Name : Nikitta Saphiera Ramadhan

NPM : 14.1.01.08.0097

The Method of Language Teaching

1. The Audio-lingual Method
The audio-lingual method was developed in the US during the second world war, this
method was developed in order to develop the foreign language program for military personnel.
The audio-lingual method is a method of foreign language teaching which emphasized the
teaching of listening and speaking before reading and writing. It uses dialogue as the main form
of language presentations and drills as the main training techniques. The learning theory of
Audioligualism is behavioral psychology is based on approach to the study of human behavior.
Behaviourism tries to explain how stimulus caused a change in the behavior of an individual
without using any kind of mental behavior.
 Objectives
a. Short-term Objectives
1. Listening Comprehension
2. Accurate Pronunciation.
3. Recognition of speech symbols and graphic signs.
4. The ability to reproduce the symbols in writing.
b. Long-term Objectives
To develop the students same type of abilities that the native speaker have, to use
it automatically without stopping think.
 The Syllabus
a. Based on a linguistic or structured-based approach to language teaching. Built on :
1. Step by step linguistic syllabus, which contains:
- Phonology
- Morphology
- Syntax
2. Lexical syllabus of basic vocabulary.
 Types of Learning Techniques and Activities
a. Dialogues
b. Drills
2. Communicative Language Teaching
Communicative language teaching began in Britain in the 1960s as a replacement to the
earlier structural approach, called Situational Language Teaching. The communicative language
teaching was developed because a group of experts saw the need to focus in communicative
proficiency rather than mastery of structures.
 Objectives
 a. Use language as: means of communication, object of learning, and means of expressing
values.
b. Focus on communication rather than structure.
c. Language learning within school curriculum.
d. Focus on meaningful tasks.
d. Collaboration.
 Procedure
Comprises the classroom techniques and practices that are consequences of particular
approaches and designs.
 Types of Classroom Activities
a. Information-Gap Activities
b. Jigsaw Activities
c. Pair and group work.
3. Total Physical Response
TPR (Total Physical Response) is a language teaching method built around the
coordination of speech and action, it attempts to teach language through physical (motor)
activity. This method was developed around 1970s. TPR is based upon the way that learner learn
their mother tongue.
 Objectives
To provide an enjoyable learning experience, having a minimum of the stress that
typically accompanies in learning foreign language.
 Applications of TPR in Basic English Skills
a. Reading : predicting skills and reading the text.
b. Writing : making dialogue, picturing.
c. Vocabulary : reality, demonstration, conversation.
d. Structure : reality, demonstration.
 Roles
a. Teacher plays an actives and direct role because he decides what to teach and selects
the model and materials.
b. The learners listen attentively and respond physically to commands. They are expected
to recognize and respond the new combinations of taught items and they have to produce
new combination of their own.
4. Community Language Learning
Community language learning was developed by Cahrles A. Curran. This method also
known as counseling-leaning. The term of counseling means one person is giving advice,
assistance, and support to another who has a problem. In this method, the role of theacher is a
counselor and the learner is as a client. This method is one of the humanistic approach because it
deals with the emotions and feelings as well as with linguistic knowledge and behavioral skills.
 Objectives
 The goal of this method is attaining near-native mastery of the target language. Specific
goal include developing the whole person learning process and a trusting relationship
among the members of the class.
 The Syllabus
a. CLL doesn’t use a conventional language syllabus, which determines in advance the
grammar, vocabulary, and other items to be taught in specific orders.
b. The course progression is topic based with learners choosing the message they wish to
communicate to other learners in the class.
c. It evolves its own syllabus.
 Types of Teaching and Learning Activities
a. Translation
b. Group Work
c. Recording
d. Transcription
e. Analysis
f . Reflection and Observation
g. Listening
h. Free Conversation
4. Suggestopedia
Suggestopedia is a teaching method based on the idea how the human brain works and
how we learn most effectively. It includes a rich sensory learning, a positive expectation of
success and the use of a varied range of methods like dramatized text, music, active participation
in songs and games, etc.
 Objectives
The main aim of teaching is not memorization, but the understanding and creative
solution of problems but memorization of vocabulary pairs is an important goal of
suggestopedia.
 The Syllabus
A unit is organized around three days. There are 10 units for 30 days course.
 Theory of Learning and Teaching Activities
a. Imitation
b. Question and answer
c. Role Play
d. Listening Activities
5. The Silent Way
The silent way it is based on the premise that the teacher should be silent as much as
possible in the classroom and the learner should be encouraged to produce as much language as
possible.
 Objectives
 The objectives of this method is to give beginning level of students oral and aural facility
in basic elements of the target language.
 The Syllabus
Lesson planned around grammatical items and related vocabulary.
 Types of Learning and Teaching Activities
a. Learners go on to create their own utterances by putting together old and new
information.
b. The teacher models a word, phrase, or sentence and then elicits learner responses.
c. Charts, rods, and other aids may be used elicit learner responses.
d. Teacher modeling is minimal, although much of the activity may be teacher directed.

References.
Richards, Jack C. and Theodore S Rodgers. Approaches and Methods in Language
Teaching: A Description and Analysis. Cambridge. Cambridge University Press.1986