Development of English Language Teaching Methods (original) (raw)
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Methods and Approaches of Teaching English: a Historical Review
(Faculty of Arts Journal) مجلة كلية الآداب - جامعة مصراتة, 2021
It might be quite difficult to say that one teaching method or approach is the best to be adopted in English classes. A little knowledge of the history of these methods and approaches can lead to unsuccessful application inside language classrooms. Therefore, this methodological research paper presents a historical background of some teaching methods and approaches which have been used in language education throughout history of teaching/learning English. It introduces the principles on which each teaching method and approach is based. Furthermore, it provides details about the advantages and disadvantages of each method and approach besides their limitations. The paper deals with only five methods and approaches of teaching English because of the limited number of pages determined by the journal. Namely they are: Grammar Translation Method, Direct Method, Oral Approach and Situational Language Teaching, Audio-Lingual Method, and Communicative Language Teaching. Finally, the paper e...
2021
This study aimed to compare whether Traditional Grammar Translation Method (henceforward TGTM) or Communicative Language Teaching (henceforward CLT) was more effective in teaching English language grammar and vocabulary. The participants of this study were sixty-eight 9th grade students attending to a high school. Mixed methods research design was grounded comprising a pre-test and post-test quasi-experimental design. The results of the pre and post-tests, quizzes and the oral productions of the participants were analyzed based on error analysis. It was observed that the students, who were taught English grammar via TGTM made fewer errors than those who were taught via CLT in both their written and oral productions. Additionally, vocabulary production was higher for the students who were taught based on TGTM than those in CLT. As a result, the quantitative and qualitative findings of the study suggested that TGTM was more practicable and productive than CLT in teaching and learning ...
11.Communicative Approach An Innovative Tactic in English Language Teaching
In 1970 a completely new approach in language teaching and learning with innovative attributes was introduced, which came to be well known as Communicative English. The same approach was launched in Bangladesh in the 90s with much enthusiasm. The new approach with all the innovative and useful blessings met criticisms both from the academicians as well as the non-academicians for the lack of grammar and translation. Everyone happens to highlight the limitations of the new approach and held it responsible as a prime hindrance to language learning. The article attempts to address problems whether Communicative English is the prime solution of the problem the country is facing or the problem lies elsewhere. The study believes that the problem is not solely with the approach but with the other related auxiliaries as well.
Teaching English as a foreign language today integrated approach versus communicative approach
Discovering the methodology that suits your students best is the most important element in the process of teaching especially when it comes to teaching English as a foreign language. With the phenomenal introduction of the communicative approach, the traditional approach has occupied a relatively lower status in most of the language classes. This paper aims at showing that an amalgam of approaches is better than adopting one single approach. Experience and practice have shown that employing both the communicative approach and the traditional approach is more effective and efficient. While the communicative approach provides learners with the cultural context of the target language, the traditional approach introduces the functions of language and its structure mainly grammar. In most of my classrooms, teaching grammar and sentence structure has proved to be fundamental and essential since the grammar and sentence structure of Arabic (the native language) is different from that of English (the target foreign language). Hence, to improve the quality of teaching and to gain better results, the two approaches should be used. The paper also gives a brief overview of the historical background of the two teaching approaches and highlights the most important advantages and disadvantages involved in implementing the communicative and traditional approaches.
On English Grammar Teaching with Communicative Language Teaching (CLT)
2018
Communicative language teaching (CLT) is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of the study. Language learners in environments utilizing CLT techniques learn and practice the target language through interaction with one another and the instructor. This paper makes a brief analysis of traditional grammar teaching and communicative language teaching, the role of grammar in Communicative Language Teaching, and the advantages of implementing the communicative approach in grammar lessons. It is concluded that the communicative approach can help English teachers improve their grammar lessons Keywords: Communicative language teaching (CLT); grammar teaching; the role of grammar 1.Introduction It is widely accepted that "grammar is a set of rules that define how words (or parts of words) are combined or changed to form acceptable units of meaning within a language." If learners master grammar well, they can write sentences accurately. Grammar is an indispensable part of a language. Because of its importance, the teachers and students have always paid great attention to grammar teaching and learning. So how to make grammar teaching and learning both effective and efficient is an important task for both English teachers and researchers. Although great changes have taken place in English teaching and learning research in China during the past decades, the adoption of the traditional teaching method is still used in the current grammar teaching .It is called the Grammar Translation Method. With this model, teachers show language structures, learners practice them in the form of spoken or written exercises, and then the learners use them in less controlled speaking or writing activities. Although the students' mastery of the grammatical rules can be improved through the traditional grammar teaching method, they cannot use these rules flexibly and appropriately in communication. In other words, the disadvantage of the traditional grammar teaching method is that it prevents the students from developing their communicative competence. The traditional grammar teaching method is teacher-centered. As a result, the majority of the classroom time is spent on the teachers' elaborate explanation of English grammar rules, while all the students are either listening or taking notes. Thus little attention is paid to the development of English communicative competence. The students accept the English knowledge passively in the procedures set ahead of time by English teachers step by step. The students have little time using the English language. The typical exercise is to translate sentences from English into Chinese or vice versa, to fill in the blank with a proper word and to correct errors in a sentence. So the students lack English communicative opportunities. The basic learning techniques are memorization and rote learning, so students' interest can't be aroused. This kind of method can't build the students' self-confidence or improve their communicative strategies in English learning but makes them fear English grammar learning. There is a better way to teach grammar. It is called the Communicative Approach. The Communicative Approach makes language teaching as in a real-world situation. Grammar learning is emphasized by communication through the approaches of "learning by doing," through students' participation or cooperative completion of teaching tasks between or among students and teachers, then learners can learn grammar naturally. 2. Definition of grammar Grammar is "multi-dimensional" and has multi-meanings. People generally think that grammar is a set of rules for choosing words and putting words together to make sense. Every language has grammar. It has been universally accepted that a language can be compared to a building, the words can be compared to bricks, and the grammar can be compared to the architect's plan. One may have a million bricks, but can not make a building without a plan. Similarly, if a person knows a million English words, but he doesn't know how to put them together, then he cannot speak English. In other words, grammar is a framework to describe languages.
Communicative Approach An Innovative Tactic in English Language Teaching
In 1970 a completely new approach in language teaching and learning with innovative attributes was introduced, which came to be well known as Communicative English. The same approach was launched in Bangladesh in the 90s with much enthusiasm. The new approach with all the innovative and useful blessings met criticisms both from the academicians as well as the non-academicians for the lack of grammar and translation. Everyone happens to highlight the limitations of the new approach and held it responsible as a prime hindrance to language learning. The article attempts to address problems whether Communicative English is the prime solution of the problem the country is facing or the problem lies elsewhere. The study believes that the problem is not solely with the approach but with the other related auxiliaries as well.
ETERNAL (English, Teaching, Learning, and Research Journal), 2018
This paper is theoretically aimed at discussing how to teach communication skills (written and spoken) through a combination between the classic grammar translation and the modern communicative language teaching). The combination not only results in the formation of a new method which is here known as the communicative grammar translation method, but also in the formation of a new methodology in English language pedagogy which might be applied by English teachers to teach communication skills in the classrooms. The methodology of this new method consists of three special procedures i.e. The first is structural procedure which allows the learners to learn grammar rules and vocabulary. The second is transitional procedure which gives opportunity to the students to practice using the rules in translation and pronunciation drills. The third is communicative procedure which also gives the learners opportunity to use their knowledge of grammar and vocabulary in communicative activities. T...
2 The nature of approaches and methods in language teaching
We saw in the preceding chapter that the changing rationale for foreign language study and the classroom techniques and procedures used to teach languages have reflected responses to a variety of historical issues and circumstances. Tradition was for many years the guiding principle. The Grammar-Translation Method reflected a time-honored and scholarly view of language and language study. At times, the practical realities of the classroom determined both goals and procedures, as with the determination of reading as the goal in American schools and colleges in the late 1920s. At other times, theories derived from linguistics, psychology , or a mixture of both were used to develop a both philosophical and practical basis for language teaching, as with the various reformist proposals of the nineteenth century. As the study of teaching methods and procedures in language teaching assumed a more central role within applied linguistics from the 1940s on, various attempts have been made to conceptualize the nature of methods and to explore more systematically the relationship between theory and practice within a method. In this chapter we will clarify the relationship between approach and method and present a model for the description, analysis, and comparison of methods.
USING COMMUNICATIVE APPROACH IN TEACHING ENGLISH GRAMMAR
Language teaching works as means to provide access to knowledge and consequently to different ways of thinking, creating, feeling, acting, and conceiving reality. To learn a language, the student needs to use the grammatical rules in contexts that show a level of linguistic competence, in other words, it is impossible to learn a language without learning its structure. However, many current grammar classes in Vietnam still adapt the traditional teaching method, which may demotivate the students in learning English grammar and prevent them from improving their communicative skill. On the other hand, there is a widespread belief that Communicative Language Teaching does not include any grammar. In fact, the belief that CLT eclipsed attention to grammar is only partly true, since although CLT syllabuses are organized according to categories of meaning or functions, they still have a strong grammar basis (Thornbury, 1999); that is to say, the functions into which CLT syllabuses are organized are connected with their correspondent grammatical points. This paper shares some points of view on the role of Grammar in English Teaching and the current situation of Grammar Teaching, and then looks briefly at the advantages of implementing the Communicative Language Teaching (CLT) in the traditional grammar lessons, and the way it makes the students learn a second language in an interactive, creative and communicative classroom environment.