The Audio-Lingual Method and Situational Approach of English - Essay Example

Teaching English as a Foreign Language: Direct Method (College) English has been ed to change over the years more than any other discipline. Milestones in the development of English include the following methods: Direct method, Audio-lingual method, and Situational approach (Richards & Rodgers 2001). English has become an international language, consequently, the demand for teachers trained to work with speakers of other languages is on the rise. Teaching English as a foreign language involves the teaching of both children and adults whose first language is not English or rather those who do not recognize English as their native language. Such people may choose to learn English for business purposes, social purposes or because of education or simply for fun. Estimates have it that 60% of the worlds population today is multilingual (Richards & Rodgers 2001, p. 3). This study therefore mainly focuses on teaching English as a foreign language with more concern drawn to the Direct Method. "The Direct Method of teaching was developed as a response to the Grammar-Translation method." (British Council 2014). The Direct Method came into existence towards the mid-nineteenth century after the rejection of Grammar-Translation Method due to several factors (Richards & Rodgers 2001, P. 7). The Direct Method assumed that the second language could be learnt in exactly the same way as the first language, this rose to act as its weakness. The second language was learnt on entirely different conditions from the first one most probably based on the purpose of the learner in wanting to know English. Until today, the aspects of direct method are still evident in English classrooms. These aspects include the emphasis on listening and speaking. The Direct Method was introduced in France and Germany (Richards & Rodgers 2001, p. 12). Richards & Rodgers (2001) further affirms that only everyday vocabulary and sentences were taught in this method. Other principles and procedure involved in Direct method included the inductive teaching of grammar, oral introduction of new teaching points, building of oral communication skills, demonstration and objectifying of concrete vocabulary, emphasis on correct punctuation and grammar and finally the teaching of speech and listening comprehension. Seemingly, this method was successful in private language schools. Unfortunately, one place Direct Method could not be implemented was in public secondary school (Richards & Rodgers 2001, p. 12). This resulted due to its lack of rigorous basis in applied linguistic theory. Other reasons that made it difficult to use the direct method at the beginning of the twentieth century were constraints of budget, time and classroom size. The Direct Method led to the emergence of Audio-lingual Method (Brown 2000). This new method, Audio-lingual, was based on linguistic and psychological theory. Audio-linguicism, at its basis, involves habit formation to a great extent, and in this case the mind is assumed to have no role (Johnson 2013, pp. 116). Johnson further compares this method of learning to cognitive code in which learners are expected to understand grammatical explanations and understand rules. "Perhaps, that is, you have to be intelligent to succeed in learning languages when using particular methods" (Johnson 2013, pp. 116). Johnson (2013) further reveal that more learners do well in cognitive code classes with no such relation for the audio-lingual classes in which intelligence do not seem to relate to success in any way. Since teaching involves induction of intelligence into the learner Johnsons argument reveals that Audio-lingual Method does not seem to be the way forward for intelligence seekers. What was introduced after the replacement of Direct Method by Audio-linguicism was the idea that language involves habits and a lot of teacher-led drilling (Ur 2012, pp. 7-8). Learners are to gain knowledge by heart and repetition. Ur (2012) also reveal Audio-lingual Method to focus on grammar rather than on vocabulary. The Direct Method involved vocabulary so that concrete vocabulary was taught through objects and picture. Teaching abstract vocabulary on the other hand involved association of ideas. Some of the other methods that came thereafter include the Communicative Approach and the Post-communicative Approach (Ur 2012, pp. 8-9). The Communicative Approach assumes that language is for communication where meaning is more important than accuracy. Post-communicative Approach on the other hand focuses on methodology that involves meaningful use of the target language in communicative tasks. Arguably, Ur (2012) on his argument reveal that these other methods that came after the direct method were, in one way or another, meant to improve on it rather completely wiping it out. The Direct Method still acts as the basic methodology of Berlitz language schools even at this moment. An overview of English teaching methods imply that all the other methods that came after the Direct Method were built on it. Even though some methods criticize the Direct Method, they still seem to have something in common. Communicative Language Teaching (CLT) which is a fairly recent method, for instance, reveals the theory behind the difficulty of students to communicate in the real world despite doing so well in class. Therefore, to justify the above statements concerning the direct method we could say that: the Direct Method works on teaching in class while the Communicative Language Teaching (CLT) purposes on making language classroom be like the real world. "The type of classroom activities proposed in CLT also implied new roles in the classroom for teachers and learners." (Richards 2006, pp. 5). In conclusion, the Direct Method ought to be applauded for being an outstanding pillar in teaching English as a foreign language. All the other methods seem to be revolving around the Direct Method with just mare adjustments which are sometimes built on critical perception. This method is still being used in learning institutions to teach English. From all the above, several adjustments in teaching English is noticeable. The manageable stockpile of research will enable us turn the desert of English language into a longed-for oasis across the globe. Polishing the Direct Method is one the pivotal measures that researchers have drawn concentration on towards the realization of a sociable society for a better tomorrow. Reference List British Council (BBC) 2014. Teaching English, Retrieved from http://www.teachingenglish.org.uk/knowledge-database/direct-method. Retrieved on December 2, 2014. Johnson, K 2013. An Introduction to Foreign Language Learning and Teaching. Rout ledge, pp. 115-117. Internet Source. Richards, J. C 2006. Communicative Language Teaching Today. New York: Cambridge University Press, pp. 2-8. Web. Retrieved from http://www.cambridge.org/other-files/downloads/esl/booklets/Richards-Communicative-Language.pdf Richards, J. C & Rodgers, T. S 2001, Approaches and Methods in Language Teaching, New York: Cambridge University Press, pp. 3-12. Print. Thanastrulas, D 2002. History of English Language Teaching. New York. Web. Ur, P 2012. A Course in English Language Teaching. New York: Cambridge University Press, pp. 7-10. Print. Read More