A method is an approach to language teaching based on a particular principle or theory and as such is reflected in the nature of the syllabus, choice of materials and desired outcomes that underpin classroom activities.
Nowadays, classroom practice reflects a blend of approaches – the result being a customized approach taking account not only of the local teaching context and needs of the learners but the strengths and weaknesses of a variety of methods or approaches. This variety includes but is not limited to:
GRAMMAR TRANSLATION
- Instruction is given in the native language of the learner.
- There is little use of the target language.
- Focus is on grammatical form.
- A typical exercise type is to translate sentences from the target language into the mother language.
DIRECT METHOD
- No use of the native language of the learners.
- Lessons are based around dialogues.
- Pictures and actions are used to illustrate meaning.
- Learners are expected to work out rules of grammar.
AUDIO LINGUALISM
- Memorization of dialogues is important.
- Pronunciation is very important.
- Every effort is made to prevent learners from making errors.
- New language, materials and learner activities are carefully controlled.
COGNITIVE METHODS
- Emphasis is placed on acquiring rules.
- Rules are important - they can be presented or worked out by the learners.
- Errors are seen as a useful tool in the teaching/learning process.
- New language is sequenced.
COMMUNICATIVE TEACHING
- Learning occurs through doing/real use of language.
- Authenticity is important - all activities try to replicate as close as possible real language use.
- Emphasis is on fluency as well as accuracy.
- Meaning is paramount.
Find out more about the principles that underpin teaching at www.teachingenglish.org.uk
The Teaching English website is a central point of reference for information about English language teaching products and services from the UK.
