“METHODS, APPROACHES AND TECHNIQUES OF LANGUAGE LEARNING”
An approach to language teaching is something that reflects a certain model or research paradigm- a theory. This term is the broadest of the three. A method, on the other hand, is a set of procedures, i.e., a system that spells out rather precisely how to teach a language. Methods are more specific than approaches but less specific than techniques. Methods are typically compatible with one (or sometimes two) approaches. A technique is a classroom device or activity and thus represents the narrowest term of the three concepts. Some techniques are widely used and found in many methods (e.g., imitation and repetition); however, some techniques are specific to or characteristic of a given method (e.g.,using cuisinaire rods = the Silent Way).
CLASSICAL APPROACH
Classical approach In learning of L2, is the old method of learning. Grammar Translation Method Is based on this aproach. Classical approach has following characteristics which are as follows: 1- It is used to teach classical languages such as Greek and Latin. Greek myths were in this form. 2- The teacher taught the rules of second language.
3- The mother tongue is used in class enviornment or the lecture is conducted in mother tounge 4- It emphsizes on translation of target language into mother language 5- It emphasizes on reading comprehnsion question
6- This approach emphasizes on grammar.
GRAMMAR TRANSLATION METHOD
This method of learning the language is based on classical approach. The Grammar-Translation Method focuses on developing students’ appreciation of the target language’s literature as well as teaching the language. Students are presented with target-language reading passages and answer questions that follow. Other activities include translating literary passages from one language into the other, memorizing grammar rules, and memorizing native-language equivalents of target language vocabulary. Class work is highly structured, with the teacher controlling all activities. The Grammar Translation Method (GTM) used in teaching English as a foreign language (TEFL) focuses on reading and writing. Language is taught through translation methods, contrasting and comparing the native tongue to the learned language. GTM focuses on sentence structure, grammar, vocabulary and direct translations of the native language to English. The method requires few resources to teach, normally just the use of textbooks or translated passages. Following are the charachteristics of GTM:
- In this method, classes are taught in the students’ mother tongue, with little active use of the target language. Vocabulary is taught in the form of isolated word lists.
- Elaborate explanations of grammar are always provided.
- Grammar instruction provides the rules for putting words together; instruction focuses on the form and inflection of words. Little attention is paid to the content of texts.
- Drills are exercises in translating disconnected sentences from the target language into the mother tongue, and vice versa. Little or no attention is given to pronunciation.
ADVANTAGES AND DIS ADVANTAGES OF GTM
Advantages
Translation is the easiest and shortest way of explaining meaning of words and phrases. Learners have no difficulties to understand the lesson as it is carried out in the mother tongue. It is a labor-saving method as the teacher carries out everything in the mother tongue Develop the skills and abilities of students in reading, writing and translate foreign language literature. Facilitate students in learning foreign languages because the allowed uses mother tongue (native language) in the process of teaching the language. GTM is very easily implemented by teachers in the process of language teaching because everyone can easily use these methods in language teaching process without the need for special skills. DIS ADVANTAGES
What the method is good at is “teaching about the language” , not “teaching the language”. Speaking or any kind of spontaneous creative output was missing from the curriculum. Students lacked an active role in the
classroom.
Very little attention is paid to communication.
Very little attention is paid to content.
Translation is sometimes misleading.
Little interaction is created between the students.
Ability to communicate orally in foreign languages student / target is less emphasized. Teachers who use the GTM method typically lack the specialized expertise in the process of language teaching. Krashen and the Natural Approach:
The Natural Approach:
The natural approach focuses oncommunication. It is based on a principle that there should be no interference of mother tounge in learning of target language.It is based on the idea that communication is the key to acquiring a language and that the grammar and grammatical structures of a language should be learned to fine tune the communication skills. Also, for the learner to acquire the language the communication must be effective, which means the message must be understood by the learner. “Krashen and Terrell suggest that language learning is different from language acquisition. Language learning is knowing rules and having a conscious knowledge of grammar as well as the ability to apply the rules to certain situations. Language acquisition is the ability to speak and understand a second language easily and fluently. TO understand the Natural Approach to language acquisition, one must keep in mind the four basic principles of this approach: 1. “Comprehension precedes production”
2. “Production is allowed to emerge in stages”
3. “Learning integrates communicative goals”
4. “Classroom tasks must promote lowering the affective filter. Krashen’s Five Hypotheses:
There are five main hypotheses that are associated with the Natural Approach to second language acquisition. The Acquisition/Learning Hypothesis:
This hypothesis ” states that there are two ways of learning a second
language: acquisition, which occurs subconsciously, and learning, which needs to be developed consciously through education” (Thurgood). The Natural Order Hypothesis:
This hypothesis “states that grammatical structures are acquired, not learned, in predictable, systematic order” (Module 5 Lecture Notes). Therefore, “teachers should not follow any ordered pattern at all when teaching grammatical structures” (Thurgood). This hypothesis also states that all learners acquire certain, easier, grammatical structures before acquiring certain, harder, structures. The Monitor Hypothesis:
This hypothesis refers to the difference between language acquisition and language learning. It proposes that “the learning process is only good for correcting or “monitoring” what has been acquired (Thurgood). It is important to note that Krashen states that there are” three difficulties in monitoring: (a) not having enough time, (b) not being focused on what is correct, and (c) simply not knowing the formal rules (Thurgood). The Input Hypothesis:
This hypothesis “proposes that learners acquire language by understanding input that is a bit beyond the current level of language competence of proficiency” (Module 5 Lecture Notes). This hypothesis also states that “ideal language input has three characteristics: (comprehensible input) (a) The focus is on the meaning, more than on how it is spoken, (b) Speaking emerges on its own when the learner’s understanding is good enough, and (c) The best input is not grammatically sequenced (Thurgood). The Affective Filter Hypothesis:
This hypothesis concerns the affective filter which can impede language acquisition if stress or distress is too high. It states that “low anxiety, high motivation, and self-confidence are ideal” to second language acquisition (Thurgood).
DIRECT METHOD Direct method is based on natural approach for the learning of target language. The Direct Method allows students to perceive meaning
directly through the language because no translation is allowed. Visual aids and pantomime are used to clarify the meaning of vocabulary items and concepts. Students speak a great deal in the target language and communicate as if in real situations. Reading and writing are taught from the beginning, though speaking and listening skills are emphasized. Grammar is learned inductively. Following are the characteristics of direct method:
This approach was developed initially as a reaction to the grammar-translation approach in an attempt to integrate more use of the target language in instruction. Lessons begin with a dialogue using a modern conversational style in the target language. Material is first presented orally with actions or pictures. The mother tongue is NEVER used. There is no translation.
The preferred type of exercise is a series of questions in the target language based on the dialogue or an anecdotal narrative. This approach was developed initially as a reaction to the grammar-translation approach in an attempt to integrate more use of the target language in instruction. Lessons begin with a dialogue using a modern conversational style in the target language. Material is first presented orally with actions or pictures. The mother tongue is NEVER used. There is no translation.
The preferred type of exercise is a series of questions in the target language based on the dialogue or an anecdotal narrative.
Advantages of Direct Method (1) It makes the learning of English interesting and lively by establishing direct bond between a word and its meaning. (2) It is an activity method facilitating alertness and participation of the pupils. (3) According to Macnee, “It is the quickest way of getting started”. In a few months over 500 of the commonest English words can be learnt and used in sentences. This serves as a strong foundation of further learning. (4) Due to application of the Direct Method, students are able to understand what they learn, think about it and then express their own ideas in correct English about what they have read and learnt. (5) Psychologically it is a sound method as it proceeds from the concrete to the abstract. (6)
This method can be usefully employed from the lowest to the highest class. (7) Through this method, fluency of speech, good pronunciation and power of expression are properly developed. Disadvantages of Direct Method (1) There are many abstract words which cannot be interpreted directly in English and much time and energy are wasted in making attempts for the purpose. (2) This method is based on the principles that auditory appeal is stronger that visual. But there are children who learn more with visual than with their oral- aural sense like ears and tongue. (3) The method ignores systematic written work and reading activities and sufficient attention is not paid to reading and writing. (4) Since in this method, grammar is closely bound up with the reader, difficulty is experienced in providing readers of such kind. (5) There is dearth of teachers trained and interested in teaching English in this method. (6) This method may not hold well in higher classes where the Translation Method is found suitable. (7) In larger classes, this method is not properly applied and teaching in this method does not suit or satisfy the needs of individual students in large classes. COMMUNICATIVE APPROACH:
Communicative approach is based on the assumption that “ sentences and Syntax’ should be given more importance. It is based on the idea that when one needs to write or speak, isolated words are not sufficient for this purpose. One has to make coherent sentences f different length and size and then group these sentences in a paragraph. Isolated words are not sufficient to achieve the purpose of communication hence, if one wants to learn the foreign language, syntactic level must be given more importance than word level. When teaching becomes sentence based, then I follows structural approach, hence communicative approach may also be termed as structural approach. Following are the characteristics of communicative approach: Teaching of a foreign language should be based on teaching of full structure of a sentence as communication is done through sentences and not through single words. There should be an authentic material. The material for teaching should be derived from the real life situation. The main focus of this approach is the gradual and systematic learning of language structures. This approach aims to make students capable of communicating in real life situation. Audiolingual Method
This method is based on the principles of behavior psychology. It adaptes many of the principles and procedures of the Direct Method, in part as a reaction to the lack of speaking skills of the Reading Approach. New material is presented in the form of a dialogue.
Based on the principle that language learning is habit formation, the method fosters dependence on mimicry, memorization of set phrases and over-learning. Structures are sequenced and taught one at a time. Structural patterns are taught using repetitive drills. Little or no grammatical explanations are provided; grammar is taught inductively. Skills are sequenced: Listening, speaking, reading and writing are developed in order. Vocabulary is strictly limited and learned in context.
Teaching points are determined by contrastive analysis between L1 and L2. There is abundant use of language laboratories, tapes and visual aids. There is an extended pre-reading period at the beginning of the course. Great importance is given to precise native-like pronunciation. Use of the mother tongue by the teacher is permitted, but discouraged among and by the students. Successful responses are reinforced; great care is taken to prevent learner errors. There is a tendency to focus on manipulation of the target language and to disregard content and meaning. Hints for Using Audio-lingual Drills in L2 Teaching
The teacher must be careful to insure that all of the utterances which students will make are actually within the practiced pattern. 2. Drills should be conducted as rapidly as possibly so as to insure automaticity and to establish a system. 3. Ignore all but gross errors of pronunciation when drilling for grammar practice. 4. Use of shortcuts to keep the pace of drills at a maximum. Use hand motions, signal cards, notes, etc. to cue response. 5. Drill material should always be meaningful. If the content words are not known, teach their meanings. 6. Intersperse short periods of drill (about 10 minutes) with very brief alternative activities to avoid fatigue and boredom. 7. Don’t stand in one place; move about the room standing next to as many different students as possible to check their
production. Thus you will know who to give more practice to during individual drilling. Advantages
1- Effective to the beginners . 2- Listening and speaking skills 3- Vocabulary learning 4- Quickly communicate Disadvantages
1-Make advanced students bored 2-Limited language environment
