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BRIEF NOTES ON APPROACHES ELT.
Ø Prepared by : KAVITABA P. GOHIL
Ø Roll No: 19
Ø Batch : 2017-19
Ø Email : kavitabaprahaladsinhjigohil@gmail.com
Ø Enrollment No: 2069108420180018
Ø M.A (English) : SEM -3
Ø Paper – 12 : ELT-1
Ø Submitted to: Smt.S.B.Gardi, Department of English, MK Bhavnagar University.
Ø Words count: -
#INTRODUCTION:
Today, English is the world’s 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 sixteenth century, however, the French, Italian and English gain in importance because of political change in Europe and Latin gradually became displaced as a language of spoken and written communication
In the eighteenth century, when modern languages began to enter in the curriculum of the European countries, these languages were taught by the same methods as the Latin language was taught. Grammatical rules were memorized. Written practices were done. The passages were translated from the second language to the first language and vice versa (ibid).
By the nineteenth century, this method was considered as a standard method of teaching language. The textbooks were divided into chapters. Each chapter contained a certain grammatical rule and rule was practices with many written exercises.
#VARIOUS APPROACHES:
#Structural Approach:
The Structural Approach is based on the assumption that language can best be learned through a scientific selection and grading of structures or patterns of sentences and vocabulary. The stress is on the learning of essential structures of English.
In the words of Menon and Patel: "The Structural Approach is based on the belief that in the learning of a foreign language, mastery of structures is more important than the acquisition of vocabulary." This approach employs techniques of the Direct Method of teaching but the use of translation is not wholly discarded. Teaching is done in situations. Speech is mainly stressed but reading and writing are not neglected. Structural Approach is essentially what the term implies-an approach and not a method as such. There is scope for limitless experimentation in imaginative ways of applying the Structural Approach in the classroom. Prof. C.S. Bhandari has rightly remarked: "It is not proper and correct to call the Structural Approach a method of teaching. It is not a method; it is an approach. Any method can be used with it"
The Objectives of the Structural Approach According to Menon and Patel the following are the objectives of the new Structural Approach:
1. To lay the foundation of English by establishing through drill and repetition about 275 graded structures.
2. To enable the children to attain mastery over an essential vocabulary of about 3,000 root words for active use.
3. To correlate the teaching of grammar and composition with the reading lessons.
4. To teach the four fundamental skills, namely, understanding, speaking, reading and writing in the order named.
5. To lay proper emphasis on the aural-oral approach, active methods and the condemnation of formal grammar for its own sake.
Principles of the structural approach
=The principles of the Structural Approach may be as under:
1. Forming language habits.
The Structural Approach gives due importance to the forming of language habits. The learners should acquire the habit of arranging words in English standard sentence patterns through language drills.
2. Importance of speech.
The Structural Approach regards speech as more important than reading and writing. Speech is the necessary means of fixing firmly all groundwork.
3. Importance of pupil's activity.
The Structural Approach puts more emphasis on pupil's activity than on the teacher's. The child is the learner, so he must be actively involved in the teaching-learning process. From the above three principles, we observe that speech and oral work are the core of the structural way. The pupil himself assumes prominence in every activity connected in the new way of teaching and learning the language. Oral work, in fact, is the sheet anchor of the approach. The whole approach is based on the principle "that language is learned through use, and that the use of it is almost always accompanied by an activity of some kind. Pleasurable activity is the secret of success in language assimilation."
# Oral Approach/ Situational Language Teaching:
The oral approach is a method in which children to use whatever hearing they get from their surroundings. They also take help from the context to understand and use language. The target is to develop the skills in the individual so that he can communicate and function independently. This approach helps in the development of reading and writing skills (Richards and Rodgers, 2001).
The oral approach was developed from the 1930s to the 1960s by British applied linguistics such as Harold Palmer and A.S. Hornsby. The main difference between oral approach and the direct method was that the methods, which were developed under this approach, had theoretical principles about the selection, grading, and presentation of the content and material. This sequencing of the content would lead to better learning with a good knowledge of vocabulary and grammatical patterns. In this approach all, the points of language were to be presented in “situations” which led to the second name of the approach i.e. situational language teaching. Although, the teachers are not aware of this approach today but, it had a long-lasting impact on language learning. However, its focus on oral practice, grammar, and sentence patterns are still supported by the teachers.
#Natural Approach:
In 1977, Tracey Terrell proposed the natural approach to language teaching. This approach was influenced by Stephen Krashen’s theory of language acquisition. The natural approach focuses on communication as the major function of language. In this approach, language is considered as the vehicle or means of conveying a message and information. The natural approach was actually based on the observation and understanding of the acquisition of the first and the second language in informal settings (Richards and Rodgers, 2001).
# Communicative approach:
Communicative language teaching (CLT), or the communicative approach, is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of the study.
Language learners in environments utilizing CLT techniques, 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 converse about personal experiences with partners, and instructors teach topics outside of the realm of traditional grammar, in order to promote language skills in all types of situations. This method also claims to encourage learners to incorporate their personal experiences into their language-learning environment, and to focus on the learning experience in addition to the learning of the target language.
According to CLT, the goal of language education is the ability to communicate in the target language. This is in contrast to previous views in which grammatical competence was commonly given top priority.CLT also focuses on the teacher being a facilitator, rather than an instructor. Furthermore, the approach is a non-methodical system that does not use a textbook series to teach English but rather works on developing sound oral/verbal skills prior to reading and writing.
#REFRENCES:
