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1. Teaching
Approaches, Methods
and Techniques in
English
Ma. Martha Manette A. Madrid, Ed.D.
Professor, College of Teacher Education
Panpacific University North Philippines
Urdaneta City, Pangasinan, Philippines
martzmonette@yahoo.com

2. Three Levels of
Conceptualization &
Organization
Approach
Method
Technique Technique Technique

3. Approach – a set of correlative
assumptions dealing with the
nature of language teaching and
learning.
Method – is an overall plan for the
orderly presentation of language
material no part of which
contradicts, and all of which is
based upon, the selected
approach.

4. Technique – the level at which
classroom procedures are
described. It is the medium of
implementation (e.g., a particular
trick, strategy, or contrivance)
used to accomplish an immediate
objective.

5. Audio-Lingual
Whole
Language Basal Suggestopedia
Approach Readers
Management
Programmed Systems
Instruction Approach

6. Grammar-Translation
Method
Goals
1. To read literature in target
language.
2. To memorize grammar rules
and vocabulary of the target
language.

7. Characteristics
1. The major focuses are reading and writing
with little or no systematic attention to
listening and speaking.
2. Vocabulary selection is based solely on the
reading text used. Words are taught
bilingual word lists, dictionary study, and
memorization.
3. The sentence is the basic unit of teaching
and language practice. Much of the lesson is
devoted to translating sentences from and
into the target language.

8. 4. Grammar is taught deductively. Rules are
presented and studied then practiced
through translation exercises.
5. The students’ native language is used to
explain new items in the target language
and to enable comparisons between the
foreign language and the students’ native
language.
6. Accuracy is emphasized. Students are
expected to attain high standards in
translation.

9. Direct Method
Goal
1. To communicate in the target
language

10. Characteristics
1. A foreign language is taught without the use of
the students’ native language.
2. There are extensive drills in
listening, imitating, and speaking so that the
students’ use of the different forms of the
language become second nature to them.
3. There is no memorization of grammar rules.
Grammar is taught inductively by generating
from examples.
4. Oral communication skills are developed in a
carefully graded progression and organized
around question-and-answer exchanges
between the teacher and the student.

11. Audio-Lingual Approach
Goals
1. To use the target language
communicatively.
2. To master the target language to
enable the students to use it
automatically as new habits are
formed and native language habits
are overcome.

12. Characteristics
1. New vocabulary and structures are presented
through dialogs which are learned through
imitation and repetition.
2. The students interact through chain drills or role
playing in dialogs, all the teacher’s direction.
3. Grammar is induced from models.
4. There is a set natural priority of skills –
listening, speaking, reading, writing-with
emphasis on the first two skills.
5. Pronunciation is taught from the
beginning, often with language laboratory work
and minimal pair drills.

13. 6. Emphasis is given to everyday speech
and a graded syllabus is used, from
simple to difficult linguistic structures.
7. The native language is not used in the
classroom.
8. Discrete-point tests are given to check
the students’ knowledge of structure.
9. The teacher strives to prevent student
error by predicting trouble spots and
tightly controlling what to teach the
student to say.

14. Silent Way
- (Caleb Gattegno, 1972)
Goals
1. To use language for self-expression.
2. To develop independence from the
teacher.
3. To develop inner criteria for
correctness.

15. Characteristics
1. Teaching is subordinated to learning. The students are
responsible for their own learning.
2. The teacher is silent most of the time but vey active in
setting up situations and listening to students; he/she
speaks only to give clues. Student-student interactions
is encouraged.
3. The students begin with associating sounds in their
native language to a sound-color chart. The teacher
then provides situations to focus attention on
structure. The students interact as each situation
requires.
4. The teacher uses errors made by the students as in
index on where instruction on the target language is
not effective. She/He adjusts instruction accordingly.

16. 5. Translation is not used but the native language is
considered a resource on the student's
knowledge.
6. To encourage the development of inner criteria in
the students, neither praise nor criticism is given
by the teacher.
7. The teacher observes the students’ ability to
transfer what they have learned to a new context.
The students are expected to learn at different
rates. They are also expected to make progress
and not necessarily to speak perfectly. Errors are
considered inevitable, a natural part of learning.

17. Suggestopedia
- (George Lozanov, 1978)
Goals
To learn at accelerated pace a
foreign language for everyday
communication by tapping
mental powers and overcoming
psychological barriers.

18. Characteristics
1. The power of suggestion is used to help the
students eliminate the feeling that they cannot
succeed.
2. Learning is facilitated in a relaxed comfortable
environment with dim lights, and soft music.
3. The students’ imagination is used to aid learning.
The students assume new names and new
identities and respond to the teacher
accordingly, using the target language in
communicating.
4. Grammar and vocabulary are presented and
explained but discussed at length.
5. Meanings can be made clear through native
language translation.

19. 6. Communication takes place on two planes: the
conscious, where the student pays attention to
a dialog read (linguistic message), and the
subconscious, where the music played as
background suggest that learning is easy.
7. The arts such as music, song, and drama are
integrated into the teaching.
8. At beginning levels, errors are tolerated because
emphasis is on content, but in later lessons
these forms are correctly used by the teacher.
9. Evaluation is conducted on the students; normal
in-class performance, no formal tests are
given.

20. Community Language
Learning
-
Goals
1. To learn language
communicatively.
2. To take responsibility for learning.
3. To approach the task
nondefensivey, never separating
intellect from feelings.

21. Characteristics
1. Nondefensive learning requires security,
aggression(students assert and involve themselves),
attention, reflection(students think about language
and their experience in learning it), retention, and
discrimination (sorting out target language forms).
2. Cooperation is encouraged; the teacher and the
students together make decisions in class.
3. The teacher routinely probes the students’ attitudes
toward learning and helps them overcome their
negative feelings.
4. Particular grammar, pronunciation, and vocabulary
points are treated based on the students’ expressed
needs. Understanding and speaking are emphasized.

22. 5. The native language is used in
conversations, instructions, and sessions for
expressing feelings.
6. Learning about aspects of culture is
integrated with language learning.
7. A nonthreatening teaching style is
encouraged; correct forms are modeled.
8. There is no specific means of evaluation but
adhere to principles is urged. Integrative
tests are preferred over discrete-point tests.
9. Self-evaluation is encouraged to promote the
students’ awareness of their progress.

23. Total Physical Response
- (James Usher, 1977)
Goals
To promote an enjoyable learning
experience with minimum
stress.

24. Characteristics
1. Lessons begin with commands given by the
teacher which the students execute.
2. Activities are novel, often humorous, and
include games and skits.
3. There is teacher-student or student-student
interaction: the teacher speaks, the students
respond; or a student gives suggestions to
another student with the teacher’s guidance.
4. Oral communication is stressed; the culture
or life-style of native speakers is considered
when learning the target language.

25. 5. Meanings in the target language are often
made clear through actions.
6. The students are expected to commit
errors when they begin speaking. Only
major errors are corrected and
correction is done unobtrusively.
7. Evaluation is done through observation of
the students’ actions. Formal evaluation
is achieved through commands given by
the teacher and responded to by the
students through a series of actions.

26. Communicative Approach
Goals
1. To become communicatively
competent.
2. To use the language appropriate
for a given social context.
3. To manage the process of relating
meaning with interlocutors.

27. Characteristics
1. Activities are communicative; speakers have
a choice of what to say and how to say it;
feedback from their listeners will determine
if the purpose is achieved.
2. Authentic materials are used as text.
3. Emphasis is on developing the motivation to
learn through establishing meaningful things
to do with the target language.
4. Grammar and vocabulary that the students
learn follow from the function, the situational
context, and the roles of the interlocutors.

28. 5. The teacher is the facilitator of the
students’ learning: as manager he/she
establishes situations; as adviser he/she
answers questions and monitors
performances; and as communicator
he/she engages in communicative
activity with the students.
6. The students use the language through
such communicative activities as
games, role plays, and problem-solving
tasks.
7. Activities are often carried out by the
students in small groups.

29. 8. Informal evaluation is done by the
teacher in his/her role as adviser or
communicator. Formal evaluation is
done through communicative tests.
9. Errors of form are tolerated and are
seen as a natural outcome of the
development of communication skills.
10. The use of the native language is
accepted when feasible. Translation
may be used when needed.

30. Language Experience
Approach
Goals
To integrate listening, reading
and writing skills development
with the existing language of
the students.

31. Characteristics
1. Instruction is built on the use of reading
materials created by writing the students’
spoken language.
2. There is no built-in scope and sequence of
skills or vocabulary control; skills and
vocabulary are learned as they arise during
dictation.
3. The students’ spoken language is relied upon
more than the strict adherence to standard
English as the only form of acceptable
language.

32. 4. Emphasis is on familiar words, such as
those that appear on labels, signs, and
cooking.
5. Emphasis is given to expressive
words, such as dramatics, arts, music and
cooking.
6. This is an ungraded and individualized
method in which the students progress at
their own rate.
7. There is early fostering of the students’
independence and self-directed learning.

33. Basal Reader Approach
Goals
To learn different reading skills
systematically.

34. Characteristics
1. Sub skills of each major skills vary in difficulty
and complexity and are introduced to the
student in a logical, prescribed order.
2. These sub skills are integrated into an
instructional program so that the student can
interrelate them.
3. Basal series are generally from grades 1 to 6
(although some have pregrade 1). At every
level, there are teachers
manuals, workbooks, and testing materials to
accompany the basal text. Other materials
such as supplementary readers, charts, and
films may be available.

35. 4. The program identifies and introduces a controlled
vocabulary of new words in isolation and in
context.
5. Subsequent activities involve further skills
development, word recognition, comprehension
and study skills.
6. Enrichment activities are designed to relate the topic
of the lesson to the visual arts, music, dance or
literature.
7. Beginning reading methods may differ among the
series:
a. code-emphasis programs-emphasis on decoding
skills, specifically phonics
b. Meaning emphasis programs- emphasis on
reading for meaning or comprehension.

36. Individual Reading
Instruction
Goals
To read materials of the students’
own choice and to progress at
his/her rate.

37. Characteristics
1. The students are encouraged to select
reading materials that interest them. They
set their own pace in reading and the
quantity of materials to work on.
2. There is no static grouping of students y
ability for the purpose of reading instruction.
3. Skills are taught as needed. Skill instruction
may occur in individual, small group, or
whole class setting.
4. Oral reading is used to assess each student’s
reading difficulty.

38. 5. The teacher evaluates the student’s reading
performance using materials chosen
during individual conferences or group
sessions.
6. The teacher and the student share in
keeping records of the student’s progress.
7. The teacher uses the record to plan specific
instruction and activities.
8. Silent reading is emphasized to encourage
wide reading and promote the student’s
reading comprehension.

39. Management Systems
Approach
Goals
To provide an
individualized, carefully
monitored, and skills specific
approach to reading instruction.

40. Characteristics
1. The management systems approach is of
several types:
a. Program-dependent types are designed to
be used with basal readers.
b. Program-independent types such
supplementary materials or modules are
used independently of the basal readers.
2. There is a list of behaviorally stated reading
objectives that range from the pre-reading
level to the upper grades.

41. 3. Records, like student-profile cards, indicate
the program available to parents.
4. Guides are provided to match various
instructional and periodic materials to the
specific objectives.
5. Various organization plans and grouping
strategies (e.g., based on age, ability,
interest, and the like) are used.
6. A set criterion-referenced tests determines if
the students has mastered specific
objectives. Tests are individually
administered.

42. Programmed Instruction
Goals
To master reading skills.

43. Characteristics
1. Each lesson is divided into small units that
are organized for logical, sequential learning.
2. The learning process may be classified into
the following:
a. Linear. No frame is bypassed. The student
moves step-by-step through each frame.
b. Branching. The student reacts through each
frame. If the response is correct, the student
moves to the next frame. If it is
wrong, he/she passes the next frame and
moves to other frames which teach him/her
what he/she does not know.

44. 3. Instant feedback and immediate
correction of error are made.
4. The program may come in different
formats: workbook or mechanical.
5. Programs are designed to require
individual response or immediate feedback
with reinforcement (answer is correct) or
correction (answer is wrong).
6. The students progress at their own rate
and they check their own answers.
7. Drill and practice programs focus on
specific vocabulary or decoding skills.

45. Whole Language
Approach
Goals
1. To use communication
situations to express ideas
and feelings.
2. To foster love of reading for
enjoyment.

46. Characteristics
1. The teacher and the students work
collaboratively.
2. Authentic texts or real children’s literature—
fairy
tales, folktales, fables, legends, myths, poem
s, parables, and riddles—are used for
reading lessons.
3. The teacher provides a lot of group
interaction through a variety of strategies:
speech choir, jazz chants, chamber
theater, readers theater, and finger plays.

47. 4. Comprehension is supported by active
interpretation.
5. Comprehension is enhanced by activating
prior knowledge, using advance
organizers and prediction techniques.
6. Listening and speaking activities pave the
way for setting the purpose, surveying the
text, predicting outcomes, and
considering literary elements.

48. Reference:
• Villamin, Aracelli M., Bala, Edilberta C.,
Salazar, Evelyn L. & Sunga, Nilda R.
Innovative Strategies in
Communication Arts. Quezon:
Phoenix Publishing House., Inc.. 1994