Analysis of Teaching Methods of English Language
Analysis of Teaching Methods of English Language Analyze the relationships among theories, approaches, and current conventional practices to teaching English in Pakistan.
Methods that are taught to the lecturers make a base and supply them thinking about the relevant strategies and principles according to the state of affairs wherein they stand. They are clean approximately their enchantment closer to sure techniques and additionally think that why have they repelled positive method. The understanding of the approach may be very vital because their knowledge is the base of teaching.
Grammar Translation Method
The grammar-translation technique becomes the most famous and widely used approach for language teaching between the ages of 1840 to 1940. But this technique became first used for coaching and studying the Latin language which becomes not the language of not unusual use at that point. Latin was considered a classic language. The rookies had been made able to take a look at the literature of Latin language thru studying the grammatical rules of language and studying the vocabulary in order that newbies may translate the language of their first language and inside the 2nd language. Grammar translation techniques become criticized intensively inside the 19th century as it changed into taken into consideration that this method cannot fulfill the demands of language mastering in the nineteenth century.
Direct Method
The direct approach became the outcome of the response against the grammar-translation technique. It was based on the idea that the rookies of overseas and 2nd language should without delay suppose in English. This approach is towards the interpretation of written and oral textual content and focuses on telling the meanings of the phrases via action, demonstration, or real objects. This approach makes a specialty of immediately questioning, doing dialogue, and conversation in 2nd language. The goals of the direct approach. He described that the direct method as a try and effort to form a link between concept and expression and between experience and language.
The direct method is successful in non-public language faculties due to the fact this technique can be implemented handiest in small training in which all the learners can get individual interest. In the Direct approach, the lecturers extravagantly excel in keeping the mother tongue of the inexperienced persons far from them.
The direct approach demands the novices to do oral communique inside the second language and it additionally needs the pronunciation and accessory to be similar to the local audio system so there may be a need for the language faculty to lease the native speakers which in reality may be very high priced.
Structural Approach
The structural technique especially employs the techniques of the direct approach however the analyzing and writing talents aren’t fully ignored. The structural technique is based totally at the sound ideas of language studying. The structural approach says that the arrangement of the words in one of these ways as to shape an appropriate sample and that sample can also make the meanings of the language clean to us. Any language has its personal structure and skeleton which offers this language a decent look. A shape is a pattern and a selected association of phrases which to signify grammatical meanings.
The structural technique turned into criticism because it was best appropriate for lower grades. Continuous teaching of systems and their repetition make the atmosphere dull and dull. It additionally omitted the analyzing and writing skills and there has been also a loss of skilled instructors.
Oral Approach/ Situational Language Teaching
The oral method is a method wherein children to use anything hearing they get from their surroundings. They also take help from the context to recognize and use language. The goal is to increase the talents inside the person in order that he can talk and feature independently. This approach allows for the improvement of studying and writing competencies.
The oral technique changed into evolved from the 1930s to the 1960s by British implemented linguistics along with Harold Palmer and A.S. Hornsby. The foremost difference between the oral approach and the direct method changed into that the techniques which were evolved beneath this method had theoretical concepts about the selection, grading, and presentation of the content material and cloth. This sequencing of the content material would lead to higher getting to know with very good know-how of vocabulary and grammatical styles. In this approach, all the points of language have been to be offered in “conditions” which caused the second one call of the approach i.e. Situational language teaching. Although, the lecturers aren’t aware of this technique nowadays however it had a durable effect on language gaining knowledge of. However, its cognizance of oral practice, grammar, and sentence patterns continues to be supported by the teachers (ibid).
The audiolingual approach is also called the ‘Army Method’ because, after the outbreak of World War II, the military infantrymen determined to be gifted in the languages of their enemies. So a brand new gaining knowledge of the method of foreign languages was determined that is called audiolingual technique. This method is based totally on a linguistic principle and behavioral psychology. The audiolingual approach turned into broadly used within the Nineteen Fifties and 1960s and the emphasis was not on the know-how of the phrases as an alternative on the acquisition of systems and patterns in common regular dialogues.
The coaching of oral skills with accurate pronunciation, grammar, and the potential to reply speedy and correctly is the primary goal of the audiolingual method. Reading and writing skills can be taught but they’re depending on oral skills.
In Total Physical Response (TPR), the trainer offers the scholars instructions and the scholars follow the commands by means of using complete frame responses. James J. Asher, a professor, of psychology at San Jose State University developed the method Total Physical Response in the late 1960s to assist in getting to know 2d languages.
TPR is based on the idea that the human mind has an organic application for obtaining any natural language in the world along with the signal language of the deaf”. We can see this technique if we study the language studying technique of an infant. The communication between parents and the kid includes each verbal and bodily element. When the child is not able to talk, at the time he/she is internalizing the language. This is the time when code-breaking occurs. After this system, the kid will become in a position to speak and reproduce language. In TPR, the teacher repeats the method in the class. Students respond to the commands of the teacher which require bodily movement. TPR is most beneficial for novices. TPR is likewise used for coaching students with dyslexia or associated learning disabilities.
Task-primarily based Language Teaching
Task- primarily based language teaching is a method this is based on the idea that responsibilities are the fundamental unit of language mastering. This technique is based on the problem fixing view that the newcomers have to be given some responsibilities to be solved. These responsibilities are associated with the language structures that are required to be learned. The newcomers engage and speak with every different in the course of solving those problems. In this manner, they analyze the language