Approaches to Language Teaching: Methods and Practices
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Unit 15: Approaches to Language Teaching
What Is an Approach to Language Teaching?
Our view of language and how language learning takes place influences our teaching approach. For example, one view might consider language as a set of grammar rules, learned through study and translation. Another approach might emphasize communication, focusing on fluency through interactive activities.
Comparing Approaches
| Structural Approach | Task-Based Learning (TBL) | |
|---|---|---|
| View of Language | Language is a system of structures used to communicate meaning. | Language is a tool for communicating meaning through functions, vocabulary, structures, and discourse. |
| View of Language Learning | Language is learned through controlled practice, starting with simpler structures and progressing to more complex ones. Mistakes should be avoided. | Language is learned by using it. |
| Classroom Practice | Oral skills are learned before written skills. Structures are practiced in controlled conditions. | Classroom activities revolve around problem-solving tasks that require communication. Grammar, vocabulary, and pronunciation may or may not be explicitly addressed after the task. |
These two approaches differ in their views on language and language learning, as well as their classroom practices. Approaches encompass our beliefs about teaching, language, and language learning, and how these beliefs translate into practical classroom activities. They reflect different perspectives on language structure, learning processes, and effective teaching methodologies. Certain approaches have significantly influenced English language teaching practices and materials.
Presentation, Practice, and Production (PPP)
View of Language: Grammatical structures and functions are paramount.
View of Language Learning: Language learning involves three stages: presentation (seeing new language in context), practice (controlled and guided exercises), and production (freer use with less support).
Classroom Practices:
- The syllabus emphasizes grammatical structures or functions.
- Lessons follow the PPP stages.
- Mistakes are discouraged during the practice stage.
- The teacher provides language input, examples, and guidance.
- Learners are guided by the teacher.
- Typical activities include situational presentations, miming, drills, role-plays, and information-gap activities.
Lexical Approach
View of Language: Vocabulary, including individual words and chunks (collocations, idioms, fixed expressions), is central.
View of Language Learning: Language is learned by acquiring chunks as whole units. Learners must notice and focus on these chunks.
Classroom Practices:
- The syllabus focuses on lexis.
- Learners engage with authentic texts.
- Activities encourage noticing chunks (e.g., underlining).
- Learners use chunks in tasks.
Functional Approach
View of Language: Functions are the most important aspect.
View of Language Learning: Similar to PPP, language is learned through presentation, practice, and production.
Classroom Practices:
- The syllabus focuses on functions, graded by frequency and learner needs.
- Often utilizes PPP stages or communicative activities.