Historical Overview of Methods/Approaches/ of Teaching English as a Foreign Language

1. Historical Overview of Methods/Approaches/ of Teaching English as a Foreign Language

2. The difference between an approach and a method (and a technique):

3. In other words if there is a way to do something, you need to consider how to do it. This is your approach – consideration of how it should be done. When you have decided on how to do it, your method or means is what you use to do it.

4. 1) The Grammar Translation Method • This method ( sometimes called traditional method) is still in use in many parts of India. It maintains the mother tongue of the learner as the reference particularly in the process of learning the second/foreign languages. • The goal of this method is to be able to read and translate literary masterpieces and classics.

5. The mother language is used during the lesson. • The method emphasizes the study of grammar through deduction that is through the study of the rules of grammar. • The skill exercised was reading, and then only in the context of translation

6. Advantages of GTM • The phraseology (style or form) of the target language is quickly explained. • Translation is the easiest way of explaining meanings or words and phrases from one language into another. • This method saves time in teaching new vocabulary. • learners acquire some sort of accuracy in understanding synonyms in the source language and the target language.

7. Teacher labor is saved since all teaching is through the mother language. • Assessment is easier. • Communication between the teacher and the learner does not cause linguistic problems. • Fluency in the target language is not required from the teacher, which maybe a reason why this method is still popular.

8. Disadvantages of GTM • It is an unnatural method. The natural order of learning a language is listening, speaking, reading and writing (i.e. same way children learn). In this method the teaching of the second language starts with the teaching of reading. • Speech is neglected. This method lays emphasis on reading and writing. Students fail to express themselves adequately in spoken English. Even at the undergraduate stage they feel shy of communicating using English.

9. Exact translation is not possible. There are several lexical items in one language, which have no synonyms/equivalents in another language( i.e. 'table of contents’ ). • It does not give pattern practice.Language learning means acquiring certain skills, which can be learned through practice and not by just memorizing rules.

10. 2)The Direct Method • The direct method was an answer to the dissatisfaction with the older Grammar Translation Method. • The direct method of teaching foreign languages, sometimes called the natural method, refrains from using the learners' native language and uses only the target language.

11. Principles of The Direct Method Established by Germany and France around 1900. • teaching vocabulary through pantomiming, real-life objects and other visual materials • teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language) • centrality of spoken language (including a native-like pronunciation) • focus on question-answer patterns • teacher-centering

12. Only everyday vocabulary and sentences are taught during the initial phase; grammar, reading and writing are introduced in intermediate phase. • Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary is taught by association of ideas. • Both speech and listening comprehensions are taught. • Correct pronunciation and grammar are emphasized. • Student should be speaking at least 80% of the time during the lesson.

13. Disadvantages of The Direct Method • It is based on the belief that the second language should be learned the same way the first language was acquired. • This method rejects use of the printed word - but this objection is illogical since second language learners have already mastered their reading skills.

14. Teachers of Direct Method refuse to speak a single word of the mother language in lessons. To avoid translating new words, they searched for an association between new words and the idea it stood for. Explanations became time-consuming. Concepts like intelligence- obviously need immediate translation! • This method is demanding on the part of teachers. Teachers must be resourceful in the way of gesture and tricks of facial expression, able to sketch rapidly on the board, which requires a lot of time and energy.

15. 3) The Audio-lingual method • This method was widely used in the United States and other countries in the 1950's and 1960's. It is still used in some programs today.

16. Principles of The Audio-lingual Method • Language learning is habit-formation. • Mistakes are bad and should be avoided, as they create bad habits. • Language skills are learned more effectively if they are presented orally first, then in written form. • Analogy (similarity) is a better foundation for language learning than analysis.

17. the meanings of words can be learned only in a linguistic and cultural context. • Students should 'over learn,' i.e. learn to answer automatically without stopping to think. • The learning of a foreign language should be the same as the acquisition of the native language.

18. Drills and pattern practice are typical of the Audio-lingual method. These include: 1. Repetition: Students are asked to listen carefully to the teacher's model, and then they have to repeat and attempt to mimic the model as accurately and as quickly as possible. 2. Inflection: Where one word in a sentence appears in another form when repeated e.g. Teacher: I ate the sandwich. Student: I ate the sandwiches 3. Replacement: Where one word is replaced by another, e.g. Teacher: He bought the car for half-price. Student: He bought it for half-price. 4. Restatement: The student re-phrases an utterance, e.g. Teacher: Tell me not to smoke so often. Student: Don't smoke so often!

19. 5. A backward build-up drill (expansion drill): The teacher breaks down a line into several parts. The students repeat a part of the sentence, usually the last phrase of the line.The students expand what they are repeating part by part until they are able to repeat the entire line. The teacher begins with the part at the end of the sentence (and works backward from there). 6. A chain drill: Students, one-by-one, ask and answer questions of each other. The teacher begins the chain by greeting a particular student, or asking him a question. That student responds, and then turns to the student sitting next to him. 7. Transformation drill. Students are asked to change one type of sentence into another—an affirmative sentence into a negative or an active sentence into a passive.

20. 4) Suggestopedia • Suggestopedia is a teaching method which is based on a modern understanding of how the human brain works and how we learn most effectively. The term 'Suggestopedia', is derived from suggestion and pedagogy. • It is often claimed that it can teach languages approximately three times as quickly as conventional methods.

21. Suggestopedia adopts a carefully structured approach, using four main stages as follows: • PresentationA preparatory stage in which students are helped to relax and move into a positive frame of mind, with the feeling that the learning is going to be easy and fun. • First Concert - "Active Concert"This involves the active presentation of the material to be learnt. For example, in a foreign language course there might be the dramatic reading of a piece of text, accompanied by classical music.

22. 3. Second Concert - "Passive Review" The students relax and listen to some music, with the text being read very quietly in the background. The music is specially selected to bring the students into the optimum mental state for the effortless acquisition of the material. 4. Practice The use of a range of games, puzzles, etc. to review and consolidate the learning.

23. Disadvantages of Suggestopedia • Many people find classical music irritating rather than stimulating. • The provision of comfortable armchairs and a relaxing environment will probably be beyond the means of most educational establishments. • In addition the idea of a teacher reading a long (and often clearly inauthentic) dialogue aloud, with exaggerated rhythm, intonation, and music may seem ridiculous to many people. • The students only receive input by listening, reading and musical-emotional backing, while other important factors of language acquisition are being neglected.

24. 5) The Silent Way The Silent Way is a language teaching method that makes extensive use of silence as a teaching technique.

25. Principles of Silent Way • Teachers should concentrate on how students learn, not on how to teach. • Imitation and drill are not the primary means by which students learn. • Learning consists of trial and error, deliberate experimentation, and revising conclusions. • In learning, learners draw on everything that they already know, especially their native language. • The teacher must not interfere with the learning process

26. Aims and goals • The general goal of the Silent Way is to help beginning-level students gain basic fluency in the target language, with the ultimate aim being near-native language proficiency and good pronunciation. • students should be able to express their thoughts, feelings, and needs in the target language. In order to help them achieve this, teachers emphasize self-reliance.

27. Teacher uses silence for multiple purposes in the Silent Way: 1.It is used to focus students' attention. 2. To elicit student responses. 3. To encourage them to correct their own errors.

28. The Role of Teachers in The Silent Way:. • The teacher's role is to monitor the students' efforts, and the students are encouraged to have an active role in learning the language. • Even though teachers are often silent, they are still active; they will commonly use techniques such as mouthing words and using hand gestures to help the students with their pronunciation. • Teachers will also encourage students to help their peers. • The role of the teacher is that of technician or engineer. The teacher's task is to focus the students' attention, and provide exercises to help them develop language facility.

29. Evaluation in the Silent Way • The teacher may never give a formal test, but she is constantly assessing students by observing their actions. • The teacher may also gain feedback through students' errors; errors are seen as natural and necessary for learning. • The teacher may gain feedback by asking the students at the end of the lesson. • Peer correction is encouraged, but under the teacher’s supervision to help create a cooperative atmosphere rather than a competitive one.

30. 6) Total Physical Response (TPR) TPR is a language learning method based on the coordination of speech and action.

31. The Principles of TPR • Second language learning is parallel to first language learning and should reflect the same naturalistic processes. • Listening should develop before speaking. • Children respond physically to spoken language, and adult learners learn better that way too. • Adults should use right-brain motor activities, while the left hemisphere watches and learns • Delaying speech reduces stress.

32. Advantages of TPR • Students will enjoy getting up out of their chairs and moving around. • Simple TPR activities do not require a great deal of preparation on the part of the teacher. • TPR is aptitude-free, working well with a mixed ability class, and with students having various disabilities. • Class size need not be a problem, and it works effectively for children and adults.

33. Disadvantages of TPR: • TPR is most useful for beginners. • It does not give students the opportunity to express their own thoughts in a creative way. • It can be a challenge for shy students. • The nature of TPR places an unnaturally heavy emphasis on the use of the imperative mood, that is to say commands such as "sit down" and "stand up".

34. 7) The Natural Approach: The Natural Approach was developed by Tracy Terrell and Stephen Krashen, starting in 1977. It came to have a wide influence in language teaching in the United States and around the world.

35. Principles of The Natural Approach: • Language acquisition ( occurs unconsciously) is different from language learning (occurs consciously) and language acquisition is the only way competence in a second language occurs. (The acquisition/learning hypothesis) • Conscious learning operates only as a monitor or editor that checks or repairs the output of what has been acquired. (The monitor hypothesis) • Grammatical structures are acquired in a predictable order and it does little good to try to learn them in another order.(The natural order hypothesis). • People acquire language best from messages that are just slightly beyond their current competence. (The input hypothesis) • The learner's emotional state can act as a filter that impedes or blocks input necessary to acquisition. (The affective filter hypothesis)

36. The syllabus The syllabus for the Natural Approach is a communicative syllabus. Types of learning techniques and activities Comprehensible input is presented in the target language, using techniques such as TPR, mime and gesture. Group techniques are similar to Communicative Language Teaching. Learners start to talk when they are ready. Procedure The Natural Approach adopts techniques and activities from different sources but uses them to provide comprehensible input.

37. 8) Communicative Approach • Communicative language teaching (Communicative Approach)is an approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language. • New syllabuses took into account needs of different pupils. Traditional academic syllabuses had assumed learner's goal was in-depth mastery of target language. But for less academic pupil a more immediate 'pay-off' was necessary, in terms of usefulness for practical purposes.

38. Principles of CLT: • A teacher’s main role is a facilitator and monitor rather than leading the class. • Lessons are usually topic or theme based, with the target grammar “hidden” in the context e.g. a job interview (using the Present Perfect tense.) • Lessons are built round situations/functions practical and authentic in the real world e.g. asking for information, complaining, apologizing, job interviews, telephoning. • Activities set by the teacher have relevance and purpose to real life situations – students can see the direct benefit of learning. • Emphasis on engaging learners in more useful and authentic language rather than repetitive phrases or grammar patterns.

39. Emphasis on communication and meaning rather than accuracy. • Communicative competence is the desired goal. i.e. being able to survive, converse and be understood in the language. • Emphasis is put on correct pronunciation and choral (group) and individual drilling is used. • Authentic listening and reading texts are used more often, rather than artificial texts simply produced to feature the target language. • Use of songs and games are encouraged and provide a natural environment to promote language and enhance correct pronunciation. • Feedback and correction is usually given by the teacher after tasks have been completed.

40. Classroom activities used in CLT • Example Activities: Role Play, Interviews, Games, Language Exchanges, Surveys, Pair Work, Learning by teaching.