An Analysis of Language Teaching Approaches and Methods; Effectiveness and Weakness

An Analysis of Language Teaching Approaches and Methods;Effectiveness and Weakness

Imtiaz Ahmad  (M.Phil. Linguistics)

Ghazi University Dera Ghazi Khan

Abstract:

Language teaching approaches and methods have shed light on language teaching theory and do the exercises. There are still many controversies about their usefulness and suitability. This paper tries to analyse their effectiveness and weakness of several most influential teaching approaches and methods: Grammar-translation method, direct method, audio-linguistic method, communicative teaching method, in order there should be better understanding and application in future teaching practice.

Key Words: teaching approaches and methods; effectiveness; weakness 

1. Introduction

Language teaching has a long, fascinating, but atrocious history, with a debate on teaching methods especially developed over the last hundred years. Name of several methods: grammar-translation method, direct method, audio-linguistic method, communicative learning method, etc.) are still familiar methods are not easy to understand in practice because a method, however ill-suited it may be, is more than a single strategy or a particular technique. 

As a part of language learning theories, these methods are partly from social, economic, political or educational situations, partly from theoretical thought (new changes in language theories and new psychological perspective on language learning) partly practical. Experience comes from intuition. And inventions. Therefore, to some extent, they represent a combination of language teaching beliefs, but it is clear that they place more emphasis on single aspects as a central issue of language teaching and learning.

2. Effectiveness and Weakness of Teaching Approaches and Methods 

2.1. The Grammar-translation Method:

The grammar-translation method, as the name suggests, emphasizes second-language teaching. Grammar, its principle technique is the translation into and from the target language. In practice, reading and writing. The major focuses are; Little or no systematic attention is paid to speaking or listening. The student's native language remains as a reference system in the acquisition of a second language. Language learners are passive in language learning and teachers are regarded as an authority, that is, it is a teacher-centred model. 

The grammar-translation method is facing various attacks from reformers. Some criticize that this method often frustrates students with an exhausting experience of memorizing useless grammar rules and an endless list of vocabulary, and the limitations of practice techniques are never liberating from the learner. Dominance of the first language; Others say that this method pays very little attention to student communication.

Despite severe attacks, the grammar-translation method is still widely practiced. Why? Because there is no inherent contradiction between grammar instruction and communication approaches, and a type of explicit grammar instruction can complement communication language teaching to increase learners' conscious awareness of the form and structure of the target language. 

In addition, the first language, as a reference system, can dismiss misunderstandings in the second language learning process. Then, by thinking about the formal features of second language and translation as a practice technique, the learner is kept active. Problem solving situation. Finally, the grammar-translation method seems relatively easy to implement and makes some demands from teachers, which is perhaps the exact reason for its popularity.

2.2. The Direct Method

The direct method is a radical change from the grammar-translation method using the target language. Language instruction and means of communication in the classroom, and avoidance of earlier use language and translation as a technique. It is like everyday language spoken from literary language purpose of initial instruction. In this method, learning of languages was observed as before language acquisition, and learning processes were often interpreted in the context of an association psychology.

The direct method was the first attempt to make the language learning situation one of language use. This demanded invention on the part of teachers and thus, led to the development of new language techniques.

As a display of pictures and objects, questions and answers are emphasized, spoken statements, dictation and imitation, etc. Nevertheless, two questions will inevitably be raised about this method: one is how to protect against misunderstanding without translation (in particular, some abstract ideas), without prior reference language: Hindi; The second is how to apply this method beyond the initial stage of language learning. In addition, it the method requires teachers who are native speakers or have a native-like flow in the foreign language they teach, but in practice, these requirements are difficult to meet.

2.3. The Audio Lingual Method

The audio-linguistic method was the first to openly claim to have originated from linguistics and psychology. Audiolingualism reflects the descriptive, structural and contrasting linguistics of the fifties and sixties. Its psychological underpinnings are pragmatism that emphasizes successful error-free learning with language learning encouragement and feedback, operant conditioning, and reinforcement. 

It assumes that in learning a language, mastering the elements or building blocks of the language and learning the rules by which these elements are combined, from phonemes to morpheme words to phrases to sentences. Therefore, it was characterized by a separation of skills --- listening, speaking, reading, and writing --- and audio-speaking primacy over graphic skills. This method uses dialogues as the main means of presenting the language and emphasizes some practice techniques, such as pattern drill, mimicry, and so on. Listening and speaking were now brought to the centre of the stage in this method, tape recordings, and language laboratory exercises were introduced into practice.

As one of the most popular methods in the history of foreign language teaching, the audio-linguistic method has some great contributions to language teaching, for example, it attempted to make language learning accessible to large groups of general learners because it Proposes that language. Teaching should be conducted in such a way, so that learning a language does not demand great intellectual works of abstract reasoning. In addition, it emphasized syntactic progress, while earlier methods were considered to be foregoing with terminology and morphology.

Despite these contributions, audiolinguisticism was also criticized in many ways. First, its principle the foundations were attacked by Chomsky based on both language theory and learning theory; theory of TG grammar; Second, practical results fell short of expectations and students were often found unable to transfer skills acquired through audio-lingualism to actual communication outside the classroom. Furthermore, it neglects communication ability in teaching practice.

2.4. The Communicative Teaching Method

Under the influence of British applied linguists (e.g. John Firth, M.A.K.Halliday, who emphasized functional and communicative competence of language), sociolinguistic work (Dale Hymes, and W. Lobov) and some philosophy work (J. Austin and J. Serrell), communication method was advocated in language teaching. The need to focus on communication proficiency rather than mere mastery of structures. The purpose of this communication teaching method is to make communication ability the goal of language. Developing procedures for teaching four skills that accept interdependence of teaching and language and communication. 

It encourages activities that involve real communication and carry out meaningful tasks. This assumes that the language is meaningful to the learner, supporting the learning process. Language learners are expected to be negotiators, teachers as an organizer, a mentor, an analyst, a consultant or a group process manager. It is no doubt that the communication method developed quite rapidly, it dominates language teaching in many countries because it not only makes language learning more interesting, but also helps the learners in linguistic development

Capacity as well as communication capability. However, the excitement of the initial wave also caused problems about this. For example, can this method be applied at all levels in teaching? How can such an approach be evaluated? How appropriate is it for non-native teachers? How can it be adopted in situations where students should continue to take grammar-based tests? Of course, these issues will help us make better use of the communication method.

3. Conclusion:

Each of the various methods has contributed new elements and attempted to tackle some issues. However, they originated in different historical contexts, emphasizing different social and educational needs and various theoretical considerations. Therefore, in teaching practice to apply these methods effectively and efficiently, practitioners should keep these questions in mind: who are the learners, what are their language is the current level of proficiency, what kind of communication needs they need, and the circumstances which they will be using in the future in English, etc. In a word, no single method can guarantee to succeed result.

References: 

i. Stern, H.H. Fundamental Concepts of Language Teaching. Shanghai: Shanghai Foreign Language Education Press, 1999. 

ii. Richard, Jack C. & Theodore S. Rodgers. Approaches and Methods in Language Teaching. Beijing: Foreign Language Teaching and Research Press, 2000. 

iii. HU Zhuang-lin. Linguistics: A Course Book (2nd edition). Beijing: Beijing University Press, 2001. 

iv. Bussmann Hadumod. Routledge Dictionary of Language and Linguistics. Beijing: Foreign Language Teaching and Research Press, 2000