APPROACHES AND METHODS IN TEACHING ENGLISH, Papers of English Language

Download APPROACHES AND METHODS IN TEACHING ENGLISH and more Papers English Language in PDF only on Docsity! Grammar–translation method The classical (sometimes referred to as conventional) approach to teaching Greek and Latin is where the grammar-translation technique of teaching foreign languages originated. Students learn grammar principles in grammar-translation classes and then put those rules into practice by translating sentences between the target language and their native tongue. It can be necessary for advanced pupils to translate entire texts word by word. The approach aims to help students read and translate works of literature written in the source language as well as advance their general intellectual growth. It has its roots in the practice of teaching Latin; in the early 1500s, students learned the language for conversation, but once it became extinct, it was only studied as a field of study. In the nineteenth century, when educators began instructing in other foreign languages, in the 19th century, they used the same translation-based approach as had been used for teaching Latin. The method has been criticized for its shortcomings. Direct method (education) The direct technique of teaching, also known as the natural approach, avoids using the students' native tongue in favor of the target language. It is frequently (though not always) utilized while teaching foreign languages. It was developed in England around 1900 and stands in opposition to C.J., the grammar-translation method, and other conventional methods. Dodson's dual language approach. In the 1970s, major international language institutions like Berlitz and Inlingua as well as many of the language programs at the American Foreign Service Institute adopted it. In 2012, the State Department [1] The development of speaking abilities is generally the main emphasis of instruction [2] The direct method is characterized by the following features: • utilizing pantomime, actual objects, and other visual aids to teach vocabulary and concepts • Using an inductive method to teach grammar (i.e., letting learners discover rules by being shown suitable linguistic forms in the target language) • importance of spoken language, including pronunciation that sounds native • concentrate on the question-answer format Suggestopedia The Bulgarian psychotherapist Georgi Lozanov developed the teaching strategy known as Suggestopedia. The majority of its use is for language instruction. When it was first developed in the 1970s, the theory used positive suggestion in the classroom. The term "desuggestopedia" is a portmanteau of the words "suggestion" and "pedagogy," however, as the method improved, it became more focused on "desuggestive learning."[1] It is a common misunderstanding to associate "hypnosis" with "suggestion." Lozanov, on the other hand, intended it to be an offer or proposal that emphasized student choice. Total physical response James Asher, a professor emeritus of psychology at San José State University, developed the language teaching strategy known as total physical response (TPR). It is based on how language and movement work together. In TPR, instructors use body movements to communicate with students in the target language, and students respond with whole-body actions. An illustration of the comprehension approach to language instruction is this method. There are two purposes for listening and responding (with actions): It is a method for passively learning the language's structure as well as for quickly recognizing the language's meaning. Grammar is not explicitly taught, but it can be learned from input language. To learn vocabulary, particularly idiomatic terms like phrasal verbs, TPR is an excellent method. Asher's observations of young children learning their first language led him to develop TPR. He noticed that conversations between parents and children frequently involved the parent speaking and the child responding physically. Based on his observations, Asher proposed these three hypotheses: first, that listening is the primary method of language acquisition; Second, that learning a new language needs to use the right side of the brain; thirdly, that language learning shouldn't be stressful. Other methods and techniques are frequently used alongside total physical response. Although it can be used with students of all levels and ages, it is most popular with beginners and young learners. Language Experience Approach Language Experience Approach (LEA): This approach to teaching literacy is based on a child's prior experience with language. Although some of the LEA's components were utilized in the 1920s, this method of teaching first literacy has become more prevalent over the past thirty years. Reading, writing, and listening skills are developed by teachers by utilizing the students' existing language and prior experiences, particularly in open learning.