3rd Lecture

Third Lecture
Language teaching methods in applied linguistics.
Assistant Lecturer
Chiyai Saeed Muhammed
By;
Mohammed Abdul-Raheem Mikail
What is a method?
• All methods include prescriptions and instructions for the
teacher and the learners.
• All methods are a pre-packaged set of specifications of how
the teacher should teach and how the learner should learn
derived from a particular theory of language and a theory of
language learning.
• For the teacher, methods prescribe what materials and
activities should be used, how they should be used and what
the role of the teacher should be.
• For learners, methods prescribe what approach to learning
the learner should take and what roles the learner should
adopt in the classroom.
What is an approach?
• Underlying (the fundamental of) each method is a theory on
the nature of language and a theory on the nature of language
learning both of which comprise the approach.
• These theories are derived from the areas of linguistics,
sociolinguistics, psycholinguistics and are the source of
principles and practices of language teaching.
What is an approach influenced by?
• Theory of language: How is language viewed?

‒ Structural View of Language.
• language is a system of structurally related elements for the
coding of meaning.
• The target of language learning (What needs to be taught?)

is to master the elements of the language system, which are
generally defined in terms of phonological units(phonemes),
grammatical units (morphemes, phrases, sentences) and
lexical items (function words and structure words)
Functional View of Language.

What dimension of language is prioritized?
• The semantic and communicative aspects are more
emphasized.
What needs to be taught?
• The target of language learning is to express communication

functions and categories of meaning (functions, notions of
language).
• Theory of language learning: How do learners learn the
language?
• What are the psychological and cognitive processes involved
(habit formation, induction, inferencing, generalization)?
• What are the conditions that need to be met for these learning
processes to be activated?
Components of a method
1. Syllabus ;
Syllabus is the level at which theory is put into practice and
at which choices are made about the content to be taught, the
skills to be developed, the order of the content etc.
2. Teaching/Learning Practices
• Types of learning tasks and activities to be used in the
classroom.
• Roles of learners in the classroom: the degree of control
that learners have over their learning, roles that learners will
assume in the classroom, learning groupings recommended.
• Roles of teachers: functions that the teacher is to fulfil in the
classroom, the degree to which the teacher influences the
learning process and the kind of interaction between the
teacher and the learners.
• Role of materials: the function of materials in the learning
process and the forms they take. In some methods, materials
are designed to replace the teacher so that learning can take
place independently. In others, materials are teacher proof so
that even poorly trained teachers with imperfect control of
the language can use them.
3. Assessment
• How students’ language knowledge is to be assessed.
(Assessing Language proficiency by doing Standardized
tests, Classroom-based assessments, Performance-based
assessments, etc.)
• Error correction policy. (Correcting mistakes)
Examples of methods
1. Grammar Translation
• it focuses on the grammar more than language.
• In this method, learning is largely by translation to and from the
target language.
• It's a classical approach or method for learning language,
• Typical lesson consisted of a) presentation of grammatical rule,
b) specially written text that demonstrated the rule, c) list of
new words, d) translation exercises, e) grammar exercises.
• Emphasis on learning to read and write.
• Vocabulary is taught in the form of lists of isolated words.
• Medium of instruction was the mother tongue.
• No provision for the oral use of language.
• Often the only drills are exercises in translating disconnected
sentences from the target language into the mother tongue.
2. Direct Method: Early 1900’s
Emphasis on:
• oral interaction,
• spontaneous use of language,
• no translation,
• little if any analysis of grammatical rules and structures.
• Classroom instruction was conducted in the target
language.
• There was an inductive approach to grammar.
• Only everyday vocabulary was taught.
• Concrete vocabulary was taught through pictures and
objects.
• Abstract vocabulary was taught by association of ideas.
• Speech and listening comprehension were taught.
• Correct pronunciation and grammar were emphasised.
3. The Audiolingual Method (1950’s)

• come in time of structural Language, (audio types) recitation and
memorization is a part of this method,
• New material is presented in dialogue form.
• The role of the teacher is to develop good language habits.
• There is little or no grammatical explanation. Grammar is taught
inductively.
• Great importance is attached to pronunciation.
• Very little use of the mother tongue by teachers is permitted.
Typical audiolingual activities;
• Dialogue memorization.
• Repetition drill: Students repeat the teacher’s model as
accurately and as quickly as possible to learn the lines of the
dialog.
• Transformation drill: The teacher gives students a certain
kind of sentence pattern. Students are asked to transform a
sentence into a negative sentence.
• Question-and-answer drill: This drill gives students
practice with answering questions.
4. Cognitive Approach:
• It focuses on listening, speaking, reading and writing
methods, Oral communicative competence becomes
important in time of war.
5. Total Physical Response (TPR)

• TPR works by having the learner respond to simple
commands such as “Stand up”, “Close your book”, “Go to
the window and open it.” The method stresses the importance
of aural comprehension and the importance of kinesthetic
learning.
6. Task-based language learning
• The focus of the teaching is on the completion of a task
which in itself is interesting to the learners. Learners use the
language they already have to complete the task and there is
little correction of errors. The aim here is to highlight the
importance of learning the language by making it vital to task
completion.
7. Communicative Language Teaching

• This teaching includes focusing on essential capacities like
thanking, complaining, suggesting, inviting, and requesting
directions to give some examples.
• There are some learning and teaching techniques that can be
used in Communicative Language Teaching class, for
example, role play, information gap, language exchanges,
simulation, discussion, games, pair work, and group work.
All these techniques can engage the learners in the
communication process.
END OF THE LECTURE

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Third Lecture

Language teaching methods in applied linguistics.

• Theory of language: How is language viewed?

• The target of language learning (What needs to be taught?)

Functional View of Language.

• The target of language learning is to express communication

3. The Audiolingual Method (1950’s)

5. Total Physical Response (TPR)

7. Communicative Language Teaching

END OF THE LECTURE

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