Fundamental Methods Applied in Language Teaching - Assignment Example

?Approaches and methods: To understand the fundamental methods applied in language teaching, it is highly imperative to establish ideas that how approach and method can be organized systematically. An approach can be defined as a set of suppositions that are directly related with the nature of language teaching and learning. It is believed that an approach is unquestionable in its conceptualization. It focuses the main subject of learning. On the other hand, a method defines how the language material should be presented in an orderly manner which should be based upon the approach selected. It should not contain any contradicts within the material to be used. We know that an approach is unquestionable but a method is technical in its application. There can be different methods within one approach. As described by Anthony’s model (1963) an approach illustrates all the assumptions and beliefs related with language and language learning in a broader manner however, a method is a way through which one can implement the theory in a practical framework. A method also defines the methods to be used, skills to be taught, content to be analyzed and more specifically, the order in which the content should be presented. The Grammar-Translation Method : This technique was established in the 18th century. The main aim behind the development of this method was to infuse modern ways of teaching languages to school children. The method was an adoption of the techniques used by the individual learners who were studying classical languages like Greek and Latin. The method revolves around the understanding of the grammar and translating the original contents into learner’s native language. This method enabled the teachers to develop a better understanding of grammar techniques and the rules applied. This technique also differs from communicative language teaching (CLT). The main focus of the Grammar-Translation Method is to translate the words and difficult phrases for the ease of the students into their language from the language they intended to learn. The Direct Method: The Direct Method was coined in the early 20th century. It was formulated to eliminate the problems related with Grammar-Translation. The Direct Method involved the direct learning of the lessons in the target language. This method had a significant value in the learning of the target language as the form of language used for giving instructions to the students. This method is also considered viable and important in the learning programs till today. This method developed in 1920s has transformed into a more advanced method which is now known as Situational Learning Teaching. Audiolingulaism: Audiolingulaism was underpinned during 1950s and 1960s. It was formulated during the times when it was thought that learning a new language is comparable to learning new habits. Learners were emphasized on the need to learn the grammar of the new language. The main emphasize was not laid on the language rules to be followed but to respond to the situation. The students were asked to produce sentences for that particular situation. Teachers focused the students on speaking and listening of the language as compare to reading and writing. It was thought that speaking and listening are the fundamental pillars in learning a new language. Drill was the most common characteristic of an audiolingual class. It was the kind of activity in which the teacher used different prompts for the students to produce a sentence by using the proper grammatical structure. For example; Teacher : ( holding up a picture of a post office) Where’s Mary going ?, Learner : She’s going to the post office. However, today the value of drills is considered limited as such methods are found less useful for the speakers to interact with other people naturally. Presentation-Practice-Production or PPP : In this technique, a teacher creates the understanding of the new language either by playing a recorded dialogue or making the learner to read a written text. The learners are then required to practice the new language in an orderly manner which makes them to exercise the language in a written format or by practicing the dialogues. Such activities allow the learners to communicate with each other in the language they were studying. Communicative Language Teaching: Communicative Language Teaching (CLT) was developed in the late 1960s. Since then, this technique is evolving continuously. This technique is considered more than a method due to its functionality and practicality. It helps the learner to communicate effectively with the world outside his classroom. This approach was developed to overcome the limitations incurred due to implementation of the other methods. It was found that other methods focused little on the learner’s ability to communicate or to interact. Communicative language teaching is an approach which focuses on a number of different classroom techniques for developing better communicative skills in learners. It is based on the following principles: Learners learn a language for better communication and interaction. Communication among the learners should be authentic and meaningful. It should be the main focus of all the classroom activities. Fluency should be considered as an important of communication Communication should revolve around the incorporation of different language skills. Learning should be considered as a creative yet constructive skill which involves trial and error. Johnson and Johnson (1998, cited in Richards & Sordgers 2005) have identified five major characteristics that support need for developing better communicative skills in a target language: 1. Appropriateness: Language should be used appropriately. It should reflect the purpose of communication, the message, the role of participants and the situation in which it is used. 2. Message focus: learners are required to create and understand the message as well as the underlying meaning in it. Therefore, CLT activities revolve around developing a better understanding of the language in learners by the exchange of information. 3. Psycholinguistic processing: CLT activities are organized to enable the learners in the proper use of various language learning techniques that eventually take over their second language. 4. Risk taking: learners are supported to learn from their errors. They are given space to make free guesses. They are encouraged to apply different communication strategies during their course. 5. Free practice: CLT persuades the learners to use the ‘holistic practice’. This involves the real-time use of a different range of sub skills. It does not focus on practicing individual skills one at a time. Comment: It is important to learn one or different languages other than the native language. Learning languages help in developing better communication and interaction skills with the people in a particular country and to understand their culture and society more thoroughly. Language teachers apply different methods and approaches which enable the learners to understand a specific language from grass-root level. Teachers should focus more on enhancing the communication skills within the learners that would enable them to cultivate better relations with the world outside their classroom. These language teaching techniques are in constant phase of changing. Adaption of new techniques and methods will help the language teachers to improve their teaching skills and to understand the learning need of their students. Read More