Overview of Language Teaching Methods
Grammar Translation Method
Latin, which was the second language, was taught at school, focusing on grammatical rules, vocabulary memorization, and conjugation and translation. The classical method was adapted as a way of teaching foreign languages.
This methodology is based on grammatical rules to translate sentences and texts. The vocabulary was based on reading texts and was learned through lists and by heart. Reading and writing were the main skills, while no attention was paid to pronunciation or communicative ability of the language. Little attention was paid to the context of the texts, which were treated as exercises for grammatical purposes. Classes were taught in the mother tongue.
Direct Method
Simulating the natural way in which children learn their first language, the direct method became known and practiced. Proponents of this method said that learning a second language should be more similar to learning the first language, through oral interaction, spontaneous use of the language, without translation between the first and second language, and no analysis of grammatical rules.
- Instruction in the classroom was carried out in the target language.
- Only everyday vocabulary and sentences were taught.
- Oral communication skills were developed through the exchange of questions and answers between student and teacher.
- Grammar was taught inductively.
- New points were introduced through modeling and practice.
- Concrete vocabulary was taught through images, and abstract vocabulary through association of ideas.
- Listening and speaking comprehension were emphasized.
- Pronunciation and correct grammar were prioritized.
Audio Lingual Method
This method represented one of the most visible revolutions in language teaching of the modern era. During the first half of the 20th century, the direct method did not take hold in the United States as it did in Europe: in the United States it was more difficult to find native teachers. In the United States, students had to travel far to find opportunities to put their oral skills to use, so the United States returned to the grammar translation method. Then World War II broke out, and the United States found it necessary for Americans to master foreign languages. The time had come for a revolution in language teaching. The United States funded intensive language courses focused on oral skills; these courses became known as the Army Method.
Some of the features were a large number of oral activities, pronunciation exercises, and conversation practice. It soon reached the success of educational institutions and became known as the Audio Lingual Method.
Characteristics: new material is presented in dialogue, structural patterns were taught through repetitive exercises, little grammar and taught inductively, limited vocabulary, use of stories and visual aids, importance of pronunciation, and little use of the mother tongue.
Teaching Method
This method appears as a way to meet the needs in language teaching, which was a communicative or functional approach to language teaching. It is an approach that aimed to make communicative competence the objective of teaching and develop procedures for teaching the four linguistic skills. It is the basis of current teaching methods that advocates that learning should focus on communication skills. It is based on the practice of activities and can be used in early childhood education.
Characteristics: communicative purpose of language to allow interaction and communication, social interaction and interactive functional and communicative activities, the course is organized into a study program, based on topics, functions, or skills, works on all skills in an integrated way, use of real material, student role, and teacher role.
Suggestopedia
This methodology was created by the psychologist Lozanov. He thought that the human brain could process large amounts of information if given the right conditions for learning, including being in a state of relaxation and handing over control to the teacher. Music was the central element of his method, specifically baroque music. In applications to foreign language learning, he experimented with the presentation of vocabulary, readings, dialogues, and role plays. The difference was that these activities were carried out in soft and comfortable seats in a relaxed setting.
The activities used are imitation activities, questions and answers, and role-playing and listening. The objective is to break the barrier that students may create, out of fear, of not being able to reproduce correctly in the language they study. Special attention is paid to the decoration, lighting, and furniture of the class and, of course, to the music. This methodology was criticized in relation to memorization and not understanding the language. What is learned with this methodology is that states of relaxation can be beneficial in the classroom in the same way as the use of music.
Total Physical Response
The developer was James Asher. It was created with the intention of minimizing the anxiety that children feel when speaking in English. He meant a stress-free method because there was a lot of stress from classes. He believed the TPR classroom was one in which students did a lot of listening and acting.
The didactic principles of this methodology were: brief instructions that use the imperative mood, understanding before production, fostering a safe environment that reduces anxiety. The TPR had its limitations; it seemed to be effective at the initial levels of language learning, but it was lost as students progressed.
Phonics
This methodology is divided into two types: synthetic and analytical:
Synthetic Phonics
Used in English-speaking countries as a method of reading and writing, it begins with teaching the sounds to form the words. One of the best known is Jolly Phonics, which focuses on learning the sounds of English, introducing a sound every day, its writing, and how to put them together to form words and be able to identify sounds. To do this, follow these steps:
- Learn the sounds of letters: teaching the sounds of words to be able to combine them and form words.
- Learn to write letters: connect phonemes with the letter in the language being taught.
- Combine sounds and make words.
- Identify sounds.
Analytical Phonics
: it is the opposite method, because it begins with teaching complete words. Until you get to the smallest part. The steps are: teach the name and sound of the letter (one each week) by showing series and words that begin with that sound. Teachers then teach how to pronounce and link sounds