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Report on English Teaching Language Methodology

Added on - 04 Jun 2020

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English Teaching LanguageMethodology
Table of ContentsINTRODUCTION...........................................................................................................................1Introduction to methods..............................................................................................................1Comparing and contrasting between these two methods............................................................3Role of teacher and students in both methods.............................................................................5Language Skills Promotion.........................................................................................................6Evaluation and assessment practices...........................................................................................7Criticism of both approaches:.....................................................................................................7Drawbacks of both methods........................................................................................................8CONCLUSION..............................................................................................................................10REFERENCES..............................................................................................................................11
INTRODUCTIONIn all around the world there are several ways, methods, techniques are their so as to learnany foreign language and so is the case with learning English. Among various methods two mostwidely used method for teaching this language are Grammar Translation Method andCommunicative Language Teaching Method. Since in the era of globalisation it has becomeimportant for the individuals to learn more and more foreign languages. In the teaching methodrole of teacher and student both are equally important. There are several advantages anddisadvantages that are associated with each of these teaching methods (Butler, (2011)). Thisreport highlights the ways in which these two methods are used for learning English language. Itdescribes the concepts and practices that are used in both approaches. It also compares andcontrasts the features associated with each of these approaches as well as drawback that arelinked with each of these methods.Introduction to methodsGrammar-translation-method:This approach was derived in the year 1980's over the oldfashioned methodologies of teaching any foreign languages. This method tended to be referred inpast tense and in present it has no existence in many parts of the world. It broadly states foreignlanguage study is seen as the matter of mental discipline having the goal of reading literature inits original forms or simply to be form of intellectual development. This method was first used inthe classrooms of Latin and Greeks. The basic principle behind this learning process is thatgrammar points were instrumental in providing the student a provisional rule of how to assemblewords into a sentences. The grammar drills and translations were used into the learning processthrough practices and exercises (Gilakjani, (2011)). This helped to increase knowledge of thestudents before giving proper emphasis on actual content. Students break each sentence fortranslating them. There was no emphasis that was given to the ways in which words werepronounced or any form of verbal and non verbal communication. This method was used with aaim of developing:Logical thinkingIntellectual capacities to achieve general education and civilising effect.To read original text in concerned language.Key features of this method:1
Classes were conducted in mother tongue with very little active use of language that hasto be learned.Much vocabulary is taught in the form of lists of isolated vehicles.Elaborated explanation of intricacies of grammar are provided.Grammar gives the rule of putting words together and instructions generally focuses onthe form and inflection of words.Reading difficult classical text became easier.Little care is given to the text content, as it is treated as exercise in grammatical analysis.Most of the drill is focused on translating discontinues sentence from target language tomother tongue (Littlewood & Yu, (2011)).Pronunciation is given least importance.Typical technique:The technique is as follows:Translating target language into mother tongue. Like translating literary passage.Finding information in the passage, taking use of inferences as well as relating topersonal knowledge. Like reading comprehension questions.Taking out the antonym and synonym for words or the set of words.Learning spellings that interrelates between mother tongue and target language. Likecognates.Understanding the rules related to grammars and present exceptions and then applyingthem to new examples.Filling gaps in the sentences with new words or items of particular grammar type.Memorising vocabulary lists, rules of grammar and grammatical paradigm.They take use of sentences so as to understand the meaning of the new words.Students write about a topic using the language.Communicative language teaching method: It is a natural from of learning differs fromoriginally practised old fashioned method. It gives almost no importance to how language isactually practically used. This approach emphasises on ability to communicate the message interms of its meaning rather than concentrating specially on grammatical imperfections andphonetics involved (Oxford, (2016)). Understanding of target language is evaluated in terms of2
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