Total Physical Response Method

Total Physical Response Method

Total Physical Response is a language learning method based on the coordination of speech and

action

It was developed by James Asher, a professor of psychology at San Jose State University, California

It is linked to the trace theory of memory, which holds that the more often or intensively a memory connection is traced, the stronger the memory will be and the human brain has a biological program for acquiring any natural language on earth

This method had to create an effective and stress-free listening period in combination with physical responses (the same way we all began learning our own native language as babies) in order to make them the safest ones to stick. Eg.: teaching vocabulary connected with actions

LARSEN-FREEMAN, D. Techniques and principles in language teaching. New York; Oxford: Oxford University Press, 1986. (only for Total Physical Response)

RICHARDS, J. ; RODGERS, T. Approaches and methods in Language teaching. Cambridge:

Cambridge University Press, 1986

Norland, Deborah L. and Pruett-Said, Terry. A kaleidoscope of models and strategies for teaching English to speakers of other languages. Westport, Connecticut: Greenwood, 2006

The Audio-Lingual Method

The Audio-Lingual Method

The audio-lingual method was widely used in the United States and other countriesin the 1950's and

1960's

Particular emphasis was laid on mastering the building blocks of language and learning the rules for combining them focusing on habit-formations, oral presentations and the learning through linguistic and cultural context

In one hand this method emphasizes speaking and listening

On the other hand it neglects the practicing of writing and reading

However, it is helpful for students to develop their creative abilities in studying language

LARSEN-FREEMAN, D. Techniques and principles in language teaching. New York; Oxford: Oxford University Press, 1986.

NORLAND, D.; PRUETT-SAID, T. A kaleidoscope of models and strategies for teaching English to speakers of other languages. Westport, Connecticut; London: Teacher Idea Press, 2006.

RICHARDS, J. ; RODGERS, T. Approaches and methods in Language teaching. Cambridge: Cambridge University Press, 1986.

The Grammar Translation Method

The Grammar Translation Method

It is one of the most traditional methods, dating back to the late nineteenth and early twentieth centuries. It was originally used to teach 'dead' languages (and literatures) such as Latin and Greek

Its major characteristic is, precisely as its name suggests, a focus on learning the rules of grammar and their application in translation passages from one language into the other

English is not a dead language

Any teacher that takes “an approach for dead language study” into English will have lots of unnecessary limitations (eg.: students own sentences produced)

LARSEN-FREEMAN, D. Techniques and principles in language teaching. New York; Oxford: Oxford University Press, 1986.

NORLAND, D.; PRUETT-SAID, T. A kaleidoscope of models and strategies for teaching English to speakers of other languages. Westport, Connecticut; London: Teacher Idea Press, 2006.

RICHARDS, J. ; RODGERS, T. Approaches and methods in Language teaching. Cambridge: Cambridge University Press, 1986.

The Natural Approach

Natural Approach

The Natural Approach was developed by Tracy Terrell and Stephen Krashen, starting in 1977

It came to have a wide influence in language teaching in the United States and around the world considering the fact that people “acquire” languages best by learning naturally like children do

It is intended to help students acquire, as opposed to learn, a new language so that they will be able to understand and speak it automatically and fluently

Language acquisition (an unconscious process developed through using language meaningfully) is different from language learning (consciously learning or discovering rules about a language) and language acquisition is the only way competence in a second language occurs

RICHARDS, J. ; RODGERS, T. Approaches and methods in Language teaching. Cambridge: Cambridge University Press, 1986. Chapter 2

http://www.sil.org/lingualinks/languagelearning/

waystoapproachlanguagelearning/TheNaturalApproach.htm

http://www.sil.org/lingualinks/languagelearning/

waystoapproachlanguagelearning/thenaturalapproach.htm

Technique

Technique

The way in which specific fundamentals are handled in order to acchieve a goal

English teaching techniques are related to classroom procedures discription

The whole procedure of teahcing regards the techniques, practices and behaviors that operate while teaching a language based on a given method

RICHARDS, J. ; RODGERS, T. Approaches and methods in Language teaching. Cambridge: Cambridge University Press, 1986. Chapter 2

http://esl.about.com/od/teachingenglish/Teaching_English_

Techniques_Resources_Certificates_Employment.htm

Method

Method

A means or manner of procedure, especially a regular and systematic way of accomplishing

something

It implies an orderly logical arrangement (usually in steps)

Methods are related to choosing skills, content and its order for presentations

There is no best/perfect way to teach English

It is very important for English teachers to find methods that are the most appropriate during the different stages of the teaching and learning process

RICHARDS, J. ; RODGERS, T. Approaches and methods in Language teaching. Cambridge:

Cambridge University Press, 1986. Chapter 2

http://www.language-learning-advisor.com/language-learning-methods.html

http://www.tesol-ua.org/tesol-essentials/teaching-methods/

Approach

Approach

Specification of assumptions and biliefs about language and language learning

A way or means of reaching something

An access

Concerning language, it is important to understand that there are different kinds of approach, which will define the method that will be used in dealing with the needs of specific learning processes

RICHARDS, J. ; RODGERS, T. Approaches and methods in Language teaching. Cambridge: Cambridge University Press, 1986. Chapter 2

http://www.cal.org/resources/digest/eightapproaches.html