METHODS AND APPROACHES IN ENGLISH LANGUAGE TEACHING.

Aug 16, 1800

GRAMMAR TRANSLATION METHOD.
It is focused on grammatical rules classes are taught in the mother tongue, the vocabulary is taught inThe
form of lists, little or no attention is given to pronunciation and most exercises are based on translating
disconnected sentences.

It is focused on grammatical rules as the basis for translating from the second to the
native language.
Main characteristics: classes are taught in the mother tongue, the vocabulary is taught in
the form of lists, little or no attention is given to pronunciation and most exercises are
based on translating disconnected sentences.
Most instructors now aknowledge that this method is ineffective by itself. It is now more
commonly used in the traditional instructions of the classical languages.
DEC 1, 1870
INTRODUCTION

The Classical Method In the Western world back in the 17th, 18th and 19th centuries,
foreign language learning was associated with the learning of Latin and Greek, both
supposed to promote their speakers' intellectuality. At the time, it was of vital importance
to focus on grammatical rules, syntactic structures, along with rote memorisation of
vocabulary and translation of literary texts. There was no provision for the oral use of the
languages under study
NOV 16, 1900
DIRECT METHOD
It is a method that refrains from using the learners' native language and just uses the
target language. The direct method operates on the idea that second language learning
must be an imitation of first language learning, as this is the natural way humans learn any
language . Teaching a language meant using the language.
AUG 16, 1930
THE ORAL APPROACH / SITUATIONAL LANGUAGE TEACHING
Developed by British applied linguists such as Harold Palmer and A.S. Hornsby. It involved
principles guiding the selection of content, gradation of difficulty of exercises and the
presentation of such material and exercises. The key feature of the approach was that
new language points were introduced an d practiced situationally.

AUG 16, 1945

THE AUDIOLINGUAL METHOD
Developed around World War II when governments realized that they needed more
people who could conduct conversations fluently in a variety of languages, work as
interpreters, code-room assistants, and translators. This first version of the method was
originally called the oral method, the aural-oral method or the structural approach. Under
this method, students listen to or view recordings of language models acting in situations.

AUG 16, 1950

THE SILENT WAY
A discovery learning approach, invented by Caleb Gattegno. It is often considered to be
one of the humanistic approaches. It is called the Silent Way because the teacher is
usually silent, leaving room for the students to talk and explore the language. The
students are responsible for their own learning and are encouraged to interact with one
another. The role of the teacher is to give clues to the students, not to model the
language.

AUG 16, 1970

SUGGESTOPEDIA
This method was derived from Bulgarian psychologist Georgi Lozanovs ideas. He thought
that the brain could process great quantities of material if given the right conditions for
learning, such as relaxation and giving over of control to the teacher. Music was central to
this method.
AUG 16, 1976
COMMUNITY LANGUAGE LEARNING CLL
Community language learning (CLL) was primarily designed for monolingual conversation
classes where the teacher-counsellor would be able to speak the learners' L1. It's a
method that is based on English for communication and is extremely learner-focused. The
focus was on fluency in the early stages.
OCT 16, 1970
TOTAL PHYSICAL RESPONSE
Total physical response (TPR) is a method developed by Dr. James J. Asher to aid learning
second languages. The method relies on the assumption that when learning a second
language, this is internalized through a process of codebreaking similar to first language
development and that the process allows for a long period of listening and developing
comprehension prior to production. Students respond to commands that require physical
movement.
DEC 16, 1977
THE NATURAL APPROACH
Tracy D. Terrell along with Stephen Krashen, wrote The Natural Approach. The natural
approach is a comprehension-based language learning methodology which emphasizes
the idea of exposure and the lowering of affective or emotional barriers to learning.
Krashen and Terrell see communication as the primary function of language, and since
their approach focues on teaching communicative abilities, they refer to the Natural
Approach as an example of the Communicative Approach.
AUG 16, 1980
THE COMMUNICATIVE LANGUAGE TEACHING CLT
Communicative Language Teaching emphasizes interaction as both the means and the
ultimate goal of learning a language. Language is contextualized and there is permanent
negotiation of meaning.
AUG 16, 1990
THE LEXICAL APPROACH
Developed by M. Lewis. The basic concept is the idea that an important part of learning a
language consists of being able to understand and produce lexical phrases as chunks.
These lexical chunks are vital for fluent production.

AUG 16, 1996

TASK BASED LEARNING
It focuses on the use of authentic language and on asking students to do meaningful tasks
using the target language. Assessment is primarily based on task outcome. TBLL was
popularized by N. Prabhu while working in Bangalore, India

AUG 16, 2004

CLIL ( CONTENT AND LANGUAGE INTEGRATED LEARNING
It involves teaching a curricular subject through the medium of a language other than that
normally used. In its strong version, teachers working with CLIL are specialists in their own
discipline rather than traditional language teachers. The 4C's framework for CLIL considers
the following dimentions: Content, Culture, Cognition and Communication.

PERIOD: AUG 16, 1800 TO AUG 16, 2013

ELT
Methods and approaches in ELTwere mainly developed by English speaking countries
according to their need for communication. Their widespread or popularity reached
different countries but with a certain delay. More recent theories , thanks to the advance
in technology and communication, have circulated more rapidly. The ELT methodology has
been influenced by various fields from linguistics to psychology, from biology to ICT.
PERIOD: AUG 21, 1950 TO AUG 21, 1976
HUMANISTIC APPROACHES

The cognitive as well as the affective dimention of learning were central to these
approaches.
PERIOD: AUG 16, 1970 TO AUG 16, 1980
DESIGNER METHODS

Second language learning became a new discipline and alternative methods to

audiolingualism arose. They were attempts to innovate following the current research
findings of the moment.
PERIOD: AUG 28, 1980 TO AUG 28, 2006
COMMUNICATIVE APPROACHES
There is a weak and a strong version of the approach. The PPP paradigm represents the
strong version and one of the most popular ways of teaching English worldwide. It is
learner-centred and aims at developing communicative skills

PERIOD: AUG 16, 2004 TO AUG 16, 2013

POST-METHOD ERA

The method, approach or technique used depends on the context, being eclecticism the
norm. The teacher and the learner play an active role inside and outside the classroom.

Most instructors now know that this method is ineffective by itself. It is now more
commonly used in the traditional instructions of the classical languages.