Introduction to Linguistics
Language Learning
Methods in
Linguistics
with Prof Noam Chomsky!
Learning Objectives:
At the end of the lesson, the learners
should be able to:
1. Recognize at least three commonly
used language learning methods in real
classroom settings.
2. Describe the main features of each
method using simple terms and practical
examples.
3. Relate each method to their own
language learning experience or future
Oh! I have a question!
How did you learn
your second language?
Was it effective?
Introduction to Linguistics
Language Learning
Methods in
Linguistics
with Prof Noam Chomsky!
[Link] Grammar-Translation
Method (GTM) focuses
heavily on learning grammar
rules and translating texts
between the target language
and the native language.
Example:
Translate the following
English sentence into
Filipino:
📝 “The boy is reading a
book.”
🔁 “Ang batang lalaki ay
nagbabasa ng libro.”
2. The Direct Method
encourages the exclusive
use of the target language
without any translation.
Students learn through
repetition and real-life
context
Example:
Teacher points to real objects
or uses gestures and speaks
only in English:
“This is a pen. I write with a
pen. What is this?”
🧑 “It is a pen.”
3. The Audio-Lingual
Method (ALM) relies on
repetition, drills, and
memorization of dialogues.
Example:
Teacher says: “I am eating.”
Students repeat: “I am eating.”
Then:
Teacher: “He is eating.”
Students repeat and drill.
4. Communicative Language
Teaching (CLT) promotes real-
life communication. It uses
interactive activities to help
learners develop fluency and
confidence in using the
language in practical situations.
Example:
Group activity: "Role-play
ordering food at a
restaurant"
🧑 A: “Good evening. I’d like
to order spaghetti, please.”
B: “Would you like a drink
with that?”
5. Total Physical Response
(TPR) connects language
learning with physical actions.
Learners respond to commands
with movement, such as “stand
up” or “touch your nose.”
Example:
Teacher gives commands:
“Stand up.” (Students stand)
“Touch your nose.”
(Students touch their noses)
6. In Task-Based Language
Teaching (TBLT), students
learn the language by
completing meaningful tasks
like projects, presentations, or
problem-solving activities.
Example:
Task: “Plan a class party.”
Students must:
•Discuss what food to bring
•Assign roles
•Create invitations
7. Natural Approach
emphasizes understanding the
language before speaking it.
Example:
Students listen to simple
English stories with pictures.
They are not forced to
speak until they’re ready.
Later, they answer: “Who is
the main character?”
Do you have any
question?
“Method Acting: Teach Like That!”
Instructions:
[Link] yourself into 3–4 small groups.
[Link] or let each group draw a random method from a
bowl (e.g., GTM, Direct Method, ALM, CLT, TPR).
[Link] will have 3 minutes to plan a 1-minute demo lesson
acting as teachers using their assigned method.
[Link] group performs their demo in front of the class.
[Link] each presentation, the rest of the class guesses
which method was being used and explains why.
Rubrics for the Activity: 25 points
Needs Improvement (1–2
Criteria Excellent (5 pts) Good (4 pts) Satisfactory (3 pts)
pts)
Clearly and accurately
Mostly accurate; minor Demonstrates some Method is incorrect or
demonstrates the assigned
Accuracy of Method features may be missing or understanding; key features unclear; shows little
method with correct key
unclear. are vague or mixed up. understanding.
features.
Creative, engaging
Limited creativity; basic
presentation; keeps the Some creativity; presentation Lacks creativity or effort;
Creativity & Engagement presentation with minimal
audience interested and is moderately engaging. difficult to follow.
audience interaction.
involved.
All members actively
Most members participate Some members contribute; Group coordination is poor;
Teamwork & Collaboration participate and collaborate
actively. uneven group participation. few members participate.
smoothly.
Dialogue or explanation is Delivery is confusing or
Clarity of Generally clear with minor Some parts are unclear or
clear, appropriate for level, inappropriate; hard to
Explanation/Dialogue confusion or awkwardness. poorly delivered.
and easy to understand. understand.
Presentation is well-timed (1– Significantly off-time;
Slightly under/over time but Presentation is too short or
Time Management 2 minutes); no rushing or disorganized and hard to
still effective. too long; affects clarity.
exceeding time. follow.
Good job,
Teachers!
Let’s go back
to my question!
Based on our discussion,
how did you learn your
second language?
Was it effective?
Let’s apply it!
Let’s apply it!
Direction: Write a short essay that clearly
describes the two items listed below. Use
a one whole sheet of paper for your
composition.
[Link] method do you think your
future students would respond best to?
[Link] you see yourself using a
combination of these methods in real
Rubrics for your essay:
25Criteria
points Excellent (5 pts) Good (4 pts) Satisfactory (3 pts)
Needs Improvement (1–2
pts)
Thorough and thoughtful Addresses both questions Responds to both
Relevance to Incomplete or unclear
response to both prompts; clearly; ideas are relevant questions but lacks depth
Questions response to the questions.
fully addresses each question. with minor gaps. or clarity in one.
Offers meaningful, reflective, Shows good reflection Some personal insight is
Personal Insight & Minimal reflection; ideas
and original insight into with relevant personal present but not well-
Reflection are vague or generic.
future teaching practices. thoughts. developed.
Clearly connects answers to Good connection to at Some connection to
Connection to Little to no connection to
specific language learning least one method with methods, but vague or
Teaching Methods the discussed methods.
method(s) discussed in class. clear explanation. unclear.
Ideas are well-organized with Mostly well-organized; Some organization; ideas
Organization & Disorganized and difficult
clear introduction, body, and minor lapses in flow or may jump or lack smooth
Coherence to follow.
conclusion. structure. transitions.
Almost no errors; uses correct Frequent errors that
Grammar & Few minor errors that do Several errors, but
grammar, punctuation, and interfere with
Mechanics not distract from meaning. meaning is mostly clear.
spelling. understanding.
Assignment
Task: Write a reflection paper about your
personal language learning experience and
connect it to one of the language learning
methods discussed in class. Use a legal-size bond
paper for your work. Submit your reflection on
or before the next meeting.
Rubrics for your reflection paper:
25 Criteria
points Excellent (5 pts) Good (4 pts) Satisfactory (3 pts)
Needs Improvement (1–2
pts)
Thorough and insightful
Clear reflection with Reflection is present but Weak or unclear reflection;
reflection; clearly connects
Content Relevance relevant connection to one connection to method is little to no connection to a
experience to a language
method. vague or general. language method.
method.
Demonstrates deep
Shows good Misunderstands or fails to
Understanding of understanding of the method Shows basic understanding;
understanding; minor describe the method
Method with accurate features and lacks depth or clarity.
details may be missing. appropriately.
examples.
Well-organized; ideas flow Generally organized; minor Somewhat disorganized;
Poor organization; confusing
Organization & Flow logically with clear issues with transitions or ideas jump or are loosely
structure.
transitions. structure. connected.
Offers meaningful insight
Shows some personal Limited insight; mostly
and thoughtful reflection on Lacks reflection; mostly
Personal Insight insight and thoughtful descriptive with little
personal learning vague or irrelevant details.
consideration. personal reflection.
experience.
Virtually no errors in Frequent errors that affect
Mechanics & Few minor errors that do Several errors, but meaning
grammar, spelling, or readability and
Grammar not hinder understanding. is still clear.
punctuation. understanding.