‘Method’ refers to a systematised, organised way of doing a thing for effective control. Edward Anthony, American applied linguist defines it as ‘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.’ It is vital to mention here that- an approach is axiomatic and a method is procedural. Basically, a method helps to select, order, present the material and to make the use of the language unconscious. A variety of methods are used in teaching English, a few have been briefly discussed below.
I. GRAMMAR- TRANSLATION METHOD This method is not based on any set theory or systematic approach but based on the idea that the way to learning language is through learning its grammar.
FEATURES: • The mother-tongue (L1) of the leaner and the target language (L2) are used. • The resources of L1 are fully exploited. • The spoken aspect of the target language is not stressed and only loud reading is encouraged. • Meanings are made clear using the mother-tongue. • Grammar rules are given importance and is taught deductively. • Not much interaction in the class and teacher is authoritative. • Better understanding of the two linguistic systems is expected.
ADVANTAGES: • This method proceeds from known to unknown and so is an easy one. • Abstract words can easily be explained using the mother-tongue of the learner. • Grammar is made easy. • Teacher gives word to word meanings to the learners in the mother-tongue making the task easy to teach. • Time is saved.
DISADVANTAGES: • The use of this method makes the learners passive. • Speech is neglected and students fail to communicate in the target language. • The natural way of learning language is compromised. • Students depend on the native language.
II. DIRECT METHOD Direct Method of Teaching English became popular and influential during the beginning of twentieth century and came as a reaction against the Translation Method. This is a method in which a new word or expression is connected in the pupil’s mind directly with what it stands for and not through the medium of native language.
FEATURES: • The mother-tongue of the learner does not intervene as a direct bond between the English word, phrase or idiom and its meaning is established as it stands in the target language. • Fluent speech lies at the heart of this method as oral teaching precedes writing. • Grammar is taught inductively • Concrete vocabulary is taught progressively and correct pronunciation is emphasised. • Interaction between the teacher and the learner in the target language is stressed upon.
ADVANTAGES: • The learner gets many opportunities to listen and speak the target language. • As this method follows a natural way, the child listens, learns and ultimately acquires fluency in the target language. • There is good scope for activity. • This method prepares an easy ground for written English.
DISADVANTAGES: • The method is useful for early stage. • All vocabulary items cannot be taught through this method using association. • This method requires the use of expensive aids like As linguaphone, language laboratory etc. to be a success. • The method is time consuming.
GRAMMAR TRANSLATION METHOD :- It is a foreign language teaching method which consists exclusively of the formal teaching of grammar, and translation from and to the mother-tongue of the learner. Grammar translation method had a natural evolution all over the world and no one is known to be the initiator of such a method.
Fundamental assumptions :- 1. Language proper is its written form. 2. Languages are fundamentally universal. 3. All languages have fundamentally the same grammar. 4. Contrast by the grammar of the mother-tongue will enable the learner to master the grammar of the foreign language. Translation is considered the best device to achieve such a grammatical contrast.
Techniques used in classroom :- The teacher in the classroom dealt with a lesson in the textbook in the following way -> 1. Explanation of the content material of the lesson in a progressive and phased manner. 2. Sentence and clauses analysis. 3. Giving the L1 equivalent of difficult words and purposes of illustration of meaning. 4. The pupils read the lessons aloud and answered questions in writing. DICTATION forms a very important part of language teaching. Language learning in grammar translation method was a progressive movement from written forms to spoken forms.
Merits :- 1. It gives a perfect mastery of written English, the spellings of English words and the formal grammar of English. 2. It does not expect the teacher to be highly resourceful. 3. Grammar is taught deductively. 4. Reading and writing is mainly focused.
Demerits :- 1. Written language cannot be the sole basis of language study and language analysis. Grammar-translation method does not pay attention to the skills of the language. 2. Intense work done in L1 can never lead to practice in L2 unless L2 atmosphere itself is created in the classroom. 3. Creativity of the teacher is lost, end up using the age-old method, due to other senior colleagues. 4. Carried to its extreme, translation becomes futile and burdensome for the student. Translation can be as simple as it can be the most complex exercise. 5. It requires a more resourceful set of learners than a resourceful teacher. 6. Language learning is not a process of memorizing although some level of 'memorization' is involved.
DIRECT METHOD :- The nineteenth century witnessed considerable enthusiasm in changing over to some kind of active classroom method in the teaching of foreign languages. This new insight into language teaching came in the wake of fresh understanding on the nature of language as an active, dynamic and structured system. The evolution of the direct method is based on the simple but significantly transitional belief that a learner learns a language simply by listening to it and speaking it a great deal. The direct method is the formal name by which the work of the advocates of the oral and natural way of language teaching came to be known during the nineteenth century. The direct method essentially consists of learning a foreign language without the medium of mother-tongue and by having a direct association between language and experience i.e., words and phrases with objects and actions.
Merits :- 1. In direct method, speech is considered the solid basis for all language work. 2. The direct method has no recourse to translation whatever may be its functional value. 3. Functional grammar teaching is at the core of the direct method. 4. Grammar in direct method is a dynamic system consisting of the foreign language, which the learner understands by means of direct association. 5. Correct pronunciation is an important feature of the direct method. 6. It is an inductive method. The outstanding characteristic of the direct method is whether in speech, reading or in writing, the classroom continually resounds with the foreign language and provides the necessary language atmosphere which is the chief requisite. By the time the students are required to learn the formal grammar of the language, the functional foundations already laid in the sense that unlike in the grammar-translation method the students acquire the actual use of the structural aspects of the language and on its basis later learn the language as a formal intellectual system which consists of many abstractions.
Demerits :_ 1. it requires teachers who are native speakers. 2. It is difficult to define abstract things. 3. It requires the skills of teacher. 4. It creates noise problem in the class.
NAME - Navneet Bhatti CLASS - M.A. (||) ROLL NO. - 5
Teaching method is a style of the presentation of content in classroom. Method is more general, it includes techniqes also. The teaching techniques are the ways of implementing a method. Different techniques may be employed within one method. Method refers to the formal structure of the sequence of acts commonly denoted by instruction. Method is more general,it includes techniques also. And the DIRECT METHOD is one of the popular methods of teaching. DIRECT METHOD In the diresct method which is also called natural method, the learner is expected to learn the new language in an oral manner like his mother tongue. It is aimed at introducing the language directly to the learner in the same way as the learner learns his motjer tongue. The cental idea of the direct method is the association of words and sentences with their meaning through demonstration,dramatization and such other means, and not by the use of mothet tongue. There is no interferance in the form of translation or the use of the rules to explain a particular pattern of the lanhuage. According to ROBERT LADO, " The direct meyhod over comes the two major faults of Grammar-translation method by substituting languahe contact for grammar recitation and language use for translation." According to P.C Gurrey, "The fullest application of the method is the associating of a complete thought expressed in words with the real experience that would give the occasion and impulse for the thought." AIMS OF DIRECT METHOD 1. To make the pupil think in english language. 2. To enable the pupil to acquire the ability to grasp the sence of what he hears or reads in english as he grasp in his mother tongue. 3. To develop in the pupil that intinctive, unerring language sence, which we all possess in varying degrees in the mother tongue. 4. To enable the pupil to express his thoughts and feelings directly by means of english without the invention of mother tongue.
PRINCIPLES OF DIRECT METHOD 1. Direct association between thoughts and verbs: In this method, the learners think and speak by using the same medium. 2. Emphasis on oral teaching: Direct method emphasises the value of oral teaching in learning english. It lays emphasis on knowledge of phonetics so that the students acquire correct pronunciation. 3. The unit of teaching is sentence: In the direct method, the unit of teaching is 'sentence' and not the 'word'. The Direct method follows the principle that the unit of speech ahould be 'sentence' not the 'word'. It is in sentences thT the child learns to talk or atleast in groups of words that imply a sentence. 4. Avoidance of mother tongue: In this method,the use of mother tongue is not allowed in order to ensure a direct bond between the word and meaning. 5. Limited vocabulary: This method favours the presentation of limited vocabulary, based on needs and experiences of the learner. 6. Extensive use of audio-visual material: Audio-visual material is used extensively in order to explain the meaning in direct method. 7. Stress on functional grammar: In this method, stress is laid on functional grammar and not on theoratical grammar.
ADVANTAGES OF DIRECT METHOD 1. Fluency in speech: As the direct method establishes a direct bond between experience and expression, the pupil acquires fluency in speech. The pupil thinks in english and does not find any sort of difficulty in expressing his thoughts in speech. It leads to the acquisition of fluent speech. 2. Facilitate understanding of english: Direct association b/w the object and the english word and its meaning facilitates understanding of english without the intervention of mother tongue. 3. Natural method: It is a natural method. The language is through demonstration and conversation and natural context. 4. No gap b/w active and passive vocabularies: This method does not differentiate b/w active and passive vocabularies because whatever is required for understanding, is also required for expressing it. 5. Psychologically sound: Psychologically, this method is sound. It is because the teacher proceeds from particular to general and from concrete to abstract. 6. Time saving: It helps the teacher and the learner to cover up more syllabus in less time. Thus it is time saving. 7. Develops taste for English Literature: Direct method gives command over english language. It creates interest in it. It enables the students to acquire a practical mastery of the language which assists in the study of english literature. 8. For teaching idioms: For teaching the idioms of english, this method is more suitable. 9. Aids written work: Fluency of speech leads to ease kn written work. Generally, those who can speak fluency can also write with ease. Thus this method makes the teaching of english easy and pleasant. 10. Makes more use of audio-visual aids: Direct method makes use of variety of audio-visual aids. The use of these aids facilitates learning english. Due to these aids, the lesson becomes interesting.
DISADVANTAGES OF DIRECT METHOD: 1. Lack of Competent teachers: There is need of really competent teaxhers for teaching english by this method. But in our country there is dearth of such teachers. Most of the teachers of the subject have got a very poor command of English. The pronunciation of teachers is also faulty. They have poor expression capacity. 2. Over-emphasis on oral work: In this method, there is over-emphasis on oral work. Reading and writing aspects its of the language are not given due attention. 3. Lack of Atmosphere: Proper atmosphere is required for the teaching thing of English. The atmosphere in our schools for direct method of teaching English is not present. Due to the use of mother tongue in other subjects, the English teacher is not able to create the proper atmosphere. 4. Difficult and Expensive method: This method requires adequate audio-visual material and atmosphere. Our schools are not in a position to provide such expensive method as the teacher has to use some aids for teaching. 5. Does not suit all the students: This method cannot be successfully used for the average students. It suits only those students who are linguistically mindful and its basic principle is that the aural -oral appeal is stronger than the visual learning in English. 6. Missuse of mother tongue: The difference between the two languages can neither be washed away nor be neglected. In the missuse of mother tongue, it becomes difficult to explain the meaning of each and every word by giving its similar English equivalents. 7. Greater weakness in practice than theory: The weakness of this method becomes apparent more in practice than theory. It gives insufficient attention to reading and writing work. 8. Directly associated: Only a number of words can be directly associated with their meanings. It is difficult to make clear the meaning of words that bear abstract sense without the use of mother tongue. Many a times, it becomes quite difficult to bring word meanings and child's experience together. In this method, a lot of time is consumed in creating life situations. Conclusion: This method is found to be more suitable for early stages but not at higher stages. But it goes without saying that it is better than translation method. Though this method has some shortcomings, but its merits cannot be ignored. The best thing for the teachers would be to modify it as per the needs and requirements of the learners. Direct association between the word and the thing gives better results than translation.
Translation Method (Principle, advantages and disadvantages)
Translation method:- Any foreign language can be learnt by direct method or through translation method. It depends upon the aim. Once we are clear about the aims and objectives of teaching foreign language, we plan a method that will help us to achieve the selected objective. Several methods have been suggested by the experts for the teaching of foreign language. The translation method is one of them. The translation method is better known as the grammar translation method. In this method the teacher translates each and every word, phrase and sentence of foreign language into mother tongue of students. This method attaches a great importance of grammar. It is most condemned method of teaching foreign language. But it is most widely used method also. It begins with teaching of sounds of alphabets. Then comes the teaching of words and from words we come to sentences.
Principles or characteristics of Translation method:- 1. The child can best interpret foreign language words and phrases when these are translated into his mother – tongue. 2. The translation method also helps the students in attempting simple exercises in composition. 3. The mother tongue dominates this method. 4. Structure of foreign language can be best learnt when compared and contrasted to those of mother tongue.
Advantages of Translation method:- 1. Translation method is an easy method. It is based on an important maxim of teaching; proceed from the known to the unknown. 2. This method saves the teacher’s time as well as the pupils. The child easily learns foreign words and structures. 3. The teacher’s work is made easy and light. His only work is to give word for word meanings of foreign language into the child’s mother-tongue. 4. It is a practical method for teaching high classes and in minimum time. 5. Foreign language grammar can be compared with the grammar of the mother tongue, which the child already knows. Thus it becomes easy to understand foreign language. 6. Memorization- Whatever language material the pupils memories, can be easily applied by them. 7. Easy to test language group. 8. Easy to explain abstract words. 9. It enables the comparative study of grammar of foreign language and mother tongue.
Disadvantages/limitation of Translation method:- 1. Ignores the natural way: This method ignores the natural way of learning a language i.e. listening, speaking, reading and writing. 2. It aims at passive mastery of language. The student can not read extra material in foreign language with grasp. 3. Loss of free expression: Foriegn language is learnt through the medium of the mother tongue. The children lose free expression in foriegn language. They first think in the mother tongue and then translate their ideas into forgein language. 4. It encourages word for word translation. The students learn to keep the translation and kill the sense. The pupils may say ‘The rain is falling’ for ‘it is raining’. 5. There is no scope of originality. 6. It binds the language within the rules of grammar. 7. Speech is neglected. Students fail to learn the art of conversation. 8. It makes the students passive listeners. 9. It makes the whole teaching work dull and dry. It gives no place to any activity. 10. The foriegn language can’t be totally translated in mother tongue. It is the main problem in this method.
The Direct Method (Principles, advantages and disadvantages)
The Direct Method: - The direct method is also called the natural method as the learner is expected to learn the new language as an oral manner like his mother tongue. The direct method of teaching language consists in explaining its words and phrases not in terms of any other language but by associating them directly with the objects they stand for. It consists in establishing a direct method between a word and its meaning, between an experience and its expression. Its aim is to enable the students to think in target language and speak in the same with correct pronunciation.
Features/characteristics/principles of direct method: - 1. Mother tongue is not allowed: The supporters of direct method believe that it is not only necessary to use the mother tongue, but it is far better not to do so when teaching beginners. So keep the mother tongue out of bonds while using the direct method. 2. Oral method: Fluent speech lies at the heart of the direct method. Oral teaching precedes any form of reading and writing. It will effective background of the latter skills. 3. The sentence and not the word becomes the unit of speech: The direct method follows the principle that the unit of speech should be sentence not the word. We talk and think in sentences of sense group. So, sentence is made the unit of speech. 4. The teaching of descriptive grammar: Grammar is not taught for the sake of grammar. The direct method aims at teaching the grammar of language or the the grammar describes the language in action. The grammar taught is not the grammar of rules but the grammar of use. Grammar is taught inductively. 5. Progressive teaching of new vocabulary: The direct method stresses the need of using only limited words and phrases. The words and phrases are taught at definite stages through spoken language. This teaching of vocabulary is progressive. 6. Systematic teaching of pronunciation: Pronunciation is to be taught systematically on more or less phonetic basis. The meanings of new words and forms are taught by means of direct objects, actions or in natural contexts. 7. Teaching vocabulary and structures: The vocabulary and structures of the language are inculcated to a large extent by questions asked by the teacher and answered by the students. Advantages/ merits of direct method: - 1. The medium of teaching is the target language not the mother tongue. 2. Follows natural ways: The direct method follows the natural way of the learning of a language. The listens and speaks. He acquires fluency in English speech. 3. Stress on oral work: The direct method lays stress on oral work. The child gets to improve his speech habits, including pronunciation. 4. Thinking in target language: The direct method helps the child to think in target language without the aid of the mother tongue. This strengthens his ability to self expression. 5. Use of audio-video aids: This is an ample scope for the use of audio video aids. These aids make the teaching work easy, interesting and more concrete. 6. Scope for activity: There is good scope for activity. The teaching work becomes interesting. 7. It is a method of living language, not the dead one.
Limitations/Disadvantages of direct method: - 1. Useful for early stage: The method is useful only for early stage. It does not work well in higher classes. 2. Speech is over emphasized: Speech is over emphasized. It is given importance at the cost of reading and writing. It ignores the fact that the majority of learners of target language do more of reading than of speech. 3. Incomplete teachers: The unskilled teachers using direct method will create more problems than they will solve. 4. Expensive method: The direct method is very expensive. It is so as its success much depends upon the use expensive aids such as lingua phone, projector, language laboratory etc. which most can not afford. 5. Limited suitability: This method is more suitable for small sized classes. In over crowded classes this method is not likely to give the desired results. 6. Vocabulary teaching: All vocabulary items can not be taught through the direct method. How will a teacher explain the difference between and pretty?
BILINGUAL METHOD INTRODUCTION Bilingual method is developed by Dr.C.J.Dadson (1967/1972) . This method includes both mother language i.e. native language (L1) and the target language (L2). The approach in beginning is Bilingual and then becomes monolingual at the end. The teacher uses both mother tongue (L1) and the target language (L2) in the classroom with his students. We can say that bilingual method of teaching is somewhat combination of the Direct Method and the Grammar Translation Method. BASIC PRINCIPLES OF BILINGUAL METHOD 1. By the help of mother tongue or native language any Foreign Language or Second language can be learned easily. 2. In this method native language is not used as translation, 3. Only the teacher uses mother tongue in class to achieve his communication or explanation. 4. Students are not allowed to use there mother tongue in classroom. 5. Sentence is the unit of teaching. Teacher gives meanings in mother tongue or native language for meaningful parts or sentences. 6. When teacher feels that his students have reached to the sufficient level of communication proficiency he withdraws the use of mother tongue or native language. 7. Code-switching involves the intentional or unintentional use of both linguistic codes at the same time.
PROCEDURE OF TEACHING 1. The students asked to close their books and listen to their teacher. The teacher reads out the sentence in class and explains it in the native language. 2. And then students are asked to open their books and repeat the lines with teacher in second reading but they repeat only in target language not in native. 3. The teacher gives sentence wise or meaningful parts wise L1 equivalents (meanings).The teacher says each sentence of the dialogue twice with L1 version (meanings). EXAMPLES Teacher: It’s raining today. Teacher: (explains in native language) Teacher: It’s raining today. Teacher: (tells the students to repeat the same with him) Students: (repeating: It’s raining today) Dodson concentrates on a careful sequence of steps so that a growing command of words and structures gradually leads to message-oriented communication where people exchange messages and mean what they say. If the practice stopped before that point, the students would be cheated. About one third of the whole teaching-time should be allocated to genuine communicative activities. For every lesson cycle, the transition must be made from role-taking to role-making, from bilingual exercises to foreign-language-only activities, from guided use to free use, from studying the language to studying topics meaningful in their own way. This constant fluctuation between focus on linguistic form and its use for message delivery is paramount in the method. Bilingual method techniques fit well into a modern communicative approach. Let us see Bilingual Education Model in USA There are three primary bilingual education models currently in use in the United States: The transitional or early exit model emphasizes English language development and academic learning, using native language instruction to allow students to keep up with their peers academically while simultaneously acquiring English. Enrollment usually lasts three years; research indicates that this is the most popular method in use today. The developmental or late-exit model focuses on the development of full bilingualism, encouraging oral fluency and literacy in both English and the student's native language, as well as academic learning. This type of program requires a longer period of study, typically lasting five or more years. In two-way or dual immersion bilingual education, limited English proficient (LEP) students and native English-speaking students are placed in a developmental bilingual education environment that encourages collaborative efforts at language acquisition. The goal for both groups is to meet high academic standards and develop fluency and literacy in both languages. Like the second model, this type of bilingual education program lasts five or more years. The alternative to bilingual education are "English immersion" methods--education models that do not use the student's native language as a basis for teaching them English. There are several types of English-only models. English as a second language (ESL) instruction allows students to receive supplementary "pullout lessons" in English. There are two types of ESL classes: grammar-based ESL, which focuses on language structure, and content-based ESL, which emphasizes communication. Structured or sheltered immersion classes use a simplified form of English, adjusted to the student's level of proficiency, as the language of instruction in all classes. Native language support is used minimally or not at all. The submersion or "sink or swim" method was found illegal and outlawed in 1974 by the U.S. Supreme Court ruling in Lau v. Nichols. This method placed all children in regular English-language classrooms, regardless of English comprehension or literacy levels. Non-English speaking students were not provided with any additional English language instruction.
DEMERITS OF BILINGUAL METHOD 1. Bilingual method focuses on the grammatical structures more than day-to-day conversation. 2. Also bilingual method does not follow any set theory. 3. Students become dependent on their native tongue. 4. In Bilingual approach there is almost no difference between methods and procedure. 5. Sometimes bilingual approach does not work as it must, when teacher is not proficient in either of the two languages (mother tongue and target language). 6. Teachers can banish the native language from the classroom, but cannot banish it from the students' minds. It would even be counterproductive since it would mean trying to stop them thinking altogether.
MERITS OF BILINGUAL METHOD All good teaching uses the learning tools students already have as the basis for building new skills and acquiring new knowledge. Most children enter school with basic language skills, already in place; it is up to qualified teachers to use those skills to help them develop the academic competence they need to succeed in life. Children learn more effectively if they learn L2 through the use of their native language, which provides a contextual basis for learning and allows them to keep pace with their peer group while acquiring the language they will need to learn in order to interact effectively in today's society. There are several other distinct benefits to the use of bilingual education, besides its basic effectiveness:- 1. It preserves children's sense of pride in the language of their parents, allowing them to move freely in an L2 dominant society while retaining an important link to their cultural and linguistic heritage. 2. It helps protect their sense of identity, which is also strongly linked to the language and culture of their family and heritage. 3. Today, there are also economic advantages in bilingual fluency and literacy; many jobs pay higher salaries to their bilingual employees. In an increasingly global society, the ability to speak and write in several languages is becoming necessary to effectively compete in the job market. 4. Dodson's seminal work dealt the death blow to the short-sighted notion of the mother tongue as nothing but a source of interference. It is, above all, a scaffold on which to build further languages. 5. This bilingual technique prevents pupils from giving 'empty' responses, and sentence variations become concept variations which exploit the communicative potential of a given structure. 6. It is syntactic and semantic manipulation at the same time, a cognitive engagement in mental gymnastics, which prevents the process from becoming mechanical. However, in spite of Dodson's experiments and subsequent confirmation by other researchers (see especially Meijer 1974, a book-length study of a year-long experimental comparison of methods with Dutch pupils of French), in many countries orthodoxy still says that the mother tongue should be avoided except for occasional glosses of difficult words. The problem lies not in the new ideas, but in escaping from the old ones.
BILINGUAL METHOD C J DODSON of the University of Wales wrote a pamphlet THE BILINGUAL METHOD in 1962 in which he emphasises the need for a completely new attitude of mind in our approach to language teaching learning. Dodson advocates that a method should be within the capabilities of all the teachers. A method should be simple and balanced between the spoken and the written word. Dodson's Bilingual Method allows the use of the mother tongue in the class. Dodson divides the Bilingual Method Cycle into 2 Stages: 1)The Initial Stage 2)The Later Stage In the initial stages,the teacher uses the mother tongue more liberally even in asking questions and in giving explanations and instructions. But,in the later stages,the use of the mother tongue is reduced gradually,and the teacher and the taught use only the target language. Moreover,an experiment conducted at CIEFL,Hyderabad showed that the Bilingual Method was more effective in the class. In practice,most teachers in India use only the Bilingual Method to teach English. The Bilingual Method opens the 'flood gates' of the mother tongue which results in its excessive use in English classes which in turn reduces whatever little exposure there is to English. Audio-lingual Method most important version of the Structural Approach. The principles on which it is based are- Language is speech,not writing. Languages are different;their similarities and differences can be studied systematically. Language learning is a mechanical skill and no intellectual process is involved in it. In the teaching of a language,the teacher should follow the STIMULUS-RESPONSE-REINFORCEMENT pattern. According to this approach, a language is what its native speakers speak,not what someone thinks they ought to speak. Salient features of Audio-lingual method are- Language teaching begins with the spoken language;the material is taught orally before it is presented in the written form. The target language is the only language of the classroom;the mother tongue is not to be used. Vocabulary selection is based on an essential service vocabulary. Teacher is the role-model for imitation. Student-to-student interaction takes place in chain drills. Important techniques used in the Audio-lingual method are- Dialogue memorisation: Students memorise the dialogue through mimicry and certain grammar points and sentence patterns are included within the dialogue. Repitition drill: Students repeat the teacher's model as accurately as possible. Chain drill: This includes chain of asking and answering,student's response;then turns to next student and the chain continues as it is. Substitution drill: teacher says out a sentence or a dialogue leaving out something and students have to fill in the gap correctly. Question and Answer drill: Students are asked to give answers to the questions. Grammar games. Weaknesses- It lacks human interest. Resources of the mother tongue are left unused. This method does not prepare learners for spontaneous communication.
Kulwinder Kaur DAV Roll.No- 7927 METHODS OF TEACHING ENGLISH Scope: Many children learn several languages at a very young age. Language teaching involves many methods. All the available methods may be appropriate to different contexts. There is no one single method strongly recommended in the teaching of English since the level of the learners differ from one anothers. So, it becomes inevitable for a teacher to know the different methods of teaching & learning Awareness of variety of methods help him to apply the relevant method in his classroom successfully. As a teacher the objective of teaching English must be achieved. Many children learn several languages at a very young age but some fail to learn even the basic English. A child acquires all the necessary skills in his mother tongue easily whereas it fails in the second language. The salient features which affect the learning of second language among the students are discussed below: ACQUISITION LEARNING 1. Acquisition is an act of gaining knowledge and skill by your own. Learning is the act of gaining knowledge and skill by study and from experience etc., 2. It is an active process by which mother tongue capability develops in a human 3. It is done in a very early stage with in 5 years. It is done in a later stage. 4. It is an unconscious process 5. It is an active process and by taking clues (hints) children construct on their own. Language learning is a conscious process 6. The main focus is on Communication or reception and of a message. In language learning the thrust is on Syntax and grammar It involves the skills of reading, speaking and writing. 7. The context is usually crucial and meaningful. It need not be important in language learning. 8. Motivation is a necessary for acquisition. Learning does not need motivation. 9. The outcome of acquisition is fluency. In learning, fluency is not guaranteed. 10. Acquisition is a subconscious process in acquiring mother tongue. Learning is a conscious process in knowing the rules of the language. JIM CUMMINS’ INTER DEPENDENCE HYPOTHESIS According to Jim Cummins’ a firm foundation in L1 is essential to master L2. Learning of mother tongue is a natural process. This natural process should be adopted in learning English as second language. L1 learning takes place in the early stages. So, the same process can be adopted in L2. 1. Due attention on correct pronunciation and accent. 2. Formation of speech habits should be paramount. (important) 3. Formal Loud Reading. 4. Avoid teaching of grammar. 5. Life related words are introduced. 6. Create exposure to language (L2) for communication. 7. Create informal atmosphere in L2 classroom. 8. Build up efforts for real life communication. 9. Encourage learners to focus on the meaning or message, not on form. 10. Be tolerant to errors. If correction is needed, do it incidentally. METHOD, APPROACH, DESIGN & PROCEDURE What is a Method? A method refers to the overall plan for the proper presentation of language material. It is based on selected approach and procedure. It include three parts 1. Approach 2. Design 3. Procedure. What is an Approach? An approach is concerned with the theory of the Nature of Language and Language Learning. What is a Design? 1. A Design concerns with the general specific objective of the course. 2. A syllabus model 3. Types of learning and learning tasks. 4. Role of learners and teachers 5. Role of learning materials. What is a Procedure? A procedure is the actual happening of the classroom techniques, practices and behaviours.
THE GRAMMAR – TRANSLATION METHOD The Grammar Translation Method is a cross lingual technique. It is used in language learning. Grammar is given more importance in this method. Learners understand the grammar rules better. The exercises in this method put the learner into an active problem-solving situation. In the schools, the teachers often follow the traditional method of translation technique. It is an easy way to explain things. Great Indian leaders is the past had attained remarkable progress in this method. Reading and writing are the major focus. Vocabulary selection is based solely on the text used. The words are introduced through bilingual word lists dictionary and memorization. The grammar rules are presented. A list of vocabulary items is presented with their translation meanings. Translation exercises are prescribed. Grammar is taught inductively. Mother tongue is the medium of instruction. Steps involved in Grammar Translation Method 1. The teacher asks the students to read few lines from the text. He asks them to translate into L1 and he helps them with new words. 2. The teacher answers all their questions in L1 3. The students write the answers for the questions 4. The answers are checked by them. Mistakes are corrected by the teacher. He speaks in L1 5. The students are asked to translate the words listed into their L1. The teacher helps them in synonyms, Antonyms and Meanings for these words. 6. The teacher works the grammar exercises and he presents grammar rules. The students do the exercises and translate the sentences into L1. 7. The students translate the lines from the text into L1. They memorize the read out listed words and frame sentences for the vocabulary items. 8. Students write a composition based on the passage. DEMERITS This GTM was in use for 100 years from 1840 to 1940. It had its own drawn backs. 1. It failed to produce oral fluency in English. 2. Students found the method boring as they had to memorize words and rules. 3. It does not develop confidence among the learners. 4. The use of L1 is more predominant in the class. 5. No link between the text words and real life situations. 6. The learner was unable to use English in day to day Communication 7. This method focused only in reading and writing. Little attention is paid to speaking.
METHODS OF TEACHING ENGLISH
ReplyDelete‘Method’ refers to a systematised, organised way of doing a thing for effective control. Edward Anthony, American applied linguist defines it as ‘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.’ It is vital to mention here that- an approach is axiomatic and a method is procedural. Basically, a method helps to select, order, present the material and to make the use of the language unconscious.
A variety of methods are used in teaching English, a few have been briefly discussed below.
I. GRAMMAR- TRANSLATION METHOD
This method is not based on any set theory or systematic approach but based on the idea that the way to learning language is through learning its grammar.
FEATURES:
• The mother-tongue (L1) of the leaner and the target language (L2) are used.
• The resources of L1 are fully exploited.
• The spoken aspect of the target language is not stressed and only loud reading is encouraged.
• Meanings are made clear using the mother-tongue.
• Grammar rules are given importance and is taught deductively.
• Not much interaction in the class and teacher is authoritative.
• Better understanding of the two linguistic systems is expected.
ADVANTAGES:
• This method proceeds from known to unknown and so is an easy one.
• Abstract words can easily be explained using the mother-tongue of the learner.
• Grammar is made easy.
• Teacher gives word to word meanings to the learners in the mother-tongue making the task easy to teach.
• Time is saved.
DISADVANTAGES:
• The use of this method makes the learners passive.
• Speech is neglected and students fail to communicate in the target language.
• The natural way of learning language is compromised.
• Students depend on the native language.
II. DIRECT METHOD
Direct Method of Teaching English became popular and influential during the beginning of twentieth century and came as a reaction against the Translation Method. This is a method in which a new word or expression is connected in the pupil’s mind directly with what it stands for and not through the medium of native language.
FEATURES:
• The mother-tongue of the learner does not intervene as a direct bond between the English word, phrase or idiom and its meaning is established as it stands in the target language.
• Fluent speech lies at the heart of this method as oral teaching precedes writing.
• Grammar is taught inductively
• Concrete vocabulary is taught progressively and correct pronunciation is emphasised.
• Interaction between the teacher and the learner in the target language is stressed upon.
ADVANTAGES:
• The learner gets many opportunities to listen and speak the target language.
• As this method follows a natural way, the child listens, learns and ultimately acquires fluency in the target language.
• There is good scope for activity.
• This method prepares an easy ground for written English.
DISADVANTAGES:
• The method is useful for early stage.
• All vocabulary items cannot be taught through this method using association.
• This method requires the use of expensive aids like As linguaphone, language laboratory etc. to be a success.
• The method is time consuming.
Supriya Wadehra
M.A II
RIE
Thanks Supriya.
ReplyDeleteGRAMMAR TRANSLATION METHOD :-
ReplyDeleteIt is a foreign language teaching method which consists exclusively of the formal teaching of grammar, and translation from and to the mother-tongue of the learner. Grammar translation method had a natural evolution all over the world and no one is known to be the initiator of such a method.
Fundamental assumptions :-
1. Language proper is its written form.
2. Languages are fundamentally universal.
3. All languages have fundamentally the same grammar.
4. Contrast by the grammar of the mother-tongue will enable the learner to master the grammar of the foreign language.
Translation is considered the best device to achieve such a grammatical contrast.
Techniques used in classroom :-
The teacher in the classroom dealt with a lesson in the textbook in the following way ->
1. Explanation of the content material of the lesson in a progressive and phased manner.
2. Sentence and clauses analysis.
3. Giving the L1 equivalent of difficult words and purposes of illustration of meaning.
4. The pupils read the lessons aloud and answered questions in writing.
DICTATION forms a very important part of language teaching.
Language learning in grammar translation method was a progressive movement from written forms to spoken forms.
Merits :-
1. It gives a perfect mastery of written English, the spellings of English words and the formal grammar of English.
2. It does not expect the teacher to be highly resourceful.
3. Grammar is taught deductively.
4. Reading and writing is mainly focused.
Demerits :-
1. Written language cannot be the sole basis of language study and language analysis. Grammar-translation method does not pay attention to the skills of the language.
2. Intense work done in L1 can never lead to practice in L2 unless L2 atmosphere itself is created in the classroom.
3. Creativity of the teacher is lost, end up using the age-old method, due to other senior colleagues.
4. Carried to its extreme, translation becomes futile and burdensome for the student. Translation can be as simple as it can be the most complex exercise.
5. It requires a more resourceful set of learners than a resourceful teacher.
6. Language learning is not a process of memorizing although some level of 'memorization' is involved.
DIRECT METHOD :-
ReplyDeleteThe nineteenth century witnessed considerable enthusiasm in changing over to some kind of active classroom method in the teaching of foreign languages. This new insight into language teaching came in the wake of fresh understanding on the nature of language as an active, dynamic and structured system.
The evolution of the direct method is based on the simple but significantly transitional belief that a learner learns a language simply by listening to it and speaking it a great deal.
The direct method is the formal name by which the work of the advocates of the oral and natural way of language teaching came to be known during the nineteenth century.
The direct method essentially consists of learning a foreign language without the medium of mother-tongue and by having a direct association between language and experience i.e., words and phrases with objects and actions.
Merits :-
1. In direct method, speech is considered the solid basis for all language work.
2. The direct method has no recourse to translation whatever may be its functional value.
3. Functional grammar teaching is at the core of the direct method.
4. Grammar in direct method is a dynamic system consisting of the foreign language, which the learner understands by means of direct association.
5. Correct pronunciation is an important feature of the direct method.
6. It is an inductive method.
The outstanding characteristic of the direct method is whether in speech, reading or in writing, the classroom continually resounds with the foreign language and provides the necessary language atmosphere which is the chief requisite.
By the time the students are required to learn the formal grammar of the language, the functional foundations already laid in the sense that unlike in the grammar-translation method the students acquire the actual use of the structural aspects of the language and on its basis later learn the language as a formal intellectual system which consists of many abstractions.
Demerits :_
1. it requires teachers who are native speakers.
2. It is difficult to define abstract things.
3. It requires the skills of teacher.
4. It creates noise problem in the class.
NAME - Navneet Bhatti
CLASS - M.A. (||)
ROLL NO. - 5
Thanks Navneet. Keep it up.
DeleteTeaching method is a style of the presentation of content in classroom. Method is more general, it includes techniqes also. The teaching techniques are the ways of implementing a method. Different techniques may be employed within one method. Method refers to the formal structure of the sequence of acts commonly denoted by instruction. Method is more general,it includes techniques also. And the DIRECT METHOD is one of the popular methods of teaching.
ReplyDeleteDIRECT METHOD
In the diresct method which is also called natural method, the learner is expected to learn the new language in an oral manner like his mother tongue. It is aimed at introducing the language directly to the learner in the same way as the learner learns his motjer tongue. The cental idea of the direct method is the association of words and sentences with their meaning through demonstration,dramatization and such other means, and not by the use of mothet tongue. There is no interferance in the form of translation or the use of the rules to explain a particular pattern of the lanhuage.
According to ROBERT LADO,
" The direct meyhod over comes the two major faults of Grammar-translation method by substituting languahe contact for grammar recitation and language use for translation."
According to P.C Gurrey,
"The fullest application of the method is the associating of a complete thought expressed in words with the real experience that would give the occasion and impulse for the thought."
AIMS OF DIRECT METHOD
1. To make the pupil think in english language.
2. To enable the pupil to acquire the ability to grasp the sence of what he hears or reads in english as he grasp in his mother tongue.
3. To develop in the pupil that intinctive, unerring language sence, which we all possess in varying degrees in the mother tongue.
4. To enable the pupil to express his thoughts and feelings directly by means of english without the invention of mother tongue.
PRINCIPLES OF DIRECT METHOD
1. Direct association between thoughts and verbs:
In this method, the learners think and speak by using the same medium.
2. Emphasis on oral teaching:
Direct method emphasises the value of oral teaching in learning english. It lays emphasis on knowledge of phonetics so that the students acquire correct pronunciation.
3. The unit of teaching is sentence:
In the direct method, the unit of teaching is 'sentence' and not the 'word'. The Direct method follows the principle that the unit of speech ahould be 'sentence' not the 'word'. It is in sentences thT the child learns to talk or atleast in groups of words that imply a sentence.
4. Avoidance of mother tongue:
In this method,the use of mother tongue is not allowed in order to ensure a direct bond between the word and meaning.
5. Limited vocabulary:
This method favours the presentation of limited vocabulary, based on needs and experiences of the learner.
6. Extensive use of audio-visual material:
Audio-visual material is used extensively in order to explain the meaning in direct method.
7. Stress on functional grammar:
In this method, stress is laid on functional grammar and not on theoratical grammar.
ZANNAT SHARMA
MA II
DAV SEC-10
ADVANTAGES OF DIRECT METHOD
ReplyDelete1. Fluency in speech:
As the direct method establishes a direct bond between experience and expression, the pupil acquires fluency in speech. The pupil thinks in english and does not find any sort of difficulty in expressing his thoughts in speech. It leads to the acquisition of fluent speech.
2. Facilitate understanding of english:
Direct association b/w the object and the english word and its meaning facilitates understanding of english without the intervention of mother tongue.
3. Natural method:
It is a natural method. The language is through demonstration and conversation and natural context.
4. No gap b/w active and passive vocabularies:
This method does not differentiate b/w active and passive vocabularies because whatever is required for understanding, is also required for expressing it.
5. Psychologically sound:
Psychologically, this method is sound. It is because the teacher proceeds from particular to general and from concrete to abstract.
6. Time saving:
It helps the teacher and the learner to cover up more syllabus in less time. Thus it is time saving.
7. Develops taste for English Literature:
Direct method gives command over english language. It creates interest in it. It enables the students to acquire a practical mastery of the language which assists in the study of english literature.
8. For teaching idioms:
For teaching the idioms of english, this method is more suitable.
9. Aids written work:
Fluency of speech leads to ease kn written work. Generally, those who can speak fluency can also write with ease. Thus this method makes the teaching of english easy and pleasant.
10. Makes more use of audio-visual aids:
Direct method makes use of variety of audio-visual aids. The use of these aids facilitates learning english. Due to these aids, the lesson becomes interesting.
DISADVANTAGES OF DIRECT METHOD:
ReplyDelete1. Lack of Competent teachers:
There is need of really competent teaxhers for teaching english by this method. But in our country there is dearth of such teachers. Most of the teachers of the subject have got a very poor command of English.
The pronunciation of teachers is also faulty. They have poor expression capacity.
2. Over-emphasis on oral work:
In this method, there is over-emphasis on oral work. Reading and writing aspects its of the language are not given due attention.
3. Lack of Atmosphere:
Proper atmosphere is required for the teaching thing of English. The atmosphere in our schools for direct method of teaching English is not present. Due to the use of mother tongue in other subjects, the English teacher is not able to create the proper atmosphere.
4. Difficult and Expensive method:
This method requires adequate audio-visual material and atmosphere. Our schools are not in a position to provide such expensive method as the teacher has to use some aids for teaching.
5. Does not suit all the students:
This method cannot be successfully used for the average students. It suits only those students who are linguistically mindful and its basic principle is that the aural -oral appeal is stronger than the visual learning in English.
6. Missuse of mother tongue:
The difference between the two languages can neither be washed away nor be neglected. In the missuse of mother tongue, it becomes difficult to explain the meaning of each and every word by giving its similar English equivalents.
7. Greater weakness in practice than theory:
The weakness of this method becomes apparent more in practice than theory. It gives insufficient attention to reading and writing work.
8. Directly associated:
Only a number of words can be directly associated with their meanings. It is difficult to make clear the meaning of words that bear abstract sense without the use of mother tongue. Many a times, it becomes quite difficult to bring word meanings and child's experience together. In this method, a lot of time is consumed in creating life situations.
Conclusion: This method is found to be more suitable for early stages but not at higher stages. But it goes without saying that it is better than translation method. Though this method has some shortcomings, but its merits cannot be ignored. The best thing for the teachers would be to modify it as per the needs and requirements of the learners. Direct association between the word and the thing gives better results than translation.
Thanks Zannat. Keep it up.
DeleteTranslation Method (Principle, advantages and disadvantages)
ReplyDeleteTranslation method:-
Any foreign language can be learnt by direct method or through translation method. It depends upon the aim. Once we are clear about the aims and objectives of teaching foreign language, we plan a method that will help us to achieve the selected objective. Several methods have been suggested by the experts for the teaching of foreign language. The translation method is one of them.
The translation method is better known as the grammar translation method. In this method the teacher translates each and every word, phrase and sentence of foreign language into mother tongue of students. This method attaches a great importance of grammar. It is most condemned method of teaching foreign language. But it is most widely used method also. It begins with teaching of sounds of alphabets. Then comes the teaching of words and from words we come to sentences.
Principles or characteristics of Translation method:-
1. The child can best interpret foreign language words and phrases when these are translated into his mother – tongue.
2. The translation method also helps the students in attempting simple exercises in composition.
3. The mother tongue dominates this method.
4. Structure of foreign language can be best learnt when compared and contrasted to those of mother tongue.
Advantages of Translation method:-
1. Translation method is an easy method. It is based on an important maxim of teaching; proceed from the known to the unknown.
2. This method saves the teacher’s time as well as the pupils. The child easily learns foreign words and structures.
3. The teacher’s work is made easy and light. His only work is to give word for word meanings of foreign language into the child’s mother-tongue.
4. It is a practical method for teaching high classes and in minimum time.
5. Foreign language grammar can be compared with the grammar of the mother tongue, which the child already knows. Thus it becomes easy to understand foreign language.
6. Memorization- Whatever language material the pupils memories, can be easily applied by them.
7. Easy to test language group.
8. Easy to explain abstract words.
9. It enables the comparative study of grammar of foreign language and mother tongue.
Disadvantages/limitation of Translation method:-
1. Ignores the natural way: This method ignores the natural way of learning a language i.e. listening, speaking, reading and writing.
2. It aims at passive mastery of language. The student can not read extra material in foreign language with grasp.
3. Loss of free expression: Foriegn language is learnt through the medium of the mother tongue. The children lose free expression in foriegn language. They first think in the mother tongue and then translate their ideas into forgein language.
4. It encourages word for word translation. The students learn to keep the translation and kill the sense. The pupils may say ‘The rain is falling’ for ‘it is raining’.
5. There is no scope of originality.
6. It binds the language within the rules of grammar.
7. Speech is neglected. Students fail to learn the art of conversation.
8. It makes the students passive listeners.
9. It makes the whole teaching work dull and dry. It gives no place to any activity.
10. The foriegn language can’t be totally translated in mother tongue. It is the main problem in this method.
Thanks, please keep it up.
DeleteThe Direct Method (Principles, advantages and disadvantages)
ReplyDeleteThe Direct Method: - The direct method is also called the natural method as the learner is expected to learn the new language as an oral manner like his mother tongue. The direct method of teaching language consists in explaining its words and phrases not in terms of any other language but by associating them directly with the objects they stand for. It consists in establishing a direct method between a word and its meaning, between an experience and its expression. Its aim is to enable the students to think in target language and speak in the same with correct pronunciation.
Features/characteristics/principles of direct method: -
1. Mother tongue is not allowed:
The supporters of direct method believe that it is not only necessary to use the mother tongue, but it is far better not to do so when teaching beginners. So keep the mother tongue out of bonds while using the direct method.
2. Oral method:
Fluent speech lies at the heart of the direct method. Oral teaching precedes any form of reading and writing. It will effective background of the latter skills.
3. The sentence and not the word becomes the unit of speech:
The direct method follows the principle that the unit of speech should be sentence not the word. We talk and think in sentences of sense group. So, sentence is made the unit of speech.
4. The teaching of descriptive grammar:
Grammar is not taught for the sake of grammar. The direct method aims at teaching the grammar of language or the the grammar describes the language in action. The grammar taught is not the grammar of rules but the grammar of use. Grammar is taught inductively.
5. Progressive teaching of new vocabulary:
The direct method stresses the need of using only limited words and phrases. The words and phrases are taught at definite stages through spoken language. This teaching of vocabulary is progressive.
6. Systematic teaching of pronunciation:
Pronunciation is to be taught systematically on more or less phonetic basis. The meanings of new words and forms are taught by means of direct objects, actions or in natural contexts.
7. Teaching vocabulary and structures:
The vocabulary and structures of the language are inculcated to a large extent by questions asked by the teacher and answered by the students.
Advantages/ merits of direct method: -
1. The medium of teaching is the target language not the mother tongue.
2. Follows natural ways:
The direct method follows the natural way of the learning of a language. The listens and speaks. He acquires fluency in English speech.
3. Stress on oral work:
The direct method lays stress on oral work. The child gets to improve his speech habits, including pronunciation.
4. Thinking in target language: The direct method helps the child to think in target language without the aid of the mother tongue. This strengthens his ability to self expression.
5. Use of audio-video aids: This is an ample scope for the use of audio video aids. These aids make the teaching work easy, interesting and more concrete.
6. Scope for activity: There is good scope for activity. The teaching work becomes interesting.
7. It is a method of living language, not the dead one.
Limitations/Disadvantages of direct method: -
ReplyDelete1. Useful for early stage:
The method is useful only for early stage. It does not work well in higher classes.
2. Speech is over emphasized:
Speech is over emphasized. It is given importance at the cost of reading and writing. It ignores the fact that the majority of learners of target language do more of reading than of speech.
3. Incomplete teachers:
The unskilled teachers using direct method will create more problems than they will solve.
4. Expensive method:
The direct method is very expensive. It is so as its success much depends upon the use expensive aids such as lingua phone, projector, language laboratory etc. which most can not afford.
5. Limited suitability:
This method is more suitable for small sized classes. In over crowded classes this method is not likely to give the desired results.
6. Vocabulary teaching:
All vocabulary items can not be taught through the direct method. How will a teacher explain the difference between and pretty?
BILINGUAL METHOD
ReplyDeleteINTRODUCTION
Bilingual method is developed by Dr.C.J.Dadson (1967/1972) . This method includes both mother language i.e. native language (L1) and the target language (L2). The approach in beginning is Bilingual and then becomes monolingual at the end. The teacher uses both mother tongue (L1) and the target language (L2) in the classroom with his students. We can say that bilingual method of teaching is somewhat combination of the Direct Method and the Grammar Translation Method.
BASIC PRINCIPLES OF BILINGUAL METHOD
1. By the help of mother tongue or native language any Foreign Language or Second language can be learned easily.
2. In this method native language is not used as translation,
3. Only the teacher uses mother tongue in class to achieve his communication or explanation.
4. Students are not allowed to use there mother tongue in classroom.
5. Sentence is the unit of teaching. Teacher gives meanings in mother tongue or native language for meaningful parts or sentences.
6. When teacher feels that his students have reached to the sufficient level of communication proficiency he withdraws the use of mother tongue or native language.
7. Code-switching involves the intentional or unintentional use of
both linguistic codes at the same time.
BILINGUAL METHOD
ReplyDeletePROCEDURE OF TEACHING
1. The students asked to close their books and listen to their teacher. The teacher reads out the sentence in class and explains it in the native language.
2. And then students are asked to open their books and repeat the lines with teacher in second reading but they repeat only in target language not in native.
3. The teacher gives sentence wise or meaningful parts wise L1 equivalents (meanings).The teacher says each sentence of the dialogue twice with L1 version (meanings).
EXAMPLES
Teacher: It’s raining today.
Teacher: (explains in native language)
Teacher: It’s raining today.
Teacher: (tells the students to repeat the same with him)
Students: (repeating: It’s raining today)
Dodson concentrates on a careful sequence of steps so that a growing command of words and structures gradually leads to message-oriented communication where people exchange messages and mean what they say. If the practice stopped before that point, the students would be cheated. About one third of the whole teaching-time should be allocated to genuine communicative activities. For every lesson cycle, the transition must be made from role-taking to role-making, from bilingual exercises to foreign-language-only activities, from guided use to free use, from studying the language to studying topics meaningful in their own way. This constant fluctuation between focus on linguistic form and its use for message delivery is paramount in the method. Bilingual method techniques fit well into a modern communicative approach.
Let us see Bilingual Education Model in USA
There are three primary bilingual education models currently in use in the United States:
The transitional or early exit model emphasizes English language development and academic learning, using native language instruction to allow students to keep up with their peers academically while simultaneously acquiring English. Enrollment usually lasts three years; research indicates that this is the most popular method in use today.
The developmental or late-exit model focuses on the development of full bilingualism, encouraging oral fluency and literacy in both English and the student's native language, as well as academic learning. This type of program requires a longer period of study, typically lasting five or more years.
In two-way or dual immersion bilingual education, limited English proficient (LEP) students and native English-speaking students are placed in a developmental bilingual education environment that encourages collaborative efforts at language acquisition. The goal for both groups is to meet high academic standards and develop fluency and literacy in both languages. Like the second model, this type of bilingual education program lasts five or more years.
The alternative to bilingual education are "English immersion" methods--education models that do not use the student's native language as a basis for teaching them English. There are several types of English-only models.
English as a second language (ESL) instruction allows students to receive supplementary "pullout lessons" in English. There are two types of ESL classes: grammar-based ESL, which focuses on language structure, and content-based ESL, which emphasizes communication.
Structured or sheltered immersion classes use a simplified form of English, adjusted to the student's level of proficiency, as the language of instruction in all classes. Native language support is used minimally or not at all.
The submersion or "sink or swim" method was found illegal and outlawed in 1974 by the U.S. Supreme Court ruling in Lau v. Nichols. This method placed all children in regular English-language classrooms, regardless of English comprehension or literacy levels. Non-English speaking students were not provided with any additional English language instruction.
DEMERITS OF BILINGUAL METHOD
ReplyDelete1. Bilingual method focuses on the grammatical structures more than day-to-day conversation.
2. Also bilingual method does not follow any set theory.
3. Students become dependent on their native tongue.
4. In Bilingual approach there is almost no difference between methods and procedure.
5. Sometimes bilingual approach does not work as it must, when teacher is not proficient in either of the two languages (mother tongue and target language).
6. Teachers can banish the native language from the classroom, but cannot banish it from the students' minds. It would even be counterproductive since it would mean trying to stop them thinking altogether.
MERITS OF BILINGUAL METHOD
All good teaching uses the learning tools students already have as the basis for building new skills and acquiring new knowledge. Most children enter school with basic language skills, already in place; it is up to qualified teachers to use those skills to help them develop the academic competence they need to succeed in life.
Children learn more effectively if they learn L2 through the use of their native language, which provides a contextual basis for learning and allows them to keep pace with their peer group while acquiring the language they will need to learn in order to interact effectively in today's society.
There are several other distinct benefits to the use of bilingual education, besides its basic effectiveness:-
1. It preserves children's sense of pride in the language of their parents, allowing them to move freely in an L2 dominant society while retaining an important link to their cultural and linguistic heritage.
2. It helps protect their sense of identity, which is also strongly linked to the language and culture of their family and heritage.
3. Today, there are also economic advantages in bilingual fluency and literacy; many jobs pay higher salaries to their bilingual employees. In an increasingly global society, the ability to speak and write in several languages is becoming necessary to effectively compete in the job market.
4. Dodson's seminal work dealt the death blow to the short-sighted notion of the mother tongue as nothing but a source of interference. It is, above all, a scaffold on which to build further languages.
5. This bilingual technique prevents pupils from giving 'empty' responses, and sentence variations become concept variations which exploit the communicative potential of a given structure.
6. It is syntactic and semantic manipulation at the same time, a cognitive engagement in mental gymnastics, which prevents the process from becoming mechanical.
However, in spite of Dodson's experiments and subsequent confirmation by other researchers (see especially Meijer 1974, a book-length study of a year-long experimental comparison of methods with Dutch pupils of French), in many countries orthodoxy still says that the mother tongue should be avoided except for occasional glosses of difficult words. The problem lies not in the new ideas, but in escaping from the old ones.
Hi.. I would like to ask the difference between grammar translation method and bilingual method?
DeleteBILINGUAL METHOD
ReplyDeleteBY:-
SUSHMITA GAUR
MA(ENG) SEM-IV
DAV COLLEGE
BILINGUAL METHOD
ReplyDeleteC J DODSON of the University of Wales wrote a pamphlet THE BILINGUAL METHOD in 1962 in which he emphasises the need for a completely new attitude of mind in our approach to language teaching learning.
Dodson advocates that a method should be within the capabilities of all the teachers.
A method should be simple and balanced between the spoken and the written word.
Dodson's Bilingual Method allows the use of the mother tongue in the class.
Dodson divides the Bilingual Method Cycle into 2 Stages:
1)The Initial Stage
2)The Later Stage
In the initial stages,the teacher uses the mother tongue more liberally even in asking questions and in giving explanations and instructions.
But,in the later stages,the use of the mother tongue is reduced gradually,and the teacher and the taught use only the target language.
Moreover,an experiment conducted at CIEFL,Hyderabad showed that the Bilingual Method was more effective in the class.
In practice,most teachers in India use only the Bilingual Method to teach English.
The Bilingual Method opens the 'flood gates' of the mother tongue which results in its excessive use in English classes which in turn reduces whatever little exposure there is to English.
Audio-lingual Method
most important version of the Structural Approach.
The principles on which it is based are-
Language is speech,not writing.
Languages are different;their similarities and differences can be studied systematically.
Language learning is a mechanical skill and no intellectual process is involved in it.
In the teaching of a language,the teacher should follow the STIMULUS-RESPONSE-REINFORCEMENT pattern.
According to this approach, a language is what its native speakers speak,not what someone thinks they ought to speak.
Salient features of Audio-lingual method are-
Language teaching begins with the spoken language;the material is taught orally before it is presented in the written form.
The target language is the only language of the classroom;the mother tongue is not to be used.
Vocabulary selection is based on an essential service vocabulary.
Teacher is the role-model for imitation.
Student-to-student interaction takes place in chain drills.
Important techniques used in the Audio-lingual method are-
Dialogue memorisation: Students memorise the dialogue through mimicry and certain grammar points and sentence patterns are included within the dialogue.
Repitition drill: Students repeat the teacher's model as accurately as possible.
Chain drill: This includes chain of asking and answering,student's response;then turns to next student and the chain continues as it is.
Substitution drill: teacher says out a sentence or a dialogue leaving out something and students have to fill in the gap correctly.
Question and Answer drill: Students are asked to give answers to the questions.
Grammar games.
Weaknesses-
It lacks human interest.
Resources of the mother tongue are left unused.
This method does not prepare learners for spontaneous communication.
Sharanjit
RIE
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ReplyDeleteKulwinder Kaur
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Roll.No- 7927
METHODS OF TEACHING ENGLISH
Scope:
Many children learn several languages at a very young age. Language teaching involves many methods. All the available methods may be appropriate to different contexts. There is no one single method strongly recommended in the teaching of English since the level of the learners differ from one anothers. So, it becomes inevitable for a teacher to know the different methods of teaching & learning Awareness of variety of methods help him to apply the relevant method in his classroom successfully.
As a teacher the objective of teaching English must be achieved. Many children learn several languages at a very young age but some fail to learn even the basic English. A child acquires all the necessary skills in his mother tongue easily whereas it fails in the second language. The salient features which affect the learning of second language among the students are discussed below:
ACQUISITION LEARNING
1. Acquisition is an act of gaining knowledge and skill by your own. Learning is the act of gaining knowledge and skill by study and from experience etc.,
2. It is an active process by which mother tongue capability develops in a human
3. It is done in a very early stage with in 5 years. It is done in a later stage.
4. It is an unconscious process
5. It is an active process and by taking clues (hints) children construct on their own. Language learning is a conscious process
6. The main focus is on Communication or reception and of a message. In language learning the thrust is on Syntax and grammar It involves the skills of reading, speaking and writing.
7. The context is usually crucial and meaningful. It need not be important in language learning.
8. Motivation is a necessary for acquisition. Learning does not need motivation.
9. The outcome of acquisition is fluency. In learning, fluency is not guaranteed.
10. Acquisition is a subconscious process in acquiring mother tongue. Learning is a conscious process in knowing the rules of the language.
JIM CUMMINS’ INTER DEPENDENCE HYPOTHESIS
According to Jim Cummins’ a firm foundation in L1 is essential to master L2. Learning of mother tongue is a natural process. This natural process should be adopted in learning English as second language. L1 learning takes place in the early stages. So, the same process can be adopted in L2.
1. Due attention on correct pronunciation and accent.
2. Formation of speech habits should be paramount. (important)
3. Formal Loud Reading.
4. Avoid teaching of grammar.
5. Life related words are introduced.
6. Create exposure to language (L2) for communication.
7. Create informal atmosphere in L2 classroom.
8. Build up efforts for real life communication.
9. Encourage learners to focus on the meaning or message, not on form.
10. Be tolerant to errors. If correction is needed, do it incidentally.
METHOD, APPROACH, DESIGN & PROCEDURE
What is a Method?
A method refers to the overall plan for the proper presentation of language material. It is based on selected approach and procedure. It include three parts
1. Approach
2. Design
3. Procedure.
What is an Approach?
An approach is concerned with the theory of the Nature of Language and Language Learning.
What is a Design?
1. A Design concerns with the general specific objective of the course.
2. A syllabus model
3. Types of learning and learning tasks.
4. Role of learners and teachers
5. Role of learning materials.
What is a Procedure?
A procedure is the actual happening of the classroom techniques, practices and behaviours.
THE GRAMMAR – TRANSLATION METHOD
ReplyDeleteThe Grammar Translation Method is a cross lingual technique. It is used in language learning. Grammar is given more importance in this method. Learners understand the grammar rules better. The exercises in this method put the learner into an active problem-solving situation. In the schools, the teachers often follow the traditional method of translation technique. It is an easy way to explain things. Great Indian leaders is the past had attained remarkable progress in this method. Reading and writing are the major focus. Vocabulary selection is based solely on the text used. The words are introduced through bilingual word lists dictionary and memorization. The grammar rules are presented. A list of vocabulary items is presented with their translation meanings. Translation exercises are prescribed. Grammar is taught inductively. Mother tongue is the medium of instruction.
Steps involved in Grammar Translation Method
1. The teacher asks the students to read few lines from the text. He asks them to translate into L1 and he helps them with new words.
2. The teacher answers all their questions in L1
3. The students write the answers for the questions
4. The answers are checked by them. Mistakes are corrected by the teacher. He speaks in L1
5. The students are asked to translate the words listed into their L1. The teacher helps them in synonyms, Antonyms and Meanings for these words.
6. The teacher works the grammar exercises and he presents grammar rules. The students do the exercises and translate the sentences into L1.
7. The students translate the lines from the text into L1. They memorize the read out listed words and frame sentences for the vocabulary items.
8. Students write a composition based on the passage.
DEMERITS
This GTM was in use for 100 years from 1840 to 1940. It had its own drawn backs.
1. It failed to produce oral fluency in English.
2. Students found the method boring as they had to memorize words and rules.
3. It does not develop confidence among the learners.
4. The use of L1 is more predominant in the class.
5. No link between the text words and real life situations.
6. The learner was unable to use English in day to day Communication
7. This method focused only in reading and writing. Little attention is paid to speaking.