Approaches
• Traditional approaches (up to the late 1960s)
• Classic communicative language teaching (1970s to 1990s)
• Current communicative language teaching (late 1990s to the present)
Traditional Approaches (up to the late 1960s)
Approaches which were develop up to the late 1960s :
• Grammar-translation
• Direct
• Reading
• Audiolingualism
• Oral-situational
• Cognitive
Grammar-translation
• Instruction given in the native language
• Focus on grammatical parsing
Weakness(es):
• Students are not able to use the language for communication
• The teacher use the native language
Direct Approach
• The use of mother tongue isn’t permitted
• Target culture and the grammar is learned inductively
Weakness(es):
• The teacher must be a native speaker or at least a native like
• The teacher use the native language
Reading Approach
• Only use grammar for the reading comprehension
• Translation is a respectable classroom procedure
Weakness(es):
• Reading comprehension is the only language skill emphasized
• The teacher doesn’t need to have a good proficiency in the target language
Audiolingualism
• Pronunciation is stressed from the beginning
• Grammatical structures are sequenced and rules are taught inductively
Weakness(es):
• Language is often manipulated
Requirement(s):
• The teacher must be proficient only in the structures, vocabularies, etc.
Oral-Situational Approach
• The spoken language is emphasized
• New items (lexical and grammatical) are introduced and practiced situationally
Cognitive Approach
• Language learning is viewed as rule acquisition
• Pronunciation is de-emphasized, vocabulary instruction is important
Classic communicative language teaching (1970s to 1990s)
Approaches which were develop in 1970s to 1990s:
• Affective-Humanistic
• Comprehension-Based
• Communicative
Affective-Humanistic Approach
• Respect is emphasized for the participants
• Learning the target language is viewed as a self-realization experience
Requirement(s):
• The teacher should be proficient in the target language
Comprehension-Based Approach
• Listening comprehension is viewed as the basic skill
• Learners should not speak until they ready to do so
Requirement(s):
The teacher should be a native like
Communicative Approach
•Skill like listening, reading, speaking and writing are integrated from the beginning
•Classroom materials and activities are often authentic
Requirement(s):
•The teacher should be able to use the target language fluently and appropriately
We still can use those approaches nowadays, but before we decide which approach, method and technique that we’ll use, we better consider about:
•Assess students’ needs
•Examine instructional constraints
•Determine the attitudes and learning styles
•Identify
•Specify
Current communicative language teaching (late 1990s to the present)
Because of the disappointment of grammar-translation method and audio-lingual method then appear a new method called CLT. In the current CLT, it involves learners as active participants in the interpretation, expression and negotiation of meaning.
The principles of CLT apply equally to reading and writing activities because it involves students in the interpretation, expression and negotiation of meaning. It’s not concerned with face-to-face communication.
The essence of CLT is the engagement of learners in communication in order to allow them to develop their communicative competence. CLT doesn’t focus on rules of syntax, discourse and social appropriateness.
Communicative Approach
•Skill like listening, reading, speaking and writing are integrated from the beginning
•Classroom materials and activities are often authentic
Requirement(s):
•The teacher should be able to use the target language fluently and appropriately
We still can use those approaches nowadays, but before we decide which approach, method and technique that we’ll use, we better consider about:
•Assess students’ needs
•Examine instructional constraints
•Determine the attitudes and learning styles
•Identify
•Specify
Current communicative language teaching (late 1990s to the present)
Because of the disappointment of grammar-translation method and audio-lingual method then appear a new method called CLT. In the current CLT, it involves learners as active participants in the interpretation, expression and negotiation of meaning.
The principles of CLT apply equally to reading and writing activities because it involves students in the interpretation, expression and negotiation of meaning. It’s not concerned with face-to-face communication.
The essence of CLT is the engagement of learners in communication in order to allow them to develop their communicative competence. CLT doesn’t focus on rules of syntax, discourse and social appropriateness.
The characteristics of current CLT activities are:
- it emphasize on the interaction, expression and negotiation of meaning
- it use materials that have connection to the students’ lives and interests
- it develops students’ communicative competence through grammatical development
- grammar learned inductively and deductively
References:
• Celce – Murcia, M. 2001. Teaching English as a Second or Foreign Language Third Edition. Unit 1. Teaching Methodology, Topic 1 & Topic 2
• Richard, J.C. 2005. Communicative Language Teaching Today. New York: Cambridge University Press
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