The Nature of Approaches and

Methods in Language Learning

Language learning process
• Language learning is an active process that begins at birth and continues
throughout life. When a child learns a first language, we may say that the
child learns the language under natural conditions.
• Such a learning situation generally differs greatly from artificial ones, with
the most common one used in second language learning being the school
classroom.
• A second language can be learned under natural conditions. For example,
children who are taken to live in foreign countries may learn a second
language without formal instructions by associating with speakers of the
foreign language e.g. playmates and household personnel.
• Students learn language as they use it to communicate their thoughts, feelings
and experiences, establish relationships with family members and friends and
strive to make sense and order of their world.
Language Learning Methodology

• Methodology informs teachers about different ways to organize

teaching practices. There are three levels of organization at the
level of methodology namely approach, method and technique.
• Language teaching involves approaches that lead to methods.
Methods are broken down into procedures and procedures that are a
collection of techniques.
• Understanding how these concepts can help a teacher to know the
reasons behind their choices in how they choose to teach.
Approach
• Definition:
A theory or belief about the nature of language and how it is
learned.
It provides the philosophical foundation for teaching.
• Focus: Why and what of language teaching.
• Example:
• Communicative Approach – believes language is best learned
through real communication.
• Structural Approach – believes language is a system of
structures to be mastered.
Method
• Definition:
A set of procedures or plans for teaching a language, based on
an approach.
It translates theoretical ideas into classroom practices.
• Focus: How to teach.
• Example:
• Grammar-Translation Method (based on Structural Approach)
• Direct Method (based on Natural Approach)
• Audio-Lingual Method (based on Behaviorist theory)
Technique
• Definition:
A specific activity or strategy used in the classroom to carry out
the method.
It’s the most practical level of teaching.
• Focus: What the teacher actually does in the classroom.
• Example:
• Repetition drills (Audio-Lingual Method)
• Role plays (Communicative Approach)
• Translation exercises (Grammar-Translation Method)
 Summary Table
Level Definition Focus Example

Approach Theory of language Beliefs and Communicative

learning principles Approach

Method Overall plan or How to teach Direct Method

system

Technique Specific classroom What teachers do Role play, drill,

activity dialogue practice
 Grammar Translation Method
An Overview of the Classical Approach to Language Teaching
• Introduction
One of the oldest and most traditional methods of
language teaching.
• Originated in the 18th–19th century, primarily for
teaching Latin and Greek.
• Focuses on reading and writing, not speaking or
listening.
• Still used in many countries where accuracy and
grammar mastery are more focused.
Historical Background
• Developed from the Classical Method used for Latin/Greek.
• Adopted for modern languages (e.g., English, French,
German) in the 19th century.
• Dominated language teaching until the mid-20th century.
• Replaced gradually by Direct Method and later by
Communicative approaches.
Main Objectives of GTM
• To help learners read and translate literature written in the
target language.
• To enable understanding of grammar rules and vocabulary.
• To promote mental discipline through language study.
• Emphasis on written accuracy and grammatical
competence.
Key Features of GTM

• Heavy focus on grammar rules and vocabulary lists.

• Translation from target language ↔ native language.
• Teaching of grammar (rules → examples).
• Reading and writing are focused; little emphasis on
speaking or listening.
• Use of native language in classroom for explanations.
Typical Classroom Procedures
• Teacher presents a grammar rule.
• Students memorize vocabulary lists.
• Translation exercises: sentences or texts from L2 to L1 and
vice versa.
• Reading comprehension followed by grammar-based
questions.
• Written tests focus on grammar and translation accuracy.
Role of Teacher and Student

• Teacher:
• Central figure — authority and knowledge source.
• Explains grammar and provides correct translations.
• Students:
• Passive recipients of knowledge.
• Memorize and translate rather than discover or
communicate.
Advantages of GTM

• Easy to implement — requires no special training.

• Builds strong vocabulary and grammar knowledge.
• Encourages accuracy in writing and reading.
• Useful for learners focused on academic study or
literature.
• Comfortable for teachers and learners sharing the same
L1.
Disadvantages of GTM
• Neglects speaking and listening skills.
• Focuses on form over communication.
• Encourages rote memorization rather than understanding.
• Creates teacher-centered classrooms.
• Students may fail to use language in real-life communication.
Underlying Theories

• Based on Behaviorist learning (habit formation,

imitation).
• Views language as a set of grammatical rules to be
learned consciously.
• Emphasizes accuracy over fluency.
Classroom Materials

• Grammar textbooks
• Bilingual vocabulary lists
• Classical literary texts
• Translation exercises
• Written grammar tests
The Direct Teaching Method
• Introduction
• Emerged as a reaction to the Grammar-Translation Method
in the late 19th century.
• Focuses on oral communication and thinking directly in the
target language.
• Also called the Natural Method , based on how children learn
their first language.
• Aim: Develop listening and speaking skills before reading and
writing.
Historical Background
• Originated in Europe (1880s–1900s).
• Promoted by Maximilian Berlitz, founder of Berlitz Language
Schools.
• Influenced by natural language learning principles.
• Opposed the overemphasis on grammar and translation.
Main Objectives
• Enable students to think, understand, and
communicate in the target language.
• Promote oral fluency and correct pronunciation.
• Build language skills through real-life contexts and
situations.
• Minimize use of learners’ native language.
Key Features of the Direct Method
• Exclusive use of the target language in the classroom.
• No translation between L1 and L2.
• Grammar taught inductively (rules discovered through
examples).
• Vocabulary taught through real objects, pictures, actions,
and contexts.
• Focus on speech: Listening → Speaking → Reading →
Writing.
• Small class size for individual participation.
Principles of the Direct Method
• Language learning should be natural and meaningful.
• Teaching should focus on everyday vocabulary and
conversation.
• Grammar should be taught through use, not
explanation.
• Correct pronunciation and intonation are essential.
• Students should think in the target language.
• Listening and speaking precede reading and writing.
Role of Teacher and Students
• Teacher:
• Acts as a facilitator and model of correct language use.
• Uses demonstration, objects, gestures, pictures, not translation.
• Students:
• Active participants — answer questions, describe, role-play,
and interact.
• Learn through use, repetition, and observation.
Typical Classroom Procedures
• Warm-up with question–answer practice in the target
language.
• Dialogue presentation (short, everyday situations).
• Repetition and dramatization of the dialogue.
• Vocabulary and structure taught through examples and
context.
• Pronunciation practice and conversation activities.
• Inductive grammar discovery (students find the rule).
Advantages of the Direct Method
• Builds strong speaking and listening skills
• Encourages thinking in the target language
• Creates a natural learning environment
• Improves pronunciation and fluency
• Learners gain confidence in communication
Disadvantages of the Direct Method
• Requires highly proficient teachers in the target
language
• Difficult in large classes
• Limited focus on grammar accuracy and writing
• Time-consuming for beginners
• May not suit students who prefer structured grammar
learning
Theoretical Basis
• Rooted in Naturalism and Cognitivism.
• Inspired by child language acquisition (learning
through use and imitation).
• Language seen as habit formation through
communication.
• Influenced later approaches like the Audio-Lingual
Method and Communicative Language Teaching
(CLT).
Classroom Materials

• Flashcards, charts, pictures, real objects

• Dialogue scripts and short stories
• Audio recordings
• Simple reading passages for pronunciation practice
Modern Adaptations
• Direct Method ideas live on in:
• Audio-Lingual Method (focus on oral drills)
• Communicative Language Teaching (CLT)
• Natural Approach
• Still used in language institutes.
Summary
• Language is best learned through direct use.
• Avoids translation; promotes thinking in the target
language.
• Builds communication skills through practice and
context.
• A foundation for modern communicative
approaches.
The Audio-Lingual Language Teaching
Method (ALM)
Introduction to ALM

• The Audio-Lingual Method (ALM) emerged in the

1940s and 1950s.
• Also known as the Army Method, developed during
World War II to teach foreign languages quickly and
effectively.
• Based on behaviorist psychology
Historical Background
• Rooted in Behaviorism (B.F. Skinner): language learning =
habit formation.
• Influenced by Structural Linguistics (Bloomfield): focus on
structure and pattern.
• Developed as a response to the limitations of the Grammar-
Translation Method.
• Prominent in the USA during the 1950s–1960s.
Key Principles
• Language is speech, not writing.
• Language learning is habit formation.
• Mistakes must be avoided (they form bad habits).
• Learning is through repetition
• Grammar is taught inductively (from examples, not
rules).
• Meaningful communication develops later, focus first
on form and accuracy.
Theoretical Foundations
• Behaviorist Learning Theory:
• Stimulus → Response → Reinforcement.
• Repetition strengthens correct habits.
• Errors discouraged through immediate correction.
• Structural Linguistics:
• Language is a system of structures.
• Each structure learned through drills until automatic.
Teaching Techniques in ALM
• Dialogues:
• Memorized and practiced repeatedly.
• Drills:
• Repetition drill.
• Question–Answer drill.
• Chain drill.
• Minimal use of the learner's native language.
Materials Used

• Audio recordings.
• Language labs.
• Visual aids (pictures, flashcards).
• Repetition-based textbooks.
• Minimal reading/writing at initial stages.
Advantages of ALM
• Builds good pronunciation and listening skills.
• Promotes accuracy and fluency in patterns.
• Useful for beginners and oral communication.
• Provides clear, structured learning process.
Criticisms of ALM
• Overemphasis on memorization and drilling.
• Neglects communicative competence.
• Ignores creativity and meaning in language use.
• Fails to explain how learners generate novel sentences.
• Rejected by Chomsky’s theory of innate language
ability (1959).
Decline and Legacy
• Declined in popularity by the 1970s.
• Replaced by Communicative Language Teaching
(CLT).
• However, its influence persists. Drills and pattern
practice still used in modern classrooms.
Summary
• ALM focused on habit formation through repetition.
• Developed from behaviorism and structural linguistics.
• Emphasized oral skills, drills, and accuracy.
• Later criticized for lack of focus on communication
and meaning.