According to Definitions.net, teaching method is defined as the principles and methods of instruction. Whereas, according to Claudine Kirsch in her book ‘Teaching Foreign Languages in the Primary School’, language teaching method is a comprehensive approach that helps teachers to decide what language skill(s) to develop, what activities and resources to choose and how to plan for progression. However, teaching method often confused with teaching approach. According to Differencebetween.com, method means a process while approach is an act of coming near as in the sense of ‘a way of dealing with a person or a thing’. Generally, teaching method is about how you conduct a class and teaching approach is the way you conduct the method. Every method contains at least one or more approaches to be carried out. Task-based Learning (TBL)
Presentation, Practice and Production (PPP)
It is often mistaken by teachers that teaching is about making the learners to be the students of the language instead of making them the independent users of the language. Hence, over the years, scholars had been arguing on which method is the most effective. There are several effective methods used in the past years but found as not very popular in recent years. For example, suggestopedia, introduced by Bulgarian psychotherapist Georgi Lozanov, which is a method that include various intonation during reading and involvement of music. The method however is not very popular nowadays. There are four methods considered as popular in recent years;
4 Most Popular Methods on Teaching English
The Communicative Language Teaching (CLT)
Source: English to the World: Teaching Methodology Made Easy by Jason Peter Geyser Method 1: Presentation, Practice and Production (PPP)
There are three stages in PPP method and various approaches can be used. Step 1: Presentation
This stage is where the teacher will introduce the lesson to the learners. It will require the teacher to presents an item of language in a clear context to get across its meaning. That means the approach used should be realistic, clear and simple so that it will be easy for the learners to understand. According to PPP for Dummies, this can be achieved through using realia such as pictures, dialogs, imagination or actual ‘classroom situations’. However, to make the presentation effective, approaches are not limited to those stated earlier. Fun ways such as building up stories on the board, using realia or flashcards and miming can be a success too. For example:
I draw a picture of myself on the board with thought bubbles of lots of money, a sport car, a big house and a world map. I ask my students what I'm thinking about and then introduce the target language. "If I had a lot of money, I would buy a sports car and a big house." I practise and drill the sentence orally before writing it on the board (positive, negative, question and short answer). I then focus on form by asking the students questions. E.g.
"What do we use after 'if'?"
And on meaning by asking the students questions to check that they have understood the concept. E.g.
"Do I have lots of money?" No.
"What am I doing?" Imagining.
Source: Teaching English: Planning a Grammar Lesson by Tanya Cotter After the presentation done, the teacher should check whether the learner able to understand the concept of the language introduced. According to PPP for Dummies, this is the most teacher-orientated stage of the process, where error correction is important. Hence, teacher should be really well-prepared before the class. Step 2: Practice
This stage starts with ‘mechanical practice’ – open and closed pair work. The learners can be put in a small group; two to three persons in a group for discussion about the item of language introduces earlier during the presentation. Next, the learners will move gradually to a bigger group of discussion - ‘communicative practice’. There are a lot of activities that...
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