Various Approaches and Methods in Language Teaching.

Topic:Various Approaches and Methods in Language Teaching.

Name: Makwana Ankita M.

Roll No: 01

Paper No:12(ELT)

Semester:3
Year:2014-2015
Submitted to: Department of English. 

v     Introduction.

Ø The Grammar Translation Method reflected a time- honored and scholarly view of language and language study. Grammar translation was in fact first known in the United State as the Prussian Method.

v     The Nature of Approaches and Methods in language Teaching.

Ø As the study of teaching methods and procedures in language teaching assumed a more central role within applied linguistics form the 1940s on, various attempts have been made to explore more systematically the relationship between theory and practice within a method.

v     Approach and method.

v     What is a method ?

Ø Simple meaning is way or manner of doing something. In describing methods, the difference between a philosophy of language teaching at the level of theory and principles, and a set of derived procedures for teaching a language , is central .This difference was proposed by the American Applied linguist Edward Anthony in 1963. He indentified three levels of conceptualization and organization.

1). Approach

Ø An approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An approach is axiomatic.

2). Method.

Ø Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. Approach and method both are different.

3).Technique.

Ø A technique is implementational that which actually takes place in a classroom.

v     Approach

v Theory of Language

v Theory of Language Learning

v     Theory of Language.

v There are three different theoretical views of language and the nature of language.

  *Theory of Language 

    1).Structural view

    2).Functional view

    3).Interactional View

Theory of Language Learning

v A learning theory underlying an approach or method to answer two questions like….

a). What are the psycholinguistic and congnitive process involved in language learning?

b). What are the condition that need to be met in order for these learning process to be activated?

Here I take one Example.

Ø Process of Encoding and Decoding both are mental process.It is ralated to congnitive process.

2).The Oral Approach and Situational Language teaching

Ø Most of Language teachers today are familiar with the terms oral Approach or situational Language Teaching.

Ø According to Hubbard…

“This method is widely used at the time of writing and a very large number of textbooks are based on it”.

Ø Approach.

Ø Theory of Language.

Ø The theory of language underlying situational language teaching can be characterized as a type of British “structuralism”.

Ø Theory of Learning.

Ø The theory of learning underlying situational language teaching is a type of behaviorist habit-learning theory.

Ø Fribsy , for e.g. cites Palmer’s view as authoritative.

Ø “As Palmer has pointed out, three are three process in learning a language receiving the the knowledge or materials, fixating it in the memory by repetition, and using it in actual practice until it become a personal skill”.

Ø Design.

Ø Objective.

Ø The objective of the situational teaching a practical command of the four basic skill of language goal it shares with most methods of language teaching.

Ø  The Syllabus.

Ø A structural Syllabus is a list of the basic structures and sentence patterns of English arranged according to their order of presentation.

Ø Learner roles.

Ø The learner is required simply to listen and repeat what the teacher says and to respond a questions and command.

Ø Teacher’s Roles

Ø The teacher’s faction is threefold. In the presentation stage of the lesson, the teacher serves as a model setting up situations in which the need for the target structure is crated and then modeling the new structure for students

 to repeat.

v     Conclusion

The model present in this chapter to show that any language teaching method can be described in terms of the issues identified here at the level of approach, design and procedures. In this chapter also describe cognitive process. The essential features of SLT are seen in the “P-P-P”

v P-Presentation

v P-Practice

v P-Production.