English teaching methods

The Grammar-Translation Approach
This approach was historically used in teaching Greek and Latin. The approach was generalized to teaching modern languages.

The Direct Approach
This approach was developed initially as a reaction to the grammar-translation approach in an attempt to integrate more use of the target language in instruction.

The Reading Approach
This approach is selected for practical and academic reasons. For specific uses of the language in graduate or scientific studies. The approach is for people who do not travel abroad for whom reading is the one usable skill in a foreign language

The Audiolingual Method
This method is based on the principles of behavior psychology. It adapted many of the principles and procedures of the Direct Method, in part as a reaction to the lack of speaking skills of the Reading Approach.

Community Language Learning
This methodology is not based on the usual methods by which languages are taught. Rather the approach is patterned upon counseling techniques and adapted to the peculiar anxiety and threat as well as the personal and language problems a person encounters in the learning of foreign languages. Consequently, the learner is not thought of as a student but as a client. The native instructors of the language are not considered teachers but, rather are trained in counseling skills adapted to their roles as language counselors

The Silent Way
This method begins by using a set of colored rods and verbal commands in order to achieve the following:

To avoid the use of the vernacular. To create simple linguistic situations that remain under the complete control of the teacher To pass on to the learners the responsibility for the utterances of the descriptions of the objects shown or the actions performed

Functional-notional Approach
Finocchiaro, M. & Brumfit, C. (1983). The Functional-Notional Approach. New York, NY: Oxford University Press.
This method of language teaching is categorized along with others under the rubric of a communicative approach. The method stresses a means of organizing a language syllabus. The emphasis is on breaking down the global concept of language into units of analysis in terms of communicative situations in which they are used.

Total Physical Response
James J. Asher defines the Total Physical Response (TPR) method as one that combines information and skills through the use of the kinesthetic sensory system. This combination of skills allows the student to assimilate information and skills at a rapid rate. As a result, this success leads to a high degree of motivation


Prepared by:
Mr. Sherif El Sayed Abd El Mageed
Teacher of English
e-mail : shrfshosha@yahoo.com
mrsherifshosha@yahoo.com

Thank you M.r Sherif