{"id":2080,"date":"2012-02-14T04:05:08","date_gmt":"2012-02-14T04:05:08","guid":{"rendered":"http:\/\/www.eltweekly.com\/elt-newsletter\/?p=2080"},"modified":"2012-02-14T04:05:08","modified_gmt":"2012-02-14T04:05:08","slug":"vol-4-issue-7-research-paper-methods-and-approaches-of-teaching-english-as-a-second-language-in-india-dr-nirmala-s-padmavat","status":"publish","type":"post","link":"https:\/\/eltweekly.humbeestudio.xyz\/?p=2080","title":{"rendered":"Vol. 4 Issue 7 \u2013 Research Paper: ‘Methods and Approaches of Teaching English as a Second Language in India’ by Dr. Nirmala S. Padmavat"},"content":{"rendered":"

ELTWeekly Vol. 4 Issue#7 | February 13, 2012 | ISSN 0975-3036<\/span><\/strong><\/span><\/strong><\/p>\n

\n

India being a multi-lingual country, uses a variety of languages. Therefore, English is used as \u2018linga-franqa\u2019 in India. Also, the importance of English as an International language is increasing rapidly in the nation. Hence, the teaching methods and the approach towards English language is most important in teaching-learning process. The present paper gives a description of various methods and approaches which are used in teaching English, as a Second language in schools and colleges across India.<\/p>\n

Introduction: <\/strong>the great visionary, first <\/strong>Prime minister of India explained the importance of English as \u2018the major window of the world.\u2019\u00a0 <\/em><\/strong>\u00a0<\/em>To open this window, it is necessary to understand the various methods and approaches of teaching English as a Second Language by Indian Teacher. The terms “approach”, “method” and “technique” are hierarchical concepts. An approach is a set of correlative assumptions about the nature of language and language learning, but it does not involve the procedure or provide any details about how such assumptions\u00a0can be translated\u00a0into the classroom setting.\u00a0This can hence be related to \u2018Second Language Acquisition Theory.<\/em><\/strong><\/p>\n

There are mainly three principal views at this level:<\/p>\n

1. The structural view:<\/span><\/em>\u00a0It treats language as a system of structurally related elements to code meaning (e.g. grammar).<\/p>\n

2. The functional view:<\/span><\/em>\u00a0It sees language as a vehicle to express or accomplish a certain function, such as requesting something.<\/p>\n

3. The interactive view:<\/span><\/em>\u00a0It\u00a0sees language as a vehicle for the creation and maintenance of social relations, focusing on patterns of moves, acts, negotiation and interaction found in conversational exchanges. This view has been fairly dominant since the 1980s.<\/p>\n

Methods of English Language Teaching<\/strong>: \u2018A method is a plan for presenting the language material\u00a0to be learned and\u00a0keeping it based upon a selected approach\u2019<\/em>. In order\u00a0to translate\u00a0an approach into a method, an instructional system must be designed considering the objectives of the teaching\/learning; how the content is to be selected and organized, the types of tasks to be performed, the role of students and the role of teachers. A technique is a very specific, concrete stratagem or trick designed to accomplish an immediate objective.\u00a0These are derived from the controlling method, and less-directly, with the approach, e.g.<\/p>\n

1. Grammar Translation Method.<\/p>\n

2. Direct Method.<\/p>\n

3. Dr. West\u2019s Method<\/p>\n

4. Audio- lingual Method<\/p>\n

5. Bilingual method<\/p>\n

Grammar Translation Method: <\/strong>The grammar translation method instructs the\u00a0students\u00a0for correct\u00a0grammar, and provides vocabulary with direct translations to be\u00a0memorized.\u00a0This was\u00a0a predominant method in Europe in the 19th century. Most instructors now acknowledge this method\u00a0to be\u00a0ineffective by itself. It is now most commonly used in the traditional instruction medium\u00a0of the classical languages, however it remains the most commonly practiced method of English teaching in Japan.<\/strong><\/p>\n

Richards and Rogers (2002, 5) define it as: “A way of studying a language that approaches the language first through detailed analysis of its grammar rules, followed by application of this knowledge through the task of translating sentences and text into and out of the target language.”[1]<\/sup><\/p>\n

This method stresses on the teaching of formal grammar along with translation. In this method, rules of grammar are learned, along with group of words. Words are then put together according to the rules. The linguistics material is selected and graded on a grammatical plan. The main features of method as follow:<\/p>\n

1) It stresses on the use of formal grammar.<\/p>\n

2) The vocabulary depends on the texts used.<\/p>\n

3) The teaching includes rules of grammar isolated vocabulary items, paradigms and translation.<\/p>\n

4) It stresses on Reading. It does not give much importance to teaching oral-aural skills like listening and speaking.<\/p>\n

5) It involves practice in translating texts of increasing difficulties, first from English into mother tongue and then from mother tongue into English.<\/p>\n

Grammar translation method is still popular amongst teachers. It is easy to follow and hence\u00a0can be used by any teacher who is not good in spoken English.<\/p>\n

Direct Method: <\/strong>Language used is one of the means of communication. It is an important tool to express ideas, exchange views, and communicate one’s\u00a0feelings. Though one can express oneself\u00a0through graphics, symbols; language is primarily speech and hence the oral approach gets primacy in language teaching.<\/strong><\/p>\n

This is what the Direct Method tries to do. The direct method,\u00a0sometimes also\u00a0called as\u00a0natural method, it is a method that refrains from using the learners’ native language and\u00a0garners the\u00a0use\u00a0of target language. It was established in Germany and France around 1900 and is best represented by the methods devised by Berlitz and de Sauz\u00e9. Although neither claim originality nor has been re-invented under other names.<\/p>\n

It tries to establish direct connection between experience and expression. It uses Situational Approach to achieve this linkage. The teacher holds the book and says “This is a book.” <\/em>He does not translate the word or sentence. The Direct Method is most widely known method in the field of Second language teaching. It has been in use for a number of years and\u00a0also had\u00a0the parentage of educationist\u2019s educational administration in the past. Its main characteristics are:<\/p>\n

i) It tries to reach second language naturally. i.e. in the manner in which the mother-tongue is acquired.<\/p>\n

ii) It concerns itself mainly with speech. It believes that the aural-oral appeal is stronger than visual in fixing second language phraseology.<\/p>\n

iii) Extensive listening and imitation until forms become automatic.<\/p>\n

iv) The first few weeks are\u00a0devoted to pronunciation.<\/p>\n

v) The use of everyday vocabulary and structure.<\/p>\n

vi) Grammar is taught inductively and is largely illustrated.<\/p>\n

vii) Mother-tongue is rarely used, but sometimes permitted.<\/p>\n

The Direct Method needs a good teacher with good English. He must have varieties of teaching aids at his disposal.<\/p>\n

Dr. Wests\u2019 Method: <\/strong>Dr. Michael West has made a mark in the history of English language teaching selection and reading method. His views are of special relevance to India , as he studied the Indian situation minutely and many of his views still hold good in our situation.<\/strong><\/p>\n

The Direct Method upholds the primary speech. The exponents of this method put undue emphasis on the teaching of speech and consequently led to the neglection of teaching other skills like reading and writing. Dr. West made\u00a0to rethink on this subject and explained his view points in his works like \u2018Bilingualism\u2019, language in education etc.<\/p>\n

Dr. West\u2019s new approach therefore emphasizes on\u00a0the reading knowledge of language. \u2018Reader\u2019 occupies the central position in the context and covers different context translation or pictures. The reader tries to use controlled vocabulary with adequate repetitions. The vocabulary is selected on the basis of principle’s frequency, usability etc. After a certain vocabulary level is reached, supplementary readers\u00a0are introduced for consolidation of the vocabulary, previously introduced.<\/p>\n

Dr. West advocates some loud reading right from the beginning. But his main aim is to help the pupil to master the technique of \u2018silent reading\u2019. The \u2018lesson plan\u2019 given by him in his book \u2018Bilingualism\u2019 does not refer to oral work. Dr. West feels that Reading ability can actually be acquired at the initial stage in the study of a foreign language without preliminary work in speech or writing.<\/p>\n

This view implies that the initial stage of learning English should have more passive work. It may lead to active work in speaking and writing at a large stage. Dr. West thinks that learning to read a language is the shortest road to learning to speak and write it.<\/p>\n

Audio-lingual Method:\u00a0 <\/strong>This method is also known as \u2018Army-Method\u2019 as it is developed during Second World War, when the American Army personnel were taught foreign language, \u00a0using this method.<\/strong><\/p>\n

G.A.G. Scherer and M. Wertheirner described the Army Method as Audio-lingual both in teaching approach and its eventual aims. The method gives priority to listening and speaking and the\u00a0writing skills follow. The Army Method succeeded in teaching foreign language within short time\u00a0on account of the following:<\/p>\n

1) Students were army personnel and they were carefully selected.<\/p>\n

2) High motivation.<\/p>\n

3) Small classes.<\/p>\n

4) Greater contact with the foreign language.<\/p>\n

5) Competent teachers knowing mother tongue of students and the foreign language.<\/p>\n

6) Use of multiple teaching aids.<\/p>\n

7) Teaching of spoken language more efficiently.<\/p>\n

8) The comparative teaching of cultural of both the language- mother tongue and foreign language.<\/p>\n

The Audio-lingual Method has following features-<\/p>\n

I] Mimicry and memorization<\/p>\n

II] Controlled conversational practice at the initial stage.<\/p>\n

III] Use of mother-tongue for explaining structural peculiarities.<\/p>\n

IV] Inductive teaching of grammar and using model sentences.<\/p>\n

V] Beyond the elementary level, use of lectures, dramatization and discussions.<\/p>\n

The audio-lingual method achieves better results. It produces desirable attitudes towards foreign language learning. It also enables to learn new words and sentences more meaningful.<\/p>\n

The Bilingual Method: <\/strong>The Bilingual method is mainly concerned with presentation and practice of language material. \u00a0The Bilingual Method was first tried in Welsh [U.K.]. It was experimented upon at the Central Institute of English Language, Hyderabad Dr. Shastri who conducted the experiment, thinks that this method is highly successful and provides adequate use in English in the class-room It tries\u00a0to make the\u00a0judicious use of mother-tongue for teaching English. Its principal features are as follows-<\/strong><\/p>\n

1) Using mother-tongue and English on a 1:1 basis. 1:1 ratio means the use of one mother-tongue word or sentence to one word or sentence of English. The teacher presents the new structure or word by translating it into mother-tongue and then using it in English.<\/p>\n

2) Instructions to repeat language item etc. are given in mother-tongue.<\/p>\n

3) Drills are given in English, but while testing, mother tongue is used at intervals.<\/p>\n

4) The teacher uses mother-tongue from the bilingual position to the monolingual position at the end.<\/p>\n

It is true that the method does give recognition to the fact that the second or third language learner knows his mother tongue and this situation can be profitably used for teaching English. The method does not inhibit the use of mother tongue.<\/p>\n

The Elective Method: <\/strong>The Elective method as the name suggests, tries to combine the best elements from different methods. It\u2019s essentially a compromise between the Direct Method and the Traditional Language Teaching Methods. It is comparatively a\u00a0more formal method based on grammar and translation. The language skills are introduced in the order- <\/strong>The activities include oral practice, reading aloud and the questions and answers. There is a certain amount of translation, with the teaching of grammar on traditional, with the teaching of grammar on traditional lines.<\/strong><\/p>\n

These\u00a0include various methods of \u00a0English language teaching. Each has both qualities \u2013benefits and drawbacks. So it is good to use more than one method in the class-room. There are various approaches of L2 learning\/teaching in the class-room. Current syllabus is students oriented so, it is better to use the Communicative Approach than any other approach.<\/p>\n

Approaches of English Language Teaching-<\/strong> Approach is not method of teaching. It is only an Approach to the teaching and learning of a language. \u2018A method tells us a way to teach, while an Approach prescribes what to teach.\u2019 \u00a0There are main three approaches in Teaching English \u2013i.e.<\/p>\n

1] Communicative Approach<\/p>\n

2] Structural Approach<\/p>\n

3] Situational Approach<\/p>\n

Communicative Approach: <\/strong>Communicative Approach in language teaching starts from a theory of language as communication. <\/strong>Brown (1994:77) aptly describes the “march” towards CLT as: <\/strong>“Beyond grammatical discourse elements in communication, we are probing the nature of social, cultural, and pragmatic features of language. We are exploring pedagogical means for ‘real-life’ communication in the classroom. We are trying to get our learners to develop linguistic fluency, not just the accuracy that has so consumed our historical journey. We are equipping our students with tools for generating unrehearsed language performance ‘out there’ when they leave the womb of our classrooms. We are concerned with how to facilitate lifelong language learning among our students, not just with the immediate classroom task. We are looking at learners as partners in a cooperative venture. And our classroom practices seek to draw on whatever intrinsically sparks learners to reach their fullest potential.” [2] <\/strong><\/sup>The goal of language teaching is to develop what Hymes [1972] referred to as \u2018communicative competence\u2019. Hymes coined this term in order to a communicative view of language and Chomsky\u2019s theory of competence.<\/strong>Chomsky (1965:3) held that-<\/strong>“Linguistics theory is concerned primarily with an ideal speaker-listener in a completely homogenous speech community, who knows its language perfectly and is affected by such grammatically irrelevant conditions and memory limitations, distractions, shifts of attention and interest and errors [random\/ characteristics] in applying his knowledge of the language in actual performance.”[3] <\/strong><\/sup>Chomsky focused on linguistics theory to characterize the abstract abilities, speaker\u2019s passes that enable them to produce grammatically correct sentences in a language. Hymes held that such a view of linguistic theory was sterile, that linguistic theory needed to be seen as part of a more general theory incorporating communication and culture.<\/strong><\/p>\n

The Main Features of This Approach:<\/strong><\/p>\n

The main features of approach are as below:<\/p>\n

1) Giving meaning is the most important aspect.<\/p>\n

2) Dialogues are based on communication skills.<\/p>\n

3) These are normally understood \u00a0not to be memorized.<\/p>\n

4) Giving concepts of context are very basic.<\/p>\n

5) Language learning is learning to speak and follows.<\/p>\n

6) Effective skills in speech to be the aim of a child.<\/p>\n

7) Drilling may be used but with care and caution.<\/p>\n

8) Pronunciation should be easy to understand.<\/p>\n

9) Device according to age and interest are welcome.<\/p>\n

10) Mother tongue may be used where necessary.<\/p>\n

11) Translation also can be done, if needed and useful.<\/p>\n

12) Competence in speech means ability to use language.<\/p>\n

13) Fluent, correct language is the first aim, accuracy too.<\/p>\n

14) The content, function, meaning determine sequence.<\/p>\n

15) Interest, motivation etc depends on ideas and works.<\/p>\n

Communicative language teaching is the best considered approach that reflects a communicative view of language and language learning and that can be used to support wide verities of classroom procedure.<\/p>\n

These Principles Include:<\/strong><\/p>\n

1) Learner learns a language through using it to communicate.<\/p>\n

2) Authentic and meaningful communication should be the goal of classroom activities.<\/p>\n

3) Fluency is an important dimension of communication.<\/p>\n

4) Communication involves the integration of different language skills.<\/p>\n

5) Learning is a process of creative construction and involves trial and error.<\/p>\n

Today, communicative approach is widely used in the most of Indian schools and at +2 levels for English language (L2) Teaching.<\/p>\n

Structural Approach: <\/strong>This approach is the direct outcome of efforts and researches done by British council in Institute of Education; University of London and many others. There are certain formulas for the construction of a sentence<\/strong><\/p>\n

For ex:\u00a0Subject + verb + object<\/span><\/em><\/strong><\/p>\n

With\u00a0SVO\u00a0<\/strong>as a formula, hundreds of sentences, thousands and even more can be made. There are about three hundred structures; one should learn them. The following structure \u2013words are included in the syllabus of structure:<\/p>\n

1) Pronouns: – I, he, she, we, you, them, etc.<\/p>\n

2) Adjectives (structural):- a, the, this, etc.<\/p>\n

3) Auxiliary verbs: – do, can, could, shall etc.<\/p>\n

4) Adverb (structural):- ago, again, even etc.<\/p>\n

5) Preposition: – in, on, at, from etc.<\/p>\n

Principles of Structural Approach:<\/strong><\/p>\n

1) Speech is very important to fix these structure patterns or ground work in the mind of learner<\/strong><\/p>\n

2) Activities of the learner are more significance, rather than those of the teacher.<\/p>\n

3) The student has to fix up habits of language patterns in English. He has to forget for the time being, patterns of his own language- the mother-tongue.<\/p>\n

4) The sentence patterns of English are to be picked up, practiced and fixed in mind.<\/p>\n

A structural syllabus is a graded list of language items to be taught to each class. A text is also prescribed that goes with it. In India, among structural syllabi has been prepared by different states and institutions, i.e. Madras State, Committee appointed by the All India Council for Secondary Education, Central Institute of English and Foreign Language, Hyderabad, Regional Institute of English, Chandigarh, and The English Language Teaching Institute Allahabad etc.<\/p>\n

Structural Approach is very useful in English Language Teaching. The principles on which, this approach is based on scientific technique.<\/p>\n

Situation Approach: <\/strong>The situational or oral approach was developed from the 1930s to the 1960s by British Applied Linguists such as Harold Palmer and A.S. Hornsby. They were familiar with the direct method as well as the work of 19th <\/sup>century applied linguists such as Otto Jesperson and Daniel Jones but attempted to formally develop a scientifically-founded approach to teaching English than was evidenced by the Direct Method.<\/strong><\/p>\n

This approach basically tries to teach English as the child learns his own mother-tongue. The main standpoints of mother-tongue learning are:<\/p>\n

1) Every items of mother-tongue is to be learnt in real situation.<\/p>\n

2) Whatever the child understands and expresses is connected with his own life.<\/p>\n

3) The situation in which the child learns the mother-tongue is repeated again and again.<\/p>\n

From these points of view, it can be said that second or third language as English should also be taught by forming links between new words and real situations. The problem is \u2013 How to create a real situation in the classroom. This is a practical problem, not a theoretical one. The situation approach merely tries to solve this practical problem. It indicates how a teacher should create a real situation in the classroom.<\/p>\n

Main Characteristics: <\/strong>The main characteristics of this approach are as below:<\/strong><\/p>\n

1) The teacher introduces new words incidentally in the class.<\/p>\n

2) Many opportunities are offered to learners to associate the meaning of new words with corresponding situation.<\/p>\n

3) Appropriate materials are used to create proper situation.<\/p>\n

4) Constant repetition is stressed.<\/p>\n

5) Several examples are given in a short period.<\/p>\n

6) The teacher puts a lot of questions about the created situation and he answers them.<\/p>\n

7) Revision is another important thing.<\/p>\n

8) The chain of actions of the teacher is unbroken.<\/p>\n

9) Teachers\u2019 actions are not silent but he gives continuous statements about his actions, puts questions and answers himself.<\/p>\n

“The situational approach makes great demands upon the teacher. He must have reading invention, be quick to see, were there is comprehension and where there is need for revision. He must himself be fluent in the language , he is teaching.”[4]<\/sup><\/p>\n

The situational approach gives stress on learning through hearing. It follows the principle of variety and simplicity. It helps the student in learning Second Language.<\/p>\n

Conclusion:<\/strong> The foreign description clearly indicates that all methods and approach are good. Each has some merits and demerits. It can be concluded that for achieving the teaching objectives, the teacher should not be rigid in the use of methods and approaches. He should be apt in choosing an appropriate method and approach according to the subject matter and objectives. There are different theories, approaches, and methods that have developed throughout the history of language teaching. From the classic ones, such as the Grammar-Translation Method, the Direct Method, and the Audio-Lingual Method, to the more recent ones, such as Communicative Language Teaching, the Natural Approach, and Cooperative Language Learning, all teaching methods have enriched the lives of language learners and teachers. There is no single teaching method that can satisfy all types of students and teachers. Using the combination of various methods in the classroom is the best way for Indian Teacher to teach English as a Second Language.<\/p>\n

References:<\/strong><\/p>\n

1.<\/strong> www.google\/<\/a> cognitive theory of language learning.<\/p>\n

2. www.google search\/ an investigation of factors influencing English comprehension and possible measures for improvement by Naizhoo Guo.<\/p>\n

3.Ibid<\/p>\n

4. www.google\/<\/a> importance of communication skill in language learning\/ by Robin WILLS, University Tasmania, AUSTRALIA.<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

This session looks at how language teachers at any level can use the broad theoretical concepts of communicative competence, sociocultural theory, and speaking principles to enhance interaction. Together, we will examine specific principles of teaching speaking and show how to adapt these principles in your classroom. 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