Approaches and methods of teaching english

A guide to the various approaches for adapting classroom teaching

1. A SIDDHARAMULU PRINCIPAL KV WARANGAL

2. Difference between Approach, Method and Technique Techniques carry out a method which is consistent with an approach A pproach  i s of a set of principles or ideas about the nature of language learning   Method is an overall plan for the orderly presentation of language material in a particular approach Technique is the step undertaken to teach in a particular method For example, for about 10 years we have been following the communicative approach which believes that learner should be equipped communicate effectively in LSRW skills so we follow the interactive method to achieve that target. The various activities or steps that we implement in class are techniques

3. THE STRUCTURAL APPROACH OBJECTIVES To lay the foundation of English through fixed structures and word patterns Repeated Drill Practice to fix the learning To teach the text with grammar and lexical items To form definite language habits of students Emphasis on oral form and speech patterns

4. LIMITATIONS VERY LIMITED APPLICATION COMPLETELY IGNORES READING HABIT PORMOTES ROTE MEMORY NO SCOPE FOR CREATIVE THINKING NOT MUCH PRACTICE FOR WRITING

5. EXAMPLES But for Prospero, Ariel would still have been in the tree In spite of being lame he came first in the race Ashok knew as much grammar as Anand Bring coffee in case you do not find tea Neither Ravi nor Ram know German You can bring either or either Although it was raining heavily, the stadium was full As for Ramesh, you can leave him at home

6. As for Prospero It had no chance against the storm Ariel He fell in love Miranda at first sight Miranda He couldn’t believe of his brother’s treachery Ferdinand He was happy to remain on the island The ship She had never seen any human being apart from her father

7. The F unctional Approach Assumes that language is a social process The functional approach is concerned with performance i.e the function of the language. Shift from ‘doing’ rather than ‘knowing’ Understanding and evaluation are the key features It is concerned with meaning , function , and language in use.  The three basic functions of language in the functional approach are Conceptual function deals with the understanding and formation of concepts communicative function deals with the use of language for various oral and written functions Expressive function deals with providing an outlet for the expression

8. Examples May, might are used for making requests Can is used for expressing ability Must, have to express compulsion Because, so, are used for combining two clauses Not expresses negation Ing form denotes the continuity of the action

9. Purpose of Text Depends on the particular situation Semantic level meaning Lexico grammatical Word and sentence structure level Graphophonic level sounds and symbols Aspects of F unctional Approach

10. Implications of Functional Approach

11. For the Teacher Unnecessary emphasis may lead to wrong learning Activities have to very clear and relevant to avoid confusion Difference between the spoken and written form has to be clarified: For example, you are coming with a rising tone may imply a question but in the written form it cannot take a question mark and the structure has to change A range of texts is necessary for clearer understanding

12. For the Student Learning about the language is as important as learning the language The link between the Tone and function of language has to be clearly understood Self attempt at understanding is a must Extensive Practice in oral as well as written has to be taken up to understand the differences Perception and internal processing of knowledge plays a key role in the learning

13. The natural Approach

14. The term natural approach   was  first used in the nineteenth century to describe teaching methods, such as the direct method, that attempted to mirror the processes of learning a first language. Translation   and  grammar explanations were rejected learners were exposed to sequences of actions,  and the  spoken form was taught before the written form. The term was resurrected by Tracy Terrell in the 1970s to describe a similar kind of approach. Learners were initially exposed to meaningful language, not forced to speak until they felt ready to, and not corrected or given explicit grammar instruction . The method was characterized by a lot of teacher talk, made intelligible through the use of visual aids and actions. It also shared many principles in common with Total Physical Response (TPR). These included the importance of comprehensible input, and of promoting positive affect in the learning process. The natural approach seems to have become absorbed into what are generally known as humanistic teaching practices and whole language learning. The How and What of Natural Approach

15. The practical ways of implementing the principles of Natural approach will depend on the level of the class. At beginner level, lots of TPR activities are called for, where learners simply respond to instructions by performing physical actions, such as pointing at things, handing each other objects, standing, walking, sitting down,  writing and  drawing. At higher levels, the focus is still on providing comprehensible input, in the form of listening or reading tasks, where learners order pictures, fill in grids, follow maps, and so on. These  can  be combined with communicative speaking tasks, such as ‘describe-and-draw’ or ‘spot-the-difference’, where learners work in pairs to exchange information about pictures. The important thing is that there is no grammar ‘agenda’ as such: the learners perform the tasks to the best of their ability. New input – and hence the ‘push’ to improve – comes from watching the teacher or a more proficient speaker perform the same tasks . In this sense, the natural approach is not much different from task- based learning , but with perhaps more emphasis on comprehension than production. The Implementation of Natural Appr o ach

16. A typical Natural A pproach lesson at elementary level might go something like this : The teacher shows a  set  of  pictures of , say,  food and drink , repeating the word that goes with each with one; the students simply watch and listen . The pictures are displayed around the room, and the students are asked to point at the appropriate picture when the teacher names it . The students listen to a tape of a person (or the teacher) describing what they habitually eat at different meals; the students tick the items they hear on a worksheet . The students are then given a gapped transcript of the previous listening activity, and they fill in the gaps from memory, before listening again to check . The students, in pairs, take turns to read aloud the transcript to one another . The students, still in their pairs, tell each other what they typically eat, using the transcript as a model . They repeat the task with another partner, this time without referring to the model.

17. Inputs

18. Inputs

19. Inputs

20. Inputs

21. Inputs

22. outputs Speaking Speeches Debates Discussions Writing Letters Articles Reports Notices

23. M ethods of teaching English

24. Total Physical Response (TPR) The Silent Way Grammar Translation Method The Direct Method Suggestopedia The Interactive Method

25. Principles- cont’d

26. Advantages Disadvantages Students are encouraged and motivated to use L2 spontaneously There is a dearth of teachers interested in taking up Direct Method Its emphasis on speaking makes it more attractive for those who experience great need to communicate in target Language Reading and Writing are almost ignored so competence in these areas is not achieved Use of realia makes it more interesting Difficult to apply in large classes Comprehension follows learning Expensive method

27. The grammar translation method

28. Grammar rules are presented and studies explicitly. Grammar is taught deductively and then practiced through translation exercises. The primary skiils to be developed are  reading and writing . Hardly any attention is paid to  speaking  and  listening skills . Teacher correction is the only way to make  students  produce the right forms of the foreign language. The goal of  foreign language learning  is the ability to understand the texts written in the foreign language. Mastering  the grammar of the foreign language is essential in order for students to understand the written target language. Vocabulary is learnt from bilingual  word lists . The mother tongue is used as the medium of instruction. A  paramount  use of translation exercises is given. principles

29. The procedure of  teaching English  is simply a  combination  of activities of teaching grammar and translation. The teaching begins with English rules, isolated vocabulary items, paradigms and translation. The teacher explains the rules in students’ firs language and then  simple words  are put into slots of grammatical rules. The grammar rules are memorized as units. The teacher provides the class with other words and the translation. The student, then, practice using the rules by using the words provide. The students are expected to be conscious of the grammatical rules of the target language. The texts to translate are usually easy classics; this type of texts is used to have students practice understanding the literature in the target language. The students should memorize lists of words.

30. Language materials are arranged based on grammar or English. Usually , the sequence of the  teaching materials  is based on the easiness of the rules. Its grammatical syllabus is graded from the easy grammatical rules to more difficult ones. Very little teaching is done in the target language. Even though reading texts are written in the target language and translated directly into the mother tongue, the discussion is conducted in the mother tongue . Vocabulary in the target language is learned through direct translation from the  native language . Language learners are not expected to be able to use the target language for communication. No class time is allocated to allow language learners to produce their own sentences and little time is spent on oral practice. The emphasis on achieving  correct grammar  with little regard for the free application and production of speech is the greatest weakness of this method. The way of teaching also affects the way of evaluating students’ learning. Evaluation or testing or the learners is done almost exclusively through translation. Or, language learners are prepared to have a grammar test only.

31. ADVANTAGES DISADVANTAGES Easy to implement Little time is spent on practice in target language Very few demands on the teacher No focus on speaking Communication between the teacher and the student is not a problem since it is in target language Does not go beyond translation. So linguistic competence is limited Less strain on the students Use of native language

32. Total Physical Response

33. Example 1 Teacher: Stand up every time I say a verb in present tense and keep sitting if I say the past tense Children: Okay Teacher: Swam Students: Keep sitting Teacher: Fly Students: stand up

34. Example 2 Teacher: I have a few Pictures of men and women with their names on one sheet and a list of professions on the other. Listen to me carefully and match the names with the professions Students: Students listen to the teacher and match the pictures with the professions

35. Limitations Mechanical Activity Competence in the target language is poor Writing and speaking skills are not honed properly Limited applications advantages It is fun and easy It does not require a  great deal  of preparation on the part of the teacher. It is a  good tool  for learning vocabulary. Class size  does not need to be a problem. There is no age  barrier .

36. Interactive method of teaching English

37. ADVANTAGES DISADVANTAGES TOTAL INVOLVEMENT OF STUDENT TIME CONSUMING LEARNING BY DOING NOISY AND UNRULY CLASSES SKILL DEVELOPMENT AND COMMUNICATIVE COMPETENCE NEEDS LOT OF PLANNING AND CAREFUL EXECUTION LEARNER CENTRED DIFFICULT TO MONITOR LARGE CLASSES

38. SUGGESTOPEDIA Use of mental reserve capacities – like learning information and recalling, solving problems, respond to stimuli Suggestopedia - The science of teaching with the help of suggestions to various mental faculties- mainly used with the help of music