English Language

Teaching Methods
Complete Study Guide

Didactics · Approaches · Methods · Modern Theories

Compiled from full class notes + detailed summary

5-Day Exam Prep Edition

■ How to use this guide: Each method is covered with its core philosophy, key features, and pros/cons. The
comparison table at the end gives you a quick recap. Focus especially on the reflection questions — your
professor uses them as essay prompts.

English Language Teaching Methods — Study Guide Page 1

 ■ Table of Contents

1 Foundation of Didactics p.3

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2 The Hierarchy: Approach → Method → Procedure → Technique p.3
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3 Grammar Translation Method (GTM) p.4
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4 The Direct Method (DM) p.4
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5 Audio-Lingual Method (ALM) p.5
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6 Suggestopedia p.5
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7 Communicative Approach (CA) p.6
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8 Lexical Approach (LA) p.7
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9 Competency-Based Approach (CBA) p.7
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0 Standard-Based Approach (SBA) p.8
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1
1 Cooperative Learning p.8
.
1
2 Multiple Intelligences Theory (MIT) p.9
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1
3 Task-Based Language Teaching (TBLT) p.10
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1
4 Content-Based Instruction (CBI) p.10
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5 Eclecticism p.11
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6 Quick Comparison Table p.12
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 1. Foundation of Didactics
Definition: Didactics is the science of teaching and instruction — a theory of teaching and learning that deals
with:
• Who should learn
• What (content)
• With whom
• Where
• Why

The Didactic Triangle

Teaching and learning happen through the dynamic interaction of three core elements:

TEACHER LEARNER CONTENT

Actively engages, constructs

Designs, delivers, facilitates Subject matter, skills, language
knowledge

■ The school/institution mediates the relationship between all three.

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 2. The Hierarchy: Approach → Method → Procedure →
Technique

LEVEL TERM DEFINITION SIZE

Most Abstract Approach General assumptions about what language is and how it is learned (Richards
Largest& Rogers, 1986). Cove

Method ↓
Practical implementation of an approach — puts theory into practice. Decides: skills/content, teacher

Procedure Ordered sequence of techniques. Step-by-step measures to execute a↓method (Jeremy Harmer). Sm

Most Concrete Technique The smallest unit. Specific exercise/activity that implements a procedure.
Smallest
Leads to a specified outcom

■ Exam Tip — Inductive vs. Deductive Grammar Teaching:

Deductive (rule-first): Teacher explains rule → gives examples → students practise. e.g., "Subject + have/has
+ past participle." Then: "I have finished."
Inductive (example-first): Teacher shows examples → students notice the pattern → they discover the rule
themselves. More learner-centred.

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 3. Grammar Translation Method (GTM)
Also known as: The Classical Method

Core Philosophy
The oldest and most traditional approach. Originally used to teach Latin and Greek, it focuses on reading and
writing rather than oral communication. The native language (L1) is the medium of instruction.

Key Features
• Core focus: Mastery of grammar rules, vocabulary memorisation, and translation between L1 and L2
• Grammar taught deductively: Rules are explained first, then illustrated with examples
• Vocabulary: Presented via dictionary definitions and word lists
• Primary goal: Ability to read literary texts in the target language — NOT oral communication
• Instructions: Given in the native language
• Students practise through translation exercises between L1 and target language

✔ Advantages ✘ Limitations
✓ Useful for reading classical/literary texts ✗ Highly ineffective for speaking/communication
✓ Good for grammar metalanguage awareness ✗ Students cannot use the language after years of study
✓ Easy to implement — no special equipment needed ✗ No focus on oral skills at all
✗ Led to the creation of all subsequent methods as
reactions against it

■ Reflection (exam prompt): Why did the GTM fail? What needs did it not meet? → Students could not
communicate. No oral skill development. This ineffectiveness drove the creation of the Direct Method.

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 4. The Direct Method (DM)

Core Philosophy
Born as a complete departure from the GTM. The core belief: a second language should be acquired
naturally, just like a first language — by directly associating meaning with the target language, without any
translation.

Key Features
• Zero L1 rule: The native language is strictly banned. Only the target language is used at all times
• Grammar taught inductively: Students discover rules by observing examples — no explicit rule
memorisation
• Vocabulary: Never translated. Taught using realia (real objects), pictures, gestures/pantomime
• 5-step DM teaching cycle: Show → Say → Try → Mould → Repeat
• Uses real-life objects, flash cards, images to provide comprehensible input
• Cultural aspects of the target language country are included in lessons
• Instructions revolve around specific, concrete topics
• Many DM techniques were later adopted in other methods

✔ Advantages ✘ Limitations
✓ Natural, immersive approach ✗ Cannot teach abstract concepts (justice, freedom,
✓ Develops oral fluency emotions) through realia
✓ Students actually use the language ✗ Not suitable for all contexts or beginners
✓ Techniques widely reused across later methods ✗ Demanding on teachers

■ Reflection (exam prompt): What are the limitations of the DM? → Abstract concepts cannot be shown
through objects or gestures. Limited productivity with complex grammar. Some concepts require L1
explanation.

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 5. Audio-Lingual Method (ALM)
Also known as: Army Method

Core Philosophy
Developed in the USA during World War II when the US government needed soldiers who could communicate
in foreign languages rapidly. Based on behaviourist psychology — language learning = habit formation
through stimulus-response conditioning.

Key Features
• Theoretical base: Behaviourist psychology — language is a set of speech habits formed through repetition
• Strategies centred on memorisation of dialogue sets and structural drills
• Native language (L1) is completely avoided
• Became popular in the 1960s; used in language labs with audio tapes
• Students listened to dialogues capturing aspects of daily life and repeated them
• Drills were used as repetition exercises (substitution, transformation drills)
• Grammar: Embedded implicitly within the dialogues — not taught explicitly

✔ Advantages ✘ Limitations
✓ Develops pronunciation and listening ✗ Students remember dialogues but cannot speak
✓ Good for basic conversational patterns spontaneously
✓ Useful for controlled drilling of new structures ✗ No true communicative competence developed
✗ Failed its own purpose — students could not generate
original sentences
✗ Mechanical and repetitive — boring

■ Reflection (exam prompt): Why did the ALM fail? → Students memorised dialogues but could not
spontaneously communicate in new situations. Language is not just habit — it is creative and rule-governed
(Chomsky's challenge to behaviourism).

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 6. Suggestopedia

Core Philosophy
Developed by Georgi Lozanov, Bulgarian psychiatrist and educator. Based on eliminating the psychological
barriers people have in learning. Targets the affective domain — comfort, confidence, relaxation.

Key Features
• Uses drama, art, and music in the classroom
• Classroom environment is crucial: must be relaxed, decorated, non-threatening
• Goal: students feel no menace, no stress, no fatigue
• L1 is permitted for explanations to prevent frustration
• Uses role play, songs, stories and dramatic activities
• Takes into consideration the affective domain of students
• Teacher uses a calm, positive tone throughout

✔ Advantages ✘ Limitations
✓ Reduces anxiety — powerful for nervous learners ✗ Impractical for large classes
✓ Creative and engaging ✗ Very demanding on teachers
✓ Addresses emotional barriers to learning ✗ Time-consuming to prepare
✓ Positive classroom atmosphere ✗ Difficult to reconcile with exam-oriented systems
✗ Not widely adopted

■ Reflection (exam prompt): What are the limitations of Suggestopedia? → Impractical for large classes,
demanding on teachers, time-consuming, hard to combine with standard exam systems. Despite its
advantages, it remains marginal.

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 7. Communicative Approach (CA)

Core Philosophy
A modern approach based on several key principles. The main goal: develop communicative competence —
the ability to use language appropriately in real social contexts. Learners must be active participants. Embraces
the principle: "learn by doing."

The Three Core Principles

1. The Communicative Principle Activities that involve communication directly promote language
learning. Communication must happen from the very beginning.

2. The Task Principle Activities that engage students in real-world tasks promote natural
language acquisition.

3. The Meaningfulness Principle Learners must be engaged in tasks that promote authentic,
meaningful use of language. The main goal: communicative
competence.

Key Classroom Characteristics

• Information gap: Partner A has what Partner B needs — task cannot be done alone. Partners must
collaborate.
• Classroom activities must be varied and interactive: language games, simulations, discussions, role plays
• Uses authentic materials: newspapers, documentaries, real-world media
• Teacher focuses on communicative competence and cooperation between students
• Grammar takes a secondary role — it is used as a tool for communication, not studied as an end
• May use pedagogical translation when necessary (e.g., for abstract concepts)

✔ Advantages ✘ Limitations
✓ Highly effective for communication ✗ Difficult for beginners with no linguistic base
✓ Learner-centred ✗ Class size is a constraint
✓ Tolerant of errors — fluency over accuracy ✗ Hard to adopt when grammar-based exams are
✓ Builds confidence and real-world language use required (e.g., Morocco)
✓ Authentic material use ✗ Needs focus on accuracy too — not just fluency
✗ Constant creative activity design is demanding

■ Reflection: What are the strong points and weak points of the CA?
→ Strong: communication from the start, learner-centred, authentic, engaging.
→ Weak: difficult for beginners, grammar-heavy exam contexts (Morocco), class size, overemphasis on
fluency at the expense of accuracy.

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 8. The Lexical Approach (LA)

Core Philosophy
Introduced by Michael Lewis (1993). Core claim: lexis (vocabulary) is the foundation of language.
Language consists of "grammaticalized lexis, NOT lexicalized grammar" — vocabulary drives everything, and
grammar plays a secondary, managerial role.

Key Features
• Lexis (vocabulary) is at the centre — not grammar
• Language is made up of chunks / collocations, not isolated words
• Grammar plays a subservient role — it is a tool, not the focus
• Activities: intensive & extensive listening and reading in the target language to build vocabulary
• L1–L2 comparison done in chunks, not word-for-word — to raise language awareness
• Students work with dictionaries and teacher-created corpora
• Recycling activities and focus on collocation as basic teaching practice
• Translation carried out in chunks to improve accuracy and awareness

✔ Advantages ✘ Limitations
✓ Prepares students for real communication ✗ Little explicit grammar instruction leads to gaps
✓ Teaches vocabulary in context ✗ Too much focus on vocabulary — ignores complex
✓ Use of collocation develops natural expression structures
✓ Shifts focus from grammar rules to actual usage ✗ Cannot be used alone — must be combined with other
approaches
✗ Translation should be used judiciously

■ Reflection (exam prompt): What are the positive and negative aspects of the LA? → Positive:
communication-ready vocabulary, collocations, context. Negative: not enough grammar, must be combined
with another approach, translation can be over-used.

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 9. Competency-Based Approach (CBA)

Core Philosophy
Focuses on developing specific, measurable competencies (skills) that learners must master. Unlike
traditional approaches where progression = time, here progression = mastery of specific knowledge and
skills. It is learner-centred.

Key Features
• Competencies are carefully selected and clearly defined
• Training materials are tied directly to the competencies to be achieved
• Methods of instruction involve mastery learning
• All learners CAN master required skills — provided there is sufficient time and appropriate teaching
• Learning is self-paced
• Flexible strategies: large groups, small groups, peer work, individual study
• Participants build confidence by succeeding at specific competencies
• Used in Morocco (as claimed in pedagogical guidelines)

✔ Advantages ✘ Limitations
✓ Learner-centred — collaborative among students ✗ Time-consuming
✓ Flexibility in teaching strategies ✗ High achievers may feel bored
✓ Develops competencies of ALL learners ✗ Difficult to implement in large classes
✓ Makes students responsible — builds confidence ✗ Can become overly mechanical or narrow

■ Reflection (exam prompt): What are the positive and negative aspects of the CBA? → Positive:
learner-centred, collaborative, flexible, builds confidence. Negative: time-consuming, not suited for high
achievers, hard in large classes.

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 10. Standard-Based Approach (SBA)

Core Philosophy
A recent approach in language teaching, appeared in the United States and adopted in other countries
including Morocco (especially high school). Philosophy: "no child is left behind." The unit of progression is
fixed standards, not time.

Key Features
• Addresses what learners must know and be able to do with English (content standards)
• Communication as a mixture of all four skills: speaking, reading, writing, listening
• Learner-centred (learner learning, not teacher teaching)
• Holds all concerned parties accountable for learning
• Any instruction that can help students learn and meet the standard is emphasised
• Getting to the standard is a priority — teachers teach and reteach to achieve it
• Method-agnostic: teachers use any approach as long as the standard is reached

✔ Advantages ✘ Limitations
✓ Everyone is responsible ✗ Not all students can meet the standards
✓ Learners are engaged to meet the standards ✗ Differences among learners are ignored
✓ Standards are clearly formulated ✗ "One size does not fit all"
✓ Equity: no one is left behind ✗ Struggles with diverse individual baselines

■ Reflection (exam prompt): What are the positive and negative aspects of the SBA? → Positive:
accountability, clear standards, equity. Negative: not all students can meet the standards, ignores learner
differences, one-size-fits-all problem.

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 11. Cooperative Learning

Core Philosophy
An approach based on organising classroom activities into academic and social learning experiences.
Students work in groups to complete tasks collectively. The ultimate goal: everyone succeeds when the group
succeeds. Based on Kagen (1992).

5 Key Characteristics (Kagen, 1992)

# Characteristic Description

1 Positive Interdependence Team members rely on each other — "we sink or swim together." Everyone must contribute.

2 Individual Accountability All students in the group are held accountable for doing their part of the work.

3 Face-to-Face Interaction Assignments must include work that has to be done interactively — direct verbal exchange.

4 Appropriate Collaborative SkillsStudents are encouraged to develop trust-building, leadership, decision-making, communicat

5 Heterogeneous Groups Individuals benefit most from working with people different from themselves — diverse groups

✔ Advantages ✘ Limitations
✓ Reduces anxiety, builds responsibility ✗ Risk of high achievers monopolising work
✓ Collaborative — strong social value ✗ Potential negative interdependence
✓ Learner-centred ✗ Student friction / conflict possible
✓ Achieves academic AND social goals simultaneously ✗ Shy students may be disadvantaged

■ Reflection: What are the positive and negative aspects of CL? → Positive: responsibility, confidence, social
skills, collaboration. Negative: monopoly by high achievers, negative interdependence, conflict.

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 12. Multiple Intelligences Theory (MIT)

Core Philosophy
Developed by Howard Gardner, American psychologist. Refutes the traditional "one-size-fits-all" view of
intelligence. Each person possesses a distinct intelligence profile — everyone is intelligent in their own way.
There are 8 or 9 types of intelligence.

The 9 Types of Intelligence

# Intelligence Description

1 Verbal-Linguistic The ability to use and learn language. ■

2 Logical-Mathematical The ability to work with numbers and use logic. ■

3 Musical Knowing rhythm and the ability to play/use musical instruments. ■

4 Bodily-Kinesthetic The ability to control body movement. ■

5 Spatial The ability to visualise space and dimensions. ■

6 Interpersonal The ability to interact and communicate with others. ■

7 Intrapersonal The ability to work alone / self-reflection. ■

8 Naturalist Knowing what is happening in nature; identifying animals, plants, trees. ■

9 Existential The ability to ask big philosophical questions about existence. ■

✔ Advantages ✘ Limitations
✓ Values diverse learner profiles ✗ Extremely demanding to plan and implement
✓ Accommodates distinct learning styles ✗ Very time-consuming
✓ Everyone is intelligent in some way ✗ Incredibly difficult in exam-oriented systems
✓ Teaching materials can target different intelligences ✗ Hard to categorise all students rigorously
✗ Risk of stereotyping learners by "type"

■ Reflection: Positive → values everyone, diverse profiles, no "one intelligence." Negative → demanding,
time-consuming, exam incompatibility, risk of stereotyping.

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 13. Task-Based Language Teaching (TBLT)

Core Philosophy
Another method centred on the completion of concrete, goal-oriented tasks (Richards & Rogers). Strategies
focus on engaging students with an immediate task they need to complete. Language is used for
communication and active production — not studied in isolation.

Three Types of Tasks

Information Gap Activities Students exchange information or learn things from each other. There
is meaningful interaction between learners — one knows something
the other needs.

Reasoning Gap Activities Students convey, extract, or express meaning from data or information
given to them. They must reason and infer.

Opinion Gap Activities Highly creative — students give, defend, and articulate their personal
opinions. No single correct answer.

Additional Activities in TBLT

• Use meaningful tasks that align with students' interests and daily life (discussing current events, solving
problems, planning events)
• Language use for communication and active production — not mechanical practice

✔ Advantages ✘ Limitations
✓ Highly motivating — tasks are real and meaningful ✗ Difficult to assess formally
✓ Develops communication through use ✗ Less grammar focus may concern exam systems
✓ Student-centred ✗ Can be hard to manage in large classes
✓ Encourages creative use of language

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 14. Content-Based Instruction (CBI)

Core Philosophy
A holistic, increasingly popular approach where the focus of instruction is on the topic or subject matter —
not on language forms. Students learn language implicitly while focusing on something interesting (science,
current news, culture, geography). Strong connection to project-based learning.

Key Features
• The topic or subject matter drives the lesson — not the grammar point or language structure
• Students learn using the target language exclusively — no native language
• Linguistic ability develops implicitly — considered more natural and authentic
• Highly popular in EAP (English for Academic Purposes) and ESP (English for Specific Purposes)
contexts
• Teachers develop valuable study skills: note-taking, summarising, identifying key information
• Group work is regularly included — develops collaborative skills with great social value
• Content can range from scientific subjects to current news to cultural topics
• Strong connection to the real world and project-based learning

✔ Advantages ✘ Limitations
✓ Holistic — language + content developed together ✗ Can be very challenging for beginners
✓ Authentic — reflects real-world language use ✗ Language errors may go unaddressed
✓ Builds independence and academic skills ✗ Requires strong teacher content knowledge
✓ High motivation — topics are interesting and relevant ✗ Assessment can be complex

■ Potential Problem: CBI can be exceptionally challenging and intimidating for beginners who do not yet have
the linguistic base to process content in the target language.

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 15. Eclecticism

Core Philosophy
The ultimate realisation: no teaching method is ever permanent, and no teaching method is forgotten
once and for all. When a new method appears, the old ones are not discarded — elements are recycled. This
constant change and combination is called Principled Eclecticism.

Key Insight (Larsen-Freeman, 2000): There is no single best teaching method that meets the learning needs
of all students. Language classrooms feature diverse learning styles, different student levels, and varying
situational limits. An eclectic teacher pulls the right tool from the right methodology.

Why Eclecticism?
• No method is complete — each has advantages and limitations
• Language classrooms are diverse: different styles, levels, goals, and contexts
• A teacher may use repetition/drills from ALM, inductive grammar discovery from DM, vocabulary
chunks from LA, and communication gaps from CA — all in one lesson
• A teacher focuses on communicative competence and cooperation between students
• If the situation calls for it, a teacher may resort to pedagogical translation

Principled vs. Arbitrary Eclecticism

Principled Eclecticism Arbitrary Eclecticism

Definition Deliberate, informed blending of methods based on

Random
studentmixing
needswith
and no
context
theoretical basis

Outcome Balanced, adaptable, effective teaching Inconsistent, incoherent teaching

Coined by Larsen-Freeman (2000) — "pluralistic approach to—language teaching"

■ Conclusion of the Module: There is a variety and continuous change of approaches and methods in
language teaching. No teaching method is ever permanent. No teaching method is forgotten once and for all.
This is eclecticism — a liberating force for the language teacher.

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 16. Quick Comparison Table
Use this table for last-minute revision before your exam.

Method / Approach Era Core Focus L1 Use? Grammar Main Limitation

Grammar TranslationHistorical Grammar rules + translationYes Deductive No communication skills

Direct Method Late 19th C

Natural immersion, no L1 Banned Inductive Abstract concepts

Audio-Lingual 1940s–60sHabit formation, drills Avoided Implicit (dialogues) No spontaneous speech

Suggestopedia 1970s Affective domain, relaxation Allowed Incidental Impractical, large classes

Communicative A. Modern Communicative competenceMinimal Secondary Beginners, exam contexts

Lexical A. 1990s+ Vocabulary/chunks as core Chunks Subservient Needs complementing

CBA Modern Mastery of competencies Flexible As needed Time-consuming, large classes

SBA Modern Fixed standards for all Flexible As needed One size doesn't fit all

Cooperative L. Modern Group academic/social tasksFlexible As needed High achiever monopoly

MIT Modern 9 intelligence types Flexible As needed Demanding, exam incompatible

TBLT Modern Real-world task completion Minimal Implicit Assessment difficulty

CBI Modern Content/topic drives lesson Avoided Implicit Hard for beginners

Eclecticism Ongoing Blend of best methods Flexible Flexible Must be principled, not random

Good luck on your exam! ■

You have all the material you need.

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