Approaches-and-methods-in-language-teaching-and-le

ApproachesandMethodsinForeignLanguageTeachingandLearningThreetermsrelatedtolanguageteachingApproachMethodTechniqueApproachItisasetofcorrelatedassumptionsortheoriesdealingwiththenatureoflanguageandlanguagelearning.Itdeterminesthemethodsadoptedundertheapproach.Withinoneapproach,therecanbemanymethods.MethodItisanoverallplanfortheorderlypresentationoflanguagematerial,i.e.,whichisanapplicationofviewsonhowalanguageisbesttaughtandlearned.Differentmethodsoflanguageteachingresultfromdifferentviewsof:thenatureoflanguagethenatureoflanguagelearninggoalsandobjectivesinteachingthetypeofsyllabustousetheroleofteachers,learners,andinstructionalmaterialsthetechniquesandprocedurestouseTechniqueAnyofawidevarietyofexercises,activities,ordevicesusedinthelanguageclassroomforrealizinglessonobjectives.Differenttheoriesaboutthenatureoflanguageandhowlanguagesarelearned(theapproach)implydifferentwaysofteaching(themethod),anddifferentmethodsmakeuseofdifferentkindsofclassroomactivity(thetechnique).ThemainforeignlanguageteachingmethodsTheGrammar-translationMethod(1840s-1940s)DirectMethod(1900-1930----)Situationallanguageteaching(Oralapproach)(1930-1980-----)Audio-LingualMethod(1950-1980---)TotalPhysicalResponseTheSilentWay(1960s-2000s)Communitylanguagelearning(1960s-2000s)SuggestopediaTheNaturalApproachCommunicativeLanguageTeachingTask-BaskedlanguageteachingTheGrammar-translationMethod(1840s-1940s)TheGrammar-translationMethod(1840s-1940s)TypicallyusedinteachingGreekandLatinwhenlivinglanguagesbegantobewidelytaughtinthe19thcentury.Itwasthedominantmethoduntiltheendofthecenturyandhascontinuedtobeusedinoneformoranotheruntilthepresentday.TheprincipalfeaturesThestudents’nativelanguageisthemediumofinstruction.Vocabularyistaughtthroughbilingualandisolatedwordlists.Elaborateexplanationsofgrammararealwaysprovided.ThemostpopularexerciseistranslationfromL1intoL2andviceversa.Readingandwritingarethemajorfocus;littleornosystematicattentionispaidtospeakingandlistening.ItisusedinsituationswhereunderstandingliterarytextsandattemptstoproduceperfecttranslationofliteraryprosearetheprimaryfocusofFLL.Itmakesfewdemandsonteachers.(Itisamethodforwhichthereisnowaytorelateittoissuesinlinguistics,psychologyoreducationaltheories.)StrengthsItmakesgooduseofthespeaker’sfirstlanguageintheprocessoflearningasecondlanguageandintroducestranslationasadeviceintoFLT.Theexplicitlearningofgrammarmaybeashortcuttosomepeople.Grammar-Translationisaproblem-solvingtechnique,whichbenefitsadultlearnersparticularly.Itappearsrelativelyeasytoapplywhentheteacher’stargetlanguageisnotsatisfactory.Itlaysstressonreadingandmemorizingwell-knownliterarypieces.WeaknessesTheexcessiveuseoftranslationtendstoformthestudentsthehabitoftranslationanditisharmfultothefreeuseoftheFL.Languageisnotlogicbutusage.Ingrammarstudy,attentionisonlanguageform,notontheexpressionofideas.Students’abilitytousethetargetlanguageforcommunicationislimited.DirectMethod(1900-1930----)DirectMethod(1900-1930----)Historically,thelanguageteachingreformsfrom1850to1900,attemptedtomakelanguageteachingmoreeffectivebyaradicalchangefromgrammar-translation.ThismethoddevelopedasarevolutionagainsttheG-TMattheendofthe19thcentury.TheprincipalfeaturesLanguagesarebelievedtobelearntbestinanaturalway.Lessonsbeginwithadialogueusingamodernconversationalstyleinthetargetlanguage.Materialisfirstpresentedorallywithactionsorpictures.ItrequiresnativespeakersasteachersorteacherswithnativelikefluencyinFL.Thepreferredtypeofexerciseisaseriesofquestionsinthetargetlanguagebasedonthedialogue.Grammaristaughtinductively.Thecultureassociatedwiththetargetlanguageisalsotaughtinductively.StrengthsItisthefirstmethodtomakelanguagelearningsituationintooneoflanguageuse.Studentslearntousethelanguage,notaboutthelanguage.Byusingthetargetlanguageasthelanguageofinstructionandclassroompractice,studentsgetmoreexposuretothetargetlanguage.Byavoidingtranslation,studentsarefreefromthemothertongueinterference.WeaknessesItoveremphasizedanddistortedthesimilaritiesbetweennaturalisticfirstlanguagelearningandclassroomFLLandfailstoconsiderthepracticalrealitiesoftheclassroom.Notallteachersaresoproficienttoadheretothemethodbecauseavoidingtheuseofmothertonguewouldbecomeaninconvenience.TheconditionofthestudentinFLLisdifferentfromthatofthechildinlearningitsmothertongue.(Lackathroughmethodologicalbasisandarigorousbasisinappliedlinguistictheory.)PrinciplesforteachingorallanguageNevertranslate:demonstrateNeverexplain:actNevermakeaspeech:askquestionsNeverimitatemistakes:correctNeverspeakwithsinglewords:usesentencesNeverspeaktoomuch:makestudentsspeakmuchNeverusethebook:useyourlessonplanNeverjumparound:followyourplanNevergotoofast:keepthepaceofthestudentNeverspeaktooslowly:speaknormallyNeverspeaktooquickly:speaknaturallyNeverspeaktooloudly:speaknaturallyNeverbeimpatient:takeiteasySituationallanguageteaching(Oralapproach)(1930-1980-----)Situationallanguageteaching(Oralapproach)(1930-1980-----)DevelopedbyBritishAppliedLinguistsfrom1930s-1960s,