TEACHING

METHODS
COLLECTION
Author: Thien Duy Nguyen Pham
06 Feb 2024

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GRAMMAR TRANSLATION
Grammar-Translation is a traditional method of language teaching that was widely used in the 19th
and early 20th centuries. This approach primarily focuses on the explicit teaching of grammar rules
and the translation of sentences between the target language and the native language of the learner.
The primary characteristics of the Grammar-Translation method include:
1. Emphasis on Grammar Rules: The method places a strong emphasis on the teaching of
grammar rules. Learners are expected to memorize and understand the grammatical structures of
the target language.
2. Translation Exercises: Translation exercises are a central component of this approach.
Students translate sentences and passages from the target language into their native language and
vice versa. The goal is to help learners understand the meaning and structure of sentences in both
languages.
3. Vocabulary Memorization: Vocabulary learning is often done through rote memorization of
word lists and translation exercises. Vocabulary is learned in isolation rather than in context.
4. Reading and Writing Focus: Reading and writing skills are prioritized over listening and
speaking. The method assumes that by mastering grammar and translation, students will be able
to understand and produce written texts effectively.
5. Literary Texts: Classical literary texts, often in the form of prose or poetry, are commonly
used in the Grammar-Translation method. The focus is on understanding and analyzing the
structure of these texts.
6. Formal Tone: The learning environment is often formal, and the teacher plays a central role
in delivering explanations, presenting grammar rules, and guiding translation activities.
While the Grammar-Translation method was widely used in the past, it has received criticism for
its limitations in promoting communicative competence. Critics argue that it does not adequately
prepare learners for real-life language use, focusing more on written language and translation skills
rather than on practical communication.
Modern language teaching approaches, such as the communicative approach, prioritize interaction,
authentic language use, and practical communication skills. These newer methods aim to create a
more dynamic and engaging language learning experience, moving away from the more rigid and
rule-focused nature of the Grammar-Translation method.

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DIRECT APPROACH
The Direct Method, also known as the Natural Method or Direct Approach, is a language teaching
method that emerged in the late 19th and early 20th centuries as a reaction against the Grammar-
Translation Method. The Direct Method emphasizes teaching language directly through
immersion, using the target language as much as possible. Here are some key features of the Direct
Approach:
1. Natural Language Immersion: The Direct Method advocates for teaching language
inductively, exposing learners to the target language in a natural and immersive way. Grammar
rules are not explicitly taught; instead, learners are expected to absorb them through exposure and
practice.
2. Everyday Vocabulary: The focus is on teaching practical and everyday vocabulary that
learners can use in real-life situations. Vocabulary is often introduced in context, and everyday
objects and situations are used to illustrate language points.
3. Use of Visual Aids and Objects: Teachers use visual aids, objects, and realia (real-life
objects) to convey meaning. This helps create a direct association between words and their
meanings, bypassing the need for translation.
4. Teacher Demonstrations: Teachers demonstrate language use through actions, gestures, and
examples rather than relying on explanations in the learners' native language. This approach
encourages a more interactive and dynamic learning environment.
5. Oral Communication Emphasis: The Direct Method places a strong emphasis on oral
communication. Learners are encouraged to speak and practice the language from the very
beginning of their studies. This focus on spoken language is a departure from the more written-
focused Grammar-Translation Method.
6. Question-Answer Patterns: Question-and-answer patterns are commonly used to engage
learners in conversation. This helps develop both understanding and expression of the language in
a more interactive way.
7. Error Correction: Errors are corrected immediately to ensure that learners develop accurate
language habits. Correction is typically done by the teacher in a supportive and constructive
manner.
The Direct Method was influential in promoting a more communicative and immersive language
learning experience. However, it has its limitations, and contemporary language teaching methods,
such as the Communicative Approach, have evolved to address a broader range of language skills,
including both oral and written communication. The Direct Method remains a foundational
influence in the development of modern language teaching methodologies.

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COMMUNICATIVE APPROACH
The Communicative Approach, also known as Communicative Language Teaching (CLT), is a
modern language teaching methodology that emerged in the 1970s and has become widely adopted
in language education. It focuses on the idea that the primary goal of language learning is the
ability to communicate effectively in real-life situations. The key principles of the Communicative
Approach include:
1. Communication as the Goal: The primary aim of language learning is to develop the ability
to communicate in meaningful and authentic ways. This goes beyond rote memorization of
grammar rules and vocabulary.
2. Real-life Contexts: Language is taught in the context of real-life situations and tasks,
reflecting how language is used in everyday communication. This approach emphasizes practical
language skills over isolated language components.
3. Interactive and Collaborative Learning: Learners are encouraged to interact with each
other and the teacher in the target language. Group activities, pair work, and role-playing are
commonly used to simulate authentic communication scenarios.
4. Use of Authentic Materials: Authentic materials, such as newspapers, videos, podcasts, and
real-life texts, are incorporated into lessons to expose learners to the language as it is naturally
used by native speakers.
5. Focus on Functionality: Language is taught based on its functions rather than isolated
grammatical structures. Learners are taught how to use language to express ideas, make requests,
negotiate meaning, and engage in various communicative functions.
6. Student-Centered Approach: The role of the teacher is often that of a facilitator, guiding
and supporting students in their language learning journey. Learners take an active role in their
learning process.
7. Error Tolerance: While accuracy is important, the Communicative Approach recognizes that
language learners will make errors as they experiment with and practice the language. Errors are
seen as a natural part of the learning process and are corrected in a supportive manner.
8. Cultural Awareness: The approach often integrates cultural aspects into language learning,
helping learners understand the cultural context in which the language is used.
The Communicative Approach is considered more learner-centered and dynamic compared to
traditional methods like the Grammar-Translation Method. It aims to develop not only linguistic
competence but also pragmatic competence, enabling learners to use language appropriately in
different social and cultural contexts. This approach has been influential in shaping language
education practices worldwide.

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AUDIO-LINGUAL APPROACH
The Audio-Lingual Approach is a language teaching method that gained popularity in the 1950s
and 1960s, particularly in the United States. This approach is rooted in behaviorist psychology and
is often associated with the structural view of language. The Audio-Lingual Approach places a
strong emphasis on repetition, mimicry, and drills, and it relies heavily on audio materials for
language learning. Here are some key features of the Audio-Lingual Approach:
1. Behaviorist Principles: The approach is based on behaviorist principles, which focus on
observable behaviors and stimuli. Language learning is seen as a process of habit formation
through repetition and reinforcement.
2. Oral-Aural Skills: The primary focus is on developing oral and aural (listening) skills.
Speaking and listening activities are emphasized over reading and writing.
3. Pattern Practice: Learners engage in pattern drills, where they repeat and practice specific
language patterns. This repetitive practice is believed to help learners internalize the structures of
the language.
4. Memorization: Rote memorization is a key component of the Audio-Lingual Approach.
Learners memorize dialogues, phrases, and grammatical structures to reinforce language patterns.
5. Use of Audio Materials: Audio materials, such as tapes or recordings, play a central role in
this approach. These materials are used for model pronunciation, listening exercises, and repetition
drills.
6. Teacher-Centered: The teacher plays a central role in presenting models of correct language
use, leading drills, and providing immediate feedback. The teacher is seen as a language model for
learners to imitate.
7. Structural Syllabus: Instruction is often organized around a structural syllabus, focusing on
specific grammatical structures and linguistic forms. Lessons are sequenced in a way that
introduces and reinforces these structures gradually.
8. Error Avoidance: The Audio-Lingual Approach places a strong emphasis on avoiding errors
from the outset. Learners are encouraged to produce correct language forms through repetition
rather than being explicitly taught grammatical rules.
While the Audio-Lingual Approach was widely used in language classrooms, especially in the
mid-20th century, it received criticism for its lack of emphasis on communication and meaningful
language use. Critics argued that learners trained under this approach might struggle to apply their
language skills in real-life situations. As a result, more communicative and learner-centered
approaches, such as the Communicative Approach, gained prominence in language education over
time.

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AFFECTIVE-HUMANISTIC APPROACH
The Affective-Humanistic Approach is an educational philosophy that emerged as a reaction to
more behaviorist and cognitive-oriented approaches in the mid-20th century. This approach places
a strong emphasis on the affective domain, which includes emotions, attitudes, values, and
interpersonal relationships. The Affective-Humanistic Approach seeks to create a positive and
supportive learning environment that takes into account learners' feelings, motivation, and
personal development. Here are key features of the Affective-Humanistic Approach:
1. Emphasis on Feelings and Emotions: The approach recognizes the importance of learners'
emotions and feelings in the learning process. Positive emotions, motivation, and a supportive
atmosphere are considered essential for effective learning.
2. Personal Development: Affective-Humanistic education emphasizes the holistic
development of learners, not just cognitive skills. It recognizes the importance of personal growth,
self-awareness, and self-esteem.
3. Individualized Learning: The approach acknowledges the uniqueness of each learner and
promotes individualized instruction. Teachers strive to understand students' needs, interests, and
learning styles to tailor instruction accordingly.
4. Positive Learning Environment: Creating a positive and supportive learning environment
is a central goal. Teachers aim to foster a sense of community, trust, and mutual respect among
students, creating an atmosphere conducive to learning.
5. Student-Centered Approach: Affective-Humanistic teaching is often student-centered.
Teachers act as facilitators, guiding students in their learning journey, and encouraging active
participation and collaboration.
6. Authentic Communication: The approach values authentic and meaningful communication.
Language learning, for example, is not only about acquiring grammar and vocabulary but also
about expressing oneself and connecting with others.
7. Intrinsic Motivation: Affective-Humanistic educators promote intrinsic motivation,
emphasizing the importance of learners finding personal satisfaction and fulfillment in their
learning experiences rather than relying solely on external rewards or punishments.
8. Integration of Values and Ethics: The Affective-Humanistic Approach often integrates
discussions about values, ethics, and social responsibility into the curriculum. This helps students
connect their learning to broader societal and ethical considerations.
9. Reflection and Self-Evaluation: Learners are encouraged to reflect on their learning
experiences and engage in self-evaluation. This reflective process supports metacognition and self-
awareness.

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The Affective-Humanistic Approach is evident in various educational settings, including language
education, where creating a positive and supportive environment is believed to enhance language
learning outcomes. This approach aligns with a more holistic view of education, emphasizing not
only the acquisition of knowledge and skills but also the emotional and personal development of
learners.

COGNITIVE APPROACH
The cognitive approach in education and psychology focuses on the mental processes involved in
learning, understanding, and processing information. Unlike behaviorist approaches that
emphasize observable behaviors, the cognitive approach explores internal mental activities such
as memory, perception, problem-solving, and language. In the context of education, including
language learning, the cognitive approach has several key features:
1. Information Processing: The cognitive approach views the mind as an information-
processing system. It examines how learners acquire, store, retrieve, and use information.
2. Memory: Understanding how memory works is a central aspect of the cognitive approach.
This includes short-term memory, long-term memory, and the processes involved in encoding and
retrieval.
3. Problem-Solving and Critical Thinking: Cognitive approaches emphasize the development
of problem-solving skills and critical thinking abilities. Learners are encouraged to engage in
activities that challenge their cognitive processes.
4. Metacognition: Metacognition refers to thinking about one's thinking processes. The
cognitive approach encourages learners to become aware of their cognitive strategies, monitor their
understanding, and make adjustments as needed.
5. Schemas and Mental Models: Cognitive psychology explores the role of mental structures
like schemas and mental models in organizing and interpreting information. This understanding
helps educators design learning experiences that align with how individuals naturally process
information.
6. Language Processing: In language learning, the cognitive approach explores how learners
acquire and use language. It considers language as a cognitive skill, examining processes such as
comprehension, production, and language problem-solving.
7. Constructivism: The cognitive approach aligns with constructivist theories of learning, which
posit that learners actively construct their knowledge by interacting with information and
experiences.
8. Individual Differences: Cognitive approaches recognize that learners differ in their cognitive
abilities, styles, and preferences. Instruction is often designed to accommodate these individual
differences.

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9. Transfer of Learning: The cognitive approach explores how learning in one context can
transfer to other situations. This includes applying knowledge and skills learned in one domain to
new and unfamiliar contexts.
10. Assessment of Understanding: Assessment in the cognitive approach focuses not only on
observable behaviors but also on the understanding and application of concepts. It may involve
various forms of testing, problem-solving tasks, and project-based assessments.
The cognitive approach has had a significant impact on educational practices, influencing
instructional design, curriculum development, and assessment methods. It complements other
approaches, such as behaviorism and humanism, contributing to a more comprehensive
understanding of how learning occurs and how educational experiences can be optimized.

COMPREHENSION APPROACH
It seems there might be a confusion in the terminology. The term "Comprehension Approach" is
not a widely recognized or specific method in language teaching or education. However, if you are
referring to an approach or method that emphasizes comprehension skills, particularly in language
learning, it would likely fall under broader language teaching methodologies. Let's discuss the
importance of comprehension skills in language learning:
1. Reading Comprehension: Reading is a fundamental skill in language learning. The ability
to understand written texts is crucial for acquiring vocabulary, grammar, and cultural knowledge.
Reading comprehension activities often involve understanding main ideas, details, and inferences.
2. Listening Comprehension: Listening skills are vital for effective communication. Listening
comprehension activities help learners understand spoken language, including different accents,
speech rates, and contexts. This skill is crucial for real-life communication and language use.
3. Contextual Understanding: Emphasizing comprehension involves teaching language in
context. Learners are exposed to authentic materials such as articles, stories, dialogues, or
multimedia that provide a meaningful context for language use.
4. Critical Thinking Skills: Comprehension activities often require learners to analyze and
evaluate information. This helps develop critical thinking skills as learners engage with texts or
audio materials.
5. Vocabulary Development: Through comprehension exercises, learners encounter new words
and phrases in context. This exposure aids in the natural development of vocabulary, helping
learners understand how words are used in different situations.
6. Cultural Understanding: Comprehension activities can incorporate cultural elements,
providing learners with insights into the cultural context associated with the language they are
learning.

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7. Interactive Learning: Comprehension is not a passive process; it involves active engagement
with the material. Interactive activities, discussions, and group work can be incorporated to
enhance comprehension skills.
While comprehension skills are essential, they are typically integrated into broader language
teaching methodologies, such as the Communicative Approach, Task-Based Language Teaching,
or Content and Language Integrated Learning (CLIL). These approaches often include a variety of
activities to develop overall language proficiency, with a focus on comprehension as one
component of the language learning process.
REFERENCES
Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching.
Cambridge University Press.
Scrivener, J. (2011). Learning Teaching: The Essential Guide to English Language Teaching.
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Brown, H. D. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy.
Pearson.
Ur, P. (2012). A Course in Language Teaching: Practice and Theory. Cambridge University Press.
Nunan, D. (2003). Language Teaching Methodology: A Textbook for Teachers. Pearson Education
ESL.
Nunan, D. (2004). Task-Based Language Teaching. Cambridge University Press.
Brown, H. D. (2007). Principles of Language Learning and Teaching. Pearson.
Harmer, J. (2007). The Practice of English Language Teaching. Pearson.
Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge University
Press.
Elsner, D., & Gogolin, I. (2019). Content and Language Integrated Learning (CLIL) in the English
as a Foreign Language (EFL) Classroom. Routledge.