Basic Concepts of ELT

• ELT = English Language Teaching • The input hypothesis developed by linguist

• ESL = English as a Second Language Stephen Krashen makes a distinction between
• EFL = English as a Foreign Language language acquisition and language learning
• TESL = Teaching English as a Second Language (acquisition-learning distinction), claiming that
• TEFL = Teaching English as a Foreign Language acquisition is a subconscious process, whereas
• TESOL = Teaching English to Speakers of Other Languages learning is a conscious one.
• SLA = Second Language Acquisition Language Acquisition- subconscious process
• SLAA = Second Language Acquisition Association Language Learning- conscious process

• L1 = First Language • Sequences of acquisition :

• L2 = Second Language A typical sequence of acquisition for English, according to Vivian Cook
• MT = Mother Tongue 1. Plural -s Girls go.
• NL = Native Language 2. Progressive -ing Girls going.
• TL = Target Language 3. Copula forms of be Girls are here.
4. Auxiliary forms of be Girls are going.
5. Definite and indefinite articles the and a The girls go.
6. Irregular past tense The girls went.
7. Third person -s The girl goes.
8. Possessive 's The girl's book.

General Objectives of Language Teaching

• To develop the four basic skills (L  S  R  W) among learners

Short Form Full Form Related Body organ Type of Activity

L Listening (with comprehension) Ears (audio/aural) Receptive / Passive Activity
S Speaking (with fluency and accuracy) Mouth (oral) Expressive/ Productive/ Active Activity
R Reading (with comprehension) Eyes (visual) Receptive / Passive Activity
W Writting (with fluency and accuracy) Hand (manual) Expressive/ Productive/ Active Activity

Literate Illiterate L S R W P = Passive Activity

Person Person     A = Active Activity
L P A P A R = Receptive Activity
S R E R E E = Expressive Activity
R ×
W ×

• According to Mr. Bright the natural order of language learning (LSRW) becomes LSWR with foreign learners.
L S R W - Natural order
L S W R - Mr. Bright (with foreign learner)

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 APPROACH, METHOD AND TECHNIQUE

Edward Anthony’s Model (1965)

1. Approach is the level at which assumptions and beliefs about language and language learning are specified;
2. Method is the level at which theory is put into practice and at which choices are made about the particular skills to be taught,
the content to be taught, and the order in which the content will be presented;
3. Technique is the level at which classroom procedures are described.

Approach
(axiomatic)

Method
(procedural)

Technique
(Implementational)

Approach Method Technique

1. An approach is a set of correlative method is a procedure adopted Technique is a particular trick,

assumptions dealing with the nature by a teacher to achieve the goals stratagem or contrivance used to
or language and its teaching and and make learning easy and effective accomplish an immediate objective.
learning.

2. it describes the nature of subject it is a process of planning, sharing it is the skill of performance classroom
matter to be taught. and evaluating learning with a group activities.
of students.

3. It is a systematic way of arriving It is an overall plan for the orderly It is art of completing the set task.
towards the language. presentation of language.

4. It is axiomatic It is procedural It is implementational

5. Eg. Structural, communicative Eg. Direct Method, GT method Eg. Stroy-telling , dramatization, games

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 1. Grammar Translation Method (GT Method)
Other Alternative Names
Grammar Translation Method Classical Method
Grammar- cum- Translation Method Prussian Method
Oldest Method or Traditional Method Cireronian Method

• Classical Method :
In earlier times (during Renaissance) it was felt that learning of classical languages (Greek & Latin) may
provide intellectual development, so in Europe a tendency to learn classical languages develop through Grammar
Translation method.

• Prussian Method/ Cireronian Method :

Grammar Translation (GT) Method has genesis (origin) in German Scholarship.
During 19th century, in Germany Prussia was the centre for development of the text books of GT method.
B. Sears, an american classics teacher in 1845 used the term Cireronian or the Prussian method for GT
method.

Exponents of GT Method
1. Karl Plötz
2. Johann Meidinger  German Scholars
3. H.G. Ollendorf
4. Johann Seindestucter

Objectives of GT Method
1. To enable a learner to read the literature of foreign language/TL.
2. To get intellectual development by the learning of the TL.

Principles of GT Method
1. Stern : “The first language is maintaind as the reference system in the acquisition of the second language.”
or “MT/ NL (vernacular) is the reference system of GT method.”
2. Bi-lingual dictionary is used by a learner to find the meaning of a new word.
3. The teacher provides bi-lingual vocabulary list in the classroom before the teaching of a lesson. (Use of the
lists of isolated words)
4. Grammar is taught separately in GT method.
5. In GT method grammar is taught deductively (General to Particular).
6. The learner rotes first the rules of grammar and then apply them in translation.
7. Text books of GT method contain literary excerpts.(Reading of difficult classical text is begun early)
8. Word for word translation is made by the learner.
9. In GT method a learner translates a sentence from MT into TL and vice versa.
MT   TL
Translation

10. According to A.P. Howatt, "The teaching unit and unit of practice in GT method is sentence."
11. If a learner is able to translate from MT into TL and vice versa, he is considered the master of the target
language.
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 Typical Techniques

1. Translation of a literary passage : Translating target language to native language and vice versa.
2. Reading comprehension question : Finding information in a passage, making inferences and relating to personal
experience.
3. Antonyms/synonyms : Finding antonyms and synonyms for words or sets of words
4. Cognates : Learning spelling/sound patterns that correspond between L1 and the target language
5. Deductive application of rule : Understanding grammar rules and their exceptions, then applying them to new
example
6. Fill in the blanks : Filling in gaps in sentences with new words or items of a particular grammar type
7. Memorization : Memorizing vocabulary lists, grammatical rules and grammatical paradigms
8. Use words in sentences : Students create sentences to illustrate they know the meaning and use of new words
9. Composition : Students write about a topic using the target language

Demerits/ Shortcomings of GT Method

L S R W
× ×

1. Listening and speaking skills are ignored; reading and writing skills are emphasized.
2. Articulatory aspects (pronunciation, stress, pitch) are ignored.
3. Oral drills are ignored.
4. GT method has no psychological and linguistic theory.
5. Grammar teaching system of GT method (which is deductive) is not psychological because a learner is
taught firstly rules and then examples. It means we move from unknown to known and it is not a psychological
(Rule) (Example)
way of teaching.
6. GT is unnatural method because it does not follow LSRW order.
7. In GT method there is no fluency, only accuracy is emphasized.
8. GT method is a teacher centred method, not learner centred.
9. GT method hampers direct connection/ bond/ link/ association between thought and expression and
the result is lack of fluency. The learner thinks in MT, then translates into TL and expresses himself in TL
and due to the translation fluency cannot be achieved.