TKT Background to Language Teaching 2 — Questions and Answers

Question 1: Which approach to language teaching focuses on the accurate production of grammatical forms through drills and repetition?

Communicative Language Teaching
Task-Based Learning
The Audio-lingual Method (Correct answer)
The Natural Approach

Correct answer: The Audio-lingual Method

The Audio-lingual Method uses pattern drills and repetition to build accurate habits, based on behaviourist principles that language learning is habit formation.

The Audio-lingual Method (ALM) emerged in the United States during the mid-20th century, heavily influenced by behaviourist psychology and structural linguistics. It emphasised oral practice through repetition drills, pattern substitution, and mimicry, with the belief that correct language habits were formed by repeated practice without error. The teacher controlled all activity and error was immediately corrected. While ALM has largely been superseded by communicative approaches, some of its techniques — particularly for pronunciation work — remain useful in contemporary classrooms.

Question 2: What is the primary aim of Task-Based Language Teaching (TBLT)?

To teach grammar through explicit rule explanation
To use meaningful real-world tasks as the main vehicle for language learning (Correct answer)
To translate literary texts from English into learners' L1
To focus exclusively on spoken accuracy before moving to fluency

Correct answer: To use meaningful real-world tasks as the main vehicle for language learning

TBLT places meaningful communicative tasks at the centre of instruction, so that learners acquire language through the process of completing real-world-like activities.

Task-Based Language Teaching, associated with Willis, Long, and others, organises language instruction around communicative tasks rather than grammatical structures. A task is a meaningful activity with a non-linguistic outcome (e.g., planning a trip, solving a problem, or writing a report). Language form emerges from the demands of task completion. Willis's framework includes a pre-task phase, a task cycle (task, planning, report), and a language focus phase. TBLT is popular in TKT content because it exemplifies a learner-centred, meaning-focused pedagogy.

Question 3: What does 'scaffolding' mean in a language teaching context?

A method of building a classroom for language lessons
The temporary support provided by a teacher or peer to help a learner accomplish a task they could not do alone (Correct answer)
A system for grading learner errors systematically
A type of writing frame used only in IELTS preparation

Correct answer: The temporary support provided by a teacher or peer to help a learner accomplish a task they could not do alone

Scaffolding refers to the temporary, adjustable support (language frames, prompts, demonstrations) given to help learners perform tasks just beyond their current independent ability.

Scaffolding is a concept drawn from Vygotsky's sociocultural theory and his notion of the Zone of Proximal Development (ZPD). The ZPD is the gap between what a learner can do independently and what they can do with assistance. Scaffolding refers to the support structures — such as sentence starters, graphic organisers, model texts, or guided questions — that a teacher or more capable peer provides to enable a learner to complete a task successfully. As the learner's competence grows, scaffolding is gradually removed (or 'faded').

Question 4: Which teaching approach is most associated with the use of the Silent Way?

Learners are expected to listen and not speak until ready
The teacher uses minimal talking so learners take responsibility for speaking (Correct answer)
Learners work in complete silence to maximise concentration
The teacher uses silence as a punishment for incorrect answers

Correct answer: The teacher uses minimal talking so learners take responsibility for speaking

In the Silent Way, developed by Caleb Gattegno, the teacher remains largely silent to encourage learner independence and self-correction, using coloured rods and charts instead of explanation.

The Silent Way is a humanistic teaching method developed by Caleb Gattegno in the 1970s. The key principle is that teaching should be subordinated to learning. The teacher remains largely silent, using coloured Cuisenaire rods, sound-colour charts, and word charts to introduce language. Learners are expected to figure out meaning and form themselves, with peers helping each other. The teacher's silence forces learners to take initiative and responsibility for their learning. This approach values learner autonomy and problem-solving but can be challenging without clear guidance.

Question 5: What is the role of the 'P-P-P' framework in language teaching?

Plan, Perform, Present — a lesson structure for drama activities
Present, Practise, Produce — a three-stage lesson structure for teaching new language (Correct answer)
Predict, Skim, Scan — a reading strategy sequence
Prepare, Plan, Polish — a writing process model

Correct answer: Present, Practise, Produce — a three-stage lesson structure for teaching new language

Present-Practise-Produce (PPP) is a widely used lesson framework in which the teacher presents a language item, learners practise it in controlled activities, then use it more freely in production tasks.

The PPP framework is a traditional and widely used lesson structure in English language teaching. In the Presentation stage, the teacher introduces new language in context, often using a text, dialogue, or situation. In the Practice stage, learners use the language in controlled, guided activities (e.g., gap fills, substitution drills) to build accuracy. In the Production stage, learners use the language more freely and creatively in communicative tasks (e.g., roleplay, discussions). While PPP has been critiqued for being too linear, it remains a useful starting framework for TKT candidates.

Question 6: What does 'learner-centred teaching' emphasise?

The teacher making all decisions about what and how learners study
Placing learners' needs, interests, and involvement at the forefront of classroom decision-making (Correct answer)
Focusing only on learner errors and correction
Ensuring all learners complete the same tasks at the same pace

Correct answer: Placing learners' needs, interests, and involvement at the forefront of classroom decision-making

Learner-centred teaching focuses on the needs, goals, preferences, and active involvement of learners, with teachers acting as facilitators rather than sole authorities.

Learner-centred teaching, a defining feature of modern communicative ELT, shifts decision-making power and classroom activity towards learners. Rather than the teacher being the sole source of knowledge and control, the teacher takes on the role of a facilitator or guide. Learner needs analysis, learner choice in topics and tasks, collaborative group work, peer correction, and self-assessment are all features of learner-centred classrooms. TKT candidates should be able to recognise learner-centred practices and contrast them with teacher-centred ones.

TKT Background to Language Teaching 2

Which approach to language teaching focuses on the accurate production of grammatical forms through drills and repetition?