1. Language Teaching Methodology
Approaches, Methods and Procedures 2

3. Audio-lingualism The structure of drills:
stimulus - right response – reinforcement
wrong response - corrected response - right response
Types of drills:
imitation
completion
substitution
transformation

4. Audio-lingualism Critique of structuralist grammar:
sentence patterns describe simple structures only, not the whole language
surface and deep structures are not distinguished
it combines structures that do not belong together
it fails to combine structures that do belong together
no criteria are provided why a word does or does not fit into the slot.
lexical, contextual and even grammatical meaning is often blurred

5. Audio-lingualism Critique of behaviourist psychology:
linguistic competence is not a set of habits
the stimulus-response model fails to explain:
the speed of L acquisition
the formation of perfect competence, in spite of imperfect, fragmentary examples the creative use of language

6. Audio-lingualism Evaluation: positive: Imitation + analogy
adequate amount of practice (mechanical)
graded pattern drills
negative:
knowledge of the elements of a language not the whole language
recognition and not performance
all utterances cannot be conditioned for a lifetime
long and lifeless dialogues

7. Overview of Methods 2) Direct method 3) Audio-lingual method
1) Grammar-translation
2) Direct method
3) Audio-lingual method
4) Suggestopedia
6) The silent way
7) Total physical response
8) Community language learning
9) The natural way
10) Communicative language teaching

8. The Humanistic Tradition
If learners can be encouraged to adopt the right attitudes, interests and motivation in the target language and culture, then successful learning will occur.
Principles shared by these methods:
- Learners’ emotional attitude towards the teacher, towards fellow learners, and towards the target language.
- Teaching is subservient to learning, emphasis on the learners, not on the teacher.

9. The Silent Way
Method devised by Caleb Gattegno (use of coloured wooden sticks called Cuisenaire rods) Makes use of gesture, mime, visual aids, wall charts and the rods, that the teacher uses to help the students to talk.
Teacher silent as much as possible, students talk as much as possible.
The learning hypotheses underlying Gattegno's work are as follows:
Learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learnt.
Learning is facilitated by accompanying physical objects.
Learning is facilitated by problem solving involving the material to be learnt

10. Cuisenaire Rods

11. Cuisenaire Rods in Use Source: Humanising Language Teaching

12. The Silent Way Objectives:
To give beginning level students oral and aural facility in basic elements of the target language
To give a near-native fluency in the target language
Procedure:
At elementary level. Sts begin their study of the language through its basic elements, its sounds, introduced through a colour chart.
Conclusion:
not really revolutionary
exemplifies many of the features of the traditional methods
innovation: the manner in which classroom activities are organised
responsibility placed upon learners to figure out and test their hypotheses about how language works

13. Suggestopedia
Method developed by Georgy Lozanov Said to be a pedagogical application of "Suggestology", the influence of suggestion on human behaviour
Main characteristics:
decoration, furniture, arrangement of the classroom, use of music, authoritative behaviour of the teacher, visual images, relaxation
exercises to make learning more comfortable and effective
Students mental powers are tapped to accelerate the language teaching process
The method got the most enthusiastic and most critical response
Objectives:
To deliver advanced conversational proficiency quickly based on the increased memory power
Understanding and creative solution of problems

14. Suggestopedia Language Teaching Methods: Suggestopedia
Video Demonstration (a joint project by Diane Larsen-Freeman and the U.S. Information Agency)

15. Community Language Learning
Method developed by Charles A. Curran, a specialist in counselling and a professor of psychology
Application of psychological counselling techniques to language learning to help people with psychological and emotional problems
Emphasis is on the learners personal feelings and their reactions to language learning
The teacher who can understand students feelings can help students overcome their negative feelings and turn them into positive energy to further their learning
Objectives are not explicitly defined
Aim: attaining near-native like mastery of the target language in a genuinely warm and supportive atmosphere

16. The Total Physical Response (TPR)
Developed by James Asher
Method built around the coordination of speech and action, presented in the foreign language as orders, commands and instructions requiring a physical response from the learner.
Asher derived 3 key principles from his beliefs about the nature of first language acquisition:
We should stress comprehension rather than production at the beginning levels of second language acquisition
We should obey the "here and now" principle
We should provide input to the learners by getting them to carry out commands. These commands should be in the imperative.

17. The Total Physical Response (TPR) Source: Total Physical Response (TPR) Teacher Training film no. 8 CUP ELT

18. The Total Physical Response (TPR)
Objectives:
to teach oral proficiency at a beginning level
to teach basic speaking skills (based upon the way children learn their native language)
to reduce the stress people feel when studying a foreign language
The teacher is a director of the students behaviour, the students are imitators
Grammatical structures and vocabulary are embedded with imperatives
Procedure:
Teacher is a director of the Sts’ behaviour
Sts are imitators
Grammatical structures and vocabulary are emphasised embedded with imperatives
Conclusion:
TPR should be used with other methods and techniques
It has a useful set of techniques, compatible with other approaches to teaching
It does not necessarily demand commitment to the learning theories