Occasional Paper #1: Language Teaching Approaches

I. Synopsis
Let the learners learn it the hard way or the easy way has been the debate
over the years. Approaches, methods and theories sprouted because of the raising need for
a perfect solution. From the pre-twentieth century trends up to todays’ approaches of
language teaching aims to perfect the system to teaching a foreign language; yet there is no
perfect solution. With these varied approaches, different kinds of techniques emerge,
methods are developed and used. However is there any solution? Or there are only
approaches to mould the learning to its most perfect solution? Packed with theories to
support, these approaches top and adapt the other existing approaches to create the
perfect formula for Language Teaching Approach.

II. Reaction
The very first types of approaches are getting the learners to use and learners to
analyze. During the 17th century Comenius used the inductive approach (to teach the use
rather the analysis of the language), from then on, different approaches are born and used.
Karl Ploetz coined Grammar-Translation approach. Francis Gouin and Alexander von
Humboldt devised Direct Method. Reading, Audiolingualism and Oral-Situtional Approach
came in. Now, we have nine approaches that are widely developed and used.

Grammar-Translation Approach

I really like that it focuses on grammar. The downside of this approach is that by
using this approach the learners are unable to communicate. It doesn’t require too much
mastery from the teacher as he/she still use the native language to teach (may be good for
learners who are just introduced in target language); however the learners just keep on
translating without using the language itself.

Direct Approach

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 We are visual learners and I do believe that if there are more sense engaged the
better learning. It focuses on grammar without sacrificing the learners’ ability to speak the
target language. Native language is not used in this approach—with the idea that the
learners must get used to the target language. This could be an advantage and disadvantage
at the same time especially if the learners are just new to the target language. I do agree
that the teacher must be proficient using the target language.

Reading Approach

I much as I love reading, the drawbacks of this approach is it merely consider oral
communication and only grammar that are useful for reading is taught. But what happens
when started talking? Are the learners expected to say the lines that they have read? Maybe
this approach is used to be able to understand the target language but not to communicate.
Given that this approach grew because not many travel before, thus, reading is a way to
communicate. It gives exceptional base for vocabulary development but what’s the use of
immense vocabulary if you can’t communicate (speak).

Audiolingualism (US)

As this approach tries to top Reading approach as it fills lacking parts.

Audiolingualism focuses on oral and aural skills. This approach came from the Reform
Movement, Direct approach with structural linguistics and behavioural psychology. The
way of teaching grammar is good and it prevents learners form errors. From behavioural
psychology, mimicry and memorization is utilized to learn a habit. I think the only
downside of this approach is language is manipulated without regard to meaning and
context. There are things that you just can’t repeat and repeat. But, you must also digest
and analyze.

Oral-Situational Approach (UK)

This approach is just like the prior approach however the British incorporate the
Firthian linguistics and professional field of language pedagogy—their own improved
version of LTA to top Reading approach. The features of this approach is just the same with
the aforementioned approach but it also has its own qualities like the language material is

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practiced orally first before in written form, which I think is a brilliant idea, as it gives the
learners how it is used in both ways. New items are taught in different ways lexically and
situational, balancing the skills. Spoken language may be primarily but it done in a way the
learners will be able to use communicatively and in written form. I don’t have any bad
comment about this approach because I think it maximizes the learners’ ability to branch
out to their preferred skill. Some might say that this approach only uses the target language
may be the disadvantage but this type of exposure is very engaging.

Cognitive Approach

This approach offers grammar to be taught inductively and deductively (best use
depending on the learners’ ability). Vocabulary instruction is important but then again
pronunciation is taken for granted. Accepting and using errors constructively in the
learning process help the learners to learn from their mistakes and to avoid it again from
happening again. It implicates that the teachers and learner must have a good rapport to do
that. Learners are responsible for their learning and reading & writing are more important.
My opinion about it is divided. Yes, learners should be responsible (when they make
mistake, the teacher will step in to correct) but collaborative learning will help too. I don’t
find the balance between the usages of skills.

Affective-Humanistic Approach

This is where collaborative learning is used. The teacher acts as the facilitator and
proficient in native and target language. Communication, respect, interaction, good class
atmosphere are emphasized for both parties (teacher and learner). All the good things yet
materials and methods are less important. If I may say this approach is will be outstanding
if you’ll merge it with Oral-Situational approach.

Comprehension-Based Approach

Thinking that learning target language is just like learning the native language is
where this approach came from. Here are the good points of this approach: (1) starting
with listening up to the development of speaking, reading and writing, (2) learners
progress is just one step beyond their level of competence—thus students are guided and it

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won’t be too complicated for them to analyze—(3) if the teacher is not native like speaker,
appropriate materials are used to provide appropriate input for learners.

Communicative Approach

This approach also adapts the Firthian Linguistics and work of anthropological
linguistics. It mainly focuses on the leaners ability to communicate and social
functions/situations. The only drawback of this approach for me is it assumes that the
learners are educated and literate already. So, this approach cannot be used for new
learners of the target language.

These approaches vary from their background theory, key features, and focus. It
depends on how proponents or people think how people learn foreign language (target
language).

III. Application

Inside the classroom how do these approaches work?

Grammar-Translation Approach

 This approach is applicable to the learners learning the first concepts of grammar of
the target language.
 The usage of native language will help them also to develop vocabulary as they
translate words from native language to target language.
 Organize language and language teaching material for grammar.

Direct Approach

 It promotes exposure to the target language.

 Uses grammar in writing and speaking.
 Organize language and language teaching material for grammar.

Reading Approach

 Best use in reading selection and getting the gist/ idea of the text.
 Helps the learners have more in depth learning.
 Builds immense vocabulary as they encounter new words.

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Audiolingualism Approach

 It develops learners’ speaking and listening skills.

 It helps learners’ to transfer knowledge from listening and speaking to reading and
writing.
 Specifies pronunciation skills.

Oral-Situational Approach

 This approach maximizes the exposure of the learners to the target language.
 It considers learning the target language in different ways.
 Specifies pronunciation skills.

Cognitive Approach

 It aids the learners to learn grammar inductively or deductively.

 Encourages the learners to be responsible for their own learning—independent
learning.
 Organize language and language teaching material for grammar.

Affective-Humanistic Approach

 Helps the learners to engage themselves to the target language by establishing

rapport.

Comprehension-Based Approach

 Makes the learners to improve continuously with the one step-ahead learning.
 Appropriate materials and methods are used to provide input.
 Organize language and language teaching material for grammar.

Communicative Approach

 Specializes on the use of language (where, time and degree).

 Uses real-world task (role-playing and dramatization) and authentic materials are
used.
 Makes learners transfer information to another (what one has to what one lacks).