Module 6: Teaching Methodologies and Approaches (10 Hours)

6.1 Grammar-Translation Method (GTM)

The Grammar-Translation Method, historically the earliest formal approach to language teaching, focuses on reading and writing through explicit grammar rules and translation exercises. It emerged in the 19th century and was traditionally used to teach classical languages like Latin and Greek before being adapted for modern languages.

Characteristics:

Emphasis on grammatical rules and vocabulary memorization.
Translation of sentences between the target language and learners’ native language.
Little focus on speaking or listening skills.
Use of literary texts as primary teaching materials.

Example: Students might translate a passage from English to their L1 and analyze the grammatical structures used.

“Although largely discredited today, GTM laid the foundation for systematic language instruction and highlighted the importance of grammar” (Richards & Rodgers, 2014, p. 15).

Limitations:

Overemphasis on form rather than communicative competence.
Lack of oral proficiency development.
Can be monotonous and demotivating for learners aiming to speak fluently.

6.2 Direct Method

Developed as a reaction against GTM, the Direct Method emphasizes oral communication and immersive learning, using only the target language in the classroom.

Features:

Teaching through speaking and listening without translation.
Vocabulary taught through demonstration, pictures, and realia.
Grammar taught inductively, with examples rather than explicit rules.
Frequent use of question-and-answer exercises to stimulate conversation.

Example: Teaching the word “apple” by showing an actual apple or a picture rather than translating it.

“The Direct Method attempts to replicate natural language acquisition by prioritizing spoken language and meaningful interaction” (Larsen-Freeman, 2000, p. 33).

Challenges:

Demands highly skilled teachers fluent in the target language.
Difficult to implement in large or mixed-level classes.
Limited focus on reading and writing skills.

6.3 Communicative Language Teaching (CLT)

CLT revolutionized language teaching by prioritizing communicative competence— the ability to use language effectively and appropriately in real-life situations (Canale & Swain, 1980).

Core Principles:

Language is primarily a tool for communication.
Meaningful interaction is central to learning.
Integration of all four skills: speaking, listening, reading, and writing.
Use of authentic materials and real-life contexts.
Focus on fluency alongside accuracy.

Example: Learners participate in role-plays simulating real-life scenarios like ordering food or asking for directions.

“Communicative competence involves grammatical competence, sociolinguistic competence, discourse competence, and strategic competence” (Canale & Swain, 1980, p. 30).

Strengths:

Engages learners in meaningful language use.
Supports development of functional language skills.
Encourages learner autonomy and collaboration.

6.4 Task-Based Learning (TBL)

TBL is an extension of CLT, emphasizing language learning through completing authentic, meaningful tasks rather than through explicit instruction alone.

Characteristics:

Tasks are the central unit of planning and instruction.
Focus on meaning and real-world outcomes.
Language is learned naturally as a byproduct of task completion.
Teacher acts as facilitator rather than knowledge transmitter.

Example: Students work in groups to plan a trip, book tickets, and create an itinerary using the target language.

“Task-based learning emphasizes the use of language for meaningful communication rather than for language practice alone” (Ellis, 2003, p. 9).

Benefits:

Enhances motivation through authentic communication.
Develops problem-solving and collaboration skills.
Encourages use of all language skills integratively.

6.5 The Lexical Approach

Proposed by Michael Lewis (1993), the Lexical Approach posits that language learning is largely about acquiring chunks or collocations rather than isolated grammar and vocabulary.

Key Concepts:

Emphasis on “lexical chunks” such as fixed phrases, idioms, and collocations.
Language as a collection of prefabricated units.
Teaching focuses on vocabulary-rich input and noticing language patterns.

Example: Teaching phrases like “by the way,” “at the end of the day,” or collocations like “make a decision” rather than isolated words.

“Learners benefit more from learning common chunks than from isolated vocabulary lists or explicit grammar instruction” (Lewis, 2000, p. 42).

Classroom Application:

Activities focusing on matching collocations.
Use of concordance tools to highlight frequent phrases.
Encouraging learners to notice and record chunks.

6.6 Dogme ELT and the Eclectic Approach

Dogme ELT

Dogme ELT, introduced by Scott Thornbury (2000), advocates for a conversation-driven, materials-light approach emphasizing emergent language and authentic interaction.

Focus on learner-generated content and real communication.
Minimal reliance on published textbooks.
Encourages flexibility and teacher creativity.

Example: A lesson evolves based on learners’ interests, such as discussing current events or personal experiences.

“Dogme is about privileging interaction over materials, focusing on what learners actually say and need” (Thornbury, 2006, p. 14).

Eclectic Approach

Most contemporary teachers adopt an eclectic methodology, combining techniques and principles from various approaches to suit learners’ contexts and needs.

Draws on strengths of multiple methods.
Adaptable to learner proficiency, class size, cultural background.
Promotes a learner-centered environment.

Example: A teacher may use GTM for grammar explanations, CLT for speaking practice, and Lexical Approach for vocabulary development within one course.

“No single methodology fits all contexts; the eclectic approach offers flexibility and responsiveness” (Richards & Rodgers, 2014, p. 68).

Summary Chart: Comparison of Teaching Approaches

Approach	Focus	Strengths	Limitations	Classroom Example
Grammar-Translation	Grammar, translation	Strong grammar foundation	Poor oral skills, demotivating	Translating literary texts
Direct Method	Oral communication	Emphasis on speaking, immersion	Teacher fluency required, limited writing	Teaching vocabulary with realia
Communicative Language Teaching (CLT)	Communicative competence	Meaningful interaction, all skills integrated	May neglect explicit grammar teaching	Role-plays, authentic tasks
Task-Based Learning (TBL)	Meaningful tasks	Motivation, real-world skills	Requires careful task design	Planning a trip, problem-solving tasks
Lexical Approach	Vocabulary chunks	Natural language chunks, fluency	Less focus on grammar rules	Collocation matching, chunk analysis
Dogme ELT	Emergent language, interaction	Flexibility, learner-driven	Challenging for syllabus-bound contexts	Discussions based on learners’ interests
Eclectic Approach	Combination of methods	Adaptability to learners and contexts	Requires teacher skill and judgment	Blending methods depending on lesson aims

References

Brown, H. D. (2007). Principles of Language Learning and Teaching (5th ed.). Pearson Education.
Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford University Press.
Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). Pearson Education Limited.
Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching (2nd ed.). Oxford University Press.
Lewis, M. (2000). Teaching Collocation: Further Developments in the Lexical Approach. Language Teaching Publications.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd ed.). Cambridge University Press.
Thornbury, S. (2006). An A-Z of ELT. Macmillan Education.

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