Comparison of TESOL methods

ENGL455 Spring2015
Method

Distinctive
Characteristics

Reason to use this

method (e.g., SLA
principles in practice)

GT

Directly translating
between L1-L2
Students rarely speak the
TL
Teacher often corrects the
student
Given grammar rules to
memorize

Teachers can control the

classroom
Easy to evaluate
Helps them understand
their native language
better
Builds writing skills in TL
Can be used with large
numbers of students

Use patterns, rather than

directly teaching the rules
No L1 used
Heavy emphasis on
pronunciation
Set of drilling
Habit learning
Psychology and linguistics
basis (patterns,
behaviorist)
Speaking unison
Interactive, physical
Appropriate for beginner

Can be used with large

numbers of students
Helps with pronunciation
Can help with
errors/correctness
Can help learning the
pattern
Implicitly learning the
grammar (acquiring the
rules)

Grammar
Translation

ALM
Audio Lingual
Method

TPR

Build trust early in the

course/class

Reasons not to use this

method (e.g., SLA
principles not being
practiced)
Boring
Doesnt emphasize speaking
communication
No theoretical foundation
Assumes all students have
same L1
Often focuses on literature,
which is not how spoken
languages is
Repetitive
Drilling can be overwhelming
Can be short term learning
(rote)
Likely wont become literate
Scripted so not communicative
Could be confusing (building
sentences backward)
Focus on teacher (teachercentered)

Becomes tiring
Less control over what they

Comparison of TESOL methods

Total Physical
Response

levels
Let students run
commands once they
know them
Delayed speaking

DM

Lot of read aloud

No L1 translation
Lot of demonstrating with
visual aids
Uses self correction
Learn vocabulary through
context (not through
translation)
Dictation is important
Grammar is taught
inductively
Method covers R/W/S
equally
Attempts to mimic L1
acquisition
Teacher acts as a
guide/counselor
Attempts to make them
feel more independent

Direct Method

CLL

Keep young kids interested

Give students a basic
understanding (even
without being able to speak
much)
Saturates the students with
the sounds of the language
(lots of input)
Connecting L2 words
directly to meaning
No translation & vocab in
context encourages
thinking in the TL
Allows variety of L1
Encourages interaction,
communication between
students
Uses culture to help learn
the language (e.g., art,
map)

Can relieve anxiety by use

of the L1
Using in 1 on 1 may be
more comfortable

learn
Challenge to evaluate
Lack of vocabulary (need to
follow up)
Little or no translation (need
to handle ambiguity)

No L1 use may be frustrating

for learners
Technical skills may not be
strong with the inductive
learning (may not be as
precise if they dont notice
correct use)
May take longer to learn
May be stressful to be
expected to speak only TL
(especially for beginning
levels)
Some learners want/need to
notice the rules (esp. adult
learners)
Uncomfortable to have
teacher stand behind
Uncomfortable speaking &
hearing to recorder (not

Comparison of TESOL methods

Community
Language
Learning

CLT
Communicativ
e Language
Teaching

Teacher has to be
proficient in both the L1 &
L2
Uses authentic language
Wants sts to learn in their
style & collaborative (from
others)
Gives sts support with the
L1
Sts determine the
material/using their L1
The goal is to
communicate in the TL.
Focuses on fluency &
accuracy (to
communicate meaning).
Uses authentic language.
Sts are given choice in
their response (what they
think & communicate)
More small group
activities so more sts
have chance to talk.
Factors in social rules.
Uses language/examples
sts can relate to.
Teaches grammar rules
without emphasizing they
are rules.

Less formal, could build

community
Good support method/crash
course (to be able to say
what you want), maybe not
central method

communicative)
Teacher has to speak L1 & L2
Sts must have same L1
Based on translation
Impractical with large group or
some ages

Communicative skills is one

of the most important of
language learning.
Sts can learn authentic
language use.
Engaging lesson plans

Some learners want explicit

grammar rules.
The level of language needs to
be very well matched to the
level of the learner to be
useful (or could be
discouraging).

Comparison of TESOL methods

Feedback is important.
TB
Focused on a topic, rather
Approaches
than vocabulary or
grammar
Task Based
Uses an analytic syllabi
Language
(rather than synthetic)
Teaching
Always working toward a
(TBLT)
goal or product (requiring
communication to
complete)
Sts are always working in
groups.
Encourages logical
communication in the
language.
Teacher noted errors to
return to. (not immediate
teacher feedback)
No L1 use.
CB
Learning is about topic,
Approaches
rather than about the
language
Content-based Learning is the medium
Often utilizes media
Used for ESP(English for
Specific Purpose) and
EAP(English for Academic
Purpose)
May need to support both

Engaging, not boring

Having a clear goal makes
evaluation easy (whether
sts understand or not)
Sts can practice
communication in context

Require a lot of preparation for

teachers
Time consuming
Making effective groups is
challenging

Helps learn about culture

and languages
To enhance vocabulary
Build critical thinking skills
Opportunities to practice
communication
Facilitate natural and
holistic way to engage with
the language

Requires a lot of adapting to

support (if the content or level
is a challenge)
Differing levels may result in
some understanding and some
not
Need to match the level of
content with the level of sts
Need to use very supportive
pre-reading activities

Comparison of TESOL methods

vocabulary and grammar