PhD Coursework
Paper – 2
Preface
English Language Teaching has various techniques of teaching and
learning English language or L2. Teaching methods of English language are
constantly developing and changing time to time and different strategies are
used. Many times, it can create questions and confusion that how to teach
English language to fulfil the learners needs. So, various Approaches and
Methods are very useful to enhance and emphasis on learning and teaching
English language. Here researcher tries to study that which Approaches and
Methods of English Language Teaching (ELT) are used in earlier period and
currently which Approaches and Methods are being used and practices in ELT.
Through this study researcher wants to find out most significant methods and approaches
that language teachers can use today to teach English Language in classroom in
different ways.
Keywords
ELT, Methods, Approaches, Techniques
A brief history of language teaching
In the current time, world population is bilingual or multilingual. So,
people have knowledge of at least two or three languages. Specially country
like India, we have various languages as a mother tongue but English is our
(L2) or we can define it as a second language. English is the world's most
widely studied foreign language. Before English language, Latin was dominant
language in the field of education, commerce, religion, government etc in the
western world. In 16th century, Latin became language of spoken and written communication.
Classical Latin was taught and focus was given to grammar. Children were
entering in "grammar school" in 16th to 18th century. In 18th century
'modern' languages began to enter and in 19th century Latin had various
standard way of studying. After this Grammar Translation Method used by
learners. In this method more emphasis given to teaching of grammar and
translation is a way to study that language. More focus given on the reading
and writing skills. This Grammar Translation Method worked from 1840 to 1946 in
the world and today also it is widely practiced. This Grammar Translation
Method is quite old method to teach English language.
After this Reform movement began in mid-19th century. People were
refused Grammar Translation Method and focus should be given to teach and learn
modern languages. In the reform movement, greater emphasis given to
spoken language not to the grammar. Reform movement was interested in
developing naturalistic principal of language learning which came to known as the
Direct method.
Direct method focuses on the target language and teaching points were
introduced orally. Oral communication skills were built up in Direct method.
Difference between Approaches, Methods and Techniques
In 1963 the American applied linguist Edward Anthony introduced three
levels of conceptualization and association, which he labelled Approaches,
methods and techniques. According to Anthony, "The arrangement is
hierarchical. The organizational key is that techniques carry out a method which
is consistent with an approach."
Approach - An approach is a set of correlative assumptions dealing with the
nature of language teaching and learning. An approach is axiomatic. It
describes the nature of the subject matter to be taught.
Method - Method is overall plan for the orderly presentation of language
material, no part of which contradicts and all of which is based upon, the
selected approach. An approach is axiomatic, a method is procedural.
Techniques - A technique is implementational that which actually takes place in a
classroom. It is a particular trick, strategy or contrivance used to accomplish
an immediate objective. Techniques must be consistent with a method, and
therefore in harmony with an approach as well.
Approach - Design - procedure
Richards and Rogers in 1982 approach expanded on Anthony's three level
framework. Approach, design and procedure. Approach means pedagogical theory.
Design means materials and procedure means what is done in the classroom.
Approaches
(1) The Oral Approach and Situational Language Teaching: -
The oral approach began with the work of British applied linguist in the
1920 and 1930. Two major leaders of this movement were Harold Palmer and A.S.
Hornby. These two of the most prominent figures in British twentieth century
language teaching. This approach used close relationship between the structure
of language and the context and situation in which language is used. In the
oral approach, learner has to listen the language and he or she has to repeat
after his or her teacher. In this approach teacher has control on the content
not learner. Teacher decided what to teach and what not to teach. Here language
learning becomes the habit formation. For ex, every morning teacher say good
morning. Whether students understand or not but they repeat the same daily and
it will become their habit to say good morning and they learn to speak good
morning, so that is the oral approach and the Situational Language Teaching.
This oral approach is useful for only beginners not for advanced learners. In
this approach teacher put emphasis on grammar, vocabulary and pronunciation. As
Palmer viewed grammar as the underlying sentence pattern of the spoken
language. In this approach speech and structure were seen to be the basis of
language and especially spoken ability. Language skills are learned more
effectively if they are presented orally first then in written formation. The
meaning of words can be learned only in a linguist and cultural context. Here
are the examples that how to teach English language to the learners through
oral approach in classroom.
For examples -
Teacher - This is a pen.
Students - This is a pen.
Teacher - That is a window.
Students - That is a window.
(2) The Structural Approach: -
All languages have their own structure and acquire any particular
language learner should have to follow particular pattern of this language.
Through structural approach learner can learn English language fluently.
Structural approach teaches to learn sentence structure, pattern of sentences
in a very systematic way in which learner learn how and where to use particular
words, sequence of sentences, arrangement of words etc. The structural approach
is a technique where in the learner master the pattern of sentence. It includes
various modes, patterns, phrases etc. It is known that language should be learn
in a scientific way of selection in a sentence pattern, structures and
vocabulary.
This approach as Kripa K. Gautam states "is based on the belief
that language consists of 'structures' and that the mastery of these structures
is more important than the acquisition of vocabulary. Since structure is what
is important and unique about a language, early practice should focus on
mastery of phonological and grammatical structures rather than on mastery of
vocabulary." Kulkarni "emphasizes the teaching and learning of the
basic items or materials that constitute the framework of language."
Whereas according to Yardi 'structures' as an "internal ordering of linguistic
item", and further adds that structures may be defined as "device
that we use to make signal, to convey meanings, and indicate
relationship." (Wikipedia)
This way of learning will be beneficial for students because they can
achieve mastery over language. It is related with grammar and other functional
skills like LSRW. This approach also known as aural-oral approach.
For examples: -
1. Mahi broke his toy.
The toy broke Mahi.
2. I ate an apple.
I am eating an apple.
3. 3. I play
He plays
4. 4. Boy, two boys, Great - Greater -
Greatest
This approach is based on effective use of speech. In which grammar is
taught and its structures too. In this approach focus should be given in
sequence, types of patterns of sentences, grouping sentence patterns, phrase
pattern etc.
(3) Natural Approach: -
In 1977, Tracy Terrell, a
teacher of Spal11sh in California, outline ed "a proposal for a 'new'
philosophy of language teaching which called the Natural Approach”. Krashen and
Terrell's combined statement of the principles and practices of the Natural
Approach appeared in their book, “The Natural Approach”, published in 1983.
This Natural Approach use for the sake of communicative motive and for that
without using native language learner have to acquire second language. Krashen
and Terrell see communication as the primary function of language, and since
their approach focuses on teaching communicative abilities, they refer to the
Natural Approach as an example of a communicative approach. Here focuses should
be given on vocabulary and language is use as a vehicle for communication. In this approach language acquisition done in
a natural way. Acquisition is an unconscious process and it develop naturally
in children mind. During the process of language learning learners make mistakes
but those mistakes are sign naturalistic development process.
Learners should develop
self-confidence, anxiety and motivation for second language acquisition.
Teacher should present more comprehensible inputs, use more visual aids and
main focus should be given on listening and reading and speaking should be
emerge automatically. Meaningful Communication is central point of this
approach.
The Natural Approach
"is for beginners and is designed to help them become intermediates."
Natural Approach is
primarily designed to develop basic communication skills - both oral and
written. Purpose of a language course will vary according to the needs of the
students and their particular interests. To teach second language teacher
should use charts, pictures, advertisement, visual aids, mime, dialogues in
pairs, group work activities etc. In this approach learner’s role is to
participate well and teacher’s role is to make interesting and friendly atmosphere
of class and give practical activities to learners.
So, through this way
learners acquires both first and target language in nonformal atmosphere and in
natural way. This approach rejects the formal grammatical organization of
language.
(4) Functional Approach:
-
The functional approach
given by Michael Halliday and J.R.Firth. They provided one of the best
expositions of language functions, used the term to mean the purposive nature
of communication. Functional approach teaches to use language for functional
purpose. Because language can be learned for different perspectives here the
main purpose is to use language for specific purpose. Halliday provided seven
different functions of language:
·
The instrumental function
·
The regulatory function
·
The representational function
·
The interactional function
·
The personal function
·
The heuristic function
·
The imaginative function
Functional
approach also known as a functional notional approach.
(5) The Lexical Approach:
-
The
lexical approach is a method of teaching foreign language described by Michael
Lewis in early 1990s. This approach mainly focuses on lexical phrases and
chunks. In which mainly students taught to be able about perceive pattern of
language and meaningful sentence structure. Lexical approach focusses on
vocabulary that how vocabulary use during dialogue. Chunks and phrases are
important to teach because during speaking second language fluency is important
and without chunks or expression it is not possible. Common lexical chunks
include: ever, been, seen, heard and good morning, thank you etc.
(6) Communicative
Approach: -
This approach is learner centered approach. This approach teaches not only grammatical competence but
social skills that how to say, why to say and when and where to say. This
approach mainly focusses on fluency, accuracy, appropriateness. Hear teacher’s
role is a co-participant not an authoritarian master. The goal of this approach
is to make learners communicatively competence. In this approach, the teacher
is seen as a facilitator of his or her students in learning process then
correct errors. Teacher should use target language fluently and appropriately.
Students use the content of language and social functions mainly not just
linguistic structures. Students can do pair work, role play, drama and try to
communicate in different social context. The teacher should focus on developing
skills of the students. This approach emphasizes the communicative capability
of the learners. Communicative competence includes the following competence;
·
Grammatical Competence
·
Speech Competence
·
Technical Competence
·
Socio- Linguistic Competence
( (7)
The Eclectic Approach: -
This
approach combines various approaches and methods to teach language depending on
the aims of the lesson and the abilities of the learners. This approach fulfil
the learning requirement of the learners and it breaks the monotony of the
class. This approach uses various theories, methods and techniques to gain a
thorough insight about the subject. Here teacher has more flexibility. There
are variety in the classroom. Classroom atmosphere is dynamic. One method can support
the weakness of other and multiple intelligence in the classroom are better
developed.
(8)
Humanistic approach: -
The
Humanistic approach marked its beginning around 1960’s. as a reaction against behavioristic and psychodynamic approach. This approach studies the psychology
of human mind and analysis human behavior. The term humanistic derives from
the word “Humanist” which means a person who has strong interest for human
welfare values and dignity. The supporter of this approach is Carl Roger,
Abraham Mashow, Rollo May, Clarke Moustaks, Charlotte Buhler. Humanistic
language teaching is an approach based on learners emotional and social needs
to be engaged in learning not only mind.
Methods
(1) Grammar
Translation Method: -
The
grammar translation method is the oldest method of teaching second language.
This method is also known as classical method. The grammar translation method
dominated European and foreign language teaching like Latin and Greek from
1840s to the 1940s. In this method students first study the parts of speech and
syntax in detail. The sentence of English and mother tongue were compared and contested
side by side. Use of this method is very easy for teacher. This method tells
that everything in English should be taught by translating into mother tongue.
Teacher taught mainly grammars and its rules and it is explained in mother
tongue, vocabulary and translation exercises. In this method mainly focus
should be given on reading and writing. Native language use as medium of
interactions.
Example
– 1) હું ક્રિકેટ રમું છું.
I play cricket.
(2) Total
Physical Response: -
Total
Physical Response (TPR) method is combination of speech and action. In which
language should be taught through physical activities. This method developed by
James Asher, a professor of psychology at San Jose State University,
California, it draws on several traditions, including developmental psychology,
learning theory, and humanistic pedagogy, as well as on language teaching
procedures proposed by Harold and Dorothy Palmer in 1925. Language
and vocabulary should be teaching through physical movement.
Asher
sees successful adult second language learning as a parallel process to child
first language acquisition. He claims that speech directed to young children
consists primarily of commands, which children respond to physically before
they begin to produce verbal responses. Asher feels adults should recapitulate
the processes by which children acquire their mother tongue. This method is
Natural method. Here learners have to listen carefully and respond physically.
Teacher’s role is instructors and give feedback to the learners. Teacher can
use these as a material to teach like pictures, realia, slides, and word
charts.
Examples
– 1)
Mother – Wash your hand.
2) Friend – Hold this cup.
3) Teacher – shut the door.
(3) Audio
Lingual Method: -
Audio
lingual method developed during outbreak of World War II and had a significant
effect on language teaching In America. This method known as a “Army method”
or “Oral method”. This teaching method based on behavior psychology. This
method mainly focuses on teaching grammatical structures and the basic sentence
patterns. This method practices these patterns by systematic attention to
pronunciation and intensive oral drilling. In this method for teaching second
language teacher uses dialogue from repetitive drills and limited vocabulary. Learner
should be well train and reactive and teacher’s role is central and active
because it’s a teacher dominated method.
(4) Suggestopedia:
-
Suggestopedia
is a method developed by the Bulgari a psychiatrist educator Georgi Lozanov.
Suggestopedia is a specific set of learning recommendations derived from
Suggestology. In the
suggestopedia method focus should be given on use of music, classroom
decoration, furniture etc. Lozanov believes most learning
takes place in a relaxed but focused state. Here functional use of music is a
therapy to learn language. Musical atmosphere can help students to learn
without stress and feeling relax. The
music is specially selected to bring students into the optimum mental state for
the effortless acquisition of the material. There are various activities like imitation,
question and answer, and role play, listening activities, which concern the text
and text vocabulary. Teacher’s role is to create situation and motivate
students. Learner’s role is to participate voluntarily.
(5) Silent
way: -
The
silent way method first introduced by Caleb Gattegno in his book “Teaching
Foreign Languages in School” in the year 1963. Gattegno known for the use of coloured
wooden sticks called Cuisenaire rods and for his series Words in Colour, an
approach to the teaching of initial reading in which sounds are coded by
specific colours. In this method pronunciation is fundamental. Here teachers have to be very silent in the
classroom and teacher have to motivate students to speak second language in
classroom. Benjamin
Franklin says that:
“Tell
me and I forget,
teach
me and I remember,
involve me and I learn”.
Silence
can be considered the best vehicle of the learning language. Because in silence
students can be more focused and concentrate on task. Here teacher is natural
observer and silent and students are active to participant in various
activities, self-evaluator and problem solver.
Here teachers use Fidel charts, vocabulary charts for activities.
(6) Direct
method: -
An
attempt to teach second language as one could learning mother tongue is known
as the direct method. As child learn mother tongue naturally in childhood similarly
second language teach in this method. That is why it is known as natural method
also. This method is against the grammar translation method. For learning
second language or foreign language special environment should be created.
Direct method is a method of teaching a foreign language, especially a modern
language through conversation, discussion and reading in the language itself,
without the use of the pupil’s language, without translation, and without the
study of formal grammar. The first words are taught by ponding to objects or
pictures or by performing actions. In this method teacher can use practical
activities to teach language and during this time teacher must encourage the
students for direct and spontaneous use of the foreign language in the class
room. Focus must be given on speaking skills and more on pronunciation. Teacher
shows gestures, postures and action and students can try to established
sentence with the help of vocabulary. This method is based on “Learning by
doing”.
(7) Task
based language teaching (TBLT)
In
this method students actively engage in communication through various tasks.
Here students are free to use whatever vocabulary and grammar they know.
Students will be exposed to a whole range of lexical phrases, collections and
patterns as well as language forms.
Conclusion: -
Thus,
there are various methods and approaches are there in English Language Teaching
to learning and teaching and that can make language studies more innovation,
interesting and easy for learners. To teach second language and various
techniques are also used. But the main goal or final destination is one to
acquire second language, because get command over English language L2 is
essential.
References
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<https://en.wikipedia.org/wiki/Eclectic_approach>.
Lexical Approach. n.d. 11 2021.
<https://en.wikipedia.org/wiki/Lexical_approach>.
Littlewood, William. Communicative Language Teaching. Cambridge
University press, 1981.
Patel, Dr. M F and Praveen M Jain. English Language Teaching.
Jaipur: Sunrise Publishers & Distributors, 2008.
Richards, Jack C and Theodore S Rodgers. Approaches and Methods in
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Shahedadpuri, Komal. "Language, Basic Concepts, Theories &
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