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Methods In Teaching English school subject
ENGLISH LANGUAGE TEACHING
Date Modified: 07.10.2008
Content: Methods and Approaches to English language teaching
Methods of teaching foreign languages
There are many methods of teaching languages. Some have had their heyday and have fallen into relative obscurity; others are widely used now; still others have a small following, but contribute insights that may be absorbed into the generally accepted mix.
The grammar translation method
The grammar translation method instructs students in grammar, and provides vocabulary with direct translations to memorize. It was the predominant method in Europe in the 19th century. Most instructors now acknowledge that this method is ineffective by itself. It is now most commonly used in the traditional instruction of the classical languages.
At school, the teaching of grammar consists of
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General Issues of Teaching English as a Foreign Language
§1.1The needs of a foreign language teaching When Aristotle wrote All we do is done with an eye to something else over two thousand years ago , he probably did not realize that he would be helping introduce a book on human teaching. Language teaching came into its own as a profession in the last century. Central to this phenomenon was the emergence of the concept of "methods" of language teaching. The method concept in language teaching—the notion of a systematic set of teaching practices based on a particular theory of language and language learning—is a powerful one, and the quest for better methods was a preoccupation of teachers and applied linguists throughout the 20th century. Howatt's (1984) overview documents the history of changes of practice in language teaching throughout history, bringing the chronology up through the Direct Method in the 20th century. One of the most lasting legacies of the Direct Method has been the notion of "method" itself. Methodology in language teaching has been characterized in a variety of ways. When speaking about methodology 3 main terms are very important. A more or less classical formulation suggests that methodology is that which links theory and practice. Theory statements would include theories of what language is and how language is learned or, more specifically, theories of second language acquisition (SLA). Such theories are linked to various design features of language instruction. These design features might include stated objectives, syllabus specifications, types of activities, roles of teachers, learners, materials, and so forth. Design features in turn are linked to actual teaching and learning practices as observed in the environments where language teaching and learning take place. This whole complex of elements defines language teaching methodology. When the linguists and the language specialists sought to improve the quality of language teaching in the late 19th century, they often did so by referring to general principles and theories concerning how languages are learned, how knowledge of language is represented and organized in memory, or how language itself is structured. The early applied linguistics such as Henry Sweet, Otto Jespersen, Harold Palmer , elaborated principles and theoretically accountable approaches to the design of language teaching. When they analyzed all the principles a lot of things were left out. An attempt to clarify the differences, Edward Anthony proposed a scheme. He identified three levels of conceptualization and organization, which he termed as approach, method and technique. …an approach is asset of correlative assumptions dealing with the nature of language teaching and learning. An approach is axiomatic. It describes the nature of the subject matter to be taught. …….method is an overall plan for the orderly presentation of language material…………… An approach is axiomatic, a method is procedural. Within one approach there can be many methods. A technique is implementational –that which happens in the classroom. Following Anthony, approach refers to theories about the nature of the language and language learning that serve as the source of practices and principles in language teaching. In order for an approach to lead to a method, it is necessary to develop a design for the instructional system. Design is the level of method analysis in which we consider what the objectives of a method are, how language content is selected and organized within the method, the types of learning tasks, the roles of learners, the role of the teachers, the role of instructional material.
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