Chapter 4 Approaches and methods of teaching English

1. Chapter 4Approaches and methods of teaching English

2. Difference between Method & Approach • Approach • The actual nature of language/subject matter and how teacher taught it to students. • It depends on the nature of language/subject matter under study. • Example: Structural, oral, situational, communicative. • Method • Detailed plan for presentation of language material. • It includes the detailed steps & procedures followed by the teacher in teaching the language. • Example: Direct method, bilingual method & Grammar translation method.

3. Structural Approach • Learning English language through structure is called structural approach. (teacher centered) • 250-300 sentences patterns (structures) were suggested to learn English as second language. • Besides the structures 2500-3000 words (vocabulary) has to be learned. • The appropriate arrangement of words in a specific order for mastery learning. • The simplest English sentence structure follows the Word order of S(subject), V(verb) and O(object) or S(subject) V(verb) and O(object). • Content words – words having definite meaning. • Ex: all nouns, verbs, adjectives, and adverbs. • Structural Words – are very important in forming sentences. Ex: boy’s bag (one boy). The boy’s for parents (more than one boy).

4. Principles of Structural approach • Language is primarily speech: Speaking and listening exercises are given to improve the vocabulary of students. • Learning a language is learning a set of habits. • Teacher should teach the language and no about the language. • Languages are different (English and Indian Languages).

5. Criteria for selection & gradation of structures • Teaching of specific grammar aspects. • Teaching the order of sentence pattern. • Teaching language in different context – learning as foreign language. • Word order in sentences – subject – verb – object. • Based on purpose – daily interaction & business • Literature aspects – from the view point of author

6. Ways of teaching structures • Inductive method – from principles to generalization • Deductive method – Generalization to principles

7. Substitution table method • In Substitution table the words of one sentence are substituted by other suitable words. He is writing a letter She Reading book Rama Mary By using above words 8 sentences may be framed It is suitable to teach different grammar aspects like - tenses It helps learner to create more and more sentences

8. Importance of ST • Substitution teaching technique adopted by H.E. Palmer • In this method a word / phrase / idiom is taken and a sentence is framed using that word. • The different grammar aspects are understood in sentence pattern. (subject – verb – object) • When to use – is /are - Singular and plural forms • Use of tenses are learned. • The pupils understand the application constructing appropriate sentence. • Teacher should correct the errors in pronunciation, intonation…etc. • First the Teacher should write a model sentence. • The meaning may be understood using pictures, objects…etc. • The teacher should use all sentence in conversation.

9. Types of ST • Simple substitution: where variable cannot be changed. • Compound substitution: possible of interchanging variables. • Grammatical substitution: grammar aspects like – is, am, are & tenses like will/were/was may be used.

10. Merits: • Natural way of learning language. • Easy to learn simple grammar aspects. • Interesting method. • Easy to learn sentence patterns • Demerits • Compound grammar cannot be taught. • Students are isolated from chapters • Needs skilled teacher to design the tables • More emphasis on writing

11. Communicative Approach • As Language is the tool of communication the basic purpose here is to convey the message (information). • It is learner centered approach – it gives grammatical competence and social skill. • It considers fluency, accuracy, and appropriateness. • The learner is given tasks like – making request for something, making a phone call, drawing somebody’s attention, greeting & get introduced to others, talking about leisure activities…etc. • It is not syllabus or examination oriented. • The individuals become efficient in using English.

12. Principle & procedures: • Teaching LSRW skills. • Priority of conversation than content. • Learner centered approach • Based on psychology of learners. • 1.oraganize LSRW activities for specific age group. • 2. planning of activities. • 3. Presentation of activities • 4. Evaluation – Feedback (self-evaluation)

13. Direct Method • In this method the learner learns the English language directly as it is. i.e. Listen, speak, read and write as it is. • Use of translation or bilingual method is completely prohibited. • Grammar is taught through examples to rules. • Oral presentation of English helps students to listen carefully and interpret as it is. • In teaching vocabulary sentence is the unit and only limited number of words are used. • Although students finds it difficult in initial stage but later finds it comfortable.

14. Principles & procedures: • Direct method is established between word and idea / word and experience. • The unit of teaching is sentence and not word (follows principle – unit of speech is sentence) • Audio-visual aids used extensively to explain the meaning. (for attaining concept) • Much of stress is laid on oral - listening & speaking (learning through speaking) • Prohibition of usage of mother tongue • Grammar taught inductively. (Principle to examples) • Simple to complex & concrete to abstract (maxims used) & translational grammar is ignored. • Much of the question asked by the teacher.

15. Merits: • Better expression capabilities developed. • Interesting with no interference. • Naturally students learn English. • Easy to link between audio-visual aids & concept • Easy to learn language for kids • Demerits: • It emphasize on speaking & not reading. • More time is required • Grammar is neglected • Becomes difficult to teach adults influenced with their own mother tongue

16. Bi-lingual Method • This method enables the learner to use mother tongue for achieving Proficiency in two languages. • It enables the pupils to speak, write English language fluently and accurately. • The concept formation is very easy compared to direct method especially for learners who are learning English as second language. • The teacher must keep in mind that both the languages are balanced rightly to learn English language. • It saves lots of time in learning a foreign language.

17. Principles & procedures • For teaching using MT to teach foreign language. • For effective concept attainment. • To make understand from simple words to complex grammar aspects who finds difficult to learn by direct method. • Explanation of content.

18. Merits: • Saves time • Does not require specially trained teachers • No extra audio-visual aids are required • Best suited in schools where English is taught from higher standards. • Students learn joyfully. • Demerits: • Confusion in exact translation of complex words. • Students finds difficult to express in English. • Not suitable at higher education