UNIT 3 APPROACHES, METHODS AND

TECHNIQUES IN ENGLISH
LANGUAGE TEACHING (ELT) -

sih.udture
3.1 Introduction
3.2 Objectives
3.3 What is a Method?
1.3.1 Components of a Method
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3.4 A Brief Overview of Major Methodological Trends in English Language Teaching

3.5 Role of the Teacher vis-a-vis Various Language Learning Methods and Techniques
3.6 Let Us Suill Up
3.7 Key Words
3.8 Answers to Check Your Progress
3.9 Suggested Reading

3.1 INTRODUCTION
Different theories about the nature of language and how languages are learnt (the approach)
imply different ways of teaching language (the method), and different methods make use of
differeolt kinds of classroom activity (techniques). (Longmans Dictionary of Applied Linguistics,
1985).
The objective of any language classrooin is to enable the learners to learn the target language
and use it. This is done best when they are involved actively in the learning process.
A teacher who has a rich repertoire of techniques to teach different skills and sub-skills is
more likely to succeed in this objective than one who has a limited number of techniques at
command. He/.she will need to function as an informed decision maker in order to judge the
needs of histher learners and decide when to use which technique. By doing this the teacher
will he ahle to not just use appropriate techniques hut also he able to provide variety, in order
to sustain the interest of the learners.

3.2 OBJECTIVES
This uhit will enable you to:
differentiate among approach, method and technique in the context of teaching and learning
of languages;
understand the role and rationale behind the various inethods used in English language
teaching;
fadliarise yourself with some major methodological trends in the history of ELT;
develop ~nsightinto therole of the teacher in using various methods and techniques effectively.

3.3 WHAT IS A METHOD?

The dilctionary defines a method as a way of doing things. Methods deal with the 'how' of
teaching. Methodology indicates the sequence to be followed in a language tasuactivity and
the rolle of the learners and the teacher in this sequence. A method can be said to include three
CompQnents:
a) Approach Apprmches, Methods and Techniques
in English Language Teaching (ELT)
b) Design
C) Procedure

3.3.1 Components of a Method

a) Approach

The practices in language teaching are based on the theories concerning the nature of language
and language learning. These theories together form the first component of a method. We shall
look at these theories in this section. The two main views of lai~guagelearning are as follows:
The behaviourist view of language learning :Behaviourists believe that learning, both verbal
and non-verbal, takes place through the process of habit formation. Learners are exposed to
the language in their school/college, family and neighbourhood. They try to imitate the people
around them. If the imitation is proper, they are rewarded, which illotivates them further for
imitation, leading to reinforcement and habit formation. The behaviourists think that learners
should he corrected as soon as they make mistakes in order to avoid fossilization.
The congitivist view of language learning : Cogi~itivistsagree with the behaviourists that
learners need exposure to language, but they hold that learning does not take place solely by
imitation and repetition. Human beings are born with a built-in device in their brains which
helps thein in discovering the underlying patterns of the language they hear, forming their
own hypotheses about the language and constructing new sentences. For them language-learning
is exposure to the language, hypothesis formation: coilfirmation or re-formulation of the
hypotheses. Cogi~itivistslook at errors as part of the learning process.

h) Design

The second aspect of a method is Design. In this component the following are clearly spelt out.
a) ob,jectives of the course;

h) the syllabus model which the method incorporates;

'

c) teaching and learning activities;

d) roles of teachers and learners.

c) Procedure
The third and last component of a method focuses on what happens in the actual classroom
situation. It includes practices and behaviour that operate during the production, practice and
feedback phases of teaching.

A technique refers to the design and procedure components of a method. It may be described as
a inlplementational sub-process of a method. It specifies the teaching- learning activities as
well as the roles of the teachers and learners in the language activities/tasks.

Techniques that give the learner greater autonomy in language processing are now in vo@e in
language classrooms. Some of these are: role play: and simulationt information - gap and opin-
ion - gap activities, language games and puzzles. Techniques for developing the various
language skills (reading, writing, listening, speaking) will be enunciatedin detail in the follow-
ing blocks.

3.4 A BRIEF OVERVIEW OF MAJOR METHODOLOGI-

CAL TRENDS IN ENGLISH LANGUAGE TEACHING

Sonle methods that have been in vogue through the history of the development of English
language teaching are as follows:
Instructional Plaming in Teacldng
of English Method FeaturesIPedagogic Rationale or Language
principles Learning Approach

Grammar translati011 It is a way of learning a lan- Behaviourist view of

inethad his method is guage hy studying the rules of language learning.
now oatdated as opinion ia its grammar and then applying
ELT has shifled from con- these rules to the translation of
tent-hased teaching to sentences and texts from mother
skill-based teaching). tongue to target language and
vice-versa.
Vocabulary is taught through
hilingual word lists.
The method focuses priillarily
on reading and writing skills
with little attention to listening
and speaking.
The syllahus comprises prose,
poetry. grammar and written
work.
T h e texts c o n s i s t of l o n g
e x t r a c t s from the-works of
the great writers chosen for
their iiitellectual contenl. The
learner is therefore exposed
only to literary language.
Communication skills are
i~eglectedwith little attention
to ~ronunciation.

Sm~ctutaloral situational It was an outcome of the experi- Behaviourist approach to

method nlents carried out in the army language learning.
camps during the World War 11.
It involves systematic presenta-
tion and practice of carefully
selected iand graded grammati-
cal structures of the target lan-
guage in effective and rneanlng-
f i l situations. For example. oh-
jects in the classroom such as a
desk, the hlackhoard, pictures,
calendar, windows etc. [nay be
utilised to introduce vocabulary
as well as grammahc,1' 1 struc-
trues such i1S This is a(n) ....... .
These :Ire ....... .That is a(n) .......
Those are ....... These structural
aild vocabulary items are rein-
forced through oral dr~lls.
The approach is hiised on the
assumption that language learn-
ing is a matter of habit forina-
tion and thus involves a lot of
rcpetitioil aid coi~sciousdrilling
of language items.
Language items are first taught
orally. Reading and writing fol-
low oral work. The spoken for111
is give11priority.
 Approaches, Methods and Techniques
Language ite111s are graded ac- in English Language Teaching (ELT)
cording to their frequency, use-
fl~lnessand teachihility. A fixed ,
nuinher of grami~laticalstruc-
tures and words need to he mas-
tered at each level.

Communicative language The communicative approach is Cognitivist view of

teaching approach: (Can- based on a semantic syllabus like language learning.
not be called a method as the notional-functional sjlllabus.
it incorporates a variety of The concept of a 'notion' is close
ways for l'acilitating the ac- to that of a 'theme; e.g. transport:
quisition of language as a food, entertainment, etc. which
mea~lsof con~nlunication.) are chosen keeping the learners'
background and age-group in
mind.
A 'function' may be defined as
a 'specific comin~~nicative pur-
pose'. e.g, seeking infor~nation,
giving directions, requesting,
describing, recounling etc.
There is no 'one' communica-
tive syllabus only. A com~nuni-
cative approach targets at com-
mul~icative competence
(Littlewood, 1984). Communi-
cative competence may he de-
fined as the ability to autooo-
lllously use a language to com-
municate effectively in authen-
tic (real-life) commu11icative
situations.
The teaching based 011 the com-
nlunicativc approach is eclectic
i.e. it uses a variety of methods.
Language is assuilled to be learnt
through exposLue and use by the
learners in iluthentic comniuni-
cative situations. The teacher is
a facilitator who orgauizes the
language tasks in such a manna
so that the learner has to process
the language content on hislher
own, in order to help himlher
become an autonomous lan-
guage user. Support for perform-
ing language tasks may he pro-
vided covertly through clues in
the content. Demonstration by
the teacher: peer, support, etc.
help the learner. For example,
the learners may first he shown
the recording of an interview and
then asked to work in pairs, as-
sume the role of a falllous per-
sonality, list down the kind of
questions they would like to ask
and then to simulate the iilter-
view.
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 Instructional Pl-ingin Teaching Developmen't of the humanistic paradigm in psychology has also influenced language learning
nf English methodologies. Methods like the silent way, community languagelearning and suggtesto-paedia
are based upon the principles of learner initiative and learning in a relaxed and happy environ-
ment where the teacher functions as a counsellor and does not approve or disapprove of learners'
performanca. Learner errors are dealt through self-monitoring and peer correction.

~ 3.5 ROLE OF THE TEACHER VIS-A-VIS VARIOUS

LANGUAGE LEARNING METHODS AND
TECHNIQUES
~ Various methods and techniques of language I 0

learning are only suggestions to the teach& who

should be inlformed about the rationale behind
them and choose or adapt them keeping in mind
-
the level and needs of her learners.
A teacher, teaching English in a vernacular me-
dium school, where exposure to English is lim-
ited to the classroom may need to
provide great lexical (vocabulary) and
'
linguistic (s~~ltence
vernacular
patterns) support through
examples, pictorial
support, demonstration, word lists, etc. 1
I
b a beginner level classroom, while
For e x ~ p l e in
asking learners to descrihe a given
picture, lexical support may be offered through
an illusttated vocabulary list as given below :
Linguistic support may be provided through a
substit~ltiontable
-+ thin

He, She, It
are

I Before asGng the learners to descrihe the picture given to them, the teacher may clarify the
task by building up the description of another picture on the board, with the help of the given clues.
Example 2 : To practice ad.jectives (related to space, size, colour) the child may be asked to
collect diff~rentkinds of obiects (pebbles, marbles, leaves, etc.) in hidher environment and bring-
them to cla$s. The teacher may put up an illustrated chart exemplifying various kinds of shapes,
sizes, colours on the board to provide vocabulary support to the learners.
This activity will engage the interest of the learners as it focuses on the child's natural urge to
share his Gxperiences with others and is closely linked to hidher milieu. In the above
examples though language tasks are conmunicative, structural support is also being provided.
Thus these examples illustrate the structural-functional approach i.e., practice
of a choseb stnicture (sentence pattern) in the context of a communicative content (here
'Descri-bing' ).
There are no final answers in pedagogy i.e., no one method/technique can be proclaimed to be the
best. Questions arise, even about the most basic issues of teaching, to which solutions
will depend on a host of factors such as the learners' language competence, the human
and materid resources of the classroom, the needs and motivations of the learners to learn the
language, etc.
It is the teacher who has to intervene as an informed decision maker and this will become pos-
sible only if we as classroom teachers/practitioners familiarise ourselves with not only
the wide r a g e of techniques ~ u sfrategies
~d but also the general language needs of the learners,
and their existing level of laiiguage competence.
48
 Approaches, Methods and Toehniqnta
Check Your Progress in English w e a g e T d q (ELT)

Notes : a) Writc your answcrs in the space r.ivc11I l c l o i ~ .

h) ('crruparc. your answers with those givc~ix i tllc ci~:tl ~ , t ttht. unil

~i 2 . DOYOLI thlnk there is a 'hcst' n;ethoil far l;~n,c~~:!y,:

te:rchi~!g',' (;:\.c rr:;isi,:l~ ['or );our
/ ill!s\vcr.
I

Activity
1. Do you follow the lecture method of teaching? What according to you, are the advantages
and disadvantages of the lecture method? Can a language teacher use this method for teach-
ing language skills?

Discussion
A lecture involves a continuous formal exposition of a discourse on some topic by a single
person for the benefit of many (Curzon, 1985). It was the most successful method of teaching
when textbooks were in short supply. It is used successfully even today in teaching content-
based subjects like sociology and history. It is most economical with regard to the use of time.
However, a language is not a content-based subject. It is a skill-based subject. Skills can b e
mastered only through practice. For example, if one wants to learn driving, one cannot do so
cnly by watching others drive. One has to drive oneself to learn this skill. Similarly, in order to
learn a language one has to use (read, speak, listen, write) it oneself.
When the teacher uses the lecture method, the learners do not get practice in the use of the
language. Language skills can be acquired only by active processing of the language by the
learners themselves. The lecture method may however be used for developing listenillg skills
but this has to be done in systematic ways through theuse of tasks and exercises accompanying
the lecture.
Indructiond Planning in Teaching
or ~ h g ~ s h 3.6 LET US SUM UP
Methods deal with the 'how' of teaching and are based upon one or more approaches to lan-
guage learning. The behavio~uistslook upoii language learning as a process of imitation and
habit formation. The attempt here is to organise the language learning environment in such a
way that 'errors' are reduced or avoided. This may be attempted through controlled presenta-
tion and practice of lauguage items (structural patterns, vocabulary).
The cognitlvists. on the other hand. look upon language learning as a process of hypothesis
formation and hypothesis testing by language learners during the course of exposure to the
language. Methods following this approach do not e ~ n p h a s ~sos e much on coiitrol and 'accu-
racy' of language production but on autonomous and actlve processing of language content by
the learners. Learner errors are seen as very much a part o f the learning process.
Methods knd techniques, properly viewed, are suggestions to the teacher. There is no 'best'
method. The teacher must be aware of the rationale behind the various techniq~~es and methods
so that [s)he can f~inctionas an informed decision maker and utilize the various methodologies
optimally to facilitate a~~tonomous use of the laiiguage by the learners.

KEY WORDS
method method n ~ a ybe defined as a way of doing things. Methods deal
with the 'how' of teachlug. The methodology of language teach-
ing indicates the sequeilce to be followed in a laiiguage task/
actlvity and the role of the learners and the techer in it.
approacli (to language : A theory about ihe nattue of language and the process of
learning and teaching) language learning suggests methods ant1 techniques which can
lead to effective language learning. Such a theory may be termed
as an 'approach' to langudge learning.
technique it refers to the design and procedural components of a method. It
may be described as an implementational sub-process of a
method. It specifies the teaching-learning practices as well as
the roles of the teachers and learners.
grammar translation : it is a way of l e a r ~ ~ i a~ language
ig by studying the rules of its
method graillmer and then applying these rules to the translation of sen-
tences and texts froin mother tongue to target language and vice-
versa.
structural-oral- it involves systematic presentation and practice of carefully
situational method selected and grade gram~naticalstructures of the target language
in effective and meaningful situations. The language items are
reinforced through oral practice.
communicative language : the conimunicative approach is based o n a semantic syllabus
teaching approach like the notional - f~lnctionalsyllabus. It attempts lo organise
the language classroom so that the learners have to 'use' the tar-
get lai~guageon their own in authentic communicative situations.

3.8 ANSWERS TO CHECK YOUR PROGRESS

1. An approach is a theory of the nature of language and the process of language learning that
suggests an effective framework or method of language learning. The implementational
sub-processes to be followed in the classroom may he called 'techniques' of language
learning.
[S-0-S) ~llelliodis based upon the behavjourist
For example, the structiual-oral-sit~~atio~~al
view of language learning. The language learning environment is organised in such a way
that it reinforces correct the learning of language patterns by exposing learners to care-
fully graded and selected language structures in nleaningful situations. Correct language
habits are to be orally drilled.
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 Oral drills and use of substitution tables are two techniques which form the core for theApproaches, Methods andTeehaiques
implementation of the S-0-S method. in English Language T d n g (ELT)

2. There is no best or standard method for language teaching. This is so because language
learning situations differ widely with respect to the learners' existing language compe-
tence; the material and human resources of the classrooin (i.e., availability of paper, pic-
tures. blackboard, etc.) and the language learning needs of the learners.
Thus the teacher has to step in as an informed decision inaker and selects and adapts
methods and techniques that will effectively cater to the language needs of hisher learn-
ers.

3.9 SUGGESTED READING

Nagaraj, Geet (1995) : Approaches and Methods ofTenching English, Orient Longman, Delhi.