ELT Methodologies
Name Views
The Grammar sees the langauge as a system of
rules for construction of correct
Translation Method sentences
sees langauge as systems of
1) Speaking is emphasized 2.
communication, especially oral,
Contextualized grammar teaching 3.
The Direct Method where everything is learned in
Using full English, no translation 4.
context. This reflects how language is
Drills.
naturally learned.
is in line with Direct Method, views
Situational Language langauge can be understood in the
context of real situation use with the
Teaching help of clear language content
grading system.
Shares similar view with Situational
Language Teaching where langauge
The Audiolingual Method should be contextualized, but has its
focus more on memorization and
drills.
sees listening comprehension as the
first stage of L2 learning and make
Total Physical Response use of bodily response from the
listening activity.
In contrast to TPR, where teacher is
The Silent Way silent most of the time letting
students to discover the langauge.
Learning is seen as personal
Community Langauge development, not achievement of
Learning objectives from the teacher /
intstitution.
Langauge is seen as means of
Natural Approach communication and the use of it is
the mastery of the langauge itself.
stresses the importance of language
functions rather than solely on
CLT grammar and vocabulary so as to
train ss to use those langauge bits in
a variety of contexts
Characteristics
1. Writing is emphasized 2. Rules
memorization 3. Bilingual use of
language 4. Dictionary work of L2 and
L1 5. Grammar Exercises 6.
Translation 7. Teacher's explanation
is in ss' native langauge
1. Contextual 2. Clear grading of
language content (easiest to hardest)
3. Substitution practice is common 4.
Reading and Writing are primarily
taught.
1. Repetition and memorization
followed by pronunciation drills 2.
Accuracy driven 3. Substitution drills
that are often of uncontextualized
manipulation of the originals.
1) Using bodily movement 2)
Listening comprehension before
production of the langauge
1) Discovery learning strategy is
implemented 2) Elicitation by teacher
is common
1) Ss seated in Circle formation 2)
Syllabus is negotiated with the
students 3) Conversation is recorded
in a cassete to be played and
corrected in feedback session at the
end.
1) Acquisition as opposed to langauge
learning 2) Combines many different Similar to CLT, ss get the benefit of
approaches, electic. 3. Addressing ss choosing the content that is of
interest by having the freedom for
them to choose what they like /
want / need.
1) Functional Syllabyus is
implemented. 2) Plenty of exposure
to lanaguge IN USE as well as the
opportunities to use them 3)
Communicative-driven 4) Content not
form 5) NO teacher intervention and
materials control
Strengths
makes it possible for learners,
especially at lowel levels, to
understand difficult concept / abstract grammar and often times grammar is
that would otherwise be difficult to
explain in L2.
Strengthen's ss ability to
communicate effectively in L2 to an
extent that the GT method wouldn't
be able to accomplish. Ss would have
a good pronunciation as an end-result
of drilling.
Clear selection of content and
grading, with substitution practice ss
get to produce accurate language use
without risking to lose fluency.
Learners get accurate reproduction of Uncontextualized manipulation of
the language especially in
pronunciation. Suitable for learners cannot go beyond what has been
who need to learn langauge faster
thru memorization.
Suitable for beginners and kinestetic
students
Learners are able to retain the
concept of langauge system better
because they learn it thru self-
discovery.
Leaners can benefit tremendously
from this since they are the ones
creating the syllabus on their own
interest and concern.
interest to them hence learners'
motivation level is likely to be high.
Tthis method has been proven
successful and is widely used, gets
learners to actually use the langauge
rather than just studying them.
Weaknesses
Class can be tedious because ss will
have to listen to t's explaning about
decontextualized, doesn't reflect how
langauge is trully learned.
Grammatical accuracy woud be at
stake because too much focus is
given to Fluency.
Teacher will need to spend a large
amount of time designed the content
so that it is clearly graded and
contextualized.
drills can be demotivating. Learners
learned - they are limited to only
what they have memorized / known.
Needs to be mixed with other
methods, or else teacher can easily
tire the students with the activities.
Advanced learners might not benefit
much.
Special training is required for
teacher to execute its materials and
methodologies. Takes longer to
master languange, not suitable for
courses with fixed schedule where
time is limited.
Needs a good classroom facility for
recording the conversation clearly.
takes a lot of time to get there
because it mirrors that of first
lanaguage acquisition where time is
unlimited.
Accuracy is at a great stake. Teachers
need to be well-equipped with any
demanding and unctrolled range of
langauge use on the part of the
students.
 Ss can easily lose themselves in the
1) Problem-solving activities are
speculates that ss will learn langauge engaging activities while at the same Not applicable to lower levels. There
commonly used 2) Follows the
Task-Based learning as likely if they were to think about
pattern of PRE-TASK, TASK,
time using the langauge to is a problem with how to grade tasks
non-linguistic problems. communicate and perform these in syllabus.
LANGAUGE FOCUS.
tasks.