Today’s entry is an abstract entitled “Eight Approaches to Language Teaching” by Don Snow of the Amity Foundation. This article is summary D. Larsen-Freeman’s article “Teaching and Principles in Language Teaching” published in 1986 by Oxford University Press, New York.
The descriptions in the article are preferenced by the idea that some teachers use one method to the exclusions of the others, and others develop their own blend of two or more Methods.
Grammar-Translation
Focuses on developing students’ appreciation of the target language’s literature, learning to read the language through translation. Grammar rules and vocabulary are emphasized, reading are writing are the primary skills, listening, speaking, and pronunciation skills are not primary as the native language is used in the classroom.
Direct Method
Students must learn to perceive the meaning of the target language directly, no translation is allow and use of the student’s native language is not allowed in the classroom. The goal of this method is to think in the target language. Pronunciation is emphasized from the beginning, and vocabulary is more important than grammatical rules. reading and writing are based on the student’s oral practice.
Audio-Lingual Method
The student repeats pattern sentence patterns until they are able to reproduce them spontaneously, then they can substitute words to make novel sentences. Students learn new language habits in the target language to communicate effectively. New vocabulary and structures are presented through dialogs, language structures are emphasized, patterns are foremost and pronunciation is taught from the onset. Native language use is not allowed in the classroom.
The Silent Way
Students develop their own inner criteria for correctness and success. All four skills are taught from the beginning, reading, writing, speaking, and listening. The goal is for students to use the target language for self-expression. Students begin with the sounds of the target language as associated with their native language, which is allowed in the classroom. Pronunciation, sounds, and the melody of the target language are of primary importance.
Suggestopedia
The hallmarks of this method are that students are taught in a relaxed and subdued method, and learning is enhanced by tapping the students’ mental powers to overcome psychological barriers. New materials are introduced through dramatizations, games, songs, and Q&A sessions. Students focus on the communicative use, vocabulary is emphasized along with some explicit grammar rules. The native language is used for clarification purposes.
Community Language Learning
A spirit of cooperation, never separating a student’s intellect from their feeling is a characterization of this method. The teacher must understand and accept a student’s fears, and help them overcome their insecurities and harness the positive energy for learning. The syllabus is leaner-generated, therefore they determine the aspects of the language to be studied. the use of the the native language is used to enhance students’ security, and usually, understanding and speaking are emphasized.
Total Physical Response Method
Importance is placed on listening comprehension, then moves on to speaking, reading, and writing. This method aims to provide an enjoyable learning experience and minimal stress. Lessons begin with commands from the teacher and students demonstrate their understanding by performing the instructions. Grammatical structures and vocabulary are emphasized by being embedded in the teacher’s imperative commands. The native language is used in the onset, but is eliminated as students progress.
The Communicative Approach
Function is emphasized over form, the goal is communicative competence as opposed to linguistic mastery. The student is taught to be communicate appropriately in given social contexts. Students work in small groups and activities are communicative in nature. Students begin with simple forms for each function of communication, then move on to more complex forms. The students’ native language is not used in this method. Speaking, listening, reading and writing are all worked on from the beginning.
