TTC.Exploring Language Teaching Methods, Theories, and the Teacher’s Role by Saeideh Mahrami - HTML preview

1.Task-Based Language Teaching (TBLT)

According to Richards and Rogers, task-based learning strategy focuses on communication through task completion. Students get engaged with a task they are truly interested in, and they aim to carry it out only using the target language and its taught elements. In other words, in the topic of recycling for instance, that is being taught for a couple of weeks, students are engaged in various tasks that could eventually lead to a presentation project, using the authentic language learned and the necessary tools, such as the internet. The key to this language teaching and learning methodology is not the correct and strict use of the language taught but the emphasis is given to the task"s outcome and to the steps followed for its culmination. The tasks can be really anything but preferably they would be something that your students see relevant for real-life situations.

Tasks in this approach involve three stages:

1.Pre-task: Introduction to the topic and preparation.

2.Task stage: Students perform the task, often collaboratively.

3.Post-task: Reflection, feedback, and language focus on areas of improvement.

This approach tries to develop communicative competence by using the language for real-world purposes, while still incorporating grammar and vocabulary naturally during tasks. TBLT emphasizes learning by doing, making language acquisition more engaging and practical.

It can be challenging for beginners with limited vocabulary and requires careful task design and may need more time than traditional methods.

2. Communicative Language Teaching (CLT)

Communicative language teaching methodology emerged in the 1980s as a response to the growing demand for a language curriculum that would enable learners to use the second language in real-life situations. Previously, foreign language teaching (or English language teaching for non-native English speakers) has predominantly had its emphasis on grammatical competence, especially because grammar-translation was the most accepted teaching method, rather than actually focusing

on developing students" communication and interaction skills.

CLT focuses on teaching language through meaningful communication and real-life interaction rather than just grammar or structure. The goal is to develop communicative competence.

Students engage in activities like role-plays, group discussions, problem-solving, and information-gap tasks. This approach emphasizes fluency over accuracy in the early stages to build confidence in using the language. Grammar and vocabulary are taught in context, often through authentic materials. It helps learners use the language effectively in everyday situations by focusing on all four skills –listening, speaking, reading, and writing.

CLT is widely considered one of the most effective and modern approaches, emphasizing practical use of language in diverse contexts.