The Variety of Teaching Method

Prepared by

Abdulrahman Gadah

Definition

Teaching method is ways of presenting instructional materials or conducting instructional activities.

teaching method to be used depends largely on the information or skill that is being taught, and it may also be influenced by the aptitude and enthusiasm of the students.

Teaching method Refers to how you apply your way of teaching Approaches to your day to day instruction in front of your students.

The Variety of Teaching MethodThere are 6 kinds of teaching method :

1. The Grammatical Translation Method

2. Direct Method

3. Audio Lingual Method

4. Task-Based Learning

5. Communicative Approach

6. Total Physical Response

1. The Grammatical Translation Method (GTM)

In the Grammar Method students learn the rules of grammar together with a list of vocabulary words or groups.

The words are then used as a phrase or sentencebased on rules that have been studied. 

In this method, the mastery of the rules of precedence than its application. Verbal skills, such as pronunciation, not done.

The Characteristic of GTM

Teaching begins with the provision of the rules of grammar, and grammar refers to the framework formal.

Vocabulary is taught depends on the selected text so there is no continuity between the group or a vocabulary list from one to another.

Memorization and translation is a prominent feature of the activities, that is memorized and translate the vocabulary and grammar rules.

Pronunciation is not taught or is restricted to a few aspects only.

More emphasis on reading and writing rather than listening and speaking.

2. Direct Method (DM)

Includes lots of oral interaction, spontaneous use of language, no translation between the first and second language, and little or no analysis of grammar rules.

The direct method was an answer to the dissatisfaction with the older grammar translation method, which teaches students grammar and vocabulary through direct translations and thus focuses on the written language.

The Characteristic of DM

Teaching grammar by using an inductive approach (i.E. Having learners find out rules through the presentation of adequate linguistic forms in the target language)

Centrality of spoken language (including a native-like pronunciation)

Focus on question-answer patterns

Teacher-centering

3. Audio Lingual Method (ALM)

Audio-Lingual Method is an oral-based approach. It drills students in the use of grammatical sentence

patterns. Conditioning → helping learners to respond correctly to

stimuli through shaping and reinforcement. The development of language skills is a matter of habit

formulation. This method is said to result in rapid acquisition of

speaking and listening skills.

The Characteristic of AL Method

New vocabulary and structural patterns are presented through dialogs.

Dialogs– learning through imitation and repetition

Grammar is induced from the examples.

Drills are used to teach structural patterns

Set phrases are memorised with a focus on intonation

Focus is on pronunciation

Correct responses are positively reinforced immediately

Speaking and listening competence preceded reading and writing competence.

4. Task-Based Learning (TBL)

In TBL learning is promoted by giving students tasks to complete while using the target language (Lindsay and Knight 23).

The approach called task based learning is the logical outcome of theories of second language learning associated with the communicative approach.

focuses on the use of authentic language and on asking students to do meaningful tasks using the target language.

TBL Based on three stages:

- Pre-task Phase –

introduction of topic/task/new words by teacher

- Task Cycle -

students do the task, students prepare a report to class, report presentation

- Language Focus –

analysis of new features and practice.

The aim is to explore, listen and speak. Based on self-teaching. Grammar explained afterwards. Teacher is advisor and initiator, students are explorers and investigators.

The Characteristic of TBL

Activities that involve real communication are essential for language learning

Activities in which language is used for carrying out meaningful tasks promote learning

Language that is meaningful to the learner supports the learning process(Richards and Rogers 223)

This desire to make learning more student-centred is reflected in widespread attempts

This method relies heavily on learners’ involvement and their world knowledge.

5. Communicative Approach (CA)

Communicative teaching is based on the work of sociolinguists who theorized that an effective knowledge of a language is more than merely knowing vocabulary and rules of grammar and pronunciation.

Communicative Method is an approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language.

Emphasizes learning a language through genuine communication.

The communicative approach is a flexible method rather than a rigorously defined set of teaching practices.

The Characteristics of CA

Students learn grammar and vocabulary through context.

Students learn English in a way that allows them to use the language in real life.

English students learn by complete immersion, by studying with native English speakers.

There is little or no translation provided.

Students must communicate with their teacher and with each other in English only.

Lessons always include pair or group work activities.

An emphasis on learning to communicate through interaction in the target language.

The provision of opportunities for learners to focus, not only on language but also on the learning process itself.

An attempt to link classroom language learning with language activities outside the classroom.

6. Total Physical Response (TPR)

Total Physical Response (TPR) is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity. 

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.

The Characteristics of TPR

Good language learners achieve fluency faster when they are immersed in activities that involve them in situational language use;

Good language learners often start their language learning with a period of silence as they watch the effect of language on others;

Good language learners show comprehension by successfully accomplishing language-generated tasks;

Good language learners focus on overall sentence meaning rather than a sentence’s grammatical parts;

Good language learners make faster progress when the language of instruction is consistent (though limited) on a daily basis, and

Good language learners make faster progress when the content involves language that is clearly usable or valuable outside the classroom.

References

Harmer, Jeremy. (1991 ). The Practice of English Language Teaching. Harlow: Longman House

Howatt, A.P.R. (1984). A History of English Language Teaching. Oxford: Oxford UP

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