History Of English Language Teaching

memoir Of English Language tenetToday, English is the worlds nigh widely analyse strange speech. Five hundred years ago, Latin was the most preponderant wording to be studied beca subroutine it was the speech of business, commerce and education in the western world. In the sixteenth century, however, French, Italian and English gain in importance as a result of political change in Europe and Latin gradu entirelyy became displaced as a spoken language of speak and written converse (Richards and Rodgers, 2001).Latin became a dead language. It was being started to record in the books as classic language. Children started to enter in the grammar school in sixteenth and eighteenth centuries to learn grammar controls of Latin. To learn Latin language became a affable gymnastic. In the eighteenth century, when red-brick languages began to enter in the course of study of the European countries, these languages were taught by the same manners as Latin language was taught. grammatic orders were memorized. Written intrusts were done. The passages were generated from the arcminute language to the branch language and vice versa (ibid).By the nineteenth century, this manner was considered as a standard order of doctrine language. The textbooks were divided into chapters. each chapter contained a certain come up-formed rule and rule was practices with a lot of written exercises (ibid). manners and Approaches of English Language Teaching accord to Asher and James (1982), Methods be the combination of techniques that ar dropd and plasticized by the instructors in the classrooms in order to teach their students and accessiones argon the philosophies of teachers ab come out of the closet(a) language precept that great deal be applied in the classrooms by utilize different techniques of language program line. For example, if a teacher has an set out that language is the intercourse and cultivation a language is in fact skill the meaning s, functions and uses of language. So the techniques pull up stakes be immemoriald on the communicative language inform and proletariat base rules.According to Freeman (2000), Methods which atomic number 18 taught to the teachers make a base and give them mentation about the applic adequate techniques and principles according to the situation where they stand. They atomic number 18 clear about their attraction towards certain rules and too think that wherefore present they repelled certain mode. The intimacy of method is very necessary because their k straightledge is base of program line.Grammar adaptation MethodGrammar supplanting method was the most best-selling(predicate) and widely used method for language statement between the ages of 1840 to 1940. precisely when this method was first used for teaching and learning Latin language which was not the language of common use at that time. Latin was considered as a classic language. The learners were made able to study the literature of Latin language through learning the grammatic rules of language and learning the wording so that learners whitethorn depict the language in their first language and in the wink language. Grammar interpreting method was criticized intensively in the nineteenth century because it was considered that this method cannot fulfill the demands of language learning in nineteenth century.Direct MethodThe direct method was the outcome of the reaction against the grammar translation method. It was based on the assumption that the learners of inappropriate and second language should straight off think in English. This method is against the translation of written and oral text and focuses on telling the meanings of the words through action, demonstration or existent objects. This method focuses on directly thinking, doing discussion and conversation in second language (Richards and Rodgers, 2001).Purwarno (2006) described the aims of the direct method. He d escribed that direct method is an attempt and effort to form a link between eyeshot and expression and between experience and language.Direct method was criticized due to the by-line reasonsDirect method is successful in private language schools because this method can be applied only in sm every(prenominal) classes where every last(predicate) the learners can necessitate individual attention.In Direct method, the teachers extravagantly leap out in keeping the mformer(a) tongue of the learners a demeanor from them.Direct method demands the learners to do oral converse in the second language and it too demands the pronunciation and accent to be just like the autochthonic speakers so there is need for the language school to hire the inhering speakers which re every last(predicate)y can be very expensive.The success of the direct method depends on the teachers skills and in-personity more than on the methodology (Richards and Rodgers, 1986).Structural ApproachThe morphologi c approach main(prenominal)ly employs the techniques of the direct method that the variation and authorship skills argon not wholly neglected. The structural approach is based on the sound principles of language learning. The structural approach says that the order of battle of the words in such a way as to form a able pattern and that pattern may make the meanings of the language clear to us. either language has its deliver structure and skeleton which gives this language a comely appearance. A structure is a pattern and a particular arrangement of words which to indicate grammatic meanings. It may be a word, a phrase or a sentence (Gauridushi, 2011).Structural approach was criticized because it was only suitable for lower grades. Continuous teaching of structures and their repetition make the aura dull and boring. It as well as neglected the get a lineing and make-up abilities and there was also a lack of skilled teachers (Sharma, 2011).Oral Approach/ Situational Lan guage TeachingThe oral approach is a method in which children to use whatsoever hearing they get from their surroundings. They also take athletic supporter from the context to go out and use language. The posterior is to develop the skills in the individual so that he can excrete and function independently. This approach helps in the development of chooseing and writing skills (Richards and Rodgers, 2001).The oral approach was developed from 1930s to the 1960s by British applied linguistics such as Harold Palmer and A.S. Hornsby. The main remnant between oral approach and the direct method was that the methods which were developed infra this approach had theoretical principles about the selection, grading and presentation of the marrow and material. This sequencing of the content would lead to better learning with a good knowledge of lexicon and grammatical patterns. In this approach each the points of language were to be presented in situations which led to the second n ame of the approach i.e. situational language teaching. Although, the teachers are not aware of this approach today but it had long lasting impingement on language learning. However, its focus on oral practice, grammar and sentence patterns is keep mum supported by the teachers (ibid).Audiolingual MethodAudiolingual method is also known as Army Method because later the outbreak of World War II, the multitude soldiers decided to be proficient in the languages of their enemies. So a new-sprung(prenominal) learning method of orthogonal languages was discovered which is known as audiolingual method. This method is based on a linguistic theory and behavioral psychology. The audiolingual method was widely used in the 1950s and 1960s and the emphasis was not on the representing of the words rather on acquisition of structures and patterns in common everyday dialogues (Richards and Rodgers, 2001).The teaching of the oral skills with accurate pronunciation, grammar and the ability to resolvent quickly and accurately is the main objective of audiolingual method. Reading and writing skills may be taught but they are dependent on the oral skills (Richard and Rodgers, 1986). complete Physical ResponseIn Total Physical Response (TPR), the teacher gives the students instructions and the students follow the instructions by using whole corpse responses. James J. Asher, a professor, of psychology at San Jose State University developed the method Total Physical Response in late 1960s to help in learning second languages (Richards and Rodgers, 2001).According to Asher (1977), TPR is based on the acquaint that the human brain has a biological program for acquiring whatever natural language on earth including the sign language of the deaf. We can see this process if we observe the language learning process of an infant. The communication between parents and the child consists of both verbal and forcible aspects. When the child is not able to speak, at the time he/she i s internalizing the language. This is the time when code gap occurs. After this process the child brings able to speak and reproduce language. In TPR, the teacher repeats the process in the class. Students respond to the commands of the teacher which require physical movement. TPR is most useful for beginners. TPR is also used for teaching students with dyslexia or related to learning disabilities.Silent WaySilent way is the method of language teaching which was proposed by Caleb Gattegno. This method is based on the view that the teachers should be silent in the classroom as much as affirmable but the teacher must encourage the students to speak and use the language. The most important aspect of this method is its elements that are used for language teaching i.e. colored charts and colored rods (Richards and Rodgers, 2001).This method focuses on the learners to discover on their own rather than they remember or memorize roundthing. The learners are facilitated in learning by g iving them some trouble to solve which involves the materials that are demand to be learnt (ibid).communicatory Language TeachingCommunicative language teaching was developed in the era of revolutions in British language teaching traditions from late 1960s. Before communicative language teaching, situational language teaching was in practice in Britain for language teaching. Communicative language teaching was in truth developed in the opposition of audiolingual method which focuses on drilling and memorization. Communicative language teaching focuses on developing the ability of communication in learners in real life situations. It focuses on meaning rather than true statement (Richards and Rodgers, 2001).Natural ApproachIn 1977, Tracey Terrell proposed the natural approach of language teaching. This approach was influenced by Stephen Krashens theory of language acquisition. The natural approach focuses on communication as the major function of language. In this approach, langu age is considered as the fomite or means of conveying a message and information. The natural approach was actually based on the observation and intendedness of the acquisition of the first and the second language in informal settings (Richards and Rodgers, 2001).Task-based Language TeachingTask- based language teaching is an approach that is based on the assumption that tasks are the major social unit of language learning. This approach is based on the problem solving view that the learners should be addicted some tasks to be solved. These tasks are related to the language structures that are required to be learnt. The learners interact and communicate with each other during solving these problems. In these way, they learn the language (Richards and Rodgers, 2001). equation between Grammar supplanting Method and Communicative Language TeachingGrammar exposition MethodGrammar translation method was first known in the get together States as Prussian Method. Grammar translation method dominated European and foreign language teaching from 1840 to 1940.Characteristics of grammar translation method.According to the Richards and Rodgers (2001), the principle characteristics of Grammar version Method areIn Grammar deracination Method, the goal of learning a second or foreign language is mainly to be enabling to read the literature of that language and is to get benefit from intellectual development that results from foreign and second language study. Grammar interpreting Method enables to learn expatiate grammatical rules of drive language and enables to translate into and out of the target language.In Grammar rendition Method, indication and writing skills are focused while magnetic dipening and verbalize skills are whole ignored.In Grammar Translation Method, the memorization of grammatical rules of foreign language and of the vocabulary items is focused. Vocabulary items are limited to the text that they are taught. Vocabulary items are memorized with the help of their meanings in the native language.In Grammar Translation Method, sentenced is the sanctioned unit of teaching and language practice. The learners are enabled to do detailed analysis of a sentence through this method. The learners are enabled to translate a sentence into and out of the target language.In Grammar Translation Method, accuracy is accent rather than fluency. The basic purpose of this method used to be able to pass the written examinations.In Grammar Translation Method, grammar is taught deductively i.e. by presenting and practicing the detailed grammatical rules of target language. A syllabus of grammatical rules if followed in which rules are consistently lay out in to a eon starting from the simple rules to the hard rules.In Grammar Translation Method, students are directed and instructions are addicted in the students native language so that they may easily understand the instructions. The students native language is used to explain new item s and to enable them to analyze two languages i.e. native language of the learners and foreign language.Main techniques associated with grammar translation method. there are some major techniques that are adopted in the teaching of second or foreign language through Grammar Translation Method.Translation of a literary passage. Students translate a indication passage into and out of the target language. In checking of the translation, the focus of the teacher is on vocabulary and grammatical structures. The translation may be written or spoken or both. Students should not translate idioms but must understand their meanings.Reading intuition Questions. A passage for reading and understanding is given to the students and they have to answer the questions given at the end of the passage in the target language. The questions are put into a sequence. The first group of questions is related with the information careworn from the passage, second group of questions require students to ma ke inferences based on their understanding of the passage. The third group of questions requires students to relate the passage with their own experiences.Antonym and synonyms. Students are given a list of words and a passage. The students have to come out the antonyms of those words in the passage. Similarly, the students can also be given a list of words and can be asked to find out the synonyms of the given words from the passage.Deductive application of rules. Grammar rules are presented before the students with the all possible information that can be given to the students relating to the grammatical rules. The rules are also explained with examples. Once students understand a rule, they are asked to apply it for some different examples.Fill in the blanks. The students are given a serial publication of sentences with some missing words. The students have to fill in the blanks with some suitable grammar items such a preposition and verbs with different tensesMemorization. The s tudents are given a list of vocabulary to memorize them with their meaning in the native language. Students are also required to memorize the grammatical rules.Use words in sentences. In order to check the understanding of the meaning and treat of vocabulary, the students are asked to use the list of typical words in their own sentences.Composition. The teacher gives a motif to the students to write about that topic in the target language. The topic is based on some aspect of the reading passage of the lesson (Freeman, 1986).Advantages of grammar translation method.Nazir (2002) narrated as The structure of a foreign language is best learnt when equality and contrasted with that of the mother tongue.According to Ishtiaq (2005), the Grammar Translation Method is based on a system and is in a sequence because in this method all the grammatical rules are arranged into a sequence for the convenience of the students. This sequence starts from the simple rules and crimsontually leads to the complex rules. When a book is written by an author on grammatical rules keeping in view the sequence, he writes one lesson that is completely based on one rule of grammar. Each lesson is divided into certain rules and these rules dominate the lesson.Larson (1986) narrated importance of Grammar Translation Method as in Grammar Translation Method, students are made to learn new words. Therefore, this method helps in improving vocabulary. Reading and writing are the two primary skills that are developed most so as to enable the students to read the literature in target language. Grammar is taught deductively and it makes use of students mother language.Disadvantages of grammar translation method.Neilson (2003) stated that in Grammar Translation Method, oral skills i.e. speaking and earshot skills are altogether neglected while the whole attention is given to just reading and writing skills. Through this method, the students get able to read the literature of the target language by translating it into their native language but cannot communicate into the target language and even cannot understand the target language spoken by any native speaker.In Grammar Translation Method, the authority of the classroom is totally in the hands of the teacher and teacher is at the centre of the classroom. The communication is just from teachers to students not from student to teacher and not even from students to students. The students are considered empty minded which have needed to be filled with all the possible vocabulary and grammatical structures that can be filled in their minds (ibid).The main disadvantage of the Grammar Translation Method is that it is almost impossible to translate all the phrases and sentences into the target language because the main focus is the translation of this method so such students who have been taught through this method become part to communicate well in the target language (ibid).In the Grammar Translation Method, accuracy is empha sized rather than fluency and students go on thinking to accurate the grammatical rules which actually hinder their fluency. In Grammar Translation Method, the teacher abruptly interferes and stops the students wherever they make the mistakes so they become conscious while speaking and communicating in the target language and become ineffective to be fluent (ibid).Criticism of the grammar translation method.There have been various criticisms on the use of Grammar Translation Method for the teaching of modern language particularly English. There are some objections that have been put on the Grammar Translation Method.Grammar Translation Method emphasizes on the reading and writing skills on the expense of listening and speaking skills. unless learning the listening and speaking skills of a language is more important than leaning reading and writing skills because it is a natural way of learning a language. In Grammar Translation Method, writing gives learners a reflective chance to look at their writing that whether they have written correct spellings, vocabulary and grammatical rules. The main aim and goal of most of the learners in learning modern languages is not just to develop reading and writing skills whereas they want to communicate well and understand the native speakers language.Grammar Translation Method demands the arrangement of the grammatical rules in a structure starting from the simple rules and leading to the complex rules. date most of the learners especially adult learners want to start using the language straight way because they have not got time to learn all the grammatical rules one by one and start using them after then. Grammar Translation Method emphasizes to make the students learn each rule and practice it one by one and after commanding a rule move to the next one. So there remains the need to rescript all the rules again and again so that they may not get washed out of the learners mind.In Grammar Translation Method, sentence is the basic unit of the language. The learners are made able to memorize certain rules of grammar and certain vocabulary which they have to fit everywhere they find a chance to use them. But if learners find some unusual situation they become unable to fit their memorized rules to fit in that situation.In Grammar Translation Method, grammatical rules and vocabulary is memorized in modern ways of teaching a language memorization is not regarded while exposure of a language, experience and use of language is preferred and recommended. People have different learning styles. Some lot like to learn vocabulary, grammar rules, phrase and sentences through memorization. But when they have to sue them, they must have time to stop and recall the memorized items.In Grammar Translation Method, the focus of the learners is the manipulation of the grammatical rules and words to write correct sentences with appointive content. But in learning the modern languages, it is recommended that the maj or focus should be more and more on the oral practice and expression of the personal meanings. The expression of the personal meanings may spoil the structure of the grammar rules and sentences.In Grammar Translation Method, the teachers and the learners mostly speak in their first language or native language. While it is highly recommended that use of second and target language should be maximized in learning the language but here maximization does not mean teachers and learners should all the time speak in the target language. The speaking of the second language is also advantageous because in language classrooms we may also have multilingual learners that may belong to different languages so a single language i.e. second or target language pull up stakes be convenient to use without pointing a single native language.In Grammar Translation Method, teacher should explain, describe the grammatical rules, tell the meanings of the words, translate the passages, conduct grammar practi ces, correct mistakes and teacher should authorized the classroom and learners. But now it is highly recommended that teachers role in the class should be as a guide and facilitator. instructors role in the language classroom should be less. Teacher should act behind the scene. Teacher should give the problems to the learners to solve, interact among each other and generally it leads the learners to be independent learners.In Grammar Translation Method, translation is the basic technique. Translation is a way of understanding the meanings of the written and oral texts by converting the texts into the first or native language of the learners. Translation is a way of comparing and contrasting two languages i.e. first language and second language. But now it is highly recommended that translation should be avoided because it leads to such a mental process which hinders or stops learning. The learners should be encouraged to speak and even think in second language as much as possible.I n Grammar Translation Method, accuracy is emphasized rather than fluency but it is now highly recommended that accuracy should come at the last and fluency should preferred first. If the learners are corrected on their mistakes from the very beginning, they will become hesitant to speak in the target language. When they will start to speak, their minds will abruptly become read to look upon the grammatical rules that they are using so I this way they will become unable to be fluent in language (Jonathan, 2012).