4.3 ELT Methodologies, Approaches, and Frameworks

4.3 ELT Methodologies, Approaches, and Frameworks

Historical Methodologies

English Language Teaching (ELT) has evolved significantly over the past century, moving from rigid, form-focused translation methods toward interactive, communicative, and task-centered frameworks. TKT candidates must recognize the defining characteristics, underlying theories, and classroom procedures of major methodologies.

1. Grammar-Translation Method (GTM)

Originating in the 19th century for classical language study (Latin and Greek), Grammar-Translation focuses on explicit grammatical analysis, memorization of vocabulary lists, and line-by-line translation of written texts between the target language (L2) and the native language (L1).

• Key Features:
  • Medium of instruction is primarily the learners' L1.
  • Heavy emphasis on reading and writing; minimal focus on listening and speaking.
  • Explicit deductive grammar teaching (teacher explains rules before students translate sentences).
  • High focus on grammatical correctness and translation precision.
• Limitations: Fails to develop oral fluency, spontaneous communicative competence, or listening comprehension.

2. Audiolingualism (ALM)

Developed during World War II (and influenced by behaviorist psychology), Audiolingualism views language learning as a process of habit formation achieved through mechanical repetition and positive reinforcement.

• Key Features:
  • Priority given to spoken language (listening and speaking before reading and writing).
  • Extensive use of repetitive oral drilling (choral, individual, substitution, transformation).
  • Dialogues memorized through imitation; immediate error correction to prevent forming "bad habits".
  • Avoidance of L1 translation and explicit grammar explanations.
• Limitations: Learners struggle to apply memorized patterns flexibly in real-world, unpredictable conversations.

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Modern Lesson Frameworks & Approaches

1. Presentation-Practice-Production (PPP)

PPP is a classic structural lesson framework widely used in ELT coursebooks. It breaks a lesson into three distinct sequential phases:

 ┌──────────────────┐      ┌──────────────────┐      ┌──────────────────┐
 │   PRESENTATION   │ ────►│     PRACTICE     │ ────►│    PRODUCTION    │
 │ (Teacher-led context│     │   (Controlled    │      │  (Freer fluency  │
 │  form & meaning) │      │  accuracy tasks) │      │   communicative) │
 └──────────────────┘      └──────────────────┘      └──────────────────┘

1. Presentation: The teacher sets a context, presents the target language (Form, Meaning, Pronunciation), and checks comprehension using CCQs.
2. Practice: Learners complete controlled, accuracy-focused exercises (gap-fills, matching) to master the form.
3. Production: Learners engage in freer, fluency-based activities (role-play, discussion) where they use the target language alongside their existing vocabulary.

2. Task-Based Learning (TBL / TBLT)

Task-Based Learning puts authentic, meaningful tasks at the center of the lesson. Rather than pre-selecting a specific grammar point to teach, language emerges naturally as learners attempt to complete the task.

• TBL Framework (Jane Willis):
  • Pre-task: Teacher introduces the topic, sets expectations, and highlights key task vocabulary.
  • Task Cycle:
    • Task: Learners complete the task in pairs/groups (e.g., planning an itinerary).
    • Planning: Learners prepare an oral or written report on their task outcomes.
    • Report: Learners present their findings to the whole class.
  • Language Focus: Teacher highlights specific language items that arose during the task, conducting analysis and practice based on observed learner needs.

3. The Lexical Approach (Michael Lewis)

The Lexical Approach is based on the principle that "language consists of grammaticalised lexis, not lexicalised grammar." It argues that fluent native speakers do not generate sentences word-by-word from abstract grammar rules, but retrieve pre-fabricated multi-word units (chunks).

• Focus Areas:
  • Collocations: Words that naturally co-occur (heavy rain, make a decision).
  • Fixed Expressions: Social formulas (How do you do?, See you later).
  • Semi-fixed Expressions / Idioms: Sentence frames (If I were you, I'd..., Would you mind if I...?).
• Classroom Practice: Teaching word blocks and collocations directly rather than individual isolated words.

4. Total Physical Response (TPR) (James Asher)

TPR is an approach that coordinates speech with physical action. Based on how young children acquire their L1, learners respond to spoken commands physically before being expected to produce speech.

• Classroom Procedure: Teacher gives imperative commands ("Stand up", "Pick up the blue pen", "Walk to the door") while demonstrating the action. Students perform the action. Gradually, commands become more complex.
• Benefits: Reduces affective filter (anxiety), builds strong listening comprehension, and is highly effective for young learners and absolute beginners.

5. Communicative Language Teaching (CLT)

CLT is a broad, overarching approach rather than a rigid method. It holds that the primary goal of language learning is communicative competence—the ability to use language effectively and appropriately in social contexts.

• Core Principles:
  • Focus on meaningful interaction and authentic communication.
  • Fluency and accuracy are both valued, but communication takes priority.
  • High student-centeredness and pair/group interaction.
  • Use of authentic materials (newspapers, menus, real audio recordings).

6. Guided Discovery (Inductive Approach)

In Guided Discovery, the teacher provides learners with examples of target language in context and provides structured questions or prompts that guide learners to figure out the grammar rules themselves (inductive learning).

• Contrast: Deductive teaching gives the rule first, then examples. Inductive teaching gives examples first, leading learners to discover the rule.
• Benefits: Deepens cognitive processing, increases retention, and promotes learner autonomy.

7. Test-Teach-Test (TTT)

Test-Teach-Test is a diagnostic framework useful for classes where learners may already possess partial knowledge of the target language.

1. Test 1: Teacher sets a diagnostic task without prior instruction to see what learners know.
2. Teach: Teacher clarifies and presents only the specific language points that learners struggled with during Test 1.
3. Test 2: Teacher sets a new practice task to evaluate mastery and measure progress.