Name :- Urvashi Chauhan
Roll no :- 31
M.A sem :- 3
Enrollment no : 2069108420190008
Email Id :- urvashichauhan157@gmail.com
Paper :- 12 ELT
Topic :- Brief notes on various Approaches
Submitted to : department of English MKBU
Introduction :
English Language Teaching (ELT) is based on the idea that the goal of language acquisition is communicative competence. It adopts concepts, techniques and methods in classroom for recognizing and managing the communicative needs of the language learners.
Todays English is the worlds most widely studied foreign language. Five hundred years ago Latin was the most dominant language to be studied .because it was the language of business, commerce and education in the western world. In the 16th century yet French, Italian and English again in importance as a result of political change in Europe and Latin gradually became displaced as a language of spoken and written communication.
Latin became a dead language. It was The started to read in the books as classic language. Children started to going in the ‘grammar school’ in 16th and 18th centuries to learn grammar rules of Latin. To learn Latin language became a “mental gymnastic”. In the 18th century . when modern languages began to enter in the curriculum of the European countries, these languages were taught by the same methods as Latin language was taught. Grammatical rules were memorize. And Writing practices was done. The passage are translated from the second language to the first language vice versa .
In the 19th century that method is consider as a standard method of teaching language. The textbooks are divided into chapters. Each chapter contained a certain grammatical rule and rule was practices with a lot of writing exercise.
1.
2.
Communicative approach:
Communicative approach is an approach is language teaching that emphasize interaction as both the means and ultimate goal of study.
Language learners in environment utilizing CLT technique. learn and practice the target language through the interaction with one another and the instructor the study of "authentic texts". those written in the target language for purposes other than language learning. and through the use of the language both in class and outside of class.
Learners conversance about personal experience with partner and instructors teach topics outside of the realm of traditional grammar. in order to promote language skills in all types of situation. This method also claims to encourage learners to comprehend their personal experiences into his language learning environment. And the focus on the learning experience in addition to the learning of the target language.
According to CLT the goals of language education is the ability to communicate in the target language. This is in various to previous views in which grammatical competence was commonly given top priority. CLT also focus on the teacher being a facilitator rather than an instructor. Yet the approach is a non-methodical system that does not use a textbook series to teach the target language. But rather works on developing sound oral and verbal skills prior to reading and writing.
Total Physical Response:
TPR : Total Physical Response is the teacher gives the students instructions and the students follow the instructions. Through the using whole body 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.
According to Asher total physical response is based on the premise that the human brain has a biological program. for acquiring any natural language on earth including the sign language of the deaf. We can see this process if we observe the language learning process of child. The communication between parents and their baby consists of both verbal and physical aspects. When the child is not able to speak at that time he or she is internalizing the language. This is the time when code breaking occurs. After this process the child becomes able to speak and reproduce language. In This approach the teacher repeats the process in the class. Students respond to the commands of the teacher which require physical movement. This is most useful for beginners students. Total physical response is also used for teaching students with dyslexia or related learning disabilities.
Natural Approach:
The Natural Approach takes as it is a cues from how first language is naturally learned by children. That process is then simulated for teaching adults a second language.
Just like is a “silent period” when babies don’t utter a single comprehensible word. the Natural Approach gives time for learners to simply listen and absorb the language. Producing correctly pronounced words and phrases comes later in the learning turn. The emergence of speech is not a first priority but..Listening comprehension is the priority.
So in this approach process students don’t need to speak more . They have to observe or read the situation. And then guess the meanings of words and make mistakes and self-correct like children. In addition, the Natural Approach sees a difference between “learning” and “acquisition.”
Learning a language requires textbook or grammar lessons and rote memory. Acquiring a language only require an immersive process of repetition correction and remember. In the other methods have teachers lead students in a choral pronunciation of words written on a board. The Natural Approach has the teacher bouncing a ball and repeatedly saying ball. “She’s also showing them pictures of different kinds of Balls. They have class play a game with the object. Or she hides the object and says find the ball.
The Natural Approach believes that the more the students lose themselves in the activity the better their handle on the language will be.
The Silent Way :
Imagine your teacher who talks as little as possible.
You better believe it is more than a fantasy. Proponents of this “alternative” approach believe that teaching too much can sometimes get in the way of learning. In that way of teaching students learn unique when they discover rather than simply repeat what the teacher said.
The Silent Way use silence as a teaching tool. Your students might feel you’re giving them the silent treatment if you don’t keep things friendly and explain the process to them. So you can encouraging them to do the talk themselves.
As a teacher You’re encouraging learners to be independent. To discover and figure out the language for themselves. Learning the target language is therefore seen as a creative, problem-solving process—a engaging cognitive challenge.
how does one teach in silence?
So the answer is you talk as little as possible. you need to employ more of gestures and facial expressions to communicate with your students. You can also use props.
A commonly used prop option is Cuisenaire Rods—rods of different colour and lengths. In an English class for example you can pick up any rod and say, “rod.” Pick another one, point at it and say “rod.” Keep on repeating until students understand that “rod” refers to the objects in front of them.
Then pick a green one and say, “green rod.”With an economy of words, point to something else green and say “green.” Keep on repeating until students get that “green” refers to the colour. So we also used this technique in our classroom activities. It a very interesting unique way of teaching . Students like the learning in a different different way. So this all are Approaches we are used in our class with our students.
Resources
https://www.fluentu.com/blog/educator/language-teaching-approaches/ https://en.m.wikipedia.org/wiki/Communicative_language_teaching
https://www.ukessays.com/essays/english-language/methods-and-approaches-of-english-language-teaching-english-language-essay.php
Roll no :- 31
M.A sem :- 3
Enrollment no : 2069108420190008
Email Id :- urvashichauhan157@gmail.com
Paper :- 12 ELT
Topic :- Brief notes on various Approaches
Submitted to : department of English MKBU
Introduction :
English Language Teaching (ELT) is based on the idea that the goal of language acquisition is communicative competence. It adopts concepts, techniques and methods in classroom for recognizing and managing the communicative needs of the language learners.
Todays English is the worlds most widely studied foreign language. Five hundred years ago Latin was the most dominant language to be studied .because it was the language of business, commerce and education in the western world. In the 16th century yet French, Italian and English again in importance as a result of political change in Europe and Latin gradually became displaced as a language of spoken and written communication.
Latin became a dead language. It was The started to read in the books as classic language. Children started to going in the ‘grammar school’ in 16th and 18th centuries to learn grammar rules of Latin. To learn Latin language became a “mental gymnastic”. In the 18th century . when modern languages began to enter in the curriculum of the European countries, these languages were taught by the same methods as Latin language was taught. Grammatical rules were memorize. And Writing practices was done. The passage are translated from the second language to the first language vice versa .
In the 19th century that method is consider as a standard method of teaching language. The textbooks are divided into chapters. Each chapter contained a certain grammatical rule and rule was practices with a lot of writing exercise.
1.
2.
Communicative approach:
Communicative approach is an approach is language teaching that emphasize interaction as both the means and ultimate goal of study.
Language learners in environment utilizing CLT technique. learn and practice the target language through the interaction with one another and the instructor the study of "authentic texts". those written in the target language for purposes other than language learning. and through the use of the language both in class and outside of class.
Learners conversance about personal experience with partner and instructors teach topics outside of the realm of traditional grammar. in order to promote language skills in all types of situation. This method also claims to encourage learners to comprehend their personal experiences into his language learning environment. And the focus on the learning experience in addition to the learning of the target language.
According to CLT the goals of language education is the ability to communicate in the target language. This is in various to previous views in which grammatical competence was commonly given top priority. CLT also focus on the teacher being a facilitator rather than an instructor. Yet the approach is a non-methodical system that does not use a textbook series to teach the target language. But rather works on developing sound oral and verbal skills prior to reading and writing.
Total Physical Response:
TPR : Total Physical Response is the teacher gives the students instructions and the students follow the instructions. Through the using whole body 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.
According to Asher total physical response is based on the premise that the human brain has a biological program. for acquiring any natural language on earth including the sign language of the deaf. We can see this process if we observe the language learning process of child. The communication between parents and their baby consists of both verbal and physical aspects. When the child is not able to speak at that time he or she is internalizing the language. This is the time when code breaking occurs. After this process the child becomes able to speak and reproduce language. In This approach the teacher repeats the process in the class. Students respond to the commands of the teacher which require physical movement. This is most useful for beginners students. Total physical response is also used for teaching students with dyslexia or related learning disabilities.
Natural Approach:
The Natural Approach takes as it is a cues from how first language is naturally learned by children. That process is then simulated for teaching adults a second language.
Just like is a “silent period” when babies don’t utter a single comprehensible word. the Natural Approach gives time for learners to simply listen and absorb the language. Producing correctly pronounced words and phrases comes later in the learning turn. The emergence of speech is not a first priority but..Listening comprehension is the priority.
So in this approach process students don’t need to speak more . They have to observe or read the situation. And then guess the meanings of words and make mistakes and self-correct like children. In addition, the Natural Approach sees a difference between “learning” and “acquisition.”
Learning a language requires textbook or grammar lessons and rote memory. Acquiring a language only require an immersive process of repetition correction and remember. In the other methods have teachers lead students in a choral pronunciation of words written on a board. The Natural Approach has the teacher bouncing a ball and repeatedly saying ball. “She’s also showing them pictures of different kinds of Balls. They have class play a game with the object. Or she hides the object and says find the ball.
The Natural Approach believes that the more the students lose themselves in the activity the better their handle on the language will be.
The Silent Way :
Imagine your teacher who talks as little as possible.
You better believe it is more than a fantasy. Proponents of this “alternative” approach believe that teaching too much can sometimes get in the way of learning. In that way of teaching students learn unique when they discover rather than simply repeat what the teacher said.
The Silent Way use silence as a teaching tool. Your students might feel you’re giving them the silent treatment if you don’t keep things friendly and explain the process to them. So you can encouraging them to do the talk themselves.
As a teacher You’re encouraging learners to be independent. To discover and figure out the language for themselves. Learning the target language is therefore seen as a creative, problem-solving process—a engaging cognitive challenge.
how does one teach in silence?
So the answer is you talk as little as possible. you need to employ more of gestures and facial expressions to communicate with your students. You can also use props.
A commonly used prop option is Cuisenaire Rods—rods of different colour and lengths. In an English class for example you can pick up any rod and say, “rod.” Pick another one, point at it and say “rod.” Keep on repeating until students understand that “rod” refers to the objects in front of them.
Then pick a green one and say, “green rod.”With an economy of words, point to something else green and say “green.” Keep on repeating until students get that “green” refers to the colour. So we also used this technique in our classroom activities. It a very interesting unique way of teaching . Students like the learning in a different different way. So this all are Approaches we are used in our class with our students.
Resources
https://www.fluentu.com/blog/educator/language-teaching-approaches/ https://en.m.wikipedia.org/wiki/Communicative_language_teaching
https://www.ukessays.com/essays/english-language/methods-and-approaches-of-english-language-teaching-english-language-essay.php
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