Methodology of teaching english

Components of methodology
Learning process/teaching process
Goals/aims
Contents
Principles
Methods/approaches
Teaching techniques
Means of teaching
Forms of teaching

Methods
Traditional language teaching
Communicative language teaching
Innovative language teaching

The Direct Method
reaction against Grammar-translation Method (the end of the 19th century)
stresses direct thinking and discussion in foreign language
emphasizes the use real-world objects and actions to show what is being communicated
regarded as a tool for communication and something that is generated spontaneously
pre-requisites (industry, trade, colonial expansion, psychology)

The Direct Method (Natural)
The Direct Method is a system of instructing a foreign language using only that language and without focus on the study of grammar
It is a method of teaching a foreign language through conversations, discussions, and reading in the language itself, without the use of the pupils’ language, translation and without the study of formal grammar
Direct because it was done without any resort to the mother tongue
Assumption: we learn a foreign language as we learn the mother tongue

Characteristics:
Teaching is entirely in the target language (native language is not permitted)
Grammar rules are avoided
Strong focus on the sound pronunciation
Method attempts to form an intentional connection between thought and expression and between experience and language

Principles of the Direct Method
Active use of the language in the classroom
Instructions are conducted solely in the target language
Only everyday vocabulary and sentences were taught
Oral communication skills were built in graded progression
Organized around question-answer exchanges between teacher and students
Grammar rules were not explicitly taught but rather learned through intensive listening and imitation, thus memorizing conjugations and rules is not prioritized, importance is on speech
New teaching points are introduced orally

Principles of the Direct Method
Translating is perceived as unproductive practice (thus, theatrical presentation, demonstration or pointing at objects are used to explain the meaning of words)
Small, intensive class
Concrete vocabulary (tangible items) – demonstration, pictures
Abstract vocabulary - associations of ideas
Reading and writing are postponed until firm ground is secured in listening and speaking

Typical Direct Method lesson
Starts with warm up activity (physically active to refresh students’ memories)
Introduction of new material (one term or phrase at the time), then modelling how to use phrases
Working in pairs (guided work/independent practice)

Typical techniques of the Direct Method
Questions and answers activities (use of words and grammar rules in new sentences)
Reading aloud
Self-correction
Conversation activities
Fill-in-the-blank exercise
Dictation
Map drawing
Paragraph writing (using the model and teaching materials)
The ‘mim-mem’ technique
Songs
Memorizing

Strengths/advantages
Teacher and students are partners in the process
Large amount of learner-learner interaction
Natural order in developing skills
Emphasis on speaking
Better pronunciation
Learners learn the language, not about the language
Lively classroom procedure - motivation
Learning is contextualized
Teaching vocabulary through realia brings authenticity into the classroom
Weaknesses/shortcomings
More applicable in the classrooms of small size
Requires a lot of time to point out the meaning of words, especially abstract ones
Spelling errors due to focus on speaking mostly
Not suitable for all learning styles

The Audio-Lingual Method (Army Method)
Emphasizes listening and speaking before reading and writing
Dialogues are the main means of presenting a language; drills are the main tolls for learning
Assumption: certain traits of living things can be trained by reinforcement
Language is a system of sounds and for social communication; writing is a secondary derivative system for recording of spoken language
Language is a form of behaviour to be learnt through the formation of correct speech habits

The Audio-Lingual Method
Emphasis on the acquisition of structures and patterns in common everyday dialogue
Drills are used to teach structural patterns
Set phrases are memorized with a focus on intonation
Grammatical explanations are kept to a minimum
Vocabulary is taught in context
Audio-visual aids are used
Focus is on pronunciation
Correct responses are positively reinforced immediately
Each skill is treated and taught separately (reading and writing are not neglected but focus is on listening and speaking)
Dialogue is the main feature
Language lab was introduced

Techniques of ALM
Dialogues are used to teach useful vocabulary and common communication structures (students must memorize every line from the dialogue; learning occurs by mimicking the instructor, through repetition over time, starting with whole class, then smaller groups, finally, the individuals)
Combination of listening and speaking makes sense; listening is the key to effective speaking
Listening comprehension is still the most neglected aspect of language learning

Improving listening comprehension:
Dialogues should be presented as a story
Teach content in the story using gestures, visuals, synonyms
Different role plays to be used in the dialogues
Dialogues goes non-stop a normal speed
True-false activities
Repeat the dialogue
Comprehension test
Speaking practice: pattern practice – mimicking the dialogue – performance in front of the class changing roles
Practice is how the learning of the language takes place

Strengths/advantages
Visuals are effective in vocabulary learning
Easy to use in larger groups
Weaknesses/shortcomings
Teacher-dominated method
Not all four skills are given equal importance
Mechanical method (pattern practice, drilling, memorization)