Module 1: Approaches
and Methods in Teaching English (15 hrs)
1.1. Maxims of teaching
English (simple to complex, known to unknown, particular to general, concrete
to abstract)
1.2 .Approaches in
teaching English (Structural-oral-situational, Communicative, Community
Language Learning, Suggestopedia).
1.3. Methods of
teaching English (Grammar Translation, Direct, Bilingual)
1.1.
Maxims
of teaching English (simple to complex, known to unknown, particular to
general, concrete to abstract)
Psychological Foundations: Consider
the psychology of learner .For this
there are several Psychological theories like Mental faculty theory. Mind consist of certain independent
faculties such as attention, memory, imagination, reasoning, exercising of
muscles ,Theories about the transfer
of training and theories of learning process
Some maxims about Teaching and
Learning process are:
v known to unknown
v concrete to abstract
v simple to
complex
v easy
to difficult
v empirical to rational
v specific to general
v definite to indefinite
v part
to whole
v near
to far
1.2
.Approaches in teaching English (Structural-oral-situational, Communicative,
Community Language Learning, Suggestopedia).
1.APPROACH
} -Theory is being applied
} -Much more general
} -bound only by the theory underlined irrespective of the methods and
techniques used.
} -can adopt better methods or techniques
} -axiomatic (clear and evident with out proof)
} -describes the nature of the subject matter to be taught.
} -states a point of view, a philosophy and an article of faith.
} -unarguable.
2.METHOD
} -set of procedures or collection of techniques used in a systematic way for efficient learning.
} -consists of number of techniques probably arranged in a specific order.
} -overall plan for the orderly
presentation of a language material – based up on the approach selected.
} -procedural
} procedures followed by the teacher in he classroom for easy and effective
learning.
3.TECHNIQUE
} Also known as ‘Stategies’
} A procedure used in the classroom
} -the narrowest term
} -one single procedure
} -implementational
} (actually takes place in a
classroom)
} Eg:Role Play, Question Answer.
4.APPROACHES,METHODS
AND TECHNIQUES
} It is a hierarchical system
} The scheme was proposd by the American applied linguists , Edward Anthony
in 1963.
} Three levels of conceptualization and organization
5.FOLLOW UP
ACTIVITY
} Differentiate between Approaches methods and Strategies and find out two
examples.
STRUCTURAL
APPROACH(S-O-S APPROACH)
1.WHAT IS
STRUCTURAL APPROACH?
}
Structuralism
prevailed in 1930-1960.
}
It is based on British Structuralism.
}
“Structure” is literally defined as ‘ a
pattern of words’.
}
Also known as Structural-Situational
Approach, Structural-Oral-Situational
Approach (SOS) and Aural-Oral Approach.
}
Give importance to teaching structures.
2.THEORETICAL BASES
}
Hoonby
is one of the most reputed structuralists
says :
} “Structures are
the devices that we use to make signals to convey meanings and indicate
relationships.”
}
Theory
underlined-
}
1) Theory of language - structuralism
} 2) Theory of
learning – behaviourist habit learning theory
3.PRINCIPLES
}
Mastery
of structural elements of a language like phonemes, morphemes, words,
structures, sentence types etc .
}
Student’s activity is more important than
teachers.
}
Speech and formation of language habits are
more important.
}
Teaching through meaningful situations.
4.CHARACTERISTICS
}
The
students establish 275 graded structures.
}
The
students attain mastery over about 3000 root words for active use.
}
The
students correlate grammar & compositions with reading lessons.
}
Acquire
the four fundamental language skills – listening, speaking, reading &
writing.
5.MERITS
}
The
student gets clear knowledge of the structures.
}
It
is effective.
}
Make
automatic habits.
}
Language
habit formation.
}
Active
student participation.
}
An
average teacher can handle easily.
}
It
can be adopted for all stages of education.
}
It
can be used to teach prose, poetry & literature.
}
Based
on scientific principles.
}
Suitable to almost all students.
}
Situational approach follows the principles of interest .
}
It makes the class lively.
}
Principles of variety & simplicity.
}
Learning by play.
}
Learning through hearing (aural).
}
Utilizes teaching aids.
}
Develop expressive skills.
6.DEMERITS
}
Less
successful in practice.
}
Over emphasis to oral skills.
}
Neglecting
reading & writing.
}
In
higher classes , not suitable for
teaching poetry and fanciful texts.
}
Not
suitable for overcrowded classrooms
}
Time
consuming.
}
Requires
a lot of teaching aids.
}
Boring
& monotonous classroom activities.
}
Competent teachers are required.
}
Lack
of faculties.
7.FOLLOW UP ACTIVITY
}
Discuss
the situation which led to rejection of Structuralism in favour of
Communicative Approach in India
?
COMMUNICATIVE APPROACH
1.WHAT IS COMMUNICATIVE APPROACH?
} Ellis, Halliday,
Hymes and Wilkis are the exponents of the communicative approach.
} The shift of
importance from form to meaning, from a rigid method to an eclectic one, and
from teacher centeredness to student centeredness, all convergent in the
communicative approach .
} this approach naturally became the meeting
place for notional and functional designs of teaching English.
} Communicative
Approach gives importance to communicative competency.
} Communicative
ability is the ability to apply the grammatical rules of a language in order to
form grammatically correct sentences.
} According to Hymes
the aim of communicative approach is ‘communicative competence’.
2.THEORETICAL BASES
} Conale and Swain
identified four major constituents to ‘Communicative Competence’.
} 1.Grammatical
competence (knowledge about grammar)
} 2.Discourse
competence (interpretation of connected speech)
} 3.Strategic
competence (knowledge to use strategies of communication)
} 4.Socio –
linguistic competence (knowledge of the social context)
3.PRINCIPLE
} Language is the
expression of meaning
} It interacts and
communicates
} The structure of
language shows its functional and useful communicative usage
} Grammar and
structures are secondary. Functional and communicative uses are primary.
} Reading and
writing also be used if required.
} The central
concept, in materials and methods, is change,
} The content,
function, meaning determine sequence.
} This maintains
interest in sequencing ways.
} Teachers cannot
guess about students’ language.
} The teacher is
more concerned about meaning and understanding than accuracy.
} Errors are
welcome as indicators of right and wrong.
} The teacher must
exploit the various experiences of the students with which they come to the
class.
} Role of the Teacher: 1)Facilitator 2)Advisor 3)Monitor 4)Co – Communicator
} The teacher creates situations
most likely and natural to promote communication.
4. CHARACTERISTICS
} Emphasizes on
the functions of the language rather than the rules.
} Contextualization
leads to communication.
} Fluency is given
importance in the early stages,
} Accuracy is
emphazised only in the later stages.
} Stress on the
use of language for a purpose accurately and appropriately.
} Language
learning means acquiring proficiency in communication.
} The prime focus
is the learner.
} Trial and error
method is followed.
} Pair work and
group work are encouraged.
} The
Communicative syllabus is based on authentic materials.
} Giving meaning
is most important aspect.
} Dialogues are
based on Communicative skills.
} Effective skills
in speech to be the aim of the child.
} Drilling may be
used, but with care and caution.
} Pronunciation
should be easy to understand.
} Devices
according to age and interest are welcome
} Mother tongue is
to be used where necessary.
} Translation also
can be done, if needed and useful.
} Three levels of
meaning: Three levels of meaning conveyed are linguistic, implicit and
implicative.
} Formal and
Informal learning
} Variety of
linguistic forms are presented from the beginning. The learner’s socio –
linguistic attitude is taken into account.
} Use of
Structural items: communicative practice gives learner’s chance to use the new
structural items in less controlled situations, so that these items could be
used later in real life, with confidence and without errors.
} Dialogue may be
considered the basic form of communication.
} Chance to practice pronunciation, new
vocabulary items, functions etc.
} Taking into
account the socio – cultural background.
} Pronunciation is
taught through minimal pairs with acoustic or visual clues.
} Speed, rhythm, pause, tone of voice etc are
also practiced.
} Techniques used in the class :1) Language
games 2)Role play 3)Retrieving scrambled
sentences or pictures. 4)Group work
5)Pair work 6)thinking tasks
5.MERITS
} Learning will be
a self generating exercise.
} By working in
pairs or groups, confidence is increased.
} As there is no
inhibition by grammatical rules or structures, students are free to speak.
} Fluency,
appropriateness and accuracy are acquired.
} Co- operation in
language acquisition is gained.
6.DEMERITS
} Communicative
competence cannot be realized in overcrowded classes.
} An average
teacher cannot succeed in helping students to attain communicative competency.
} Students may not
take initiative to speak in English.
} Detailed syllabi
and text books are yet to be designed.
} Selection and
grading of language are not favored in communicative approach.
7.FOLLOW UP
ACTIVITY
} Write a critical
note on the approach with special reference to teaching English in Kerala.
COMMUNITY LANGUAGE LEARNING (CLL)
Community
language learning (CLL)
is Language-teaching
method based on the Counseling-approach in which the teacher acts as a
counsellor and a paraphraser,
while the learner is seen as a client and collaborator.
Background
Community Language Learning (CLL) was developed by Charles A. Curran and his
associates. Curran a professor of
psychology at Loyola University, Chicago. Community Language Learning
represents the use of Counseling-Learning theory to teach languages.
Within the language teaching tradition
Community Language Learning is cited as
an example of a "humanistic approach." Links can also be made between
CLL procedures and those of bilingual education, particularly the set of
bilingual procedures referred to as "language alternation" or
"code switching”.
CLL derives its primary insights, and
indeed its organizing rationale,
from Rogerian counseling.
CLL
procedures:
A group
of learners sit in a circle with the teacher standing outside the circle; a
student whispers a message in the native language (LI); the teacher translates
it into the foreign language (L2); the student repeats the message in the
foreign language into a cassette; students compose further messages in
the foreign language with the teacher's help; students reflect about their
feelings. We can compare the client—counselor relationship psychological
counseling with the learner—knower relationship in Community Language Learning
Approach
La Forge (1983) rejected the information-transmitting mode and the
social-process model ,because
…Communication is an exchange which is incomplete
without a feedback reaction from the destinee of the message. (La Forge 1983:
3)
The
social-process view of language is then elaborated in terms of six qualities or
subprocesses:1. The whole-person process 2. The educational process 3. The
interpersonal process 4. The
developmental process 5. The
communicative process 6. The cultural
process
La Forge also elaborates on the
interactional view of language underlying Community Language Learning .
"Language is people; language is persons in contact; language is persons
in response" (1983: 9), CLL interactions are of two distinct and
fundamental kinds: interactions between learners and interactions between
learners and knowers. Interactions between learners are unpredictable in
content but typically are said to
'involve exchanges of affect. Learner exchanges deepen in intimacy as the class
becomes a community of learners. The desire to be part of this growing intimacy
pushes learners to keep pace with the learning of their peers.
Theory of learning
In contrast, to a putative learning view
and the behavioral view, CLL advocates a holistic approach to language
learning, since "true" human learning is both cognitive and
affective. This is termed whole-person learning. Such learning takes place in a
communicative situation where teachers and learners are involved in -"an
interaction ... in which both experience a sense of their own wholeness"
(Curran 1972: 90).
"Learning is viewed as a unified,
personal and social experience." The learner "is no longer seen as
learning in isolation and in competition with others" (Curran 1972:
11-12).
Curran in many places discusses
what he calls "consensual validation," or "convalidation,"
in which mutual warmth, understanding, and a positive evaluation of the other
person's worth develops between the teacher and the learner. A relationship
characterized by con-validation is considered essential to the learning process
and is a key element of CLL classroom procedures.
A group of ideas concerning the
psychological requirements for successful learning are collected under the acronym SARD (Curran 1976: 6), which can be
explained/as follows. i)S stands for security ii)A stands for attention and
aggression. iii)R stands
for retention and reflection. iv) D denotes discrimination.
CLL learning theory hence
stands in marked contrast to linguistically or psycholinguistically based
learned theories, such as those informing Audiolingualism or the Natural
Approach.
Objectives
To attain near-native like mastery of the
target language is set as a goal.
The syllabus
CLL does not use a conventional
language syllabus, which sets out in advance the grammar, vocabulary, and other
language items to be taught and the order in which they will be covered. If a
course is based on Curran's recommended procedures, the course progression is
topic based, with learners nominating things they wish to talk about and
messages they wish to communicate to other learners.
As with most methods, CLL combines
innovative learning tasks and activities with conventional ones. They include: 1. Translation 2. Group Work. 3. Recording. 4. Transcription. 5. Analysis. 6. Reflection and observation. 7. Listening. 8. Free conversation
Learner roles
In Community Language Learning, learners
become members of a community - their fellow learners and the teacher - and
learn through interacting with members of the community. CLL learners are
typically grouped in a circle of six to twelve learners, with the number of
knowers varying from one per group to one per student. CLL has also been used
in larger schools classes where special grouping arrangements are necessary,
such as organizing learners in temporary pairs in facing parallel lines.
Learning
is a "whole person" process, and the learner at each stage is involved not just in the
accomplishment of cognitive (language learning) tasks but in the solution of affective
conflicts and “the respect for the enactment
of values" as well (La Forge 1983: 55).
At the deepest level, the teacher’s
function derives from the functions of the counselor in Rogerian psychological
counseling.. Understanding the language of 'feeling', the counselor replies in
the language of cognition" (Curran 1976: 26). It was the model of teacher
as counselor that Curran attempted to bring to language learning.
There is also room for actual counseling in
Community Language Learning. Explicit recognition is given to the psychological
problems that may arise in learning a second language., The teacher is expected
to play a role very close to that of the "regular" counselor. The
teacher's response may be of a different order of detachment, consideration,
and understanding from that of the average teacher in the same circumstances.
More specific teacher roles are, like those
of the students, keyed to the
five developmental stages. One continuing role of the teacher is particularly
notable in Community Language Learning. The teacher is responsible for
providing a safe environment in which clients can learn and grow. Learners,
feeling secure, are free to direct their energies to the tasks of communication
and learning rather than to building and maintaining their defensive positions.
.
Materials may be developed by the teacher
as the course develops, although these generally consist of little more than
summaries on the blackboard or overhead projector of some of the linguistic
features of conversations generated by students. Conversations may also be
transcribed and distributed for study and analysis, and learners may work in
groups to produce their own materials, such as scripts for dialogues and
mini-dramas.
CLL forms a part of the Humanistic Approach to language
learning.
Procedures
One of the key ideas
is that it is the students who determine what is to be learned, so that the
role of the teacher is that of a facilitator and support. In the basic form of
CLL, students (8 to 12 maximum) sit in a circle. There is a small portable tape
recorder inside the circle. The teacher (who is termed the ‘Knower’ ) stands
outside the circle. When a student has decided on something they want to say in
the foreign language, they call the Knower over and whisper what they want to
say, in their mother tongue. The teacher, also in a whisper, then offers the
equivalent utterance in English (or the target language). The student attempts
to repeat the utterance, with encouragement and shaping from the Knower, with
the rest of the group eavesdropping. When the Knower is satisfied, the
utterance is recorded by the student. Another student then repeats the process,
till there is a kind of dialogue recorded. The Knower then replays the
recording, and transcribes it on the board. This is followed by analysis, and
questions from students. In a subsequent session, the Knower may suggest
activities springing
Community
language learning (CLL) was primarily designed for monolingual conversation
classes where the teacher-counsellor would be able to speak the learners' L1.
The
intention was that it would integrate translation so that the students would
disassociate language learning with risk taking. It's a method that is based on
English for communication and is extremely learner-focused. Although each
course is unique and student-dictated, there are certain criteria that should
be applied to all CLL classrooms, namely a focus on fluency in the early
stages, an undercurrent of accuracy throughout the course and learner
empowerment as the main focus.
·
Stages in the classroom
o Stage 1-
Reflection
o Stage 2 -
Recorded conversation
o Stage 3 -
Discussion
o Stage 4 -
Transcription
o Stage 5 -
Language analysis
CLL differs from other methods by which languages
are taught. It’s based on an approach modeled on counseling techniques
that alleviate anxiety, threat and the personal and language problems a person
encounters in the learning of foreign languages. The method was originally
developed by Charles Curran who was inspired by Carl Rogers view of education
In this “Counseling-learning” model of education, learners in a classroom are
seen as a group rather than as a class, a group in need of certain therapy and counseling . The
social dynamics occurring in the group are very important and a number of
conditions are needed for learning to take place.
§ Members should interact in an interpersonal
relationship.
§ Students and teachers work together to facilitate
learning by
§ valuing each other,
§ lowering the defense that prevent interpersonal
interaction
§ reducing anxiety
§ and constituting a supportive community.
§ Teachers role is that of a true counselor.
§ They are not perceived as a threat
§ They don’t impose boundaries and limits
§ They concentrate on the learners needs
Stages in CLL
CLL compares language learning to the
stages of human growth.
There
are 5 stages of development in this method. Learners go through 5 stages
in their learning process.
1.
“Birth” stage:
feeling of security and belonging are established. Dependence on the knower as
learners have little or no idea of the target language.
2.
“Self stage”: As the
learner’s ability improve and starts to gt an idea of how language works, they
achieve a measure of independence from the parent although they still seek help
from the knower.
3.
“Separate existence”:
Learners can speak independently.
4.
“Adolescence”: The
learners are independent although they are aware of gaps in their knowledge and
feel secure enough to take criticism and being corrected.
5.
“Independence”:
Complete independence from the knower. The child becomes an adult and becomes
the knower.
CLL class
Here is what you may find in a CLL class:
§ Students determine content.
§ Clients/learners establish an interpersonal
relationship and trust in their native language.
§ They sit in a circle with the teacher/counselor on
the outside of the circle.
§ Learners start a conversation.
§ Learners speak in their native language.
§ The counselor provides translations and
explanations.
§ Learners repeat the utterances as accurately as
they can.
§ The conversation goes on and my be taped for later
use.
§
Advantages of CLL
§ CLL is an attempt to overcome the threatening
affective factors in EFL and ESL.
§ The councelor allow the learners to determine type
of coversation and to analyze the language inductively
§ The student centered nature of the method can
provide extrincic motivation and capitalize on intinsic motivation.
§ CLL
emphasizes the positive benefits of a method that centers on the learner and,
stresses the humanistic side of language learning, and not merely its
linguistic dimensions.
§ Although CLL is primarily meant as a 'whole'
approach to teaching,it is equally useful for an occasional lesson, especially
with teenagers.
§ It enables
to refocus on the learner while my students immediately react positively
to working in a community.
§ They take exceptionally well to peer-correction and
by working together they overcome their fear of speaking. I have also found
quieter students able to offer corrections to their peers and gladly contribute
to the recording stage of the lesson. It's a teaching method which encompasses
all four skills while simultaneously revealing learners' styles which are more
or less analytical in their approach to language learning.
§ The approach raises our awareness as a teacher and
that of our students.
·
Learners appreciate the autonomy CLL offers them
and thrive on analysing their own conversations.
·
CLL works especially well with lower levels who are
struggling to produce spoken English.
·
The class often becomes a real community, not just
when using CLL but all of the time. Students become much more aware of their
peers, their strengths and weaknesses and want to work as a team.
§
Disadvantages
§ The counselor/teacher can become too non directive.
Students often need directions .
§ The method relies completely on inductive learning.
It is worthwhile noting that deductive learning is also a viable strategy
of learning.
§ Translation is an intricate and difficult
task. The success of the method relies largely on the translation expertise of
the counselor.
§ Critics
of Community Language Learning question the appropriateness of the counseling
metaphor upon which it is predated, asking for evidence that language learning
;in classrooms indeed parallels the processes that characterize psychological
counseling.
§ Questions also arise about whether teachers
should attempt counseling without special training.
§ CLL
procedures were largely developed and tested with groups of college-age
Americans. The problems and successes experienced by one or two different
client groups may not necessarily represent language learning universals.
§ Other
concerns have been expressed regarding the lack of a syllabus, which makes
objectives unclear and evaluation difficult to accomplish, and the focus on
fluency rather than accuracy, which may lead to inadequate control of the
grammatical system of the target language.
·
. Problems
due to Length of stages
·
Practical difficulties of working with large classes
·
There are clearly
some major problems with CLL. It can only be done with small numbers of
students. The students have to share a single mother tongue. The teacher
(Knower) has to be highly proficient in the target language and in the language
of the students. The teacher also has to have enormous reserves of energy – both
physical and psychicit is unwise to undertake CLL as a teacher without some
counselling training.
·
This methodology is
exclusively suitable for adult learners, not for children. Also, that most
descriptions of it in action focus on the early stages of learning the new
language. CLL may not be suitable for
advanced the learners.
transcription,
and recording techniques.
The
foreign language learner's tasks, according to CLL are (1) to apprehend the sound system of the
language (2) assign fundamental meanings to individual lexical units and (3)
construct a basic grammar.
In
these three steps, the CLL resembles the
Natural Approach to
language teaching in which a learner is not expected to speak until he has
achieved some basic level of comprehension.
The
CLL emphasizes the sense of community in the learning group, it encourages interaction as a vehicle of learning, and it considers as a
priority the students' feelings and the recognition of struggles in language
acquisition. There is no syllabus or textbook to follow and it is the students
themselves who determine the content of the lesson by means of meaningful
conversations in which they discuss real messages. Notably, it incorporates translation,
Online Communities
Online
communities have recently arisen with the explosion of educational resources
for language learning on the Web. A new wave of Community Learning
Languages have come into place with the
internet growth and the boom of social networking technologies. These online CLLs are social network
services such as Papora , English, baby! and Live Mocha that take advantage of the Web 2.0 concept of information
sharing and online collaboration tools.
***
***
COMMUNITY LANGUAGE
LEARNING
SUGGESTOPEDIA
1.WHAT IS SUGGESTOPEDIA?
} Also known as ‘Suggestology’.
} Developed by Georgi Lazamov, a Bulgarian psychologist.
} American equivalent of
} ‘super learning’.
} A method in
Humanistic Approach.
} The pedagogic application of suggestions to create
pleasant willingness of the students to study.
} Concept is more related to adult education and hence
androgogy.
2.PRINCIPLES
} De-suggestive-suggestive
sense is the key to suggestopedia.
} Desuggeston-unloading
memory banks.
} Suggeston-loading
memory banks.
3.CHARACTERISTICS
} Authority
} Pseudo passiveness
} Intonation,
Rhythm
} Concert
} Double
planedness
} Infantalization
} Objective is to develop advanced conversational
proficiency quickly.
} To develop understanding and creative solution of
problems.
4.MERITS
} Psychologically
minded teachers use the method partially in language classes.
} Eg. Alphabet
song.
} Head,shoulders,
-parts of body.
} Sunday
Monday-Days of a week.
5.DEMERITS
} Not
scientifically proved.
} The placebo
effect is questioned.
} Not productive.
} In Indian
context, it has not yet developed to higher levels.
6.FOLLOW UP ACTIVITY
} How will you use
suggestopedia in your English class?
1.3.
Methods of teaching English (Grammar Translation, Direct, Bilingual)
GRAMMAR
TRANSLATION METHOD
1.WHAT IS GRAMMAR
TRANSLATION METHOD ?
} The oldest method of teaching English in India
} Also known as
Classical method
} Due to
degeneration of the dead language teaching like Greek, Latin and Sanskrit.
} English is
taught through mother tongue.
2.CHARACTERISTICS
} Teacher translates every word , phrases and sentences from English in the
mother tongue while teaching the text books.
} Further pupils translate sentences
from the mother tongue to English.
} Translation exercises from mother
tongue to English are grammar based.
} Grammar rules
are taught deductively .
} The knowledge of
the foreign language is estimated by the learner’s ability to translate it in
to the mother tongue.
} Dominated Europe
and other foreign countries from ‘1840s to 1940s.
3.PRINCIPLES
} Translation
interprets the foreign phraseology best.
} In the process
of interpretation , foreign language is assimilated.
} The structure of
the foreign language is best learnt,
when compared and contrasted with that of the mother tongue.
4. MERITS
} Foreign
phraseology is quickly explained
} The rapid
expansion of the vocabulary of the pupils
} Teacher’s work
is saved.
} Making use of
the learner’s knowledge of the mother tongue.
} Comprehension is
easily tested.
} Good method for
dead languages.
5.DEMERITS
} Emphasises only
the passive aspects of learning the language(listening and reading)
} No learning of
phonetics. Pronunciation is ignored.
} Study begins
with the study of alphabets
} Unnatural and
unpsychological method
} Hindrance to
cultivate rapid reading and reading comprehension.
} Does not provide
pattern practice and no habit formation.
} Exact
translation is not possible
} Encourages
literal translation
} Teaches English
by rules.
} Uninteresting.
Follow Up
Activity
} Will you prefer
Grammar Translation Method for teaching English in Schools? Why?
DIRECT METHOD
1.WHAT IS
DIRECT METHOD?
} Also called –New
method, Reform Method, Natural Method ,Oral Method,
} Originated in
France in 1901.
} A reaction to
the Grammar cum translation method.
} The basic
principle is students should think directly in the foreign language.
2.CHARACTERISTICS
} English is
taught trough English. Grammar is taught inductively.
} Oral teaching
proceeds any form of reading or writing.
} The use of
disconnected sentences and words are replaced by use of connected texts.
} The meaning of
words and forms are taught by means of objects or by natural contexts
(situational teaching).
} The vocabulary
and structure of the language are inculcated to a large extent by the questions
asked by the teacher and the answers given by the pupils.
} Pronunciation is
taught systematically in a more or less phonetic line.
3.PRINCIPLES
} The sentence is
the unit of speech
} Inhibition of
the mother tongue.
} English Realign
} Oral teaching
} Inductive
teaching of grammar
} teaching of new
vocabulary through careful selection and gradation and continual analysis.
4. MERITS
} It’s a natural method
} Pupils acquire fluency of speech
} Makes use of audio visual aids
} Facilitates reading and writing (Champion)
} Helps the critical study of English literature.
} Helps to develop practical command of the language.
5.DEMERITS
} Not a complete
method
} Shortage of
suitable teachers
} Not suitable for
all learners
} Psychologically
not sound enough due to the inhibition of the mother tongue.
} Difficult for
explanation
} Lack of the
facilities.
Follow Up Activity
} Compare direct
method with Grammar cum Translation method.
BILINGUAL METHOD
1.WHAT IS
BILINGUALISM?
} Demonstrated
ability to engage in communication via more than one language.
} Indians can be
called “school made bilingual” as we learn English as the Second Language from
school level.
2.TWO TYPES OF
BILINGUALISM
} 1.Compound (interdependent ) bilinguals :
} think in
mothertongue and translate it to the target language.
} 2.Co-ordinate (interdependent) bilinguals:
} Capable of
thinking in both the languages.
3.WHAT IS
BILINGUAL METHOD?
} Evolved by C J
Dodson of Wales.
} Makes use of the
first language in learning the second language.
} Controlled and
limited use of mother tongue in teaching the second language.
4.CHARACTERISTICS
}
Mother
tongue is only for explaining and interpreting and not used for translation.
} Judicious use of mother tongue only by the
teacher and not by the learner.
} Judicious use of
mother tongue equivalents.-ex. Funeral pyre, cremation. Etc.
} Use of mother
tongue gradually reduced in higher classes.
} Grammatical
mastery achieved through use in communicative contexts.
} Speak and write
the learnt items to reinforce them.
} Sounds of the
foreign language learnt through comparing
it with that of the mother tongue.
} Spoof (
parody) presentation of vocabulary items
} Use of mother
tongue for thinking process in initial stages.
} Gradually the
learner becomes a co-ordinate
bilingual and participate in
discourses.
} Meaningful programmes-
production with understanding and not mechanical reproduction-hence situational teaching.
} Helps in the
development of oral communication and fluency.
} Grammatical items
taught meaningfully through comparison and contrast with the items in
mother tongue.
} Instructions and
study in second language and in mother
tongue.
} The ‘code -
alternation’ can be through- code switching or code mixing.
} code switching-
creative use of the language and switching over to the other languages occurs at word, phrase,
clause or sentence level.
} code
mixing-transfer of code occurs at inter-sentential and intra-sentential levels.
5.PRINCIPLES
} All language
skills are equally important.
} Meaningful
communicative situations are significant.
} Question answer
techniques for oral development and comprehension.
} Complete
sentence are preferred to one word
responses.
6. MERITS
} Save time
} Easy to handle
} Economical due
to minimum use of A V aids
} Utilization of the mother tongue acquisition rules
} Experimentally
proved effective
} Better rapport
between the teacher and the taught.
} Emotionally
pleasant and homely atmosphere for foreign language learning.
} Psychological
} Co- existence of
the two languages affects linguistic development, concept formation, mental
flexibility, emotion, behavior and character.
} Meaningful
learning.
} Develops
confidence and positive self concept.
} Develops
qualities like correct observation, classification, drawing conclusion, reading with reflection etc.
} Comparison , contrast analysis etc. higher
level thinking skills are developed.
7.DEMERITS
} Teacher is to be proficient in the target language
as well as in the
mother tongue.
} Danger of degradation to the translation method.
} Translation
encourages reliance on one- for –one equivalence between the
languages.
} Confusion due to
the difference in the linguistic features of the languages.
} Not at all
desirable or applicable in higher classes.
Unit
test
Module 1: Approaches and Methods in Teaching English
Module 1: Approaches and Methods in Teaching English
ž Total Weightage : 10
ž Time : 45 minutes
Match the
following(wt.1)
ž A
ž 1.Structural
Approach
ž 2.Suggestopedia
ž 3.Natural way
ž 4.Bilingual
method
ž B
ž C.J. Dodson
ž Stephen Krashen
ž Charles Fries
ž Georgi Lazamov
ž Gordan
ž Answer the
following(wt.1)
5.Write a short
note on Suggestopedia’.
ž 6. Enumerate the
merits and demerits of bilingual method of teaching .
ž 7.How can Direct Method of teaching English be
utilized? Explain with examples.
ž 8.Explain
briefly the theory of Krashen regarding the second language learning.
Answer the
following(wt.2)
ž 9. Write a critical note on the
Communicative Approach with special
reference to teaching English in Kerala.
***
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