Universitas Muhammadiyah Surakarta

2020
1. Historical Sketch of Foreign Language
Teaching Methodology
2. The Nature of Approach, Method, and
Technique
 Introduction
 The Changing Winds and Shifting Sands
 Early Foreign Language Teaching
Methods
 The Designer Methods
 Communicative Language Teaching
 Beyond Methods
 Closing
 Foreign Language Teaching has changed
in many ways for many centuries and over
the centuries.
 Leaning Foreign Language goals have
developed because of periods and places.
 Examples of Leaning Foreign Language
goals: for understanding text (reading
comprehension) and for people who needed
to use foreign language is developed oral
communication.
 Periods of time
 Places
 The nature of language
 The nature or learning
 Goals
 Some insights (the fields of linguistics,
psychology, sociolinguistics, or second
language acquisition)
The purposes of foreign language teaching
methodology development or search are to
find more effective and right methods.
 The objectives of the changing winds and
shifting sands concentrate to 1) language
teaching methods and 2) teaching and
learning theories.
 Language Teaching Methods are just like
fashions; they are created, used, and
replaced.
 Grammar Translation Method
 Reading Method
 Direct Method
 Situational Language Teaching
 Audiolingual Method
 Cognitive Code Method
 AlbertMarekwardt (1972) in Brown (2004:
52) has opinion about “changing winds
and shifting sands” as a cyclical pattern in
which a new method emerged about
every quarter of a century.
 Each new method is evaluation result of
method before which threw away the
weakness and toke the strength, then
developed and modified it into good
method. For example direct method is
development of grammar translation
method.
It happened in the 17th, 18th, and 19th
centuries for learning in the western world
and it related to learn Latin and Greek. The
goal was to promote or spread knowledge
and science. It concentrated in grammatical
rules, syntactic, structure, along rote
memorization of vocabulary and translation
of literary texts. Grammar Translation
Method was known late in the nineteenth
century.
 Francois Gouin (1880) criticized Grammar
Translation Method and developed Direct
Method. It focuses on oral interaction,
spontaneous use of the language, no
translation, and little if any analysis of
grammatical rules and syntactic structures.
 The weaknesses of Direct Method are
budget, time, and classroom size; it
emerged at the beginning of the twentieth
century.
 After that the Audiolingual Method replaced
the Direct Method and it is known as the
Army Method (1950s).
 The Designer Method was designed in the
1970’s and early 1980 for finding the
effective and interpersonal nature of
language (psychological factors).
 In this era method had to be standardized
and it indicated of professionalism. The
Designer Method replaced the
Audiolingual because of its vacuum.
These include the designer methods:
 Community Language Learning
 Silent Way
 Total Physical Response
 Natural Approach
 Suggestopedia
 Communicative language Teaching was
influenced by the popularity of the
designer methods in the 1970’s and
National Functional Syllabus (NFS).
 This method came out as reaction against
methods before that focused on
grammatical form and it concentrated on
pragmatic purposes of language use. NFS
was not a method but an approach.
 In this discussion, beyond the grammatical
and discourse elements in communication,
scholars are focusing on the nature of social,
cultural, and pragmatic features of language.
 The goals are to develop linguistic fluency of
learners, not merely accuracy.
 As conclusion, beyond methods concentrate
to the learners as partners in a cooperative
work and this is called as the communicative
language teaching (CLT).
There are many kind concepts of CLT;
they are:
 whole language education,
 content-centered education,
 interactive learning,
 active learning,
 task-based learning,
 competency-based instruction,
 etc.
The cumulative history of foreign language
teaching has taught us the value of
interactive use of language, the emotional
and cognitive side of learning, automatic,
acquisition of language, conscious analysis
of it and authenticity of material language
use. Teachers have to think for using suitable
methods in their class. The approach should
be dynamic and the key is the interaction
between the approach and the classroom
practices.
The approach factors in teaching are:
 Our own experience as a learner in
classroom;
 Whatever teaching experience we
may already had;
 Classroom observation we have
made;
 Books we have read;
 The previous courses in the field.
 Each method has been developed based on certain
theoretical assumptions.
 Behaviourism (1940’s and 1950’s)
 Generative grammar
 Cognitive Code Learning
 The Communicative Approach (the late 1970’s and early
1980’s)
 The Communicative Properties of Language (the late
1980’s)
 The Communicative Language Teaching (CLT) →
Cooperative Language Learning, Content-Based Instruction,
Competency-Based Instruction, etc. (Communicative
Approach)
 Introduction
 Approach
 Methods
 Technique
 Closing
 Ways of conceptualizing approaches and
methods in language teaching have been
created, and it is made more
systematically the relationships between
theory and practice within a method. But,
the practitioner is confused and difficult for
understanding at the levels of theory and
practice (the terms approach, method,
and technique).
 Anthony’s Diagram of Approach, Method, and Technique

Approach → Method → Technique

- Theories of - Procedure / - Classroom

language Overall plan of practices
- Theories of presentation techniques
language
learning
(Axiomatic) (Procedural) (Implementation)
 According to Anthony (in Allen 1965: 94),
approach is as “A set of correlative assumptions
dealing with the nature of language and the
nature of language teaching and learning. An
approach is an axiomatic.”
 Theories at the level of approach relate to the
level of design (for determining the objectives
and the content of syllabus) and the level of
procedure (for selection of particular teaching
techniques and activities).
 Method is the second term. Anthony
(1963: 95) gives explanation method as
“an overall plan for the orderly
presentation of language material, no part
of which contradicts, and all of which is
based upon the selected approach. An
approach is axiomatic whereas a method
is procedural”.
When we use one approach, we may use
several methods and this is influenced by
several factors, such as the student’s
language background, the age of the student,
his/her cultural background, and his/her
previous experience with English. For
example, in method we should consider
reading, writing, or speaking skill. Thus, for
this example the methods suitable are
frequently referred to as mim-mem (mimic-
memorize) and pattern practice.
 According Anthony (1963: 96) “Technique is
implementation which actually takes place in a
classroom. It is a particular trick, strategy, or
contrivance used to accomplish an immediate
objective. Technique must be consistent with a
method, and therefore in harmony with an
approach as well”.
 In other words, technique is sequences of
learning and teaching plan or arrangement
which will be implied in classroom with a
particular method.
In views of Richards and Rodgers (1993: 26)
there are three elements to a methods at the
level procedures, they are:
The use of teaching activities (drills, dialogues,
information gap) to present new language;
The ways in which particular teaching activities
are used for practicing language;
The procedures and techniques used in giving
feedback to learners concerning the form or
content of their utterances or sentences.
 Method
Approach Design Procedure
a. A theory of the a. The general design a. Classroom
nature of language and specific techniques,
b. A theory of nature of objectives of the practices, and
language learning method behaviors observed
b. A syllabus model when method is
c. Type of learning and used.
teaching activities
d. Learner roles
e. Teacher roles
f. The role of
instructional
materials
According approach, method, and technique
description above, Celce-Murcia (2004: 9)
gives summary as bellow:
An approach is general.
A method is specific set of procedures more
or less compatible with an approach.
A technique is a very specific type of learning
activity used in one or more methods.
 Any language teaching method can be
described in terms of its approach,
design, and procedure.
 Principle refers to the underlying theory
on which the teaching method bases.
Procedure refers to the sequence of
classroom presentation. Technique refers
to classroom activities or practices.
THANK TOU