2. Introduction
•Below is a description of the basic principles
and procedures of the most recognized
methods for teaching a second or foreign
language.
• Each approach or method has a designed
strategies, and leaning activities to achieve
a specific goals and leaning outcomes of
teaching and learning processes.
3. The Grammar – Translation
Approach
• In this approach student’s native language are used in
the class with a little use of the target language.
• Vocabulary is taught separately in a form of word
lists.
• This approach puts emphasis on grammar
explanation and instruction which focus on forms
and infliction of words.
• Reading began early in the course of study , and
focused on reading difficult texts.
• No attention was giving to pronunciations.
• Translating disconnected sentences from the native
language to the target language was the only
exercise .
4. The direct approach
• In this approach lesson start with conversation in
the target language, by presenting the material
orally with pictures or actions.
• During the class native language NEVER used, or
translation.
• The type of the exercise used is questions in the
target language and the answer also in the target
language.
• Grammar and culture related to the target
language are taught inductively.
• Verbs are conjugated after some oral mastery of
the target language.
• Reading literature is for comprehension and
pleasure and for the advanced students.
• Culture is considered an important aspect of
learning the language.
5. The reading approach
• In this approach, studying the target language depends
on reading ability, and knowledge(current and/or
historically) about the country where the target
language is spoken.
• Grammar is taught for reading comprehension and
fluency.
• Pronunciation or gaining conversational skills in the
target language are given little attention.
• In and outside the class, great amount of reading is done
in the second language.
• In the beginning, vocabulary of the early reading
passages and texts is easy, then it expanded as quickly as
possible.
6. The audio-lingual method
• This method is based on the principles of behavior
psychology.
• Learning the target language in this method depend on
mimicry, memorization of set phrases and over-learning,
and material used is in the form of dialog.
• Structures are taught in sequences and one at a time,
then repetitive drills is used to teach Structural
patterns.
• Grammar is taught inductively.
• Listening, speaking, reading and writing skills are
developed in order.
• Vocabulary is limited, and learned in context..
• Great attention is given to pronunciation.
• Teacher is permitted to use the native language, but
students are not allow to use it among themselves.
7. Community language learning
• In this approach counseling techniques and the
personal and language problems a person
encounters in the learning of foreign languages are
used to teach second language.
• In this case, the leaner is taught as a client, and the
native instructors act as language counselors.
• The purpose of the language counselor's skill is to
make the client feels comfortable and to help
him/her linguistically. Then teacher – counselor
helps clients slowly reach the state of independent
language adequacy.
• The process involve five stages of adaption:
8. Continuation of Community language
•STAGE 1:
learning
• 1- The client will express in English to the counselor what he wish
to say to the group.
• 2- The counselor will tell the client how to say what he wish to
say in the target language in a warm, accepting tone, in simple
language in phrases of five or six words.
• 3- the client turns to the group and start saying his idea in the
foreign language, and counselor will help him if he mispronounce
a word or a phrase.
• STAGE 2:
• 1- same as above.
• 2- The client turns and begins to speak the foreign
language directly to the group.
• 3. The counselor only help if the client hesitates or turns for
help.
9. Continuation for Community language learning
• STAGE 3:
• 1. The client speaks directly to the group in the foreign language.
This mean that the group start to understand his simple phrases.
• 2. Same as 3 above. In this step the client gained great confidence,
and become independent, and can see the relationship of phrases,
grammar, and ideas.
• Translation is given when group member ask for it.
• STAGE 4:
• 1- the client now can speak very well in the foreign language, and
group understand.
• 2- The counselor corrects the grammar error, mispronunciation,
or where aid in complex expression is needed.
10. Continuation for Community language learning
• STAGE 5:
• 1. Same as stage 4.
• 2. The counselor intervenes not only to
offer correction but to add idioms and
more elegant constructions.
• 3. At this stage the client can become
counselor to the group in stages 1, 2, and 3
11. The silent way
• The Silent Way is a language-teaching method created
by Caleb Cattegno that makes extensive use of silence as a
teaching technique.
• The method emphasizes the autonomy of the learner; the
teacher's role is to monitor the students' efforts, and the
students are encouraged to have an active role in learning
the language. Pronunciation is seen as fundamental;
beginning students start their study with pronunciation,
and much time is spent practicing it each lesson. The Silent
Way uses a structural syllabus, and structures are
constantly reviewed and recycled. The choice of
vocabulary is important, with functional and versatile
words seen as the best. Translation and rote repetition
are avoided and the language is usually practiced in
meaningful contexts. Evaluation is carried out by
observation, and the teacher may never set a formal test.
12. Continuation of the silent way
• The teacher uses silence for multiple purposes in the Silent Way. It
is used to focus students' attention, to elicit student responses,
and to encourage them to correct their own errors. they will
commonly use techniques such as mouthing words and using hand
gestures to help the students with their pronunciation.
• Silent Way teachers use specialized teaching materials. One of the
hallmarks of the method is the use of Cuisenaire rods, which can
be used for anything from introducing simple commands to
representing abstract objects such as clocks and floor plans. The
method also makes use of color association to help teach
pronunciation; there is a sound-color chart which is used to teach
the language sounds, colored word charts which are used to
teach sentences.
13. Bibliography
• Mora, J. K. (2012, September 28). Second-language Teaching
Methods | Mora Modules. Mora Modules |. Retrieved February 17,
2013, from http://moramodules.com/ALMMethods.htm
• Silent Way - Wikipedia, the free encyclopedia. (2012, December 11).
Wikipedia, the free encyclopedia. Retrieved February 18, 2013, from
http://en.wikipedia.org/wiki/Silent_Way
