Exploring Methods and Approaches in

ELT
Bejay V. Bolivar, MA

According to Scrivener (31), “a method is a way of teaching” that is grounded on your approach. As an
English Language teacher, you make methodological decisions based on your beliefs on what language
is, how people learn things, and how teaching contributes to learning. These are some of the
methodological decisions that you have to make:

1. The aims of a course;

2. What to teach;
3. Teaching techniques;
4. Activity types;
5. Ways of relating to students; and
6. Ways of assessing (assessment)

Task 1: Research on the following well-known methods and approaches in English Language
Teaching. Based on your readings, analysis, and personal experience, write down the pros and cons of
each method or approach. Use proper citations where applicable.

Description / Pros Cons

Definition

1. The Grammar- The main purpose of The learners have to They get less
Translation the Grammar read the classic opportunity to develop
Method Translation Method is literature which their speaking and
to learn a language in develops their mental listening skills.
order to read its and intellectual ability.
The leaners can
literature to benefit
Literature also helps to develop their reading
from mental discipline
enrich multiple and writing skills but
and intellectual
potentials of the fail to communicate
improvement.
learners. with the real world.
As far as skills are
concerned reading and
writing skills are more
focused than listening
and speaking.

GTM takes vocabulary

from reading texts the
teachers teach through
translation,
memorisation and
dictionary study.

It chooses the
sentences as the basic
part of teaching and
language practice as
well.

1. The Audio- The Audio-lingual 1.Developmet of 1. Teacher dominated

Lingual Method was widely speaking and listening method.
Method used in the 1950s and skills.
2. Meaning is
1960s, and the
2. Correct neglected.
emphasis was not on
pronunciation.
the understanding of 3. Equal importance is
words, but rather on 3. Participation of the not given to all the four
the acquisition of learners. skills at the time.
structures and patterns
in common everyday
dialogue.

One of the most

important features of
this method is the
practice of
reinforcement. In
simple terms, to
encourage the correct
use of a trait, positive
feedback is given. On
the other hand,
negative feedback is
given if an incorrect
use of a trait is made.
This is similar to the
basic notions of
behavioural psychology
which emphasizes
greatly on the idea of
reinforcement.

2. Communicative Emphasis on: pairwork Communicative It pays insufficient

Language approach is much more attention to the
Teaching (CLT) and group-work. pupil-orientated, context in which
or because it is based on teaching and learning
Primacy of oral work .
Communicative pupils’ needs and take place
Emphasis on oral and
Approach (CA) interests.
listening skills in the The
classroom. Communicative Communicative
approach seeks to Approach often seems
Grammar can still be
personalise and localise to be interpreted as: “if
taught, but less
language and adapt it the teacher
systematically.
to interests of pupils. understands the
more easily Meaningful language is student we have good
retained.àLanguages is always more easily communication” but
adapted to interests of retained by learners. native speakers of the
pupils target language can
Seeks to use authentic
have great difficulty
Use of everyday resources. And that is
understanding
language. more interesting and
students.
motivating for children.
real texts: newspaper, Another
magazines , manuals, Children acquire
disadvantage is that
recipes, videos, grammar rules as a
the CLT approach
etc.àCommunicative necessity to speak so is
focuses on fluency but
approach seeks to use more proficient and
not accuracy. The
authentic resources efficient.
approach does not
Teacher must free focus on error
himself from reduction but instead
itàImportant not to be creates a situation
restricted to textbook where learners are left
using their own devices
Use of visual stimuli , to solve their
for example, communication
flashcards. problems. Thus they
may produce
incoherent,
grammatically incorrect
sentences.

3. Total Physical Total Physical It is fun and easy It is not a very creative
Response (TPR) Response is considered method. Students are
It does not require a
to be an excellent way not given the
great deal of
of learning vocabulary. opportunity to express
preparation on the part
Moreover, since it is their own views and
of the teacher.
based on commands, thoughts in a creative
the students can easily It is a good tool for way.
learn the meaning of learning vocabulary.
It is easy to overuse
the words in the target
language. This method Class size does not TPR.
is quite popularly used need to be a problem.
It is limited, since
for young learners.
There is no age barrier. everything cannot be
Lessons in TPR
explained with this
primarily focus on
method. It must be
learning the meaning.
combined with other
It is not about learning
approaches.
grammar. It is more of
a comprehension
approach, whereby
recognizing the
meaning of the
commands is crucial.

It is important to notice
that such a method is
mostly teacher-
controlled. This is
because the student is
only expected to listen
and act accordingly.
The procedural
techniques in this
approach do not limit
to fulfilling the
commands only.
Teachers also use role-
plays and slide
presentations to make
it more interesting for
the students.

4. Community In Community It is comparatively One more

Language Language Learning, easier to drive or disadvantage is that
Learning (CLL) learners become conduct. the CLL approach
members of a concentrates on
It allows exploring
community - their fluency but not
topics and generating
fellow learners and the accuracy to achieve the
hypothesis.
teacher - and learn target.
through interacting It creates opportunity
CLL approach doesn`t
with members of the to gather facts and focus on errors
community. Learning is figure from the group reduction but instead
not viewed as an interaction, which creates a situation
individual concentrate on the where learners are left
accomplishment but as topic of the using their own devices
something that is researcher`s interest. to solve their
achieved communication
It has low cost in
collaboratively. problems.
relation to other
Learners are expected
methods. The learners may
to listen attentively to
produce incoherent,
the knower, to freely It gives speed in the
grammatically incorrect
provide meanings they supply of the results (In
sentences.
wish to express, to the terms of evidence
repeat target of the meeting of the
utterances without group)
hesitation, to support
fellow members of the
community, to report
deep inner feelings and
frustrations as well as
joy and pleasure, and
to become counselors
to other learners. CLL
learners are typically
grouped in a circle of
six to twelve learners,
with the number of
knowers varying from
one per group to one
per student. CLL has
also been used in
larger schools classes
where special grouping
arrangements are
necessary, such as
organizing learners in
temporary pairs in
facing parallel lines.

Learner roles are keyed

to the five stages of
language learning
outlined earlier. The
view of the learner is
an organic one, with
each new role growing
developmentally out of
the one preceding.
These role changes are
not easily or
automatically achieved.
They are in fact seen as
outcomes of affective
crises.

5. The natural The Natural Approach The Natural Approach’s There are
approach teacher has three principal advantage is disadvantages to the
(Stephen central roles. First, the that is recognizes a Natural Approach. The
Krashen) teacher is the primary difference between authors of the Natural
source of learning a language Approach, Terrell and
comprehensible input unconsciously, as Krashen (1983) leave
in the target language. children do, and ambiguous the term
"Class time is devoted learning a language “unconscious learning.”
primarily to providing consciously, as in a According to
input for acquisition," formal language course McLaughlin (1987),
arid the teacher is the where the target Krashen incompletely
primary generator of language’s rules are defines “acquisition”,
that input. In this role learned and applied. “learning”, “conscious”
the teacher is required The Natural Approach and “subconscious”,
to generate a constant is also advantageous making it difficult to
flow of language input for its application of determine whether
while providing a the Natural Order subjects are “learning”
multiplicity of hypothesis; by teaching or “acquiring” language
nonlinguistic clues to grammatical structures (McLaughlin, 1987).
assist students in in- in a predictable order, The Natural Approach
terpreting the input. language learners will may be too slow of a
The Natural Approach grasp increasingly process for language
demands a much more complex grammatical learners who are
center-stage role for concepts as they already experts in
the teacher than do internalize the grammar and lexical
many contemporary language and over time semantics. For these
communicative gain a mental context people it may be much
methods. for memorization and faster to learn the
proper placement of target language by
lexical items. The studying dictionaries
Second, the Natural Natural Approach is and grammar books
Approach teacher advantageous because prior to immersion.
creates a classroom it considers the
atmosphere that is language learner’s
interesting, friendly, motivation and
and in which there is a emotional state as a
low affective filter for central part of his or
learning. This is her language
achieved in part education.
through such Natural
Approach techniques
as not demanding
speech from the
students before they
are ready for it, not
correcting student
errors, and providing
subject matter of high
interest to students.

Finally, the teacher

must choose and
orchestrate a rich mix
of classroom activities,
involving a variety of
group sizes, content,
and contexts. The
teacher is seen as
responsible for
collecting materials
and designing their
use. These materials,
according to Krashen
and Terrell, are based
not just on teacher
perceptions but on
elicited student needs
and interests.

6. Task-Based Student interaction is Tasks have to be

Learning (TBL) ‘built in’ to the lesson, carefully planned to
Task-based language
as they need to meet the correct
learning is an approach
communicate to criteria
where the planning of
complete the task
learning materials and It can take longer to
teaching sessions are Students’ plan
based around doing a communication skills
task. In education, a improve It’s also time-
task refers to an consuming adapting
Students’ confidence
activity where PPP-style coursebook
can improve, as tasks
communication is lessons
can mimic real life
necessary: for example;
Too much scaffolding in
deciding something, Students’ motivation
the early stages can
solving a problem, can improve due to the
turn a TBL class into a
designing or organising same reason
PPP class
something, or telling
someone to do Students’
Students can avoid
something. understanding of
using the target
language can be
language to complete
deeper, as it’s used in
the task if:
realistic contexts
Task-based learning is
Tasks aren’t well-
the approach that Net
designed
Languages applies to
most of its material Students aren’t
design. A different motivated
approach would be to
design a course around Students are too
a grammar syllabus and excited
grammar practice Students are feeling
activities, like lazy
practising the past
simple or conditional
sentences, where the
aim of each activity is
just to practise one
particular aspect of
language.

7. The Silent Way The basic method that Student-directed Check in individually
underlies this approach learning. We all know with students who
is simple but what the research says: need it from time to
potentially quite Students learn better time, to make sure that
powerful: In contrast to when they can be they are okay. You can
traditional methods, active participants in schedule regular
the emphasis is on the their own learning. It meeting times with
student’s learning just seems logical that, them, or check in
rather than the when it comes to discreetly during class.
teacher’s teaching. In language, allowing This will help them feel
fact, it is not students to do all the more confident about
uncommon for the talking is the best way their progress.
teacher to remain to accomplish that.
Give feedback non-
silent for parts of a
lesson. Improved problem- verbally. Practice
solving skills. Without conveying a message
your input, students with body language,
In the absence of the are forced to figure out gestures and facial
teacher dominating the all kinds of things on expressions. You will
lesson, the student their own, mimicking be amazed at how
takes an active role in some of the real-life much you can
the learning process, problem-solving communicate to
and their input guides situations they might students without
the learning trajectory. find themselves facing saying a word.
The teacher redirects if immersed in the
Emphasize quality
and corrects when target language. These
rather than quantity.
necessary, but the are skills that they will
Clearly articulate that
teacher grants students not have the
attaining mastery,
greater autonomy and opportunity to develop
rather than simply
fosters the if the teacher always
covering everything in
development of does the figuring out
the curriculum, is the
independent problem- for them.
priority.
solving skills.
Increased engagement.
Learning basic
vocabulary and
The role of the teacher pronunciation can
is to direct students’ often feel monotonous
focus, facilitate self- to students. With the
reflection and provide Silent Way, students
verbal and nonverbal are engaged in the
feedback when learning process,
necessary. Students, on discovering words and
the other hand, are sounds instead of
encouraged to speak as having these drilled
much as possible. into them. Students
become more engaged
and invested in the
process as they assume
more responsibility for
their own learning, and
tasks have more
relevance.

A positive, safe
learning environment.
Limited input from the
teacher means almost
no criticism… which
means students feel
that it is safe to make
mistakes, a necessary
step in language
learning.

It can supplement
further student-
centered work.
Including the above
features in your
students’ learning will
complement deeper
interactive and
independent work with
the language.

8. Person- Student develops own Students focus on their

Centered programme of learning own viewpoints and
Person Centered
Approaches not taking
Planning involves - alone or in co-
consideration of
various facilitated operation with others.
other’s opinion.
approaches to listen
Exploring her own
deeply to people. It is
interests she makes
most effective as a
facilitated group choices as to her own
planning event that is learning direction and
used to drive services
and to inform day to carries responsibility
day supports. This type for the consequence of
of planning requires those choices.
objective facilitation in
an environment that is The focus is primarily
comfortable and on fostering a
welcoming for all continuing process of
participants. The learning with students
facilitator of this
planning event strives developing self-
to promote an discipline and setting
equitable and their
accessible approach.
own goals.
The person (the
student) who is the Students should
focus of the planning is evaluate their own
present from start to learning.
finish with rare
exceptions. This will give them
access to a deeper
Person Centered
Thinking skills are learning which will be
structured ways to pervasive in the life
teach supporters value-
and behaviour of the
based behaviors and
student.
collaborative practices
that result in
discovering,
understanding, and
clearly describing the
unique characteristics
of each person. These
skills frame and guide
the listening and
responsive action that
lead to the outcomes
described above.

9. Lexical It cares about the Language can not be

Approaches communication. simply divided into
The lexical approach is
different units in life.
a way of analysing and It teaches the language
teaching language patterns as they are Some topics that are
based on the idea that used by the native traditionally considered
it is made up of lexical speakers. advanced can actually
units rather than be taught at much
It teaches fixed or set
grammatical lower levels.
phrases.
structures. The units
3. Students have a
are words, chunks It takes it into
taste of what has to
formed by collocations, consideration that
come, if they are able
and fixed phrases. language is not learnt
to acquire a limited
but separating sounds
amount of more
but combining sounds
advanced language
and structures.
early.

10. Dogme Dogme language From the teacher's Students who are
teaching is about point of view there is unused to the method
interactivity between the big advantage of may feel uneasy about
teachers and learners, little or no lesson it or simply not
between learners preparation. Unless understand it.
themselves; it’s about you count the five to
As mentioned above,
engagement, about the ten years of
scaffolded talk, the preparation and new teachers may be
relevance of the experience necessary extremely
materials for the to be able to use the uncomfortable with
learners, about mutual technique well. abandoning the
empowerment, security of a textbook.
Students should feel in
recognition of learners’
control of their Teachers simply may
beliefs and knowledge.
learning process and not have the freedom
consequently be more to use this
motivated. methodology.
A Dogme approach
favour conversation Done properly it can be It removes the teacher
not as the end of highly motivating and from a position of
learning, but as a interesting for the power which may
means of it. A class is teacher. (Though it make some teachers
viewed as a “meeting- must be said that it uneasy.
place” where might not be suited for
Colleagues may think
knowledge is sought, the novice teacher.)
the dogme teacher is
not transmitted, as
simply "winging it" to
students know better
avoid preparation.
what their needs are
and can look for and
bring a relevant source
of materials.

*Works Cited / References

https://englishfinders.com/grammar-translation-method/

https://www.languageeducation.eu/teacher-training/audio-lingual-method/

https://mkhaledbh.wordpress.com/

https://lessonplancoaches.com/the-community-language-learning-methods-and-its-advantages-and-
disadvantages/

https://davidrweller.medium.com/what-is-task-based-learning-c3f42bbf51fc

https://www.fluentu.com/blog/educator/silent-way-teaching-method/

https://www.nj.gov/education/specialed/transition/person.shtml

https://www.teachingenglish.org.uk/article/lexical-approach#:~:text=The%20lexical%20approach
%20is%20a,by%20collocations%2C%20and%20fixed%20phrases.

https://titihandayaniz.blogspot.com/2016/10/what-is-dogme-language-teaching.html
Task 2: Construct your own methodology in English Language Teaching. You may combine existing
methods or develop your own. Make sure that it is grounded on your personal approach (based on the
statement you submitted in the previous assignment).

1. Name of Method (Your Vocabulary Drills

own proposed name):

2. Description of the This method will facilitate the learner’s comprehension skills
Teaching Method: through engaging with unfamiliar words and putting them together
on a constructive sentence basing from their experience and
personal opinion.

3. Rationale behind the In language teaching, a set of principles based on the observation
method that an understanding of words and word combinations (chunks) is
the primary method of learning a language. The idea is that, rather
● You are
than have students memorize lists of vocabulary, they would learn
encouraged to
commonly used phrases.
include your
personal
approach
The term lexical approach was introduced in 1993 by Michael
(based on
Lewis, who observed that "language consists of grammaticalized
previous
lexis, not lexicalised grammar" (The Lexical Approach, 1993).
activity),
learning and "The Lexical Approach implies a decreased role for sentence
teaching grammar, at least until post-intermediate levels. In contrast, it
principles and involves an increased role for word grammar (collocation and
philosophies, cognates) and text grammar (suprasentential features)."
related
literature, etc. (Michael Lewis, The Lexical Approach: The State of ELT and a Way
Forward. Language Teaching Publications, 1993)

4. Application ● The teacher will present videos like magazine

shows, documentary, and any current event
● Illustrate the
related issues. Students are expected to jot down
method’s
vocabulary they are not familiar with. They are
applicability by
tasked to identify the definition and construct their
suggesting a
own sentence based on their personal experience.
class scenario.
● The teacher will provide essays and students will
● You are highlight new vocabulary and make their own
encouraged to constructive essays.
be specific
about the
language
systems and/or
language skills
you aim to
address.

*Works Cited / References

Enjoy the tasks!