What do you know about methods and approaches?

Based on the information that we studied in class, there are some methods, Theories and approaches incluided in the process of Language learning such as Grammar-Translation Method, Direct Method, The Oral Approach and The situational Language Teaching, The Audiolingual Method, Communicative Language Learning, Total Physical Response, The Silent Way, Community Language Teaching, The Natural Approach, Suggestopedia. All these methods, Theories and approaches give to the process of Language Teaching an important and significant value.

The Grammar Translation method: Its creators were H. S. Ollendorf and Karl Plötz. The major characteristic of the grammar-translation method is, precisely as its name suggests, a focus on learning the rules of grammar and their application in translation passages from one language into the other. Vocabulary in the target language is learned through direct translation from the native language, ex: with vocabulary tests such as: the house = das Haus the mouse = die Maus.

The Silent Way: The Silent Way is an approach to language teaching designed to enable students to become independent, autonomous and responsible learners. It is part of a more general pedagogical approach to teaching and learning created by Gattegno. It is constructivist in nature, leading students to develop their own conceptual models of all the aspects of the language. The best way of achieving this is to help students to be experimental learners. The main objective of a teacher using the Silent Way is to optimize the way students exchange their time for experience.

Direct Method: this method was Created by Maximilian Berlitz, The direct method of teaching was developed as a response to the Grammar-Translation method. It sought to immerse the learner in the same way as when a first language is learnt. All teaching is done in the target language, grammar is taught inductively, there is a focus on speaking and listening, and only useful ‘everyday' language is taught. The weakness in the Direct Method is its assumption that a second language can be learnt in exactly the same way as a first, when in fact the conditions under which a second language is learnt are very different.

-Example: The teacher explains new vocabulary using realia, visual aids or demonstrations.
-In the classroom the aspects of the Direct Method are still evident in many ELT classrooms, such as the emphasis on listening and speaking, the use of the target language for all class instructions, and the use of visuals and realia to illustrate meaning.

Oral approach and Situational Language Teaching: This method was proposed by Harold Palmer. The four skills: reading, speaking, writing, and listening were very important for him.

Audiolingual Method : Charles Fries was the person who presented this method and the US Army promoted it. In this method Language had to be learned by habit and culture as an essential element for language learning.

Communicative Language Learning: This method was proposed by Halliday and Himes. The main goal of Language was the communication.

Suggestopedia: Suggestopedia is one of the teaching methods developed by Bulgarian psychotherapist Lozanov based on the study of Suggestology. The method has been used in different fields of studies but mostly in the field of foreign language learning. Lozanov claimed that by using this method one can teach languages approximately three to five times as quickly as conventional methods.

Community Language Teaching: There are many ways to teach language. One is called Communicative Language Teaching (CLT) created by Curran. This method is learner-centered and emphasizes communication and real-life situations.

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  Natural Approach: The Natural Approach was developed by Tracy Terrell and Stephen Krashen, starting in 1977. It came to have a wide influence in language teaching in the United States and around the world. The Communicative view of language is the view behind the Natural Approach. Particular emphasis is laid on language as a set of messages that can be understood.

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 or additional language, language 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. TPR is primarily intended for ESL/EAL teacher, although the method is used in teaching other languages as well. The method became popular in the 1970's and attracted the attention or allegiance of some teachers, but it has not received generalized support from mainstream educators.

REFERENCES

Halliday, M.A.K. and Hasan R. (1989). Language, context and text. Aspects of
language in a social-semiotic perspective. Oxford: Oxford University Press.

Richards, J.C. (2005). Communicative Language Teaching Today [On-line
article]. The Regional Language Centre (RELC). Available in:
http://www.professorjackrichards.com/pdfs/communicative-language-teaching-
today-v2.pdf [Consulted: April 26, 2008].

Richards, J.C. (2002). 30 Years of TEFL/TESL: A Personal Reflection [On-line
article]. The Regional Language Centre (RELC). Available in:
http://www.professorjackrichards.com/pdfs/30-years-of-TEFL.pdf [Consulted:
April 26, 2008].

Richards, J.C., and Rodgers, T.S. (1986). Approaches and Methods in Language
Teaching, A description and analysis. Cambridge: Cambridge University Press.

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