Method and Approach
Prepared by: Richa Pandya
M.A. English Semester – 3
Roll no- 28
Enrolment No: – 206910842019003
Batch: 2018- 20
Submitted to: S. B. Gardi Department of English,
MKBU
Paper no- 12 English Language Teaching-1
Topic:
Method and Approach
Introduction
English Language Teaching (ELT) based
on the idea of language acquisition is communicative competence. It adopts
concepts, techniques and methods in classroom for recognizing and managing the
communicative needs of the language learners. By the nineteenth century, this method was considered as a
standard method of teaching language. The textbooks were divided into chapters.
Each chapter contained a certain grammatical rule and rule was practices with a
lot of written exercises. Method and Approach;
Grammar Translation Method
Direct
Method
Audiolingual
Method
Structural
Approach
Total
Physical Response
Grammar Translation Method
Grammar translation method was
the most popular and widely used method for language teaching between the ages
of 1840 to 1940. But this method was first used for teaching and learning Latin
language which was not the language of common use at that time. Latin was
considered as a classic language. The learners were made able to study the
literature of Latin language through learning the grammatical rules of language
and learning the vocabulary so that learners may translate the language in
their first language and in the second language. Grammar translation method was
criticized intensively in the nineteenth century because it was considered that
this method cannot fulfill the demands of language learning in nineteenth
century.
Advantages of grammar translation method.
Nazir (2002)
narrated as “The structure of a foreign language is best learnt when compare
and contrasted with that of the mother tongue.”
According to Ishtiaq
(2005), the Grammar Translation Method is based on a system and is in a
sequence because in this method all the grammatical rules are arranged into a
sequence for the convenience of the students. This sequence starts from the
simple rules and eventually leads to the complex rules. When a book is written
by an author on grammatical rules keeping in view the sequence, he writes one
lesson that is completely based on one rule of grammar. Each lesson is divided
into certain rules and these rules dominate the lesson. Larson (1986) narrated importance of Grammar Translation Method as “in
Grammar Translation Method, students are made to learn new words. Therefore,
this method helps in improving vocabulary. Reading and writing are the two
primary skills that are developed most so as to enable the students to read the
literature in target language. Grammar is taught deductively and it makes use
of students’ mother language.
Disadvantages of grammar translation method.
Neilson (2003)
stated that in Grammar Translation Method, oral skills i.e. speaking and
listening skills are totally neglected while the whole attention is given to
just reading and writing skills. Through this method, the students become able
to read the literature of the target language by translating it into their
native language but cannot communicate into the target language and even cannot
understand the target language spoken by any native speaker.In Grammar
Translation Method, the authority of the classroom is totally in the hands of
the teacher and teacher is at the centre of the classroom. The communication is
just from teachers to students not from student to teacher and not even from
students to students. The students are considered empty minded which have
needed to be filled with all the possible vocabulary and grammatical structures
that can be filled in their minds.
The main
disadvantage of the Grammar Translation Method is that it is almost impossible
to translate all the phrases and sentences into the target language because the
main focus is the translation of this method so such students who have been
taught through this method become fail to communicate well in the target
language. In the Grammar Translation Method, accuracy is emphasized rather than
fluency and students go on thinking to accurate the grammatical rules which
actually hinder their fluency. In Grammar Translation Method, the teacher
abruptly interferes and stops the students wherever they make the mistakes so
they become conscious while speaking and communicating in the target language
and become unable to be fluent .
Direct Method
The direct method
was the outcome of the reaction against the grammar translation method. It was
based on the assumption that the learners of foreign and second language should
directly think in English. This method is against the translation of written
and oral text and focuses on telling the meanings of the words through action,
demonstration or real objects. This method focuses on directly thinking, doing
discussion and conversation in second language (Richards and Rodgers,
2001).Purwarno (2006) described the aims of the direct method. He described
that direct method is an attempt and effort to form a link between thought and
expression and between experience and language.
Direct method was
criticized due to the following reasons:
Direct method is
successful in private language schools because this method can be applied only
in small classes where all the learners can get individual attention. In Direct
method, the teachers extravagantly excel in keeping the mother tongue of the
learners away from them. Direct method demands the learners to do oral
communication in the second language and it also demands the pronunciation and
accent to be just like the native speakers so there is need for the language
school to hire the native speakers which actually can be very expensive. The
success of the direct method depends on the teacher’s skills and personality
more than on the methodology.
Audiolingual Method
Audiolingual method
is also known as ‘Army Method’ because after the outbreak of World War II, the
army soldiers decided to be proficient in the languages of their enemies. So a
new learning method of foreign languages was discovered which is known as
audiolingual method. This method is based on a linguistic theory and behavioral
psychology. The audiolingual method was widely used in the 1950s and 1960s and
the emphasis was not on the understanding of the words rather on acquisition of
structures and patterns in common everyday dialogues (Richards and Rodgers,
2001).
The teaching of the
oral skills with accurate pronunciation, grammar and the ability to respond
quickly and accurately is the main objective of audiolingual method. Reading
and writing skills may be taught but they are dependent on the oral skills.
Total Physical Response
In Total Physical
Response (TPR), the teacher gives the students instructions and the students
follow the instructions by using whole body responses. James J. Asher, a
professor, of psychology at San Jose State University developed the method
Total Physical Response in late 1960s to help in learning second languages .
According to Asher
(1977), “TPR is based on the premise that the human brain has a biological
program for acquiring any natural language on earth including the sign language
of the deaf”. We can see this process if we observe the language learning
process of an infant. The communication between parents and the child consists
of both verbal and physical aspects. When the child is not able to speak, at
the time he/she is internalizing the language. This is the time when code
breaking occurs. After this process the child becomes able to speak and
reproduce language. In TPR, the teacher repeats the process in the class.
Students respond to the commands of the teacher which require physical
movement. TPR is most useful for beginners. TPR is also used for teaching
students with dyslexia or related learning disabilities.
Structural Approach
The structural
approach mainly employs the techniques of the direct method but the reading and
writing skills are not wholly neglected. The structural approach is based on
the sound principles of language learning. The structural approach says that
the arrangement of the words in such a way as to form a suitable pattern and
that pattern may make the meanings of the language clear to us. Any language
has its own structure and skeleton which gives this language a decent
appearance. A structure is a pattern and a particular arrangement of words
which to indicate grammatical meanings. It may be a word, a phrase or a
sentence.
Structural approach
was criticized because it was only suitable for lower grades. Continuous
teaching of structures and their repetition make the atmosphere dull and
boring. It also neglected the reading and writing abilities and there was also
a lack of skilled teachers
Conclusion
Grammar translation
method is the old method. All the method are used in the teaching English
language. Grammar translation method, direct method, audio-lingual method all
are easy to learn English language.
Work-sited
"Methods And
Approaches Of English Language Teaching." UKEssays.com. 11 2018. All
Answers Ltd. 10 2019 <https://www.ukessays.com/essays/english-language/methods-and-approaches-of-english-language-teaching-english-language-essay.php?vref=1>.
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