Chapter 3 teaching methods

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Chiheng Xie

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61 Slides • 13 Questions

Techniques and Principles
in Language Teaching

Jack Richards

Theodore Rodgers

Three-level Model by Richards & Rodgers (2001)

Grammar-Transla
tion Method

Grammar-translation Method

❖Influence of the study on the classical languages

Classic literatures
Intellectual training

❖Same approach in FL teaching in the 18th century

❖Dominant from 1840s to 1940s.

Background

Characteristics

Grammar-translation Method

▪Goal of FL teaching: to read literary works; intellectual benefit.

▪No attention to speaking and listening.

▪Grammar be taught deductively; sentence as the basic unit of practice;
translation as the way of studying.

Grammar-translation Method

Characteristics

cont.

▪Native language as the medium of instruction.

▪Teacher as the authority in classroom.

▪High emphasis on accuracy; errors be corrected immediately.

▪Focus on similarities between languages.

Grammar-translation Method

❖Translation of a Literary Passage

❖Reading comprehension (multiple choice, fill-in-the-blanks exercise)
❖Deductive application of grammar rules

❖Memorization

❖Use words in sentences

❖Composition

Classroom activities

❖ The teacher is the authority in the classroom.
❖ The students do as he/she says so they can learn what he/she

knows.

Learner/teacher roles

Grammar-translation Method

❖ Having the students get the correct answer is considered very

important.

❖ If students make errors or do not know an answer, the teacher

supplies them with the correct answer.

Grammar-translation Method

Teacher’s response to student errors

❖What was the view on language and culture in the G-T Method?

❖Is there any merit of the method?

❖Reflecting on your own teaching, do you identify any traces of this
method?

Grammar-translation Method

Literary language is considered superior to spoken language and is
therefore the language the students study. Culture is viewed as
consisting of literature and the fine arts.

Fill in the Blanks

语法翻译法重视词汇和语法的学习，强调阅读和

Type answer...

两个方面能力的培养，而听、说能力没有得到应有的重视。

Fill in the Blanks

在语法一翻译法的教学中，学生必须掌握外语的词汇和

Type answer...

规则以便能运用其进行翻译。

Direct Method

❖ We are looking at a map of the United States of America. Canada is the

country to the north of the United States, and Mexico is the country to
the south of the United States. Between Canada and the United States
are the Great Lakes. Between Mexico and the United States is the Rio
Grande River. On the East Coast is the Atlantic Ocean, and on the West
Coast is the Pacific Ocean. In the east is a mountain range called the
Appalachian Mountains. In the West are the Rocky Mountains.

Direct Method

Goals

❖Communication: as language is primarily speech.

Direct Method

Principles

•No translation or use of native language: basic rule.

•Speaking; reading; pronunciation.

•Grammar taught inductively.

•Cultural related topics more than literary works; objects in

❖classroom.

•Self correction encouraged.

•Syllabus built on situations or topics.

Direct Method

❖13 NEVERs, such as,

Never translate: demonstrate
Never explain: act
Never imitate mistakes: correct
Never speak too much: make students speak much
Never speak with single words: use sentences
Never go too fast: keep the pace of the student

Berlitz school’s guidelines

Classroom activities

▪Reading aloud

▪Question and answer

▪Conversation practice

▪Dictation

▪Writing

Direct Method

❖ Students are less passive than in the G-T method.
❖ Teacher and the students are more like partners

Learner/teacher roles

Direct Method

❖ The teacher, employing various techniques, tries to get students

to self-correct whenever possible.

Teacher’s response to student errors

Direct Method

❖What are the characteristics that distinguish this method from the G-T?

❖Are there techniques that you may use in your teaching? Why?

❖Are there drawbacks of the Direct Method?

Direct Method

Open Ended

直接法可以在中国课堂使用吗？为什么？

Type response here

Audiolingualis
m

Audiolingualism

Background

▪World War II: military needs for people with fluency in foreign languages

▪Training of foreign students

▪Theories in related fields
Linguistics
Behavioral psychology
Anthropology

❖ Students need to overlearn the target language
❖ Learn to use it automatically without stopping to think

Audiolingualism

Goals

❖ New vocabulary and structural patterns presented through dialogues
❖ Dialogues learned repetition and imitation
❖ Explicit grammar rules not provided
❖ Cultural information contextualized in the dialogues or presented by

the teacher

❖ Students’ reading and written work based upon the oral work

Audiolingualism

Characteristics

❖ Repetition drill
❖ Dialogue memorization
❖ Chain drill

Classroom activities

Audiolingualism

❖ Teacher as an orchestra leader
❖ Responsible for providing students with a good model for imitation
❖ Students as imitators of the teacher’s model or the tapes

Audiolingualism

Learner/teacher roles

❖ The target language is used in classroom
❖ A contrastive analysis between students’ native language and the

target language will reveal

Role of native language

Audiolingualism

❖ Student errors are to be avoided if at all possible, through the

teacher’s awareness of where the students will have difficulty, and
restriction of what they are taught to say.

Audiolingualism

Teacher’s response to student errors

Multiple Choice

听说法的教材主要由什么构成？

A. 语法练习

B. 翻译句子

C. 对话和模仿

D. 文化介绍

Situational
teaching

❖ Called oral approach
❖ British applied situational approach developed by linguists
❖ Dated from 1930s to the 1960s and which had an impact on

language courses.

❖ Grammar control and vocabulary control

Situational language teaching

Background

❖ The situational language teaching focused on the need to practice

language in meaningful situation based activities

Situational language teaching

Goal

❖ In the presentation stage, the teacher serve as a model
❖ Then he becomes like the skillful conductor

Situational language teaching

Teacher’s

role

❖ In the initial stages, the learner is required simply to

listen and repeat what the teacher says

❖ Respond the questions and commands

Learner’s

role

Situational language teaching

❖ Language learning is just a habit formation.
❖ The mistakes should always be avoided because they create bad

habit among learner.

❖ The language skill can be learnt more effectively if they are

presented orally first and after in written form.

Situational language teaching

Characteristics

❖ Begins with the spoken language.
❖ Material is taught orally before it is presented in written form.
❖ The target language is the language of the classroom
❖ New language points are introduced and practiced situationally.

Characteristics

Situational language teaching

Draw

请找出不符合情景法特征的一项。

Multiple Choice

哪种教学方法着重培养学生的听、说能力，而不是读、写能力？

A. 交际法

B. 听说法

C. 语法-翻译法

D. 全身反应法

Cognitive Code
Learning

❖ Also known as cognitive code-learning theory
❖ Advocated by cognitive psychologists and applied linguists such as
Noam Chomsky, J.B. Carroll and K. Chastain.

Cognitive code approach

Background

❖ All learning is to be meaningful
❖ Avoid rote learning
❖ Build on what the students already know

Cognitive code approach

Teacher’s

role

❖ Learn from their own errors
❖ Acquire greater responsibility for their own learning

Learner’s

role

Cognitive code approach

❖ Discovery learning

Cognitive code approach

Classroom

activities

Total Physical
Response

Total physical response

Background: Critiques of Audiolingualism

● Simultaneous teaching of listening and speaking is a mistake

● Empirical evidence from learning of Russian

● Attempt of pronouncing alien utterance create stresses

● Stresses retard listening fluency

Open Ended

你认为在中学课堂可以使用全身反应法吗？

Type response here

Communicative
Language
Teaching

❖

Being able to communicate required more than mastering linguistic structure

❖

Language was fundamentally social (Halliday,1973)

❖

Being able to communicate required communicative competence (Hymes, 1971)