EDU 04. 2. Theoretical Base of
English Language Teaching
Unit 4
Methods and Strategies
of Teaching English
More than three
decades ago Edward Mason Anthony (1963), an American Applied Linguist,
identified three levels
of conceptualization and organization, which he termed
approach, method, and technique, and the arrangement is hierarchical. His definition has quite admirably withstood the test of
time.
An approach
according to Anthony was a set of assumptions dealing with the nature of
language learning and teaching.
Method was defined as an overall plan for systematic presentations of language
based on a selected approach It
followed that techniques were specific classroom activates consistent with
method and therefore in harmony with
an approach as well. Technique is the level at which classroom procedures are described. According to Edward Anthony:
|
APPROACH A set of correlative assumptions dealing with the nature
of language and the nature
of language, learning
and teaching. |
|
METHOD An overall plan for
systematic presentation of
language based upon a selected approach. |
|
TECHNIQUE Specific activities manifested in the
classroom that are consistent with a method
and therefore in
harmony with the approach. |
Approach
An approach is a set of
assumptions describing the nature of teaching. It describes the subject matter
to be taught. It tells us mainly what to teach.
In approach is a set of principles
or theories about how language is learned and taught. It reflects
beliefs about language acquisition and guides the broader objectives of
teaching.
Example:
Communicative Approach
·
Focuses on helping students develop the ability to communicate in
real-life contexts. Emphasizes interaction and practical language use over
grammar accuracy.
·
Application: Lessons are designed around activities that involve real-world
communication rather than isolated grammar drills. For example, a teacher might
design a class where students discuss topics of interest, practice ordering
food in a restaurant, or engage in role-play conversations.
Method
It is an overall plan for the systematic
presentation of learning materials. A method is the practical implementation
of an approach. It is a way
of teaching. It tells us how to teach. It includes procedure, techniques
and specification of the roles of teachers and
students. It provides a structured plan of activities,
the role of the teacher, materials, and other resources to support the
approach.
Example: Task-Based Language
Teaching (TBLT)
·
Principle: TBLT falls under the Communicative Approach
and uses task-completion as the core of language instruction.
·
Application: In this method, students’ complete tasks that
have a clear objective, such as solving a problem or sharing information.
For instance, students might plan a vacation itineraries (a detailed plan for a journey, especially a list of places to visit;
plan of travel) in English, make phone calls, or write letters.
Each activity focuses on using English to accomplish a meaningful task,
encouraging active learning and participation
Technique
Technique is “implementation”,
referring to “a particular trick, stratagem, or contrivance used to accomplish an immediate objective.” A technique means
teaching- learning activities. It refers to what actually takes place in a class
room.
A technique is a specific activity
or instructional move used to implement a method. It is the most detailed and
actionable element, often used to address particular language points or skills.
Example Techniques
·
Role
Play (Communicative Activity for Task-Based Language Teaching (TBLT): Students take on roles in a simulated
scenario, such as acting as a store clerk and customer. This technique
helps practice speaking skills and builds confidence in using language
in specific contexts.
·
Information
Gap Activity: One student has
information that the other does not, and they must communicate to fill in the
missing information. For instance, one student describes a picture that the
other cannot see, and the other student has to draw based on the description.
This technique focuses on listening comprehension, description, and questioning
skills.
·
Peer
Correction: In pairs, students
review each other’s work or give feedback after an activity. For example, after
a role play, each student might give suggestions on how to improve
pronunciation or sentence structure. This encourages self- and peer-assessment,
helping students internalize feedback actively.
Example in a Lesson Plan
Topic: Planning a Trip (Using Communicative Approach
with TBLT and Techniques)
1. Introduction (Approach):
o
The
teacher introduces the lesson with the goal of enabling students to communicate
effectively about travel plans.
2. Activity (Method - TBLT):
o
Task: Students work in pairs to plan a three-day
trip to a place of their choice.
o
Objective: By the end of the task, each pair should have
a complete itinerary and be able to explain their plan in English.
3. Specific Techniques Used:
o
Role
Play: Each student in the pair
takes on a role, such as the travel planner and the tourist, and discusses
potential places to visit, transportation, and accommodation.
o
Peer
Correction: After presenting
their itineraries, students exchange feedback with another pair.
o
Information
Gap: For an added challenge,
one student might have details about flights, while the other has information
about hotels and sightseeing, requiring them to communicate to complete the
itinerary.
 |
Grammar Translational Method
Translation Method or Grammar
Translational method is a method of teaching
a foreign language
through translation. This method is also known
as the classical method because it is the oldest of methods. which was used to
teach classical languages like Sanskrit, Greek, Latin, Persian, etc. But as an
organised and systematic method it began in Germany (Prussia) at the close of
the 18th century and it came to India through the Britishers. The originator
of this method was a German scholar called J.V. Meidinger. J.C. Frick
wrote its first course book in 1793. This method, as its name indicates, is
dominated by grammar and translation. Champion. H says: "Under this
method, the meaning of English words. phrases and sentences is taught by means
of word-for-word translation into the mother tongue".
In grammar–translation classes, students learn
grammatical rules and then apply those rules by translating sentences between the target language
and the native language. Advanced students may be required to
translate whole texts word-for-word. The method has two main goals: to enable students to read and translate
literature written in the source language, and to further students' general
intellectual development.
PROCEDURE
In this method,
teacher reads the prescribed text and translates word by word into pupils’
mother tongue. Teacher asks some questions
to test the comprehension of pupils. Rules of grammar
are presented deductively. Pupils are required to learn
these rules by rote and then practice the rules by doing grammar drills and translating sentences to and
from the target language. There is usually no listening or speaking practice, and very little attention is
placed on pronunciation or any communicative aspects of the language. The skill exercised is reading and then only in the context of
translation.
Characteristics:
·
It helps
to learn a foreign language
and its correct sentence
structure.
·
Allows the students to be able to read and
write a new language.
·
To enable students to use interchangeable words
and phrases.
·
They get to learn
new vocabulary and new words.
·
It does
not enable students’ skills in listening and speaking of foreign language.
·
Classes are
primarily conducted in the mother tongue.
·
Focus on
pronunciation and communication
aspects is lesser than reading
and writing.
Advantages:
·
It makes the concept
more clear and new words,
phrases, and vocabulary is introduced.
·
Saves time.
·
Learning gets easy as the conduction is done in the native language.
·
It promotes the skills of reading and writing
effectively.
·
For class conduction, very less teacher
material aid is needed and also, this method can be taught in overcrowded classes and is inexpensive.
·
Students feel comfortable as the mother tongue is used to teach any foreign language
and they are free to ask the questions in between.
Disadvantages:
One of the major disadvantages is that it restricts the skills of speaking and listening of the target
language.
·
The natural order of learning
any language is listening, speaking,
reading, and writing.
But, here, reading is facilitated first.
·
Proper conversational
skills in a foreign language
still remain a hurdle.
·
Students would
often fail at speaking or even letter-writing in the target language.
·
Focuses only on formal and bookish grammar
rules. So it does not enhance proper
learning of the foreign language.
·
It takes time to
translate each and every
word.
·
Not applicable
in multi linguistic groups.
·
Ignores pronunciation,
stress and intonation.
Techniques of Grammar Translation Method:
Filling the blanks,
Use words in sentences, Topic composition, Passage
translation, Comprehension
questions, Word meanings, etc,.
Direct Method
Direct Method originated
in France in 1901 as a direct consequence of the demerits of the
Translation Method. The Direct Method
of teaching, which is sometimes called the natural method, and is often
used in teaching foreign
languages, refrains from using the learners' native language and uses only the target
language. In Webster’s New International Dictionary, Direct Method
is defined as, “a method of teaching a foreign language,
especially a modern language through
conversation, discussion and reading in the language itself without use of the pupil’s
language, without translation and without the study of formal grammar. The first words are taught by
pointing to objects or pictures or by performing actions.” It follows that second language learning must an
imitation of first language learning. Speech is primary. Knowing a language
means knowing to use it.
Some stages of the Direct Method
class
In a class where the Direct Method is employed the following steps
1.
The teacher shows a picture/object
relating to the lesson in the TEXT BOOK and asks the class to read the passage
2.
The teacher identifies the
words/phrases in the passage which the students find difficult to understand
and removes the difficulties using various strategies like explanation.
3.
Then the teacher check to what extent
the students have comprehended the passage, asking simple questions.
4.
Some oral exercises are given
to the class. The students do them.
5.
Practice and drill in
pronunciation, answering questions, etc. are given.
Characteristics:
·
Focus on
Natural way of learning.
·
Total inhibition of mother tongue.
·
Direct teaching
of a language in that language itself.
·
Emphasis on
listening and speaking.
·
Creation of
English atmosphere in the
classroom.
·
Emphasis on
native like pronunciation.
·
Activity orientation.
·
Use of audio-visual aids.
Advantages:
·
Facilitates understanding of language –
understanding of the target language becomes easier due to the inhibition of the linguistic
interferences from the mother tongue, it establishes a direct bond between
contexts and helps in
understanding directly what is heard and read.
·
Improves fluency
of speech.
·
Aids reading.
·
Improves the development of language sense.
·
Interesting
and exciting due to activities.
·
Emphasizes the target
language by helping
the pupil express
their thoughts and feelings directly
in target language
without using their mother tongue.
·
Develops listening,
speaking, reading.
·
Increased employment
opportunities.
·
Helps in
bringing words from passive vocabulary into active vocabulary.
·
Makes use
of audio-visual aids and also facilitates reading and writing.
·
Facilitates
alertness and participation
of students.
Disadvantages:
·
Ignores systematic written work and reading activities.
·
May not
hold well in higher-level classes where the translation method may be more suitable.
·
Supports only limited
vocabulary – it restricts the scope of vocabulary as not all words can be directly associated with their
meanings.
·
Needs skilled
teachers; e.g., less effective if teachers have a poor command of English.
·
Ignores reading
and writing aspects of language learning.
·
Does not teach grammar systematically.
·
Time-consuming
in creating real-life situations.
·
Less suitable
for slow learners, who struggle
with this method.
·
Expensive as
it requires audio visual aids.
Techniques of Direct Method: Question/answer, Dictation,
Reading aloud, Student self-correction, Conversation, Paragraph writing.
Bilingual Method
Bilingual Method is a method of
teaching a second language that incorporates the salient features of the Direct method and Translation method. This
method was proposed by Dr. C. J. Dodson. Bilingual Method is a midway between the translational
method that excessively uses and the direct method that totally banishes the use of mother tongue of the pupils in
the classroom. In bilingual method, only restricted use of mother tongue is allowed. Teacher can use it where it is helpful
in removing confusion
and saving time. However, it is
used mainly in the initial
stages. Learners are required to use the target language
only. A lot of pattern
practice is given.
Translation is seen as an additional safeguard against
misunderstanding.
Characteristics:
·
No focus
on creating situations.
· Sentence is the unit of
teaching.
·
Intensive practice
in sentence patterns.
·
Restricted use
of mother tongue.
·
Emphasis on pronunciation.
·
Advantages:
·
It saves
time.
·
Reduces teacher’s
workload of creating situations.
·
It ensures
accuracy.
·
It is economical as the use of audio visual aids is not essential.
·
It makes use of pupil’s knowledge of mother tongue.
·
It can be followed by average teachers. Disadvantages:
·
It cannot
be applied in multi linguistic groups.
·
It requires
teachers well versed in both languages.
·
Frequent comparison and contrast with mother tongue can cause confusion.
·
Challenges the English
atmosphere of the class.
·
Reduces student’s exposure to target language.
·
Teacher’s use
of mother tongue may cause
the student’s use of the same.
|
Point of Focus |
G.Translation Method |
Direct Method |
Bilingual Method |
||
|
Use of tongue |
mother |
Unlimited |
Prohibited |
Restricted |
|
|
Speech |
Ignored |
Emphasized |
Emphasized |
||
|
Nature of teachers required |
Average |
Competent |
Competent |
||
|
Use of Audio Visual |
|
Not needed |
Essential |
Not
Essential |
|
|
Applicability |
Not successful in multi linguistic group |
Successful in mono and multi
linguistic group |
Not so successful in multi linguistic group |
||
|
Nature of teaching |
Teaching by rules |
Teaching by use |
Teaching by use |
||
|
Linguistic atmosphere |
Mother atmosphere |
tongue |
English atmosphere |
A mixed
atmosphere of English
and mother tongue |
|
SOS Approach
S.O.S (The Structural-Oral-Situational approach)
It is known as the S-O-S approach, came into being as an alternative to the direct
method. The Structural-Oral-Situational (SOS) Approach in English language
teaching emphasizes a sequence of learning based on three main components:
Structure, Oral Practice, and Situational Context It is the presentation and practice of carefully
selected and graded grammatical structures of English in effective, meaningful situations, initially through
speech and later through reading and writing. It Present and practice the grammatical structures, initially through speech
and after trough reading and writing.
The SOS approach was officially
accepted by the Madras Presidency in 1950. Till 1990, the SOS has been practiced in schools in South India. It is
a communication of certain aspect of the Direct Method, oral and Audio Lingualism.
The basic
importance features of this
approach are:
·
Learning a language is not only learning its words but also the syntax
·
Vocabulary is presented through grades.
·
The four skills of (LSRW) Listening, Speaking, Reading and Writing are presented
in order.
·
Sentence patterns exist and can form the basis of a language course.
·
Class room teaching and learning are made enjoyable.
·
Concrete linguistic items are taught through Demonstration
·
Abstract ideas are taught through association.
· It helps to develop
learners’ competence in the use of structure
in L2. Topic Example: Simple Present Tense
for Daily Routines
1.
Structural Focus
Goal:
Introduce the grammar structure (simple present tense for outlines and habits).
·
Implementation:
The teacher
explains the simple present tense, specifically focusing on verbs and
subject-verb agreement (e.g., "I go," "She goes").
Examples
include basic sentence patterns like I/You/We/They + verb (go,
play, eat), and He/She + verb + s (goes, plays, eats).
·
Example Activity:
The teacher
writes sentences on the board like “I eat breakfast at 7 a.m.” and “She goes to
school at 8 a.m.”
·
Students practice constructing sentences
using this structure, focusing on routine activities.
· 2.
Oral Practice
·
Goal:
Reinforce the structure through spoken language exercises.
·
Implementation:
The teacher
asks questions to encourage oral responses, like “What time do you eat
breakfast?” and “When does he go to school?”
Students
practice responding in full sentences using the simple present tense, enabling
them to apply the structure in speech.
·
Example Activity:
Chain Drill Exercise:
·
The teacher begins by stating a
sentence: “I wake up at 6 a.m.”
A student
responds with their own sentence, “I brush my teeth at 6:15 a.m.” The next student
continues the chain, sharing their morning routine, reinforcing structure
through repetition.
· 3.
Situational Context
Goal: Practice the
language in a realistic, relatable context (morning routines) to build
situational relevance.
·
Implementation:
The teacher
creates a scenario where students discuss their daily routines as if preparing
for a role-play.
Students work
in pairs or small groups, using simple present sentences to describe their
routine activities as if they were narrating their day.
·
Example Activity:
Role-Play:
Students work
in pairs, with one acting as a “TV host” and the other as a “guest.” The host
asks questions about the guest's daily routines, like “What do you do after
school?” or “What time do you have dinner?”
This
situational activity lets students use the simple present tense in a context
that mirrors real-life conversations, enhancing both fluency and comprehension.
DEMERITS
·
The situations are not
real-life situation.
·
Explanation
of abstract ideas is very
difficult
·
It is viable only in the elementary level
·
The approach has been
found inadequate and
ineffective.
Communicative Approach
This approach to teaching of
English is organized on the basis of certain communicative functions, such as apologizing, describing, inviting and
promising. Communicative approach focuses on the significance of language function because the learner
needs knowledge of both meaning and functions. It focuses on the significance of language function. The
main purpose behind communicative language teaching methods is to prepare
students to be confident communicators in different real-life
contexts, through repetitive oral practices and
student-student cooperation. The focus is on utilizing real-world
situations to allow students to practice using language for context and content rather than learning
about grammatical rules and structure.
Techniques include modelling,
repetition, pair and group work to help students develop communicative competencies.
The main principles of
communicative approach include: 1) goal of effective communication, 2) learning language by using it to communicate, 3)
focus on meaning and appropriate usage, 4) focus both on fluency and accuracy, 5) use of authentic materials to reflect real life situation, and 6)
integration of four skills.
What is Communicative Language Teaching (CLT)?
Communicative language
teaching emerged in the 1980s as a response to the growing
demand for a language
curriculum that would enable learners to use the second language in real-life
situations. Previously, foreign
language teaching has predominantly had its emphasis on grammatical competence,
rather than actually focusing on developing students’ communication and interaction skills.
The main purpose behind
communicative language teaching methods is to prepare students to be confident communicators in different real-life
contexts, through repetitive oral practices and student-student cooperation. In CLT, communication is the end and
the means of the teaching
method.
Example : Debate – Pros
and Cons of Social Media
- Preparation:
- The class is divided into two teams – one in
favor of social media use among teenagers and one against it.
- Language Preparation:
- The teacher introduces persuasive phrases such
as “I strongly believe…,” “One reason is…,” “I’d like to point out
that…,” or “In my opinion…”
- Debate Format:
- Each team presents their argument in turn, with
members of each team responding to points raised by the other side.
- Example statements might include, “Social media
helps us connect with friends” or “It can be distracting and affect study
time.”
- Reflection and Feedback:
- After the debate, the teacher discusses how
students expressed opinions, responded to arguments, and maintained
clarity and fluency.
Humanistic Approaches
An explosion
of new and radical approaches to learning a language came to light in the
1970s.
Humanism is a psychological
thought that places prime importance on the welfare of human beings. It
emphasises the importance of the inner world of human beings and places the
individual's thoughts, feelings and emotions at the forefront of all human
developments.
Humanist
approach is a language teaching approach that emphasises humanism as the
most significant element in the teaching process. It is a modern approach
that sees language learning as a process which engages the whole person,
including his intellectual, spiritual, and emotional needs. It upholds the
importance of human beings and their welfare.
Humanists
opine that learning should be stress-free as much as possible. It should be
joyful and easy. Fun in the class facilitates learning further. Pupils must be
liberated from having to sit still most of the time so unnaturally in a
classroom.
Curriculum
Humanist
curriculum is very broad and flexible. It focuses on what the learners are
concerned about. It is based on the needs of pupils. The students have crucial
involvement in framing the curriculum.
Any subject that
facilitates human welfare and development is acceptable to the humanists. The
currriculum include art, literature, music etc. It offers sufficient scope for
activities to be done individually, as pair and as group. Speech production
activities are given attention
Teacher
A humanist teacher knows
the academic topic, methods and psychological learning process and atmosphere.
He should have a good grasp of language learning theories. A thorough
understanding of how pupils learn and what motivates them to learn is expected
of him. Teacher creates a pleasant learning environment. Teacher is not
a controller but only a facilitator. He focuses more on how to learn than what
to learn. The students' multiple perspectives are valued and their errors are
tolerated. Teachers have genuine trust and acceptance of the students as worthy
and valuable individuals. He helps them to build up positive self-concept.
Teacher is sympathetic and flexible. His support is accessible to all students
to go high in the ladder of learning.
Learner
The students are
adequately motivated intrinsically and extrinsically. They are encouraged to
interact with the teacher and with other students. Students need to practise
speech production by speaking or writing the target language. Learners'
interest and learning
Example
A teacher always responds to the
content of learners' written work, not just the quality of the language. They write an extended 'answer' to this work,
and also offer choices for learners who prefer to write on another topic.
Lesson: Exploring Courage and
Social Justice through Rosa Parks' Story
In this lesson, students read a
narrative or poem related to Rosa Parks' courageous stand on December 1, 1955,
and discuss the theme of standing up for justice. The aim is to help students
explore the impact of individual actions on societal change and reflect on
personal courage.
Steps:
1. Introduction to Historical Context: The teacher starts by sharing a brief
overview of Rosa Parks' refusal to give up her seat on a bus in Montgomery,
Alabama, and how her act sparked the Montgomery Bus Boycott and fueled the
Civil Rights Movement.
2. Connecting Personally: Students are asked to think about a time when
they witnessed or took a stand for something they believed in, even if it was
challenging. They can reflect privately in journals.
3. Reading and Discussion: Students read a passage or poem about Rosa
Parks' story, perhaps Maya Angelou’s "A Brave and Startling
Truth," which speaks to the courage needed to overcome societal
struggles. The teacher prompts questions like:
o
"What
motivates someone to stand up for what they believe is right?"
o
"How
does Rosa Parks' choice inspire change?"
4. Reflective Exercise: Students write about an issue they feel
strongly about and describe one small way they could make a positive impact,
encouraging personal connection with the concept of justice.
5. Group Sharing: In small groups, students share their reflections and ideas, helping
to foster empathy and an appreciation for diverse perspectives on social
justice.
In the
classroom
Humanistic teaching approaches
include the Silent Way, Community Language Learning, Total Physical Response
and Suggestopaedia, community language learning, the natural approach,
task based language teaching and language learning., and competence based
language teaching.v
TPR
This method draws on the basic
principles of how young children learn their first language. Developed by James Asher, this teaching method involves
a wide range of physical activities and a lot of listening and comprehension, as well as an emphasis on
learning as fun and stimulating. Total Physical Response has limitations, especially when teaching
abstract language and tasks, but is widely
considered to be effective for beginners and is
still the standard
approach for young learners.
Example
The learners are looking at action verbs. The teacher says 'Jump!' and they jump; the teacher says 'March!'
and they march, etc.
In the
classroom
Many teachers integrate TPR with other approaches and
techniques rather than using
it alone. It is useful,
for example, for teaching
body vocabulary, prepositions, and language for directions, and may be
particularly suitable for low level learners, learning more concrete language.
Summary
When – 1970s, widely
used today for young leaners
Focus – Listening comprehension
Characteristics – English speaking
delayed until students are ready; meaning clarified through actions and visuals
Supporters
– James Asher
Silent Way
Another example of a method
categorized under the Humanistic Approaches. The Silent Way was evolved by
Caleb Gattegno (1972), a teacher of mathematics. In the 1960s, he proposed
this method, which was based on the tenet ‘teaching must be subordinate to
learning’ (Nagaraj 58). In the silent way, the teacher is almost silent,
and the learners do all the talking. This method follows the ‘known to unknown’
principle. Due to the teacher’s silence, the method encourages peer interaction
and group cooperation among the learners and so the learners do not feel
threatened. Language learning through blocks of sounds helps the learner to
recognize a language with fluent and accuracy.
This method is based on a
problem-solving approach to learning, whereby the students’ learning becomes
autonomous and co-operative. The scope is to help students select
the appropriate phrases
and know how to control them,
with good intonation and rhythm. The teacher does not repeat the material nor supplies the phrases that the student has
to imitate, and there is no use of the learner’s native language. Patterns contain vocabulary, and coloured
guides for pronunciation are used to assist the teacher in guiding the students’
understanding while saying the least amount possible.
The Silent Way is a pedagogical approach to language
teaching and learning designed to enable students to become independent,
autonomous and responsible learners. The method is constructivist in nature
i.e. leading students to develop their own conceptual models of all the aspects
of the language and this is to help students to become experimental learners
The silent way method helps language teachers’ a lot in
teaching the learners’ of lower classes to study the basic grammar rules and as
well as to practice the sounds of a word, vocabulary etc., with its study aids.
Teachers practicing the Silent Way method want their students to become highly
independent and also as experimental learners.
Summary When – 1970s
Focus –
Student interaction rather than teacher interaction
Characteristics – Teacher is silent to allow student
awareness of how English works
Supporters – Caleb Gattegno
CLL
The CLL method
was developed by Charles A. Curran, a professor of psychology at Loyola
University in Chicago. This method refers to two roles: that of the knower
(teacher) and student (learner).
Community language learning (CLL) is a language-teaching approach
focused on group-interest learning.
Community Language Learning takes
place in groups, either small or large, and these groups form the community
Community Language Learning lays
emphasis on the learners’ personal feelings, emotions, passions etc., while
learning English as a second or target language. Community Language Learning
seeks to encourage teachers to see their students as “whole” persons, where
their feelings, intellect, interpersonal relationships, protective reactions,
and desire to learn are addressed and balanced.
It is based on the counselling-approach in which the teacher acts as a counselor and a paraphraser, while the learner
is seen as a client and collaborator
The primary goal of CLL is oral proficiency. As such, interaction is a primary characteristic of a CLL curriculum.
Language is a tool for
communication. The focus gradually shifts from aspects of grammar and phonetics
to actual sharing of ideas, beliefs, opinions, wants and desires. The learning
initiative must be with the learners for effective learning. Students are to be
considered as “learner-clients” and the teacher as a “teacher-counsellor”
(Nagraj 62).
Students are permitted to use
their mother tongue, and are provided with translations from the teacher which
they later attempt to apply. Grammar and vocabulary are taught inductively.
Students are encouraged to express
their feel about the learning process, to which the teacher expresses empathy
and understanding.
In this method, the learner is
imagined not as a student but as a client also and the instructors are not
considered teachers but, rather as trained language counsellors.
Common activities in a CLL classroom
include conversation, listening, translating, and transcribing. Materials are developed by the teacher
and are suited
for the local context.
Suggestopedia
Suggestopedia
is a “humanistic approach” developed by Georgi Lozanov of Bulgaria, a
Psychiatrist and Parapsychologist in 1979. It is based on the idea that the learners
inhibit their learning to conform to the social norms and in order to
reactivate the capabilities. The teachers have to use the power of
suggestion. The suggestopedia approach is said to increase enormously
the ability
of students to learn, to remember, and to integrate what they learn into their
personality. Learning to Learn, is the key theme in an instructional
focus on language learning strategies. Such strategies include, at the most
basic level, memory tricks, and at higher levels, strategies include for
learning, thinking, planning, and self-monitoring.
It makes use of dialogues,
situations, and translation and practice language and in particular, makes use
of music, childlike attitudes and visual images.
Translations and errors are permitted.
The teacher is in complete control in an
authoritarian way. This method is based on the idea that the mind has great
potential and can retain information
by the power of suggestion. This teaching method uses relaxation as a means of retaining new knowledge.
Suggestopedia method developed out of believes that
human brain could process great quantities of material given the right
conditions of learning like relaxation. Music was
central to this method.
Soft music led to increase in alpha brain wave and a
decrease in blood pressure and pulse rate resulting in high intake of large
quantities of materials.
Learners were encouraged to be as childlike as possible.
Apart from soft, comfortable seats in a relaxed setting, everything else
remained the same.
The three main principles of Suggestopedia are as
follows:
a) Joy and psycho relaxation
b) Gaining access to the reserve powers of the mind
c) Harmonious collaboration of the conscious and the
unconscious
In their initial lessons learners
receive large quantities of information in the new language.
The text is translated and then read aloud with classical music in the
background.
The scope is to supply an
atmosphere of total relaxation where understanding is purely accidental and subliminal. Using large quantities of linguistic material
introduces the idea that language understanding is easy and natural.
In the following lesson, learners use the material in a
variety of communication activities. The original learning techniques and theory developed by Georgi Lozanov have
since developed into the Accelerated Learning movement.
Summary
When – 1970s to 1980s
Focus – Meaningful texts and vocabulary
Characteristics – Relaxed atmosphere, with music; encourage
subliminal learning of English Supporters – Georgi Lozanov
Suggestopedic English Lesson
Using Art and Painting
Objective:
To enhance vocabulary acquisition,
descriptive skills, and creative expression through painting, while fostering a
relaxed and enjoyable learning atmosphere.
Setting and Preparation:
Create a visually stimulating and
comfortable classroom environment:
·
Set up
soft lighting, relaxing instrumental music, and display famous paintings or colourful
artwork on the walls.
·
Provide
students with painting materials: brushes, colours, paper or canvas.
·
Arrange
the seating in a semicircle around the artwork to allow easy viewing and
interaction.
Lesson Flow:
1. Introduction with Artwork (10 minutes):
o
Begin with
a calming exercise, asking students to take deep breaths while enjoying the
music.
o
Introduce
a painting (e.g., Monet's “Water Lilies” or Van Gogh's “Starry Night”) and ask
students to observe it carefully.
o
Use the
painting to introduce new vocabulary words (e.g., colors, shapes, emotions, and
scenery-related words like “reflection,” “texture,” “calm,” “dreamlike”).
2. Descriptive Practice Through Suggestion (10
minutes):
o
Using suggestopedia
techniques, encourage students to imagine themselves inside the painting. Use
positive, gentle prompts like, “Imagine you’re walking through this scene. How
would you feel? What would you hear and smell?”
o
Ask
students to describe their imagined experience using the new vocabulary in
simple sentences, helping them associate words with sensory impressions and
emotions.
3. Creative Expression Through Painting (20
minutes):
o
Provide
students with the opportunity to paint their own scenes inspired by the
vocabulary. Encourage them to use as many of the new words as they can to
describe their artwork and what it represents (e.g., “I painted a quiet lake
with reflections of trees”).
o
As they
paint, play relaxing music and walk around the room to provide guidance,
helping students use vocabulary naturally as they discuss their work with you
or their peers.
4. Group Discussion and Sharing (10 minutes):
o
Invite
each student to present their painting to the class, describing it in simple
English. For example, “This is my peaceful garden. There are colourful flowers
and a bright, sunny sky.”
o
Encourage
positive reinforcement by letting classmates give feedback in English using
encouraging language, like “I love the colors!” or “Your sky looks calm.”
5. Reflection and Suggestion for Further Learning
(10 minutes):
o
End with a
reflective session where students visualize using these words again in a future
context, like describing a real scene they might see or a painting they’d
create.
o
Offer
positive suggestions, reinforcing confidence in their growing vocabulary and
encouraging them to use these words whenever they encounter something similar.
Task Based Language Teaching
Task-based learning is an approach to language learning
where learners are given interactive tasks to complete. In order to do this,
they need to communicate. Once the task is complete, then the teacher
discusses the language
used.
Example
The learners plan an itinerary for
a guest who is coming to stay with their teacher. They research places to visit and timetables. They prepare a
written schedule and a short guide. Once the task is completed, they discuss
some of the language that has been important with the teacher.
In the
classroom
Tasks can provide an
organisational structure for a teacher who believes in the Communicative
Approach. Tasks provide
meaningful communication and an opportunity to acquire language
through real language
use. Task-based learning may
become more appropriate at higher levels. The task-based teaching approach is
one of many modern ESL teaching
methods and focuses on setting a goal for students — this could be a report, a video,
or a presentation — and then following three main steps to achieve
that goal.
1.
The pre-task
During this stage, which can take
up a whole lesson if needed, the teacher introduces the task to the students and gets them motivated to solve it. Once
everyone is engaged, the teacher should explain what is expected for the
task.
Verbal explanations can be
supported by an example from the teacher or by showing a previous student’s work. The teacher can then give further instructions if needed and offer advice on how to approach the task.
2.
The task
This is the main stage of
task-based learning, where students start working on the task, usually in
groups or pairs. This stage is done
in the target language so that students feel the need to use the language they
want to learn in order to solve the
task. The teacher doesn’t usually join in the work process. Instead, he or she
will monitor the students and
offer hints if students really need support.
3.
The review
(or post-task)
Once the students have completed
the task and have something to present, the review stage, also known as the post-task, starts.
It’s a good idea to let students evaluate each other’s work
and only offer a teacher review of frequently- made errors during the task. Peer correction could be carried
out in the form of comments, feedback
discussions, or a checklist with additional room for free commentary.
The review stage offers students
the opportunity to reflect on their work and analyze it in order to improve their skills
for the future.
Types of task
According to N. S. Prabhu, there
are three main categories of task: information-gap, reasoning-gap, and opinion-gap
· Information Gap Tasks: involving the discovery of new information. · Reasoning Gap Tasks: entailing problem-solving and deduction of
solutions. · Opinion Gap Tasks: requiring the
expression of personal viewpoints.
Information-gap activity, which involves
a transfer of given information from one person
to another – or from one form to another, or from one
place to another – generally calling for the decoding or encoding of information from or into language. One
example is pair work in which each member of the pair has a part of the total information (for example an
incomplete picture) and attempts to convey it verbally to the other. Another example is completing a tabular
representation with information available in a given piece of text. The activity often involves selection
of relevant information as well, and learners may have to meet criteria
of completeness and correctness in making the transfer.
Reasoning-gap activity, which involves deriving some new information
from given information through processes
of inference, deduction, practical reasoning, or a perception of relationships
or patterns. One example is working
out a teacher's timetable on the basis of given class timetables. Another is
deciding what course of action is
best (for example cheapest or quickest) for a given purpose and within given
constraints. The activity
necessarily involves comprehending and conveying information, as in an information-gap activity, but the information to be conveyed
is not identical with that initially comprehended. There is a piece of reasoning which connects the two.
Opinion-gap activity, which involves identifying and articulating a personal preference, feeling, or attitude
in response to a given situation. One example is story completion; another is taking part in the discussion
of a social issue. The
activity may involve using factual information and formulating arguments to
justify one's opinion, but there is
no objective procedure for demonstrating outcomes as right or wrong, and no
reason to expect the same outcome
from different individuals or
on different occasions.
Expected Questions
1.
What is the strategy recommended by Grammar- Translation
method?
2.
Design one
task to develop communicative competence of secondary level students
3.
Briefly explain
various methods of language teaching
4.
Discuss the principles, characteristics and feasibility
of Direct Method
of teaching English
at Secondary Level in
Kerala.
5.
List the main features of silent way of teaching English
6.
Explain Task
based Language Teaching
7.
Discuss the principles of suggestopedia and mention its advantages.
8.
Explain the salient
features of direct method in language teaching.
How will you use it to develop the communicative skills of your students?
9.
Substantiate
the influence of the mother tongue in the learning
of English based on prevailing conditions in our
classrooms.
END
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