Various Approaches inLanguage learning

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Prepared by krupali Lewade

(krupaliklewade@gmail.com)

Paper No :12

Assignment on :

various approaches in language learning

Submitted to :  

Maharaja Krishnakumarsinhji Bhavnargar university.

Approaches in Language Teaching

Language teaching is about how language can be teach with the help of different approach and Method. Teaching is the process in which how message or what you want to convey is more important.

Teacher + Learner  = Language Teaching.

Language is not static process. Language teaching it becomes profession in the twentieth century. Language teaching twentieth century was characterized by frequent change and innovation and by the develop-ment of sometimes competing language teaching ideologies.

Importance of Language Teaching

The Study of Language approaches and methods provides teachers with a view of how the field of language teaching involved.

Approaches and methods can be studied not as prescription for how to teach but as a source of well-used practice, which teachers can adopt or implement based on their own needs.

Experience in using different teaching approaches and methods can provide teachers with basic teaching skills that they can later add to or supplement as they develop  teaching experience.

In order to understand language teaching. It’s important to conceptualize the notion of approach and method. Edward Anthony identified three levels of conceptualization and organization.

Approach

Method

Technique

Here we are concerned with Approach. Before I move towards approaches as a language teaching tool. I want to discuss

Difference in Approaches & Method

An Approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An approach is axiomatic matter to be taught.

Method is an overall plan for the orderly presentation of language material, no part of which is axiomatic based upon, the selected.

Anthony says that approaches is the level at which assumptions and beliefs about language and language learning are specified. Method is the level at which theory is put into practice and at which choice are made about the particular skill to be taught, the content  to be taught, and the order in which the content will be presented.

So, let’s have look upon the various approaches of language teaching. There are four main approaches of language learning.

The Oral & Situational language teaching

The Lexical approach

The Natural approach

These are the approaches of language teaching. So, let’s have look upon in detail.

1. Oral & situational language teaching

Oral & situational approach is considered as one of the most important British proposal of twentieth century. Both these approaches are widely used today in textbooks and teaching materials. It was developed by 1930 to 1960. The impact of both these approaches is long-lasting.it is useful in present time also. One of the most successful ESL course published

Streamline English

It reflects the classic principles of situational language teaching. Other series are used by many for example.

Access to English, Coles & Lord, Kernel lesson plus and another is o’Neil.

To understand this approach it is important to discuss origin of Oral approach and Situational approach.

Origin of Oral Approach & situational Approach

Origin of this particular approach began with the work of British applied linguists in the 1920s and 1930s. linguist the basis for principles approach to methodology in Language Teaching. Major figure of this approach are

Harold Palmer

A.S.Hornly

Both are familiar with Direct Method as well linguist like Otto Jespersen and Daniel Jones. Both of them try to developed scientific foundation for an oral approach to teaching English than was evidenced in the Direct Method. As a result it is applied to the selection and organization of the content of a language course.

Aspect of oral and situational approach  Vocabulary

Grammar control

Both aspect plays vital role in this approach. So, let’s have look on both aspect of language teaching.

Vocabulary

The role of vocabulary is first aspect of method design to receive attention. In the year 1920 and 1930, several large scale investigations of foreign language vocabulary were undertaken.

Impetus for this research came from two quarters.

1)          There was a general consensus among language teaching specialist, such as palmer, that vocabulary was one of the most important aspect of foreign language learning.

2)          A second influence was the increased emphasis on reading skills as the goal of foreign language study in some countries.

Vocabulary was seen as an essential component of reading proficiency this led to the development of principle of vocabulary control, which have major practical impact on teaching of English The leterion report on vocabulary selection, it is based on frequency as well as other criteria. This basic efforts to introduce a scientific and rational basis for choosing the vocabulary content of language course represent the first attempt to establish principle of syllabus design in language.

Gramasimar control

Its basic focus on grammatical content of language course. Palmar had drawn attention to the problems of grammar for research in English teaching from 1922 with until world war second. His views are different from grammar translation method palmar, Hornly and other British applied linguists analyzed English and classified it’s major grammatical structure into sentence patterns it can be used to internalize the rules of  English sentence structure.

In the year 1920 parmer, Hornly and other British linguists applied principle selection gradation and presentation. All those linguists worked together but their views were different in specific procedures to be used in language teaching.

The main characteristics of the approach.

Language teaching begins with the spoken language, material is taught orally before it is presented in written form.

The target language is the language of classroom.

New language points are introduced and practical situatioally .

Reading and writing are introduced once a sufficient.

Another approach is

3)          The lexical approach

Center of this approach in language teaching is a view of nature of language, and this a view of the nature of language, and this shapes teaching goals the type of syllabus that is adopted, and it focuses on classroom teaching. it refers to one derived from the belief that the building blocks of language learning and communication are not grammar, function, notions or some other unit of planning and teaching but lexis, that is, words and words combinations. It reflects a belief in the centrality of lexican to the language use and in particular to multiword lexical units or ‘chunks’ that are learned and used at single items.

The role of lexical units has been stressed in L1 and L2 acquisition research it referred by many, including holophrases prefabricated patterns, gambits, speech formula and lexicalized stems.

§ Vocabulary and lexical units includes:

§ The lexical syllabus

§ Lexical phrases and language teaching

§ The lexical approach

Classroom-accessible database for lexically based inquiry and instruction. Studies focused on collection of lexical items and multiple word units. In search of develop proposals for syllabus design and language  teaching founds on view of language in which lexis plays the central role.

Theory of language:

Chomsky’s influential theory of language focused on the capacity of speakers to create and interpret sentence that are different  and have never been produced or heard previously, on the other hand the lexical view hold that only a minority of spoken sentence are entirely novel creations and multiword units functionally as “chunks” collection is also important, it refers to the regular occurrence together of world.

Lexi also plays vital role in language learning. Pawely and syder estimate, native speaker have hundreds of sounds of prepackaged phrase in their lexical inventory.

Massive amounts of

‘‘language input’’ especially    through reading, is the only effective approach-krashen

A third approach to learning lexical chunks has been contrastive. According to Bohns

‘ the teaching of lexical collections in EFL should concentrate on items for which there is no direct translational equivalence in English and learners respective mother tongue.

Assumption of lexical approach

Encountering new learning item on several occasions is a necessary but sufficient condition for learning to occur.

Noticing lexical chunks or collections is necessary but not sufficient condition for ‘input’ to become ‘intake’.

No linear syllabus can adequately reflect the nonlinear.

Last approach is

The Natural approach is considered as “ a proposal for a new philosophy of language teaching”. In the year 1977, teacher of Spanish in california, named

‘ Trey Tereel’

This was an attempt to develop a language teaching proposal that incorporated the “naturalistic” principle researchers had identified in studies of SL. It is grew out of Terell’s experiences teaching Spanish classes, although it has also been used in elementary to advanced-level class and with several other language.

The Natural approach (1983)

Krashen and Terell published their book it contains theoretical sbbbections prepared by krashen. Both identified traditional approach to language which is based on the Natural approach relate their approach to the Natural method. Sometimes people believes that both are same. There tradition is a common but their important difference will be useful to consider at outset.

The term Natural used in reference to the direct method it emphasized that the principles underlying the method were believed to conform to the principles of Natural Approach. As defined by krashen and Tereel. It is similar to direct method, it places less emphasis on teacher monologue, direct repetition and formal questions and answers and less focus accurate production of target-language sentence. This approach emphasis on exposure or input, rather than practice, optimizing emotional preparedness  for learning.

Theory of language : According to karshen and Terell primary function of language is communication. Both are focuses on teaching communicative abilities. Like other approach The Natural approach it is also developed today. They have problem with earlier method of language because it was not built around “ actual theories of language acquisition’’. They also gives an example

            ‘The structure of language’

Conclusion

                         By concluding we can say that approach is different from methods.