Approaches in English Language Teaching

Communicative Approach, Situational Approach, Structural Approach

1. APPROACHES Lt. Dr. B. Ajantha Parthasarathi, Assistant Professor of English, Sri SRNM College, Sattur .

2. Approaches

3. Brewington “Structural approach is a scientific study of the fundamental structures of the English language, their analysis and logical arrangement.”

4. Structure

5. Situational Approach A teacher can create a real situation created in the classroom and outside by the use of objects, by the use of pictures, by drawing or displaying maps and sketches, by gestures and by action, etc.

6. Communicative Approach Requesting Informing Expressing likes and dislikes Notions of time, location and duration Solving puzzles Dramatization Role play

7. Approaches – principles Structural Approach Situational Approach Communicative Approach Importance is given to student’s activity rather than the activity of the teacher Speech is the basis of language teaching Aim to make all the learner attain communicative competence Importance is given to speech work New language & vocabulary items – graded according to their usefulness, frequency and teachability Prime focus is on learner and teacher is just a facilitator Importance is given in developing correct language habits among the students, particularly the habits of arranging words in English in order to replace the sentence patterns of pupil’s mother tongue Language items – selected and graded are presented & practiced in meaningful situations Based upon need analysis – how language is used & which is functional utility of language Reading & writing – based on items which have already been introduced and practiced orally Lays stress on grammar & emphasis on language in use rather than language as structure Opportunities are provided to the pupils to associate the meaning of new words with the created situation Provides the communicative opportunities where the students may be able to communicate their ideas through dialogue, discussion, debate, literary and cultural activities of the school

8. Approaches – merits Structural Approach Situational Approach Communicative Approach Adopted for all stages of education Creates interest among the students Develop the speech ability among the students Intensive drills – the students cultivate the habit of speaking the English language Emphasis is given on learning by play - Action chains make the classroom atmosphere lively Teaches different ways of expression Provides enough opportunities to the students – express their ideas and feelings – psychologically sound Lot of material & examples is used to make the learning stable and interesting Based on the practical utility - Lays more stress on the functional value of language More emphasis on speech or oral aspects of learning Stress is given on learning through hearing Enables the students to communicate their ideas both inside and outside the classroom

9. Approaches – demerits Structural Approach Situational Approach Communicative Approach Suitable only in lower classes Suitable only in the lower classes A new approach – to be used & tested in schools for language teaching Well selected sentence patterns are alone taught Well selected sentence patterns only can be taught Not properly and scientifically developed Neglects reading of all types Prose, poetry, etc – cannot be taught Ignores grammar and structures Needs specially planned text-books and well trained teachers to create appropriate environment for learning the language Text books cannot be taught by this method Practical utility of this approach is yet to be confirmed Each structure should be repeatedly taught many times with different words Makes the classroom dull Based on the assumption – language learning is a matter of habit formation – a lot of repetition and conscious drilling Difficult to relate the statement of the teacher with the created situation Students do not get proper environment for communication