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Problem-based instruction (PBI) is an instructional strategy in which students actively resolve complex problems in realistic situations. As an instructional model, it demonstrates that any learning can be accomplished through "learning prompts," which serve both to intrigue the learner and ensure high quality learning outcomes.

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It has strong connections to project work, task-based learning and a holistic approach to language instruction and has become particularly popular within the state school secondary (11 - 16 years old) education sector.What is content-based instruction?What does a content-based instruction lesson look like?What are the advantages of content-based instruction?What are the potential problems?Conclusions

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Grammar Translation Method

Sometimes also known as the Classical Method, this is a traditional teaching technique that was used to teach Latin and Greek and was particularly in vogue during the 16th Century.

The focus at this time was on the translation of texts, grammar, and rote learning of vocabulary. There was no emphasis on speaking and listening comprehension because Latin and Greek were taught more as academic subjects rather than a means of oral communication.

This teaching method is still common in many countries and institutions around the world, and still appeals to those interested in languages from an intellectual or linguistic perspective. However, it does little to improve your ability to use the language for oral communication.

View large version with all methods

Direct Method

This approach, also known as the ' oral' or ' natural ' method, originated around the 1900s as an alternative to the traditional grammatical translation method. At this time teachers were starting to experiment with teaching and educational models as previous techniques were failing to improve spoken communication.

The focus is on good pronunciation, with spontaneous use of the language, no translation, and little grammar analysis.

The Direct Method is based on the direct involvement of the student when speaking, and listening to, the foreign language in common everyday situations. Consequently, there is lots of oral interaction, spontaneous use of the language, no translation, and little if any analysis of grammar rules and syntax.

The focus of the lessons is on good pronunciation, often introducing learners to phonetic symbols before they see standard writing examples.

The Direct Method continues to provoke interest and enthusiasm today, but it is not an easy methodology to use in a classroom situation. It requires small classes and high student motivation, and in the artificial environment of a classroom it is difficult to generate natural situations of understanding and guarantee sufficient practice for everyone.

However, variants of this method have been developed where the teacher allows limited explanations in the student's native language and explains some grammar rules to correct common errors a student may make when speaking.

One of the most famous supporters of this method was the German Maximilian Berlitz, who founded the Berlitz chain of private language schools.

Some characteristics of this method are:

Lessons are in the target language

There is a focus on everyday vocabulary

Visual aids are used to teach vocabulary

Particular attention is placed on the accuracy of pronunciation and grammar

A systematic approach is developed for comprehension and oral expression

Summary

When - 1900 to 1930s approximately, some limited use into the 1970s
Focus - Everyday spoken language
Characteristics - Student learns by associating meaning directly in English
Supporters - Maximilian Berlitz, Carl Albert Krause

By Alex Taylor

Learn more:

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The Direct and the Grammar Translation Methods | English Language Teaching Methodology

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Sometimes also known as the Classical Method, this is a traditional teaching technique that was used to teach Latin and Greek and was particularly in vogue during the 16th Century. The focus at this time was on the translation of texts, grammar, and rote learning of vocabulary.

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Jack C. Richards on Communicative Language Teaching

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Prof. Ellis on task-based pedagogy: the what, why and how

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The Audiolingual Method (ALM) of teaching English was famous in the past. It is associated with the "Army Method" practised by US Military in learning language.

This method focuses on oral activity including pronunciation and pattern drills, and conversation practice. Grammar and translation methods employed in traditional classes are rejected in ALM.

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Total Physical Response (TPR) is a grammar-based view of language. It proposes that L2 learning is the same as L1 learning. The main characteristics of TPR is shown in the table below.

Objectives |  Teach oral proficiency to produce learners who can communicate uninhibitedly and intelligibly  with native speakers.
Syllabus | Sentence-based syllabus with grammatical and lexical criteria being primary, but focus on meaning, not form.
Activity Types | Imperative drills to elicit physical actions
Learner Roles | Listener and performerHas little influence over the content of learning
Teacher Roles | Active and direct role - "The director of a stage play" with students as actors.
Roles of Materials | No basic textMaterials and media have an important role later.Initially, voice, action, and gestures are sufficient

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The Silent Way is based on the theory that each language is composed of elements that give it a unique rhythm and spirit. Functional vocabulary and core structure are key to the spirit of the language. Processes of L2 learning are different from L1 learning in the sense that L2 learning is an intellectual, cognitive process.

The summary of main characteristics of this method is presented in the table below.

Objectives | Near-native fluencyCorrect pronunciationBasic practical knowledge of the grammar of the L2Learner learns how to learn a language
Syllabus | Structural lessons planned around grammatical items and related vocabulary.Items are introduced according to their grammatical complexity.
Activity Types | Learner responses to commands, questions, and visual cues. Activities encourage and shape oral responses without grammatical explanation or modelling by the teacher.
Learner Roles | Learning is a process of personal growth. Learners are responsible for their own learning and must develop independence, autonomy and responsibility.
Teacher Roles | Teacher MUST teach, test, and get out of the way. Remain impassiveResist temptation to model, remodel, assist, direct and exhort.
Roles of Materials | Unique materials consisting of coloured rods, collar-coded pronunciation and vocabulary charts.

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This approach is based on the theory that the essence of language is meaning. Vocabulary, not grammar, is the heart of the language. There are two ways of L2 language development: "acquisition" - a natural subconscious process, and "learning" - a conscious process. Learning cannot lead to acquisition.

The summary of the main characteristics of this approach is presented in the table below.

Objectives | Designed to give beginners/ intermediate learner communicative skills which include the four broad areas, basic personal communicative skills (oral/written) and academic learning skills (oral/written)
Syllabus | Based on a selection of communicative activities and topics derived from learner needs
Activity Types | Activities allowing comprehensible input, about things in the here-and-now. Focus on meaning not form
Learner Roles | Should not try and learn language in the usual sense, but should try and lose themselves in activities involving meaningful communication
Teacher Roles | The teacher is the primary source of comprehensible input. Must create positive low-anxiety climate. Must choose and orchestrate a rich mixture of classroom activities
Roles of Materials | Materials come from realia rather than textbooks. Primary aim is to promote comprehension and communication

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THE NATURAL APPROACH METHOD - LENSE I (grupo 10)

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Suggestopedia is based on the theory that learning occurs through suggestion, when learners are in deeply relaxed state. Baroque music is used to induce this state.

The main characteristics of this method is shown in the table below.

Objectives |  To deliver advanced conversational competence quickly. Learners are required to master prodigious lists of vocabulary pairs, although the goal is understanding, not memorisation.
Syllabus  | 10 unit courses consisting of 1,200 word dialogues graded by vocabulary and grammar.
Activity Types | Initiatives, question and answer, role-play, and listening exercises under deep relaxation.
Learner Roles | Must maintain a passive state and allow the materials to work on them (rather than vice versa).
Teacher Roles | To create situations in which the learner is most suggestible.Present material in a way most likely to encourage positive reception and retention. Must exclude authority and confidence.
Roles of Materials | Consists of texts, tapes, classroom fixtures, and music. Texts should have force, literary quality, and interesting characters.

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Community Language Learning is based on the theory that language is more than a system for communication. It involves whole person, culture, educational, and developmental communicative processes. Learning is a social process of growth from childlike dependence to self-direction and independence.

The main characteristics of this method are presented in the table below.

Objectives | No specific objectivesNear-native mastery is the goal
Syllabus | No set syllabusCourse progression is topic-basedLearners provide the topicSyllabus emerges from learners' intention and the teacher's reformulations.
Activity Types | Combination of innovative and conventional TranslationGroup workRecordingTranscriptionReflection and observationListeningFree conversation
Learner Roles | Learners are members of a community. Learning is not viewed as an individual accomplishment, but something that is achieved collaboratively.
Teacher Roles | Counseling/parental analogyTeacher provides a safe environment in which students can learn and grow
Roles of Materials | No textbook, which would inhibit growth. Materials are developed as course progresses.