SPECIALIZATION
IN ENGLISH
LANGUAGE AND TEACHING AS A
FOREIGN LANGUAGE
Universidad Pedagógica Nacional
By: Deisy Beatriz Rosario Sánchez
APPROACHES
TO ELT
UNIT 3. LANGUAGE TEACHING
METHODOLOGIES
INDEX

The differences between approach, method and
technique

The Grammar Translation Method

The Direct Method or Natural Approach

The Audio-lingual Method

The Experiential Learning Model

Bibliography
The differences between approach, method and technique
Approach
Method (plan)
Technique (procedure)
Theoretical positions and
beliefs about the nature
of language, the nature
of language learning
(psycholinguistic and
cognitive processes
involved) and the
applicability of both to
pedagogical settings
(successful use of these
processes).
A generalized set of
classroom specifications
for accomplishing
linguistic objectives
focusing on the:
Goals of the
teaching/learning
Learner roles
Teacher roles
Role of instructional
materials.
Specific types of
exercises, tasks, or
activities used in class
for the purpose of
reaching pedagogical
goals.
Why
How
What
The Grammar Translation Method
The purpose of learning a foreign language is to be able to read literature written
in the target language.
Approach
Theory of language: Structuralism
Theory of language learning: Classical language
Principles of
the GTM
 Detailed analysis of the grammar rules to understand
and manipulate the morphology and syntax of the foreign
language.
 L1 is maintained as the reference system in the
acquisition of the second language.
 Reading and writing are the primary skills to be
developed.
The Grammar Translation Method
The purpose of learning a foreign language is to be able to read literature written
in the target language.
Principles of
the GTM
 Vocabulary selection is based on the reading texts used,
and words are taught through bilingual word lists,
dictionary study and memorization.
 The sentence is the basic unit of teaching and language
practice.
 Accuracy is emphasized.
 Grammar is taught deductively in an organized and
systematic way.
The Grammar Translation Method
The purpose of learning a foreign language is to be able to read literature written
in the target language.
Principles of
the GTM
 Students are taught to translate from one language to
another.
 Having the students get the correct answers is
considered very important.
 Students should be conscious of the grammatical rules
of the target language.
Techniques
 Translation of a literary passage.
 Reading comprehension questions (questions and
answers in English):
The Grammar Translation Method
The purpose of learning a foreign language is to be able to read literature written
in the target language.
Techniques
1. To ask for information contained within the reading
passage.
2. To make inferences based on the understanding of
the text.
3. To relate the passage to students’ own experience.
 Antonyms/synonyms.
 Cognates.
 Deductive application of rules.
The Grammar Translation Method
The purpose of learning a foreign language is to be able to read literature written
in the target language.
Techniques
 Fill-in-the-blanks.
 Memorization.
 Use words in sentences.
 Composition.
Role of the
teacher
The authority in the classroom.
Role of students Passive receiver of instruction.
The Direct Method or Natural Approach
The purpose of learning a foreign language is that students learn how to
communicate by learning to think in the target language.
Approach
Theory of language: Communicative
Theory of language learning: Creative Construction Theory
(Stephen Krashen’s Theory)
Principles of
the DM
 Classroom instruction is conducted in the target
language.
 Grammar is taught inductively (never explicit grammar
rule given).
 Concrete vocabulary is taught through objects (realia or
pictures) and demonstration; abstract vocabulary is
taught by association of ideas.
The Direct Method or Natural Approach
The purpose of learning a foreign language is that students learn how to
communicate by learning to think in the target language.
Principles of
the DM
 Speaking and listening skills are taught.
 Correct pronunciation and grammar are emphasized.
 Reading and writing in the target language should be
taught from the beginning of language instruction and it
must be developed through practice with speaking.
 Language is primarily spoken.
The Direct Method or Natural Approach
The purpose of learning a foreign language is that students learn how to
communicate by learning to think in the target language.
Principles of
the DM
 Students should learn to think in the target language as
soon as possible by knowing how to ask questions and
answer them.
 Vocabulary is acquired more naturally using it in
complete sentences.
 Self-correction facilitates language learning.
 Students should learn to think in the target language as
soon as possible by knowing how to ask questions and
answer them.
The Direct Method or Natural Approach
The purpose of learning a foreign language is that students learn how to
communicate by learning to think in the target language.
Principles of
the DM
 Vocabulary is acquired more naturally using it in
complete sentences.
 Self-correction facilitates language learning.
 Students should learn to think in the target language as
soon as possible by knowing how to ask questions and
answer them.
 Vocabulary is acquired more naturally using it in
complete sentences.
The Direct Method or Natural Approach
The purpose of learning a foreign language is that students learn how to
communicate by learning to think in the target language.
Principles of
the DM
 Vocabulary is acquired more naturally using it in
complete sentences.
 Self-correction facilitates language learning.
 Lessons should contain some conversational activity for
students to use language in real contexts.
 Students should be encouraged to speak as much as
possible.
The Direct Method or Natural Approach
The purpose of learning a foreign language is that students learn how to
communicate by learning to think in the target language.
Principles of
the DM
 The syllabus is based on situations or topics.
 Learning another language involves learning how
speakers of that language live.
Techniques
 Reading aloud.
 Question and answer exercise.
 Getting students to self-correct.
 Conversation practice.
The Direct Method or Natural Approach
The purpose of learning a foreign language is that students learn how to
communicate by learning to think in the target language.
Techniques
 Fill-in-the-blank exercise (no explicit grammar rule
applied).
 Dictation.
 Map drawing.
 Paragraph writing.
Role of the
teacher
 Direct the class activities.
 Primary source of comprehensible input.
The Direct Method or Natural Approach
The purpose of learning a foreign language is that students learn how to
communicate by learning to think in the target language.
Role of
students
 Processor of comprehensible input in the target
language.
 Create a friendly and an interesting classroom
atmosphere for learning.
The Audio-lingual Method
The objective of learning a foreign language is that students be able to use the
target language communicatively.
Approach
Theory of language: Structuralism
Theory of language learning: Behaviorism
Principles of
the ALM
 Language forms occur most naturally within a context.
 The habits of students’ native language are thought to
interfere with students’ attempt to master the target
language.
 A contrastive analysis between the students’ native
language and the target language will reveal where a
teacher should expect the most interference.
The Audio-lingual Method
The objective of learning a foreign language is that students be able to use the
target language communicatively.
Principles of
the ALM
 Foreign language learning is basically a process of
mechanical habit formation.
 It is important to prevent learners from making errors
(errors lead to bad formation of habits). When they occur
they should be immediately corrected by the teacher.
 The purpose of the language learning is to learn how to
use the language to communicate.
 Particular parts of speech occupy particular slots in
sentences.
The Audio-lingual Method
The objective of learning a foreign language is that students be able to use the
target language communicatively.
Principles of
the ALM
 Positive reinforcement helps the students to develop
correct habits.
 Students should learn to respond to verbal and nonverbal stimuli.
 Pattern practice helps students to form habits which
enable the students to use the patterns.
 Students should overlearn (learn to answer automatically
without stopping to think).
The Audio-lingual Method
The objective of learning a foreign language is that students be able to use the
target language communicatively.
Principles of
the ALM
 The major objective of language teaching should be for
students to acquire the structural patterns; then
vocabulary.
 The learning of a foreign language should be the same
as the acquisition of the native language.
 The rules necessary to use the target language will be
figured out or induced from examples.
The Audio-lingual Method
The objective of learning a foreign language is that students be able to use the
target language communicatively.
Principles of
the ALM
 The major challenge of foreign language teaching is
getting students to overcome the habits of their native
language (a comparison between the native and the
target language will tell the teacher in what areas her
students will probably experience difficulty).
 Speaking is more basic to language than the written
form.
 The natural order of skill acquisition is: listening,
speaking, reading, and writing.
The Audio-lingual Method
The objective of learning a foreign language is that students be able to use the
target language communicatively.
Techniques
 Dialog memorization.
 Backward build-up (expansion) drill.
 Repetition drill.
 Chain drill.
 Single-slot substitution drill.
 Multiple-slot substitution drill.
The Audio-lingual Method
The objective of learning a foreign language is that students be able to use the
target language communicatively.
Techniques
 Transformation drill.
 Question-and-answer drill.
 Use of minimal pairs.
 Complete the dialog.
 Grammar game.
Role of the
teacher
 Model of the target language.
The Audio-lingual Method
The objective of learning a foreign language is that students be able to use the
target language communicatively.
Role of students  Imitators.
The Communicative Language Teaching
The goal is to enable students to communicate in the target language
appropriately within a specific social context (communicative competence).
Approach
Theory of language: Communicative Approach and
Functional Approach (eclectic theoretical base).
Theory of language learning: A Skill Learning Model of
Learning (cognitive and behavioral aspects).
Principles of
the CLT
 Language is a system for the expression of meaning.
 The primary function of language is for interaction (pairs,
trios, small groups, and whole group) and
communication.
The Communicative Language Teaching
The goal is to enable students to communicate in the target language
appropriately within a specific social context (communicative competence).
Principles of
the CLT
 The structure of language reflects its functional and
communicative uses.
 Whenever possible, authentic language should be
introduced (language as it is used in real contexts).
 Being able to figure out the speaker’s or writer’s
intentions is part of being communicatively competent.
 The target language is a vehicle for classroom
communication, nor just the object of study.
 One function can have many different linguistic forms.
The Communicative Language Teaching
The goal is to enable students to communicate in the target language
appropriately within a specific social context (communicative competence).
Principles of
the CLT
 The focus of the course is on real language use, a
variety of linguistic forms are presented together.
 The emphasis is on the process of communication rather
than just mastery of language forms.
 Students should work with language at the discourse
level. They must learn about cohesion and coherence.
 Students use the language through communicative
activities such as games, role-plays, and problem
solving-tasks.
The Communicative Language Teaching
The goal is to enable students to communicate in the target language
appropriately within a specific social context (communicative competence).
Principles of
the CLT
 Truly communicative activities have three features in
common: information gap, choice and feedback.
 Students should be given an opportunity to express their
ideas and opinions.
 Errors are tolerated and seen as a natural outcome of
the development of communication skills.
 Communicative interaction encourages cooperative
relationships among students. It gives students the
opportunity to work on negotiating meaning.
The Communicative Language Teaching
The goal is to enable students to communicate in the target language
appropriately within a specific social context (communicative competence).
Principles of
the CLT
 The social context of the communicative event is
essential in giving meaning to the utterances.
 Learning to use language forms appropriately is an
important part of communicative competence.
 In communicating, a speaker has a choice not only about
what to say, but also how to say.
 The grammar and the vocabulary that the students learn
follow from the function, situational context, and the roles
of the interlocutors.
The Communicative Language Teaching
The goal is to enable students to communicate in the target language
appropriately within a specific social context (communicative competence).
Principles of
the CLT
 Learners need knowledge of forms, meanings and
functions.
 Fluency and accuracy.
 Students work on the four skills from the beginning.
Techniques
 Authentic materials, scrambled sentences, language
games, picture strip story and role play.
Role of the
teacher
 Establish situations to promote communication.
 Facilitator in setting up communicative activities.
The Communicative Language Teaching
The goal is to enable students to communicate in the target language
appropriately within a specific social context (communicative competence).
Role of students  Communicator, Cooperative, Collaborating and Active
participant of their own learning process.
The Experiential Learning Model
Learning takes place when knowledge is created through the transformation of
experience. Knowledge results from the combination of grasping experience and
transforming it.
Approach
Principles of
the ELM
Theory of language: Constructivism and Sociocultural
principles.
Theory of language learning: Cognitive.
 Significant learning takes place when the subject matter
is relevant to the personal interests of the student.
 Learning which is threatening to the self (e.g., new
attitudes or perspectives) is more easily assimilated
when external threats are at a minimum.
The Experiential Learning Model
Learning takes place when knowledge is created through the transformation of
experience. Knowledge results from the combination of grasping experience and
transforming it.
Principles of
the ELM
 Learning proceeds faster when the threat to the self is
low.
 Self-initiated learning is the most lasting and pervasive.
 Experiential Learning (EL) addresses the needs and
wants of the learner.
 Effective experiential learning will affect the learner’s
cognitive structures (action theories), attitudes, values,
perceptions and behavioral patterns.
The Experiential Learning Model
Learning takes place when knowledge is created through the transformation of
experience. Knowledge results from the combination of grasping experience and
transforming it.
Principles of
the ELM
 People believe more in knowledge discovered
themselves than in knowledge presented by others.
 Learning is more effective when it is an active rather
than a passive process.
 The more supportive, accepting and caring the social
environment, the freer we are to experiment with new
behaviors, attitudes, actions and thoughts.
The Experiential Learning Model
Learning takes place when knowledge is created through the transformation of
experience. Knowledge results from the combination of grasping experience and
transforming it.
Principles of
the ELM
 Intention represents the purposefulness that enables
experience to become knowledge and, as such, is
deeper than the goals, objectives, and activities that
define the experience.
 In Preparedness and Planning: Participants must ensure
that they enter the experience with sufficient foundation
to support a successful experience.
 Authenticity: The experience must have a real world
context and/or be useful and meaningful in reference to
an applied setting or situation.
The Experiential Learning Model
Learning takes place when knowledge is created through the transformation of
experience. Knowledge results from the combination of grasping experience and
transforming it.
Principles of
the ELM
 Reflection is the element that transforms simple
experience to a learning experience. For knowledge to
be discovered and internalized the learner must test
assumptions and hypotheses about the outcomes of
decisions and actions taken, then weigh the outcomes
against past learning and future implications.
 Throughout the experiential learning process, the learner
is actively engaged in posing questions, investigating,
experimenting, being curious, solving problems,
assuming responsibility, being creative, and constructing
meaning.
The Experiential Learning Model
Learning takes place when knowledge is created through the transformation of
experience. Knowledge results from the combination of grasping experience and
transforming it.
Principles of
the ELM
 Learners are engaged intellectually, emotionally, socially,
soulfully and/or physically. This involvement produces a
perception that the learning task is authentic.
Role of the
teacher
 Facilitator: setting suitable experiences, posing
problems, setting boundaries, supporting learners,
insuring physical and emotional safety, and facilitating
the learning process.
 The educator recognizes and encourages spontaneous
opportunities for learning.
The Experiential Learning Model
Learning takes place when knowledge is created through the transformation of
experience. Knowledge results from the combination of grasping experience and
transforming it.
Role of the
teacher
 The design of the learning experience includes the
possibility to learn from natural consequences, mistakes
and successes.
 Experienced language user.
Role of students  Active constructor of knowledge.
 Willing to be actively involved in the experience: selfinitiative and attention to learn.
 User of analytical skills to conceptualize the experience.
The Experiential Learning Model
Learning takes place when knowledge is created through the transformation of
experience. Knowledge results from the combination of grasping experience and
transforming it.
Role of students  Abler to reflect on the experience.
 Possessor of decision making and problem solving skills
to use new ideas gained from the experience.
BIBLIOGRAPHY

Standards of practice. Eight principles of good practice for all
Experiential
Learning
Activities.
Retrieved
from
http://www.colostatepueblo.edu/careercenter/Documents/NSEE%20Standards%20of
%20Practice.pdf

Specialization in English Language Learning and Teaching as a
foreign language, UPN, (2012). Abstract Conceptualization:
Seven Functions of Language Learners. Retrieved from
http://campusvirtual.upn.mx/eaile/mod/book/view.php?id=447&c
hapterid=387

Specialization in English Language Learning and Teaching as a
foreign language, UPN, (2012). Abstract Conceptualization.
Taxonomy
of
Learning
Domains.
Retrieved
from
http://campusvirtual.upn.mx/eaile/mod/book/view.php?id=447&c
hapterid=388
BIBLIOGRAPHY

Specialization in English Language Learning and Teaching as a
foreign language, UPN. (2012). Abstract Conceptualization.
Task-Based
Approach.
Retrieved
from
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hapterid=389

Specialization in English Language Learning and Teaching as a
foreign language, UPN, (2012). Abstract Conceptualization.
Task-Based
Approach.
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from
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hapterid=389

Smith, M. K. (2001). David A. Kolb on experiential learning.
Retrieved October 17, 2008, from: http://www.infed.org/biblio/bexplrn.htm
Retrieved
from
http://en.wikipedia.org/wiki/Learning_styles
BIBLIOGRAPHY

Richards, J. C., & Rodgers, T. S. (1997). Approaches and
Methods in Language Teaching. A description and analysis.
Cambridge University Press.

Programas de Estudio. (2006). The notion of learning. Lengua
Extranjera, Inglés. Educación Básica. Secundaria. p. 10.

Programas de Estudio. (2006). The notion of learning. Lengua
Extranjera, Inglés. Educación Básica. Secundaria. P. 15.

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007).
Learning in adulthood: a comprehensive guide. San Francisco:
John
Wiley
&
Sons,
Inc.
Retrieved
from
http://en.wikipedia.org/wiki/Experiential_learning
BIBLIOGRAPHY

Macedo, Donaldo. (2000). Introduction to the Anniversary
Edition of Pedagogy of the Oppressed: 30th Anniversary
Edition. New York: Continuum International. P. 17. Retrieved
from
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hapterid=375

Larsen-Freeman, Diane. (2000). Techniques and Principles in
Language Teaching. (Second Edition). Oxford University.

Kolb’s Learning Styles and Experiential Learning Model.
Retrieved
from
http://www.nwlink.com/~donclark/hrd/styles/kolb.html
BIBLIOGRAPHY

Itin, C. M. (1999). Reasserting the Philosophy of Experiential
Education as a Vehicle for Change in the 21st Century. The
Journal of Experiential Education,.22(2), 91-98. Retrieved from
http://en.wikipedia.org/wiki/Experiential_learning

Experiental
Learning
Principles.
Retrieved
from
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