Methodology of Teaching English -At a Glance

Aspect	Grammar-Translation Method	Direct Method	Michael West's (Reading) Method	Structural Approach	Communicative Approach	Elective (Eclectic) Approach	Innovative Pedagogy
Key Focus	Mastering grammar rules & translations	Immersion in target language, emphasis on speech & listening	Building reading skills & vocabulary through graded texts	Mastering grammatical structures via habit formation	Developing communicative competence (real-life interaction)	Selecting best elements from multiple methods for contextual needs	Engaging, learner-centered instruction using new technologies, tasks, projects, or flipped learning
Core Principles	- Teach grammar systematically - Translate texts (L1 ↔ English) - Emphasis on accuracy	- English only in class - Inductive grammar (learn by example) - Pronunciation & oral drills	- Extensive/graded reading - Vocabulary in context - Silent or guided reading	- Language as a system of patterns - Repetitive drills - Accuracy before fluency	- Authentic tasks/materials - Learner-centered - Balance of fluency & accuracy	- Flexibility & adaptation - Learner needs at the center - Combining various techniques	- Interactive, real-world tasks - Often tech-driven or project-based - Collaborative & reflective
Classroom Procedures	1. Present grammar rules explicitly 2. Provide vocabulary lists 3. Translate passages 4. Do comprehension in L1 or English 5. Written exercises on grammar points	1. Introduce new vocab/phrases using visuals 2. Repetition & Q&A drills 3. Correct errors immediately 4. Role-plays entirely in English	1. Select simplified texts (graded readers) 2. Silent reading/skim 3. Contextual vocab learning 4. Comprehension checks 5. Extensive reading for homework	1. Present a target structure 2. Choral & substitution drills 3. Transformation exercises 4. Expansion of sentences 5. Controlled application	1. Pre-task/warm-up to set real context 2. Introduce relevant language 3. Pair/group tasks 4. Feedback on communicative success 5. Optional form-focused follow-up	1. Needs analysis (which methods fit best?) 2. Blend grammar (e.g. G-T) & communication (CLT) 3. Provide reading tasks, drills, or role-plays as needed 4. Continuous evaluation & adaptation	1. Introduce problem/task (often from real-life) 2. Students research/prepare with tech or authentic materials 3. Collaborative or project-based execution 4. Present results & reflect
Strengths	- Strong grammar base - Good for literature & formal writing - Easy to organize large classes	- Builds oral skills & confidence - Improves pronunciation - Immersive environment	- Rapid vocabulary expansion - Focus on comprehension - Encourages silent reading habits	- Firm grasp of grammar patterns - Clear, systematic progression - Less resource-intensive	- Real-life communication - High student engagement - Holistic skill integration	- Adaptable to various contexts - Learner-centered - Balances form & fluency as needed	- High engagement, modern relevance - Develops 21st-century skills - Integrates digital literacy, collaboration, creativity
Weaknesses	- Neglects speaking & listening - Can be monotonous (heavy on translation) - Overreliance on L1	- Requires teacher fluency - Less explicit grammar explanation - Hard for large, mixed-ability classes	- Underemphasizes speaking skills - Possible lack of grammar focus - Some learners find silent reading less interactive	- Can become mechanical - Overemphasis on drills, less on real-world usage - Low student interaction	- May lack explicit grammar focus if not well-balanced - Requires high teacher skill & prep - Varied levels of classroom control	- Risk of random mixing if not principled - Demands broad teacher knowledge of methods - Consistency in approach can suffer	- May require significant planning & resources - Mixed-ability classes need careful scaffolding - Some contexts may resist new methods
Example Activity	- Translate a short story passage from English to L1 - Identify grammatical structures & write new sentences	- Restaurant role-play: Teacher shows menus/pictures only in English; students order & respond in English	- Reading a graded book on animals: Students guess word meanings, summarize chapters, discuss after reading	- Substitution drill on Present Continuous (“I am reading.” → “I am reading a book.”) followed by short Q&A	- Planning a trip: Groups decide itinerary & budget in English; present plan - Teacher gives feedback on language	- Mixed lesson: Short grammar practice (Translation & Structural drills) + pair speaking task (CLT) + a reading excerpt (Reading Method)	- Flip Classroom: Students watch grammar video at home, then do creative group projects in class (e.g., filming a short dialogue or presenting a digital poster)