The English language teaching

             Assignment

Name: Rupa Bambhaniya

Paper No: 12 The ELT

Enrollment no: 2069108420200002

Class: M.A sem 3

Roll no : 23 

Submitted by: Smt.S.B.Gardhi, Department of English

Email I'd rupabambhniya166@gmail.com

 Various Approaches in English language learning.

      It refers to the skills and behaviors that children use to engage in learning. The Approaches to Learning domain incorporates emotional, behavioral, and cognitive self-regulation under a single umbrella to guide teaching practices that support the development of these skills.

There is a difference between approach and method. An approach is a way of dealing with something or somebody. A method is the process used or the steps taken to deal with an issue or a person.

 The different teaching approaches in this post can be classified into four theoretical orientations: structural, cognitive, psychological and functional. Let's look at each perspective briefly. Structural approaches believe that language can be reduced to a learnable set of building blocks.

A method is an application of an approach in the context of language teaching. An example of a method is the grammar-translation method. This method employs the memorization of various grammar rules and the translation of second language material to the student's native language.

 Approach  To Learning  are deliberate strategies, skills and attitudes that permeate the teaching and learning environment.

Approach  Learning supports the IB belief that a large influence on a student’s education is not only what you learn but also how you learn.

 Approaches to Learning (5 elements) 

         # Thinking skills #

                    critical thinking

                    creativity and innovation

                     transfer

         # Communication skills #

         # Social skills #

         # Self-management skills #

               -    organisation

                 -  affective

                  -  reflection

            #   Research skills #

                  - information literacy

                 -  media literacy

 

Approaches to Teaching (6 elements)

                 Teaching through inquiry.

                 Teaching through concepts.

                 Teaching developed in local and global contexts.

                 Teaching focused on effective teamwork and collaboration.

                 Teaching differentiated to meet the needs of all learners.

                Teaching informed by assessment.

The descriptive study

This approach attempts to identify the characteristics of a problem through description. Because the subject cannot be described in all its detail, careful selection of facts must occur. Facts should be gathered according to pre-determined criteria and for the purpose of demonstrating relationships of interest. To the extent that the descriptive study of a particular problem provides one with a generalized understanding of a phenomenon that, in turn, can be employed to understand other specific problems, this approach is useful and acceptable. An example of this approach would be a description of an unusual planning program in operation in one Municipality, with the objective being to illustrate how the program differs from similar programs found in other Municipalities.

The explanatory study

This approach attempts to find the answer to an enigmatic question. For example, why has an urban area acquired its particular shape, or why has a city council refrained from allowing mobile home parks in the community? The explanatory studies are designed to investigate origin - cause-effect relationships. The typical study includes the collection of empirical data for the formulation of hypotheses or less pretentious hunches and the subsequent test of these hypotheses by any one of a number of ways available to the researcher.

The methodological study

The methodological study attempts to devise, test or improve new research methods in Planning. The study may deal with the development of a specific technique for the discipline or may take a technique developed by another discipline and attempt to apply it to a Planning context. Possible examples of this approach are innumerable; for example, the application of new forecasting techniques developed in Management Science to a planning problem, or an attempt to develop methods for breaking down cross census information into smaller temporal or areal units.

The historical study

If it is designed to facilitate a deeper understanding of historical processes and is not merely an attempt to fill gaps in our factual knowledge, the historical approach can be very useful. Studies detailing the transference of the modern town Planning movement from Europe to North America or the evolution of company towns in Ontario would be appropriate uses of the historical approach.

Grammar Translation Approach

Grammar Translation, an extension of the approach used to teach classical languages to the teaching of modern languages, dominated foreign language teaching from the 1840s to the 1940s. In its modified form, this approach  continues to be widely used in some parts of the world today. The fundamental goal of learning a foreign language in  Grammar Translation Approach is to be able to read its literature. In order to do so, students are expected to learn the  grammatical rules and vocabulary of the target language using bilingual word lists.

 Direct Approach

By the end of the nineteenth century Direct Approach or Method emerged as a reaction to the Grammar Translation Approach and its failure to produce learners who could communicate in the foreign language they were studying. This approach stressed the ability to use rather than analyze a language as the goal of language instruction or in other words,  the main goal was to train students to communicate in the target language and to have an acceptable pronunciation. The  idea behind the Direct Approach was that we learn languages by hearing them spoken and engaging in conversation  (Hubbard, Jone, & Thornton 1983). In this approach, the learners are expected to imitate and practice the target  language until they become fluent and accurate speakers and, as there is no translation, it is assumed that they will learn  to think in the target language.

Reading Approach

Following the Coleman Report in 1929, reading became the goal of most foreign language programs in the United States and its popularity lasted until World War II (Richards & Rodgers, 2003). This approach began to function as an alternative to the Direct Approach and was chosen for practical reasons, limited class hours, the qualification of the teachers, and the need of the learners. It was claimed in this approach that reading knowledge could be achieved through the gradual introduction of words and grammatical structures in simple reading texts. 

The vocabulary used in the reading passages is controlled at beginning levels and is chosen according to their frequency and usefulness. The acquisition of vocabulary is considered to be more important than grammatical skills and  is expanded as fast as possible through intensive and extensive reading. The translation of vocabulary items and  sentences are permitted.

Audiolingualism (United States)

The Audiolingual Approach which was dominant in the United States during the 1940s, 1950s, and 1960s is known to be a major paradigm shift in foreign language teaching (Larsen-Freeman, 1986). The combination of structural linguistics theory (Bloomfield, 1933), contrastive analysis (Fries, 1945), oral-aural procedures, and behaviorist psychology (Skinner, 1957) led to the development of Audiolingual method. The theory of language underlying Audiolingualism is structural linguistics which its fundamental tenet is that speech is language. This approach adopts the behaviorist view as its theory of learning which claims that learning is a matter of "habit formation" (Decarrico, 2001). The main emphasis in this approach is placed on the grammar of a language which should be overlearned. 

The new grammatical points and vocabulary are presented through dialogues. Most of the drills and exercises that follow the dialogues are manipulative and pay no attention to content. In this approach, the major objective of language teaching is to acquire the grammatical and phonological structures of a language; thus, vocabulary learning is kept to a minimum (especially in the initial stages) and new words are introduced and selected according to their simplicity and familiarity to make the grammar practice possible (Zimmerman, 1997).

Oral-situational Approach (Britain)

This approach was developed by British applied linguists as a reaction to the Reading Approach and its lack of emphasis on oral-aural skills; it enjoyed popularity during the1940s, 1950s, and 1960s. Similarities can be found  between the Direct and Situational Approaches but a great deal has been added to it from the works of British functional  linguists, especially J.R. Firth, who believed that language form is determined by its context and situation  (Celce-Murcia, 2001). The theory of teaching of this approach is characterized as a type of British "Structuralism" and  its theory of learning is a type of behaviorist habit-learning theory. In this method all lexical and grammatical items are  presented and practiced in situations (e.g. at the supermarket, at the bank, at the post office). 

The vocabulary items are chosen according to the situations being practiced. Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered (Richards & Rodgers, 2003). Oral-Situational Approach and Audiolingualism share a great deal of similarities; thus, they confronted the same  criticisms and like the Audiolingual Approach the view of language teaching and learning underlying the  Oral-Situational Approach were called into question in the mid-1960s .

 Works Citation:

Richards, Jack C and Rodgers, Theodore S. Approaches and Methods in Language Teaching.

 United State of America: Cambridge University Press. 2001. Print. 

Patel, M. F. and M. Jain, Praveen. English Language Teaching (Methods, Tools and Techniques). 

Jaipurr: Sunrise Publishers and Distributors, 2005. Print. Richards, Jack C, Schmidt, Richard. 

Dictionary of Language Teaching and Linguistics. Great Britain: Pearson Education Limited. 2010. 

 Howatt, A. P. R. A History of English Language Teaching. Oxford and New York: Oxford University Press. 1997. 

Richards, Jack C and Renandya, Willy A. Ed. Methodology in Language Teaching: An Anthology of Current Practice.

 New York and Melbourne: Cambridge University Press, 2002.