The 7 ELT Methodologies
一、Grammar Translation Method
1.The objectives of learning a foreign language in a Grammar-Translation Method classroom are to enable the learners:
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? to read and translate its literature; understand the target language; to help develop their minds; o gain a better understanding of the first language
2.Teacher’s Role:
Teachers are the traditional instructor and the authority in the classroom.Teacher should explain ,translate ,arrange practices ,and correct mistakes.
3.Learner’s Role:
Learn should do as the teacher says and learners interact with the teacher, not with each other.The students should study words and rules , translate and memorize
4.Advantages:
? It can help students to have a better understanding of the meaning of abstract words and
complicated sentences.
? It can foster students’ ability of producing grammatically correct sentences.
? The focus on understanding literary texts provides the situation in which reading and writing
abilities are well trained.
? The Grammar-Translation makes few demands on teachers.
5.Disadvantages
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? It is an unnatural method.(listening speaking reading writing) Speech is neglected. Exact translation is not possible. t does not give pattern practice.
二、The Audiolingual Method
1.The objectives
The objectives of the Audiolingual Method is to enable the target language communicatively. Short-range objectives include training in listening comprehension, accurate pronunciation, reading comprehension and production of correct sentences in writing
2.Teacher’s Role:The teacher role is central and active; it is a teacher-dominated method. The teacher models the target language, controls the direction and pace of learning, and monitors and corrects the learners’ performance.
3.Learner’s Role:Learner are viewed as organisms that can be directed by skilled training techniques to produce correct responses.
4.Instructional materials’ Role:It assists the teacher to develop language mastery in the learner.
5.Advantages: a.The first method to have a theory: The andiolingual theory is probably the first language teaching theory that openly claims to be derived from linguistics and psychology. b.Making language teaching possible to large groups of learners: It attempts to make language learning accessible to large groups of ordinary learners.
c.Emphasizing sentence production, control over grammatical structures and development of oral ability: The Audiolingual Method stresses syntactical progression and uses pattern drills to help the students gain control over grammatical structures and development of oral ability. d.It leads to the development of simple techniques of varied, graded and intensive practice of specific features of the language, and more scientifically selected and systematically arranged materials and structural patterns to go with. Moreover, the teaching techniques with tape
recordings and language lab drills offer practice in speaking and listening which are considered of primary importance in language learning. e.Developing the separation of the language skills: The Audiolingual Method develops the separation of the language skills into a pedagogical device
6.Disadvantages: a. Weak basis of its theory: The theoretical basis of the Audiolingual Method was found to be weak.
b. Not developing language competence, lack of effectiveness, and boredom caused by endless pattern drill
c. Learners having little control over their learning.
d. Teacher’s domination of the class.
e. Teacher-oriented materials: Materials in the Audiolingual Method are primarily teacher-oriented. The teacher’s book contains the structured sequence of lessons to be followed, and the dialogues, drills and other practice activities.
三、Situational Language Teaching
1.The objectives
The objectives of the Situational Language Teaching method are to teach a command of the four basic skills of language, goals it shares with methods of language teaching.but the skills are approached through structure.
Accuracy in both pronunciation and grammar is regarded as crucial, and errors are to be avoided at all costs.
Automatic control of basic structures and sentence patterns is fundamental to reading and writing skills, and this is achieved through speech work.Writing likewise derives from speech.
2.Teacher’s Role:
The teacher's function is threefold.
? In the presentation stage of the lesson, the teacher serves as a model, setting up situations in which the need for the target structure is created and then modeling the new structure for students to repeat.
? Then the teacher is required to be a skillful manipulator, using questions and other cues to elicit correct sentences from the learners. Lessons are hence teacher directed, and the teacher sets the pace.
? During the practice phase of the lesson, students are given more of an opportunity to use the language in less controlled situations, but the teacher is ever on the lookout for grammatical and structural errors.
3.Learner’s Role:
In the initial stages of learning, the learner is required simply to listen and repeat what the teacher says and to respond to questionsand commands.The learner has no control over the content of learning and is often regarded as likely to succumb to undesirable behaviors unless skillfully manipulated by the teacher .
4.Instructional materials’ Role: contains tightly organized lessons planned around different grammatical structures. Visual aids may be produced by the teacher or may be commercially produced; they consist of flashcards, pictures and so on. The visual element along with a carefully graded grammatical syllabus is a crucial aspect of Situational Language Teaching, hence the importance of the textbook. The textbook should be used "only as a guide to the learning process. The teacher is expected to be the master of his textbook" (Pittman,1963: 176).
5.Advantages:
? The creation of situation can accelerate the link between English and things. It helps to understand the language they are learning
? The dialogue teaching, which should pay more attention to the overall structure, makes the classroom lively and also makes the language expressing accurately and natural
6.Disadvantages：
? Neglecting appropriate analysis of single structure in the language
四、Communicative Language Teaching
1.The objectives:
Students listen to a passage to get general understanding of the topic or message
2.Teacher’s Role:
To facilitate the communication process between all participants in the classroom
To act as an independent participant within the learning-teaching group
3.Learner’s Role:
Facilitator and an independent participant
Researcher learner need analyst counselor group process manager
4.Advantages:
⑴Wider considerations of what is appropriate and what is accurate
⑵Wider range of language
⑶Realistic and motivating language practice
⑷Drawing on learners’ knowledge and experience
5.Disadvantages：
⑴Difficult to tailor syllabus to students’ needs
⑵Fossilization of learners’ errors
⑶Unclear about how rules of use can be taught The
五、Total Physical Response
1.The objectives:
First, the general objectives of it are to teach oral proficiency at a beginning level. Second, comprehension is a means to an end, and the ultimate aim is to teach basic speaking skills. Third, a TPR course aims to produce learners who are capable of an uninhibited communication that is intelligible to a native speaker. Fourth, specific instructional objectives are not elaborated, for these will depend on the particular needs of the learners.
2.Teacher’s Role:
The teacher plays an active and direct role in Total Physical Response. It is the teacher who decides what to teach, who models and presents the new materials, and who selects supporting materials for classroom use. Asher recommends detailed lesson plans: “It is wise to write out exact utterances you will be using and especially the novel commands because the action is so fast-moving there is usually not time for you to create spontaneously.” Also, classroom interaction and turn taking is teacher rather than learner directed. Asher stresses, however, that the teacher’s role in not so much to teach as to provide opportunities for learning. The teacher has the responsibility of providing the best kind of exposure to language so that the learner can internalize the basic rules of the target language. The teacher should also allow speaking abilities to develop in learners at the learners’ own natural pace. In giving feedback to learners, the teacher should follow the example of parents giving feedback to their children. But the teacher should also avoid having too narrow a tolerance for errors in speaking. Third, there is generally no basic in a Total Physical Response course
3.Learner’s Role:
At first, learners in Total Physical Response have the primary roles of listener and performer. They listen attentively and respond physically to commands given by the teacher, and they are also expected to recognize and respond to novel combinations of previously taught items. Learners are also required to produce novel combination of their own, and monitor and evaluate their own
progress. They are encouraged to speak when they feel ready to speak—that is, when a sufficient basis in the language has been internalized.
4.Instructional materials’ Role:
Materials and realia play an increasing role, however, in later learning stages. For absolute beginners, lessons may not require the use of materials, since the teacher’s voice, actions, and gestures may be a sufficient basis for classroom activities. Later the teacher may use common classroom objects, such as books, pens, cups, furniture. As the course develops, the teacher will need to make or collect supporting materials to support teaching points. These may include pictures, realia, slides, and word charts. After the design of the courses, next is about the procedure of the class. Asher provides a lesson-by-lesson account of a course taught according to TPR principles, which serves as a source of information on the procedures used in the TPR classroom.
5.Advantages:
It is fun and easy.
Students will enjoy getting up out of their chairs and moving around.
Simple TPR activities do not require a great deal of preparation on the part of the teacher. It is good for kinesthetic learners who need to be active in the class.
It is a good tool for building vocabulary.
It is memorable. Actions help strengthen the connections in the brain.
Class size need not be a problem.
6.Disadvantages：
While it can be used at higher levels TPR is most useful for beginners. It is also at the higher levels where preparation becomes an issue for the teacher.
Students are not generally given the opportunity to express their own thoughts in a creative way. The teacher may find that it is limited in terms of language scope. Certain target languages may not be suited to this method.
It can be a challenge for shy students.
Task-based language teaching
Task-based language teaching is a further development of communicative language teaching. It shares the same beliefs,as language should be learned as close as possible to how it is used in real life. However, it has stressed the importance combine form-focused teaching with communication-focused teaching.
六、Task-Based Language Teaching
1.The objectives:
The task-based approach aims at providing opportunities for the learners to experiment with and
explore both spoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes.
2.Teacher’s Role:
teachers get to know their learners' interests. Teachers must listen for what has been called the teachable moment that point in a discussion when learners
3.Learner’s Role:
ask questions, build knowledge, and determine a real-world solution to the issue/question presented
4.Advantages:
Firstly, “Goals” is the first factor taken account of tasks.
The second factor is “input”, which refers to the verbal and non-verbal data such as a dialogue, a reading passage, a picture or a chart etc.
6.Disadvantages：
Takes more time to finish a task
Classroom discipline controlling is a challenge to the teacher
七、Project-Based Learning
1.The objectives:
The true academic goal of PBL is not to develop a final answer to the problem
The actual learning takes place through the process of solving the problem
thinking through the steps
researching the issues
developing the project
2.Teacher’s Role:
Project-based learning is only possible in classrooms where teachers support students by giving sufficient guidance and feedback. The teacher must thoroughly explain all tasks that are to be
completed, provide detailed directions for how to develop the project, and circulate within the classroom in order to answer questions and encourage student motivation. In order to create successful units focused on project-based learning, teachers must plan well and be flexible. In this approach to instruction, teachers often find themselves in the role of learner and peer with the students. Teachers can assess project-based learning with a combination of objective tests, checklists, and rubrics; however, these often only measure task completion. The inclusion of a reflective writing component provides for self-evaluation of student learning.
3.Learner’s Role:
Students generally work in small, collaborative groups in the project-based learning model. They find sources, conduct research, and hold each other responsible for learning and the completion of tasks. Essentially, students must be “self-managers” in this approach to instruction.Results of project-based learning research is mixed. Some studies suggest that it is an engaging instructional approach, but numerous studies have also claimed that students are not motivated by this type of learning, and that it places a great amount of stress on teachers.
4.Advantages:
Student-centered
Discovering & analyzing problems
Critical thinking, researching, problem-solving
Integrating scientific knowledge
Multi-disciplinary integration
Group learning, mutual cooperation, independent
5.Disadvantages：
Time-consuming
More tutors are needed
Adjustment in the role of teachers
Adjustment of students
Worrisome knowledge content (National license test)