Language training methodologies

At Language Services Direct, we believe that the most successful (and ultimately cost effective) way to learn a language is through face-to-face training with a suitably qualified and experienced native-speaking trainer.

Our trainers adopt a communicative approach to language training, which promotes active participation by delegates in lessons and optimal learning outcomes. It places emphasis on the ability to communicate and utilises the following basic principles:

• The teaching is learner-centred and encourages interaction between learners in the classroom.
• Classroom activities are relevant, targeting delegates’ language needs. This emphasis on the purposeful use of language means that activities have a specific aim in mind and trainers use carefully selected authentic materials wherever possible.
• During lessons the trainer places a greater emphasis on communication as opposed to correction.
• Knowledge of grammar is essential for effective communication but it does not form the centre-point of the course and is taught as it naturally occurs in communicative activities rather than out of context.
• Delegate motivation is maximised by making lessons relevant, lively and fun.
• The greatest possible (but not exclusive) use of the target language is promoted as a means of instruction and communication in the classroom.
• Interactive activities are used to maximise speaking opportunities for learners. These include pair and group work, role-plays, information-gap exercises, dialogue-building, conversation and discussions, games and quizzes.

Other language training methodologies may be adopted by our teachers to suit particular learners’ requirements. This includes approaches more heavily based on grammar and translation.

The learning environment

We believe in creating an effective and positive learning environment for learners, following the key principles below:

• Lessons should be well balanced and structured with appropriate focus and tailoring to delegate and business requirements.
• Where possible, trainers should link the language and skills covered to the cultural and professional contexts in which they will be used.
• Trainers should use a wide variety of tasks and relevant contexts to support learning and align syllabi goals effectively with classroom activities.
• Delegates have different work-roles, and learning preferences and styles. Trainers must be responsive to learner feedback, and flexible and versatile in their approach as every learner is unique and teachers need to adapt their style accordingly.
• Whilst the general approach to training should be a communicative one, we recognise that some learners will progress more quickly with more traditional grammar-based approaches.
• Maintaining learner motivation is key; trainers who are well-prepared for lessons and hold high expectations for delegates will engage and challenge them.
• Lessons must be paced appropriately, recognising that delegates learn at different rates and have different abilities. Trainers should draw on learner strengths whilst not allowing weaknesses to discourage the learner.
• Relevant and useful self-study assignments should be set to maximise exposure to the language and delegate progress.
• Interactive practice and assessment activities should be used to encourage learning through experience.
• Trainer knowledge, enthusiasm and responsibility for learning are key.

All our courses are tailored to the needs of each learner, and our tutors will adapt their language training methodologies to suit the preferred learning styles of delegates.