In language teaching theory, a distinction is often made between teaching approaches and teaching methodologies. For ease of understanding, I will refer to all the following as methods
In language teaching theory, a distinction is often made between teaching approaches and teaching methodologies. For ease of understanding, I will refer to all the following as methods
This method was prevalent in schools throughout the beginning of the 20th century; its use continued long afterwards and many cultures still expect language to be taught using this method.
This method grew out of psychology. It involves providing a stimulus to which students respond; if the response is correct, the students are praised in order to reinforce the correct use of language and ultimately to reinforce learning.
This approach developed out of a need to have students communicating for real. It is based on the theory that children acquire language rules by using language rather than through the study of grammar.
PPP PPP stands for presentation, practice, and production.
It is a fairly traditional way to structure a lesson that was popular throughout the 1980’s. It proved to be beneficial at lower levels and is still widely used today. Presentation involves, as the name suggests, presenting a language point. This is usually done by the teacher. Presentation might be similar to the audiolingual approach through the use of pictures and focused learning. It can also be achieved through explanation and demonstration
- ESA
ESA stands for engage – study – activate. Let’s take a look at each individual component. Engage involves getting the students’ attention or interest, getting them involved. You could achieve this through the use of a personal story told by the teacher, a picture that stimulates discussion or anything else that awakens students’ interest.
- Humanistic
The involvement of the whole person in the learning experience is central to the humanistic approach. A supportive atmosphere is encouraged in the classroom where students are listened to, their comments accepted without judgement and they are encouraged to share their feelings and experiences. Activities are used that 101involve students talking about their feelings and experiences. Students may be involved in fixing the aims for the course or for one lesson. A teacher may enter the classroom with no plan and just ask students what they want to do that day and the teacher goes with the flow
- Lexical approach
The underlying principle of this method is that grammar and vocabulary cannot be strictly divided as is often the case in traditional teaching methods. urther principle of this method is to teach through: observation, hypothesis and experimentation. The observe phase involves being exposed to language, for example a text to be read.
