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Lesson 3 introduces several EFL teaching methodologies. It shows how and when those various methods came about. (1) Grammar-translation: Despite the fact that the first methodology continues to be widely used (?Grammar Translation?) was not initially developed for the purpose of teaching people how to speak a foreign language. Even so?.it is still the most popular method today. (2) Audio-Lingualism: The second methodology to be developed was ?Audio-Lingualism.? It mainly operates on the premise that if ?repetition? is ?the mother of memory? then ?much of learning is [obviously] a result of habit formation through conditioning.?. Other than using ?drills? for lower level students this methodology is not used because most linguists have since then come to the understanding that there is more to language acquisition than repetition. Speakers need to be able to ?process the language? in such a way that they are then able to transfer that knowledge and use it in real life situations. (3) Presentation, Practice, and Production (PPP): This methodology is still being used today. It includes ?practicing making sentences in a controlled way.? The drawback with it is that it can tend to lead to being too ?teacher-centered? in focus. (4) Task-Based Learning: concentrates more on ?completing the task? than on ?learning the language.? (5) Communicative Language Teaching (CLT): This method highlights the importance of actually using the language in real-life situations so there is quite a lot of emphasis on using ?role-play,? and such the like, to practice speaking and communicating. Grammar and structure are not as important as actually using the language. (6) Communicative Language Learning (CLL): This is a very much a ?student-centered? method of language learning and the students are the ones who decide what they want to discuss and thereby what direction the lesson will take. (7) The Silent Way: With this method the teacher says as little as possible in order that the student can ?discover the language? for themselves. This methodology uses ?Cuisenaire rods? to first teach grammar points, sounds, and intonations. (8) Suggestopaedia: A methodology developed because of a new-found understanding that in language learning there is something called the ?affective filter? (external and internal hindrances) which greatly affect a student?s ability to learn a language. For this reason, every effort is made to try to make the student more ?comfortable, confident, and relaxed? so that they will be able to concentrate more fully and with less distraction. (9) The Lexical Approach: This approach is based on the theory that words and phrases are a better way to acquire a language than grammar Lesson 3 also discusses the positives and negatives of each of the above-mentioned methodologies. Jeremy Harmer developed the ESA (Engage, Study, and Activate) methodology by taking the positive aspects of the previous methodologies and incorporating them into one system. ESA is the preferred methodology for the ITTT course. Within ESA here are three types of lessons utilized (?Strait Arrow,? ?Boomerang,? and the ?Patchwork? lesson). All three incorporate the ?Engage, Study, and Activate? aspects. Each lesson must begin with ?Engage? and end with the ?Activate? stage. However, the teacher can change the order so to keep the lessons from becoming predictable (e.g. EASAESA). The course materials provide several examples of the types of games, activities, and lessons that can be effectively utilized within each of those stages.
