Language Teaching Methods: A Comparative Analysis
Grammar Translation Method (16th Century) (Classical Method): This method emphasizes imitation and copying the teacher. Instruction is structured in the mother tongue, focusing on grammar rules and vocabulary. Students memorize grammar and practice reading and writing by translating sentences.
- Pros: Develops general mental discipline (mechanical method). Easy to teach, requiring no high level of foreign language proficiency.
- Cons: Speaking and listening are overlooked.
Direct Method (1900s) (Natural Method): Developed as a response to the grammar translation method. All teaching is conducted in the target language, focusing on speaking and listening. New words are introduced using known words, without explicit grammar rules. Students use language naturally and spontaneously, inducing grammar.
- Pros: A natural method, attractive for those needing real communication skills.
- Cons: Difficult to implement in large public school classrooms. Challenging to use without a native speaker.
Audiolingual Method (1950s) (Army Method) (Based on behaviorism by Skinner): An interactive method focusing on speaking, listening, repetitions, and visual aids. It emphasizes grammatical structure and provides feedback, but does not focus on teaching vocabulary.
- Pros: Students develop oral skills. They speak, hear, read, and then write, based on their own rhythm.
- Cons: Teacher-dominated method (mechanical). Students memorize instead of truly learning words.
Differences Between L1 and L2 Acquisition
First Language Acquisition (FLA): A natural, unconscious process for babies and children. By 4-5 years old, they can understand almost everything spoken to them.
Second Language Acquisition (SLA): A conscious process for children and adults, involving deliberate study and learning. The time to achieve full understanding of the second language depends on the individual learner.
Total Physical Response (TPR) (1960s) (James J. Asher): Focuses on how children learn their mother tongue, primarily through listening. Grammar and writing are not used. It’s related to right hemisphere activity, responsible for motor-movement learning. The teacher gives instructions with a body action, and students respond with a whole-body action.
- Pros: Increases memory capacity. Beneficial for people with dyslexia or attention deficit hyperactivity disorder.
- Cons: Grammar is not explicitly taught. Does not improve reading or writing skills. Requires preparation time and materials.
Multisensory Learning (1970s) (Piaget, Gardner): An interactive method involving two or more senses in the same activity. Knowledge is constructed from experiences. Suitable for everyone, including people with hyperactivity, disabilities, or language problems, but effective only in specific contexts and requires special qualifications.
- Pros: Motivates people with challenges like incapability or hyperactivity. Improves sensory skills.
- Cons: Not possible to explain everything through this method.
Communicative Approach (1960s-70s): Developed because educators felt students were not learning enough realistic language. Based on dynamic interaction (listening + speaking), emphasizing communication in real-life contexts. Requires a high level of foreign language proficiency.
- Pros: Easier for shy students because they speak about their roles. Better for learning new languages.
Task-Based Learning (TBL) (1980s-90s): Focuses on real-life situations with specific objectives. No translation is used. Students work in groups, cooperating and focusing on describing meaning rather than translating. The task is the most important element, using the target language with students’ own experiences. Students can review each other’s work and offer constructive feedback.
- Pros: Motivates spontaneous language use through task and problem-solving (fluency).
- Cons: Some students need more guidance. Requires a high level of creativity and initiative from teachers.