure out the rules for
themselves. And good news for your students—there are no grammar drills or
analyses of written sentences.

c) Reading Approach
Vocabulary words are learned in context. The little grammar that you teach must be
oriented towards understanding a piece of reading. You need to teach elements like
conjunctions, which nestles phrases and sentences together, and negation, which
changes the meaning of a sentence by 180 degrees.

d) Audiolingual approach
 Audiolingual Approach gives higher priority to the spoken form than the written
form. Classes are generally held using the target language.Activities like role playing
are dialogues are drilled into students until they get the pronunciations and rhythm
right. And because Audiolingualism borrows from the behaviorist school of
psychology, languages are taught through a system of reinforcement.

e) Communicative Approach

Communication is essentially the rationale for language and the Communicative

Approach seeks to develop those skills that enable students to meaningfully engage
with each other. Interactive activities are the hallmark of this approach. As the
teacher, your responsibility is to give the students as much opportunity to give and
receive meaningful communication as possible. For example, you can let students
introduce themselves, share their hobbies using the target language. Instead of just
presenting the language, you’re giving them a task that can only be accomplished by
using the target language.

f) The Silent Way

The Silent Way uses silence as a teaching tool. You’re really encouraging them to do
the talking themselves. You’re encouraging learners to be independent, to discover
and figure out the language for themselves. Learning the target language is therefore
seen as a creative, problem-solving process—a engaging cognitive challenge.

An approach describes the theory or philosophy underlying how a language should be taught; a
method or methodology describes, in general terms, a way of implementing the approach
(syllabus, progression, kinds of materials); techniques describe specific practical classroom tasks
and activities.

Direct Method, the Audio-Lingual Method, the Silent Way, Sug- gestopedia, Community
Language Learning, the Total Physical Response Method, and the Communicative Approach.

2. Techniques and strategies in language teaching

Technique for teaching English is the ways of presenting the language to the students.
Teaching technique is needed to achieve the teaching-learning purposes, because teaching
will be successful if the teacher implements the appropriate technique in the class.
Teaching strategies are methods and techniques that a teacher will use to support their
pupils or students through the learning process; a teacher will chose the teaching strategy
 most suitable to the topic being studied, the level of expertise of the learner, and the stage
in their learning journey.

 Communicative language teaching (CLT)

 Task-based language teaching (TBLT)
 Content and language integrated learning (CLIL)
 Cooperative Language Learning (CLL)
 The Direct Method.
 Grammar-Translation.
 Audiolingualism.
 Total Physical Response.

Factors affecting the success or failure in language learning

1. What are some factors that affect the success of second language learning?

 Intelligence.
 Language Learning Aptitude.
 Learning Style.
 Personality.
 Age.
 Social Setting/ Environment.
 Attitude.
 Motivation in the Classroom.

2. What is the causes of failure in learning a second language?

You lack motivation, interest & passion for studying language. One of the primary
reasons most people fail to learn a language is because they lack the right or proper
motivation.

English teachers competencies in teaching and research

 Language Ability. Our findings suggest that 6 of the teachers equated language ability
with listening, speaking, reading and writing.
 Cultural Awareness.
 Thinking Skills.
 Learning Ability.
 Course Content.
 Teaching Methods.

Micro skills in language learning and testing

Microskills enable teachers to effectively assess, instruct, and give feedback more efficiently.
This model is used when the teacher knows something about the case that the learner needs or
wants to know. the "micro-skills", which are things like grammar, vocabulary, pronunciation
and spelling.

About how logical and true interpretations and decisions are made based on scores (or in general
data) from assessments.