METHODS OF TEACHING ENGLISH
Introduction
In language learning here is 2 perspective
ie:- Philosophical and Practical.
To differentiate between these two in 1963
Edward Antony has formulated a scheme of 3 levels in order to
conceptualize language. These levels
are:-
1. Approach
2. Method
3. Techniques
Ø Method
Methods are like
street lights which help us see the right way.
According
to ‘W.F. Mackey’, “A method determines what and how much is taught
(Selection) the order in which it is taught (gradation), how the meaning and
form are conveyed (presentation) and what is done to make the use of he
language unconscious (repetition). Thus
a method deals with four things – ie:- selection, gradation,
presentation and repetition.
In
short Method is an over all plan for the orderly presentation of
language material, no part of which contradicts, and all of which is based
upon, the selected approach. This method
is procedural.
Ø Some
of the important methods of teaching “English” are as follows:-
1. The
Grammar-translation Method
2. Direct
Method
3. The
Bi-Lingual Method
1)
The
Grammar-Translation Method
The grammar-translation or
translation method is the oldest method of teaching English in India. It is also called the classical method. It was used to teach classical languages
like Greek, Latin, Sanskrit, Persian.
But as an organized and systematic method it began in Germany at
the close of the 18th century and it came to India through the
Britishers. The Originator of this
method was a German Scholar called J.V. Meidinger.
Principles
1) Teaching of a foreign language through
translation is easy, quick and
economical. The structural patterns of
the two languages are compared and
this comparison makes learning more clear and firm.
2) The fundamental principle of proceeding
from known to unknown is followed
throughout.
3) The knowledge of rules helps the learners
to avoid and type of mistakes.
Advantages
1) It saves time and effort as translation
gives meaning more quickly than
definition, demonstration etc.
2) It enriches the learners vocabulary more
easily.
3) Word meanings can be learnt clearly.
4) A
strong bond can be established between the phraseology of the target
language and the vernacular.
5) Correct knowledge of the grammar is
insisted.
6) Less teaching-learning aids are required.
7) Interest
in the art of translation can be developed.
8) Testing comprehension becomes easier.
9) Clear distinction between the two
languages is possible.
10)
Reading with understanding is promoted.
11)
It can be successfully used in a crowd
class.
12)
The teacher as well as the learners are
able to facilitate the teaching learning
process.
Disadvantages
1) The method ignores the practice of oral
work to the students which is the most
important aspect in the teaching of any
language.
2)
Reading comes first and speaking
afterward which is very unnatural.
3) This method wastes a lot of time of the
student because everything has to be
translated compulsorily.
4)
The translation work is always
approximate. So the learner is not able
to learn things accurately.
5)
The cultural and traditional elements of
the language while being translated are likely to damage the real spirit.
6)
It does not provide opportunity for
silent reading.
7)
It lays more emphasis on rules of
grammar (deductive method) which is not very sound in the teaching-learning of
a language.
8)
It does not help the students to learn
correct pronunciation of English
9)
Literal translation may sometimes be
distorted.
10)
There is less chance for creative and
imaginative thinking.
11)
As the class will be lacking in
activities, the learners are likely to become absent minded.
12)
The learners are likely to become
bookish.
13)
The unit of teaching is a word, not a
complete sentence.
14)
The use of vernacular may become more
dominant than the target language.
Thus we find that the translation
has more draw backs. But even then it
has gained universal popularity. From
this we would conclude that the best thing would be not to use translation
method as such in the class rooms but may be used only when the class room
situation demands it.
Direct
Method
The
Direct Method was evolved in 1901 in France and it was introduced to
India in the 20th century.
Its principles were adopted from Germany. This method came as a reaction against the
translation method. The chief advocates
of this method were Prendergast (1806 – 1866) and Sauveur (1826 –
1907). They proposed a method called the
Natural Method also known in other different names as – Psychological Method,
Reform Method, Phonological Method, Phoneme Method, Berlet’s Method and
Antigrammatical Method. Later it became
popular as the Direct Method.
Principles
1. Direct
Association between though and words
2. Oral
practice
3. Functional
grammar
4. Inhibition
of Mother Tongue
5. Sentence
as the unit of speech
6. Limited
vocabulary.
Advantages
1. It
emphasizes oral and speech practice, right-pronunciation, stress etc.
2. It
makes direct association between thought and expression. So it helps the learner to have fluency in
speech, also helps the students to have good command over the language.
3. Psychologically,
this method is very sound because the teacher proceeds from particular to
general and from concrete to abstract.
4. It
helps the teacher and the learner to cover up more syllabuses in less time.
5. It
makes the teaching of English easy and pleasant.
6. It
is more suitable to teach idioms.
Disadvantages
1. There will be dearth of competent teachers to
teach in this method.
2. In
this method, there is over emphasis on oral work. Reading and writing process of the language
get less attention.
3. This
method cannot be used successfully for the average and the below average
students.
4. It
is an expensive method because the teacher has to use some aids for teaching.
5. This
method does not by emphasis on the selection and gradation of language material
which is very important.
6. At
the early stage, sometimes this method this method may fail miserably. The students may not be able to learn
anything.
7. Course
books/source books may not be available as required.
Thus Direct Method is a method of teaching
a foreign language, especially a modern language through conversation,
discussion and reading in the language itself, without the use of the pupils
language, without translation and without the study of formal grammar. That is the words are first taught by
pointing to objects or pictures or by performing actions.
Bi-Lingual Method
Bilingual
Method means a method where two languages ie, the mother tongue and the target
language are used. Here the mother
tongue is used to achieve the taret language .
This method is based on the similarities and differences which exist
between the two languages. The
similarities and differences may be of situation, sounds, vocabulary, structure
etc. While learning the foreign language
the situations are created again in order to make the child learn the foreign
language.
This method was evolved by C.J. Dodson
of Wales and it is of recent development.
He believe that it is merely wastage of time as there is duplicity of
the same thing. Of course, mother tongue
equivalents be told but there is no need of re-creating the situations. It is suggested that the time thus saved may
be utilized for giving practice in sentence patterns.
In comparison with translation method,
the bilingual method stands unique because in this case, we have some
modification of translation method. In
this method, mother tongue is used by the teacher only, and that too for
explaining the meaning of difficult words and not by the students. Secondly, the students get a lot of practice
in patterns which is not taken care of in translation method.
Principles
1. Situations are significant
2. All
the language skills are equally important
3. Fluency
of speech is constantly attended to.
4. Oral
skills has priority in the early stages.
Advantages
1. The teacher is able to teach English to the
entire satisfaction of the learners.
2. The
students are able to understand English well.
3. Judicious
use of mother tongue by the teacher does not spoil the environment of teaching
English. It only helps in teaching
English better.
4. It
helps in giving proper training for different skills ie:- listening, speaking,
reading and writing. Pattern practice
given to the learners is essential in acquiring a skill.
5. Meaning
and concepts conveyed in this way are better understood by the learners.
6. It
helps in developing fluency in spoken language.
7. This
method does not need special facilities or equipment. It can be successfully used anywhere and
everywhere.
8. It
fully makes use of the language habits already acquired by the learners while
learning their mother tongue.
Disadvantages
1. In
Bi-lingual method, the teacher teaches English through English medium and in
certain situations he starts using mother tongue. It diverges the attention of the learners.
2. The
use of mother tongue while teaching English spoils the continuity and fluency
of language.
3. Few
students in the class may be more attentive to mother tongue sounds and less
attentive to English sounds. Their
pronunciation may become defective.
4. While
contrasting the features of the two languages, there is possibility of
confusion.
5. The
method may degenerate into pure translation method if the teacher fails to
handle it properly.
Conclusion
Having
discussed the various methods of teaching English in India, we come to the
conclusion that there is something good or something bad in each method. This does not mean that we shall give up the
use of all these methods. We must use
one method or the other but the point to be taken care of in that a teacher
should use the method as long as it (method) is a slave to him and he is able
to do well with it. So the teacher
should adopt electric and pragmatic approach because no single approach is
useful in all the situations.
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