Contemporary issues of science and education (Современные проблемы науки и образования). Учебное пособие
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Topic 5. Approaches in Language Teaching
memorize the language. These dialogues follow standard configurations of communication. There are four types of dialogues used in this method: Repetition, in which the student repeats the teacher's statement exactly. Inflection, where one of the words appears in a different form than in the previous sentence (for example, a word may change from singular to plural). Replacement, which involves replacing one word with another while the sentence structure remains the same. Restatement, where the student rephrases the teacher's statement.
The name of this method comes from the order it uses to teach language skills. It starts with listening and speaking, followed by reading and writing, meaning that it emphasizes listening and speaking the language before introducing it to the written form. Because of this, teachers only use the target language in the classroom. Many of today's online language learning apps and programs closely follow the audiolingual language learning approach. It is a good option for learning a language remotely and/or on your own, although it is an older method of learning a foreign language.
Proponents of the structured approach understand language as a set of grammar rules that must be learned one at a time in a specific order. It focuses on mastering these structures, building one skill on top of another, rather than memorizing vocabulary. This is similar to how young children naturally learn a new language. An example of the structured approach is teaching the present tense of a verb, such as «to be», before moving on to more complex verb tenses, such as the present continuous, which uses «to be» as an auxiliary verb. The structured approach teaches all four basic language skills: listening, speaking, reading, and writing. It is a method that teachers can use with many other language teaching methods. Most textbooks take this approach into account. Easy-to-understand grammar concepts are taught before more complex ones. This is one of the modern methods of language teaching.
Total physical response emphasizes auditory perception, allowing the learner to respond to basic commands such as «open the door» or «sit down». It
сombines language and physical movement for well-rounded learning. In a typical total physical response lesson, the teacher gives verbal commands in the target language using physical movement. The learner responds by following the command with their own physical action. This helps learners actively associate meaning with language and passively recognize the structure of the language. Many teachers use total physical response alongside other language learning methods.
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Topic 5. Approaches in Language Teaching
Although this method can benefit learners of all ages, it is most often used with young learners and beginners. An example of a game that might fall under the total physical response method is «Simon says» [5].
Tasks
Task 1. Review the information in the text. Please explain the meaning of the following terms: speaking skills, self-correction, restatement, online language learning apps, proponents, auditory perception.
Task 2. Read the article again and complete the sentences with information from the text.
1.The teachers have to know language learning techniques so that _______.
2.The direct method encourages students __________________________.
3.The direct method improves ___________________________________.
4.According to the grammatical-translation method teachers suggest _____.
5.In translation exercises particular attention is paid to ________________.
6.When teaching students using the method of grammatical translation, it is difficult for students to communicate in a foreign language because __________.
7.According to the audio-lingual approach, the teacher uses dialogues in order to _________________________________________________________.
8.Inflection in the audio-lingual approach means ____________________.
9.The name of the audio-lingual method comes from _________________.
10.The structured approach focuses on _____________________________.
11.The structured approach teaches all four _________________________.
12.Total physical response is most often used with ___________________.
Task 3. Answer the questions about the content of the article.
1.Why do teachers need to know different pedagogical approaches and techniques?
2.Why is it not allowed to use the native language when using the direct approach to teaching foreign languages?
3.How do students learn grammar when using the direct approach to learning the foreign language?
4.What is the main purpose of the direct approach to learning the foreign language?
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Topic 5. Approaches in Language Teaching
5.How do students learn the foreign language using the audio-lingual approach?
6.What are four types of dialogues used when learning the foreign language using the audio-lingual approach?
7.Where did the name of the audio-lingual method come from?
8.What is the language according to the proponents of the structured approach?
9.What example of learning the foreign language can you give by using the structural method?
10.What human ability is used to teach foreign languages based on the method of the total physical response?
Task 4. Express your point of view on the following issue: At what age can the total physical response be used and why?
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Topic 5. Approaches in Language Teaching
Topic 6
METHODS IN LANGUAGE
TEACHING
These days, communicative language teaching (CLT) is by far one of the most popular approaches and methods in language teaching.
This method stresses interaction and communication to teach a second language effectively. Students participate in everyday situations they are likely to encounter in the target language. For example, learners may practice introductory conversations, offering suggestions, making invitations, complaining, or expressing time or location.
Instructors also incorporate learning topics outside of conventional grammar so that students develop the ability to respond in diverse situations.
CLT teachers focus on being facilitators rather than straightforward instructors. Doing so helps students achieve CLT’s primary goal, learning to communicate in the target language instead of emphasizing the mastery of grammar.
Role-play, interviews, group work, and opinion sharing are popular activities practiced in communicative language teaching, along with games like scavenger hunts and information gap exercises that promote student interaction.
Most modern-day ESL teaching textbooks are heavy on communicative activities.
The natural approach aims to mimic natural language learning with a focus on communication and instruction through exposure. It de-emphasizes formal grammar training. Instead, instructors concentrate on creating a stress-free environment and avoiding forced language production from students.
Teachers also do not explicitly correct student mistakes. The goal is to reduce student anxiety and encourage them to engage with the second language spontaneously.
Classroom procedures commonly used in the natural approach are problemsolving activities, learning games, affective-humanistic tasks that involve the students’ own ideas, and content practices that synthesize various subject matter, like culture.
With task-based language teaching (TBL), students complete real-world tasks using their target language. This technique encourages fluency by boosting
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Topic 6. Methods in Language Teaching
the learner’s confidence with each task accomplished and reducing direct mistake correction.
Tasks fall under three categories: 1. Information gap, or activities that involve the transfer of information from one person, place, or form to another. 2. Reasoning gap tasks that ask a student to discover new knowledge from a given set of information using inference, reasoning, perception, and deduction. 3. Opinion gap activities, in which students react to a particular situation by expressing their feelings or opinions.
Popular classroom tasks practiced in task-based learning include presentations on an assigned topic and conducting interviews with peers or adults in the target language. Or, having students work together to make a poster and then do a short presentation about a current event.
Task-based language teaching (TBL) is considered a modern method of teaching English. One of the huge advantages of TBL is that students have a certain degree of freedom in learning the language they want to learn. In addition, they can learn some self-reflection and teamwork skills.
Suggestopedia language learning method was developed in the 1970s by psychotherapist Georgi Lozanov. It is sometimes also known as the positive suggestion method but it later became sometimes known as desuggestopedia.
Apart from using physical surroundings and a good classroom atmosphere to make students feel comfortable, here are some of the main tenants of this second language teaching method:
−Deciphering, where the teacher introduces new grammar and vocabulary.
−Concert sessions, where the teacher reads a text and the students follow along with music in the background. This can be both active and passive.
−Elaboration where students finish what they’ve learned with dramas, songs, or games.
−Introduction in which the teacher introduces new things in a playful manner.
−Production, where students speak and interact without correction or interruption [5].
Tasks
Task 1. Review the information in the text. Please explain the meaning of the following terms: the second language, introductory conversations, facilitator, instructor, information gap exercises, natural language.
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Topic 6. Methods in Language Teaching
Task 2. Read the article again and complete the sentences with information from the text.
1.When using communicative foreign language teaching students participate in __________________________________________________________.
2.CLT’s primary goal is _______________________________________.
3.Popular activities in communicative language teaching are ___________.
4.Classroom tasks used in the natural approach are ___________________.
5.The goal of the natural approach is ______________________________.
6.The task-based language teaching (TBL) method promotes ___________, increases student confidence ________________ and reduces ______________.
7.Reasoning gap tasks ask students _______________________________.
8.One of the huge advantages of task-based language teaching (TBL) is
_________.
9.In concert classes, the teacher reads the text, and the students _________.
10.At the stage of elaboration the students participate in ________________, perform __________ and play in _____________________________________.
11.At the introduction stage, the teacher introduces students to __________.
12.At the production stage, students communicate and _________________.
Task 3. Answer the questions about the content of the article.
1.What does the method of communicative teaching of foreign languages focus on?
2.What abilities do teachers develop in students when using the communicative method of teaching foreign languages?
3.What types of activities are used in lessons organized according to the communicative method of teaching foreign languages?
4.What is the purpose of the natural method of teaching foreign languages?
5.What types of activities are used in foreign language classes as part of the natural approach?
6.What are content practices in teaching foreign languages according to the natural approach?
7.What are opinion gap activities according to task-based language teaching (TBL)?
8.What kind of classroom assignments are practiced in task-based language teaching (TBL)?
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Topic 6. Methods in Language Teaching
9.What are the advantages of the task-based language teaching (TBL)?
10.What other names does the suggestopedia language learning method
have?
Task 4. Express your point of view on the following issue: What advantages of suggestopedia language learning method can you name? What advantage do you think is the most important and why?
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Topic 6. Methods in Language Teaching
Topic 7
COMMUNICATIVE LANGUAGE
TEACHING (CLT)
Communicative Language Teaching (CLT) is an approach to language education that emphasizes the learners’ ability to communicate effectively in reallife contexts. Unlike traditional methods focusing on rote memorization and grammatical accuracy, CLT seeks to create meaningful and interactive language learning experiences. It views language as a tool for communication and encourages learners to engage in authentic communicative tasks actively.
The roots of CLT can be traced back to the 1970s when linguists and educators started to question the effectiveness of traditional grammar-based language instruction. They recognized the need for learners to develop communicative competence, which involves linguistic knowledge and sociocultural and pragmatic aspects of language use. This shift in perspective led to the development of CLT as an alternative approach to language teaching.
CLT classrooms focus on providing learners with opportunities to use the language meaningfully. Instead of simply memorizing vocabulary and grammar rules, students engage in communicative activities that simulate real-life situations. For example, they might participate in role-plays, debates, information gap exercises, or collaborative projects where they have to negotiate meaning and exchange information with their peers.
Over the years, CLT has evolved and adapted to language learners’ changing needs and demands. One of the current trends in CLT is the process-based approach, which emphasizes the importance of the learning process rather than solely focusing on the final product. This approach encourages learners to reflect on their language learning strategies, set goals, and self-assess.
Another trend is the integration of content-based instruction and task-based instruction within the CLT framework. Content-based instruction involves using authentic texts or materials from various disciplines as a basis for language learning. In contrast, task-based teaching focuses on completing meaningful tasks that require language use.
In addition to the process-based approach, CLT also encompasses productbased techniques. Text-based instruction involves using authentic texts, such as
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Topic 7. Communicative Language Teaching (CLT)
newspaper articles or short stories, as a starting point for language activities. Learners engage in reading, listening, speaking, and writing tasks related to the text, which helps them develop their language skills.
Competency-based instruction, on the other hand, focuses on developing specific language competencies or abilities. For example, learners might work on improving their negotiation skills, intercultural communication skills, or oral presentation skills through a series of targeted activities and practice opportunities.
While some use the terms «method» and «approach» interchangeably, it is important to note that Communicative Language Teaching is generally considered an approach rather than a rigid method. An approach refers to a broader framework or philosophy that guides language instruction, whereas a practice is a more specific set of techniques or procedures used in the classroom.
As its name suggests, the Communicative Method of Teaching Language revolves around using language to communicate. It encourages learners to actively engage in meaningful communication tasks that reflect real-life language use. Through this approach, learners develop not only their linguistic skills but also their sociocultural and pragmatic competence.
The Audio Lingual Method (ALM) and Communicative Language Teaching (CLT) are two distinct approaches to language instruction. The ALM, popular in the mid-20th century, focused on the intensive drilling of grammatical structures and patterns through repetition and mimicry. In contrast, CLT emphasizes the practical use of language in authentic communicative contexts. While the ALM prioritizes accuracy, CLT emphasizes unification and interaction more.
The syllabus in the Communicative Language Approach is designed to reflect the principles of communication and interaction. It focuses on language functions, such as making requests, giving opinions, or expressing emotions, rather than solely on grammatical structures. The syllabus aims to allow learners to practice these functions in various real-life contexts [2].
Tasks
Task 1. Review the information in the text. Please explain the meaning of the following terms: authentic communicative tasks, communicative competence, content-based instruction, language skills, intercultural communication skills.
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Topic 7. Communicative Language Teaching (CLT)
Task 2. Read the article again and complete the sentences with information from the text.
1.Traditional methods focus on __________________________________.
2.Communicative Language Teaching (CLT) seeks to create ___________.
3.In the 1970s pedagogues started to question _______________________.
4.The communicative competence involves ________________________.
5.In the CLT classrooms students engage __________________________.
6.The process-based approach emphasizes _________________________.
7.The process-based approach encourages students to ________________.
8.Content-based learning involves the use of _______________________.
9.Task-based learning focuses on ________________________________.
10.In addition to the process-based approach, CLT also includes _________.
11.Reading, listening, speaking, and writing tasks develop students’ ______.
12.Competence-based learning is aimed at developing specific language competencies or skills, such as _______________________________________.
Task 3. Answer the questions about the content of the article.
1.What is the difference between the method and the approach in communicative learning?
2.What does the communicative method of teaching foreign languages encourage students to do?
3.What skills do students develop through the communicative method of teaching foreign languages?
4.In what century was the Audio Lingual Method (ALM) of teaching foreign languages popular?
5.What is the focus of the Audio Lingual Method (ALM) of teaching foreign languages?
6.How is foreign language teaching based on the communicative method?
7.What is the main focus of the communicative method of teaching foreign languages in contrast to the audio-lingual one?
8.What principles does the curriculum reflect within the framework of a communicative language approach?
9.Which language functions are given great attention to when using the communicative method of teaching foreign languages?
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