The development of teaching methods

THE DEVELOPMENT OF ENGLISH LANGUAGETEACHING METHODS

The Development of English Language Teaching Methods

Abdul Jabbar Abbasi

M.Phil. Applied Linguistics 2013

Department of English Language and literature

University of Sind, Jamshoro

Submitted to :

Madam Saira Altaf

Lecturer in English

Department of English Language & literature

University of Sind, Jamshoro

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Table of Contents

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Abstract

This research paper aims at the development of English

language teaching methods in Pakistan since its inception.

After the independence teaching methodologies in ESL were

1. Abstract

03

2. Introduction

03

3. Literature Review

04

4. The Development of English Language TeachingMethods 06

5 .Research Methodology

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uncommon and the learners depended upon a conventional

method of learning a language. With the passage of time in

the establishment of educational environment language was

also given its due share in the modern world consequently

more than one method were introduced to attain the autonomy

of language. Since 1947 the teachers and learners in

Pakistan have been engaged to rectify, revise, rename and

reintroduce methodologies in ELT/ESL research in class room

and other scenarios. Today we find a number of teaching

methods have been utilized in the country for achieving

optimum benefits of language. This paper enumerates the

teaching methods in ELT and their day by day development

where some of the methods have been utilized and a few are

left.

2. Introduction

Since the earliest times in Pakistan conventional or

traditional methods were used for attaining ELT efficiency

and capability. In the modern world of trade and commerce,

information technology and complex lingual societies

provided us a thought to rejuvenate language proficiency,

its clear that our learners have to face the challenge of

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global world language issues therefore importance of modern

methods of teaching ESL are highly realized. And new methods

in ELT developed from time to time. Apart from it there has

been a close study in the ELT discipline which provides us

comparison and measures for a prompt autonomy due to this we

focus on similarities and differences in ELT discipline

within the class room and societies. Moreover in this

research paper real explained implications of a dominant ELT

method used in the country and its context along with the

comparison to any other method used at some private sector

institution. This research paper also declares the most

prominent ELT method of teaching which is nationally being

used preferably at all public and Private Sector College,

and universities in Pakistan.

3. Literature Review

There are many publications discussing the various language

teaching methods employed over the years. We have drawn here,

inter alia, upon Chapter Two of H. Douglas Brown’s Teaching by

Principles: An Interactive Approach to Language Pedagogy (Longman/ Pearson

Education, White Plains, New York, 2nd edition 2001). Brown

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draws a distinction between methods as “specific, identifiable

clusters of theoretically compatible classroom techniques”

(p15), and methodology as “pedagogical practices in general…

Whatever considerations are involved in ‘how to teach’ are

methodological” (ibid.).’Methodology’ here can thus be equated

to Richards and Rodgers’ ‘Procedure’. Pedagogic approaches are

typically informed by both a theory of language and a theory

of language learning. For example, audiolingualism was

informed by a structural model of language and by behaviorist

learning theory (Richards and Rodgers 1986). The twentieth

century saw new methods emerging with regularity in what

Marckwardt (1972:5) saw as a cyclical pattern of “changing

winds and shifting sands” with each new method breaking from

what preceded, while incorporating some of the positive

aspects of its predecessors. This mortality of language

learning methods, to use Decoo’s phrase can usually be

attributed to the neglect or lack of one particular component

(Decoo 2001: §4.5)

Brown summarizes:

A glance through the past century or so of language

teaching will give an interesting picture of how varied

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the interpretations have been of the best way to teach a

foreign language. As disciplinary schools of thought –

psychology, linguistics, and education, for example –

have come and gone, so have language-teaching methods

waxed and waned in popularity. Teaching methods, as

“approaches in action,” are of course the practical

application of theoretical findings and positions. In a

field such as ours that is relatively young, it should

come as no surprise to discover a wide variety of these

applications over the last hundred years, some in total

philosophical opposition to others.

Besides above mentioned reviews, we can also focus development

of language teaching methods in Pakistani scenario. Yasmin, et

al (1984) conducted research study on “a comparative study of

the effectiveness of the inquiry and traditional methods for

teaching biological sciences in laboratory at the High School

Level.” A sample of 400 students was further divided into 8

groups (4 experimental and 4 control). The findings of the

study reveal that the inquiry approach is more effective as

compared to traditional methods.

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Haass,M.S.( 2002). In his research study titled, “the

influence of teaching methods on student achievement on

Virginia end of course standards of learning test for

Algibra” suggested that Allgibra teachers should emphasize

direct instruction, technology aided instruction, and

problem-based learning. These three teaching methods

categories ranked highest in both analyses. Jason,M.C.

(2006) conducted a research study titled, “effective

teaching methods for large classes” has concluded that the

lecture/discussion teaching method was the most preferred

among students. Student comments as to their reason for

selecting this as the most valuable method seem to suggest

that they have a desire to be somewhat active learners,

engaging in discussion rather than passively listening to a

lecture. Overall, the findings of this study suggest that

faculty teaching large classes should attempt to include

constructive active teaching methods in their courses

whenever possible. Results indicate that most students

prefer to be active in their learning process. The active

and collaborative teaching methods examined in this study

are not only desirable to many students, but they also

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appear to produce significant improvement in terms of

learning outcomes.

4. Development of English Language Teaching Methods

It is law of nature that, when there is something to be taught

or learnt we rush for the different ways to get it. Likewise,

learning any foreign language is hard time to cope with,

particularly English has a long history of challenges; for

teachers tried different means to teach it. Because English

being not a local language but international, spoken through

the world, having more than one language, it is composed of

Greek, Latin, French, and English itself, it has therefore

huge mound of vocabulary and other complexities in the syntax.

It challenged many linguists; hence the term Development of

English Language Teaching Methodologies came into being. This

may be noticed that there almost thirty eight methods of

teaching and learning ESL. Namely grammar translation, Direct

method, Gouin action chains, Reading method, Basic English,

Army specialized training program, Oral approach, Audio

lingual method, Audio visual method, Programmed learning and

teaching machines, Individualized instructions, Personalized

instructions, Cognitive-code learning, Second language

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acquisition, The Silent way, Delayed oral response, Total

physical response, Counseling learning or Community language

learning, Immersion, Bilingual approach, Notional syllabuses,

English for Special Purposes, Suggestopedia, Accelerated

learning, Rassias method, Natural approach, Foreign Residence,

Drama, Role playing, Songs, Jazz, Games, Language Lab (Stack

1971, Tanner 1986) , Cassettes, Video Cassettes, Computer

Assisted Instruction, Eclectic method, Professional Practice .

Among all these methods which are being used in different

countries at different stages still there are some prominent

methods which are commonly used throughout the world are

mentioned in table 1.

Table 1:

Name Objectives Approach Method Meaning Restrictions Reference

Grammar

-

Transla

tions

Understand

L-2

translatin

g into L-

1

Assumes

translation

Teach Grammar rules and

translate text into L-1 along

with vocabulary

All

meaning

through

translatio

n

No

conversation

in L-2

No

reference

Direct

method

Speak and

understand

without

Learner acquires

L-2 by hearing

and speaking in

Teachers models here and now

sentences and make meaning

clear by pointing, acting,

All

meaning

through

Native

language

banned or

Sweet1877

, Vietor

1886,

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translatio

n

meaningful

contexts

showing things. Learner

listens and speaks through

direct method using phonetics

actions &

verbalizat

ion in L-1

given very

minor role to

formal

teaching of

grammar

Jespersen

1904,

Titone

1988

Reading

method

Reading

stories

for

meaning in

L-2 no

trans.

Direct method

for reading

without

translation

Simplified stories with new

words reintroduced several

times for reinforcement

New word

equivalent

in

footnote

No speaking or

writing

Coleman

1929

Audio

lingual

method

Understand

, Speak,

read and

write with

AL

Learn to speak

and understand

the second

language through

ALM

ALM classes with dialogues

for memorizing, grammar

explained in native

language, cultural notes

Context

and Native

language

Emphases on

Audio lingual

activities

Brooks

1960

Audio

Visual

Method

(AVM)

Speak and

understand

Learn the second

language by

hearing,

understanding

and speaking it

via pictures

Memorization of

conversational sentences and

dialogues recorded on

cassettes with picture

illustration

All

meaning

through

pictures

No native

language, no

written

language

Renard

and

Heinle

1969

Silent

method

Speak the

second

language

in every

short time

Learner creates

L-2 sentences

from own hidden

knowledge with a

single exposure

to a new word or

sentence by the

teacher. Teacher

is mostly

Teacher introduces colored

rods and names them once in

L-2. Learners give

approximations in L-2 until

teacher approves. Teacher

does not repeat the model.

Rods eventually stand for

buildings and so forth

Entirely

through

demonstrat

ion.

Gestures

approve or

disapprove

each

attempt

No native

language, No

formal

grammar, No

repetition of

the model by

the teacher,

No pattern

practice

Gattegno

1972

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silent, Students

speak

Total

physica

l

respons

e

Understand

and speak

the

language

Language

acquisition by

carrying out

physical

commands.

Modeled on first

language

acquisition

Teacher gives and executes

commands. Then student hears

and executes them. Later

interact by giving each other

commands and executing them.

Simple commands gradually

become more complicated until

the whole language is taught

by commands

Entirely

by verbal

commands

followed

by actions

No native

language. No

reading. No

writing

Asher

1969,

1972,

1979

Compute

r

assiste

d

instruc

tion

Provide

interactiv

e

individual

ized

practice

Stimulus, task,

response,

acceptance or

rejection, full

or partial

Not a method. A powerful

technological aid that can be

used to complement almost any

method

Not

prescribed

Usually re-

stricted to

reading ands

writing

Suggest

opedia

Learn

conversati

onal L-2

Learn

conversation and

vocabulary in a

relaxed state

and increase

learning

Hear and see the long

dialogue in the native or

second language. Assimilate

it by means of relaxation and

background baroque music. Act

out the dialogue with

expressions

Through

dialogue

in native

language

No grammar

explanations,

No grading

Lozanov

19787

Racle

1975

Communi

ty

learnin

g

Speak and

understand

From group

therapy in

clinical

psychology ,

students are

motivated to

learn L-2 for

Students in small group speak

in L-1 what they wish to say

in L-2 in groups. Teacher

supplies L-2 aloud and

students transmit it as they

progress they initiate the

utterance in L-2

Entirely

in a

native

language

indicating

what the

students

No reading, No

writing, No

formal

grammar, no

graded

progression ,

No vocab

Curran

1961,

1968

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communication in

group

want to

say

control, and

no agenda

Following Methods are frequently used in Pakistan for teaching

ESL which are selected for broader study:

4.1 Grammar Translation Method (GTM)

The main purpose of this method is that, students must be

able to translate one language into another language, if any

student does it, he is considered to be successful language

learner. More focus is paid to basic skills of reading and

writing, less to speaking and listening, and proper

pronunciation is not on their agenda. Students are taught

foreign language in resemblance to native language; they get

resemble words in native language in replace of foreign

language from teacher as being the ultimate authority in the

classroom. Grammatical rules are given extraordinary

preference in the language and must not be avoided while

reading or writing. And students are expected to translate

every sentence from native language to targeted foreign

language.

4.2. The Principles of the Grammar Translation Method

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A fundamental purpose of learning foreign language is to

able to read its literature. Literary language is superior

to spoken language. Student’s study of the foreign culture

is limited to its literature and fine arts. An important

goal is for students to be able to translate each language

into the other. If students can translate from one language

into other, they are considered successful language

learners. The ability to communicate in the target language

is not a goal of foreign language instruction. The primary

skills to be developed are reading and writing. Little

attention is given to speaking and listening, and almost

none to pronunciation. The teacher is the authority in the

classroom. It is very important that students get the

correct answer. It is possible to find native language

equivalents for all target language words. Learning is

facilitated through attention to similarities between the

target language and the native language. It is important for

students to learn about the form of the target language.

Deductive application of an explicit grammar rule is a

useful pedagogical technique. Language learning provides

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good mental exercise. Students should be conscious of the

grammatical rules of the target language.

4.3. Merits:

The following are the advantages of the Translation

Method:

1. It is an easy method: In this method the child proceeds from

the known to unknown. He already knows his mother tongue,

and now he learns the English equivalents.

2. It helps in building vocabulary: Translation method helps in

the rapid expansion of vocabulary of the students as it

avoids difficult definitions or lengthy explanations. The

vocabulary is economically and effectively acquired.

Students get the exact meanings of words.

3. It saves teacher’s labor: The teacher finds it very easy way

to prepare his lesson. He has not to think of the ways and

means to explain new words. It does not require the teacher

to make use of audio-visual aids.

4. Comprehension is easily tested: Students’ comprehension of

English, especially at the early stage, can be easily tested

by asking them to answer questions in the mother tongue.

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5. Grammar is easily taught: Grammar of the foreign language is

easily taught by comparing it with the grammar of the mother

tongue.

4.4. Demerits:

1. It is an unnatural method: In the Translation Method, the

teacher starts teaching English to the students by

teaching them reading first. But while learning this

mother tongue the child learns first to understand spoken

English and then speaking. The natural order of learning

a language is listening, speaking, reading, and writing.

Translation method does not follow this method.

2. It neglects speech: Translation method neglects speech.

Not much attention is paid to oral work or drill work in

this method. Besides this, there is little ear training

as the teacher speaks the mother tongue most of the time.

3. It ignores habit formation: Because of its neglect of

speech and pattern practice, Translation method ignores

habit formation. The child never acquires the habit to

think in English. Instead he first thinks in his mother

tongue and translates his thoughts in English. A person

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cannot be said to have learnt a language unless he has

formed the habit of thinking in it.

4. It neglects pattern practice: There is no pattern

practice in the Translation method. The result is that

students are not able to speak English correctly.

5. Exact translation is not possible: Languages are the

result of history, traditions, culture and the life of

the people speaking them. That is why cannot be

translated exactly from one language into another. There

are subtle and colorful elements that defy all attempt to

put them in another idiom. For example, the word

‘pudding’ cannot be translated into an Urdu language

exactly.

6. Idiomatic expressions are difficult to translate: The

idiomatic expressions are hard to translate literally and

absurdly:

i) All my efforts ended in smoke.

ii) HE was taken in by the shopkeeper.

iii) Blood is thicker than water.

iv) There is a black sheep in the class.

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v) The poor man left no stone unturned to keep

the wolf away from the door.

7. It teaches English by rules: Translation Method tries to

teach English by rules rather than by use. It is not

possible for a person to learn a language by rules. As

Dr. Ballard says, “To speak any language, whether native

or foreign entirely by rule, is quite impossible”.

8. It makes the student a passive listener: In the

Translation Method the student is not an active

participant in the teaching learning process. He is a

passive listener. It is the teacher who is active most of

the time. There is little activity on the part of the

student.

9. It is uninteresting: Translation Method is dull and

mechanical. It is bookish. No aids are used to make

lessons interesting. It reduces the learning of a living

language to that of a dead language.

4.5. The Direct Teaching Method (DTM)

This method became popular for its unique technique, it made

students to consider the target language as their own

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language conceive the meaning…..As with the Grammar

translation method, the Direct method is not new. Its

principles have been applied by language teachers for many

years. Most recently, it was revived as a method when the

goal of instruction became learning how to use a foreign

language to communicate. Since the grammar translation

method was not very effective in preparing students to use

the target language communicatively, the direct method

became popular.

The Direct method has one very basic rule: No translation is

allowed. In fact, the Direct method receives its name from

its fact that meaning is to be connected directly with the

target language, without going through the process of

translating into the students’ native language.

The Direct method is one of the most widely known methods.

It enjoyed immense popularity because it overcame two major

defects of the grammar translation method. It substituted

“language contact” for “grammar recitation” and “language

use” for translation.

The Direct method attempts to teach a foreign language (in

case, English) directly. The learner experiences the new

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language in the same way in which he has experienced his

mother tongue.

4.6. The Principles of Direct Method:

Reading in the target language

should be taught from the beginning of language instruction;

however, the reading skill will be developed through practice

with speaking. Language is primarily speech. Culture consists

of more than the fine arts (e.g, in the lesson we observed the

students studying geography and cultural values). Objects

(e.g., realia or pictures) present in the classroom

environment should be used to help students understand the

meaning. The native language should not be used in the

classroom. The teacher should demonstrate, not explain or

translate. It is desirable that students make a direct

association between the target language and meaning. Students

should learn to think in the target language as soon as

possible. Vocabulary is acquired more naturally if students

use it in full sentences, rather than memorizing word lists.

The purpose of language learning is communication (therefore,

students need to learn how to ask questions as well as answer

them). Pronunciation should be worked on right from the

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beginning of language instruction. Self correction facilitates

language learning. Lessons should contain some conversational

activity some opportunity for students to use language in real

contexts. Students should be encouraged to speak as much as

possible. Grammar should be taught inductively, There may

never be an explicit grammar rule given. Writing is an

important skill, to be developed from the beginning of

language instruction. The syllabus is based on situations or

topics, not usually on linguistic structures. Learning another

language also involves learning how speakers of that language

live.

4.7. Objectives of the Direct Method:

The Direct Method aims at establishing a direct bond between

experience and expression. According to the direct method, the

students should think directly in English. There should be no

intervention of the mother tongue. In the Translation method

the student comes across a sentence in the foreign language

(say F). He immediately thinks of its native language

equivalent (say N), and then he thinks of the idea or concept

underlying that sentence. So in the Translation method the

link is like this:

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FNC

Where, F stands for the foreign language, N for the native

language and C for concept.

In the Direct method there is no intervention of the native

language. So the link is:

FC

The Direct Method aims at developing an instinctive unerring

language sense in the pupils.

4.9. Merits of the Direct Method:

The following are the advantages or merits of the

Direct Method.

1. It is natural method: In the Direct method the order of

teaching is listening, speaking, reading, and writing.

This is the natural order of learning a language. The

method makes use of demonstration and conversation.

2. It gives fluency of speech: As a lot of attention is paid

to oral training in his method, the students acquire

fluency of speech. This is the reason why students who

are taught by the direct method are fluent speakers as

compared to those who are taught by the Translation

method.

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3. It improves pronunciation: As the students are made to

speak a lot and they are also taught phonetics, their

pronunciation improves.

4. It aids written work: Fluency of speech leads to case in

writing. To express themselves in writing, the students

have only to learn spellings. If a student can express

himself clearly in speaking, he can express himself in

writing as well.

5. It facilitates the study of literature: It is believed

that since the student acquires an ear for the language

in direct method, it facilitates the study of literature.

6. It makes use of audio-visual aids: Audio-visual aids are

used in the direct method. This makes the lessons

interesting.

4.10. Demerits of DM:

1. It is an incomplete method: Direct method lays too much

emphasis on speaking. It neglects reading and writing.

The tendency is to give insufficient attention to reading

and writing. The tendency is to give insufficient

attention to reading and not to teach written work

systematically.

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2. It requires efficient teachers: Every teacher cannot make

a success of the Direct method. Only that teacher can

work out this method successfully, who is good a t

English, especially conversational English.

3. It requires linguistic minded students: Direct method can

succeed only with those students who are linguistically

minded, that is, students who have got a fine ear for the

language. Only the clever child can profit by this

method.

4. Material facilities are not available: Direct method

requires the use of audio-visual aids, but these are not

available in a majority of our schools.

5. These classes are over-crowded: Small classes are needed

for the success of the direct method so that the teacher

can pay individual attention. But in a majority of

schools the classes are very large.

6. It is difficult for explanation: The meanings of new

words in the direct method are explained by material

association, explanation in the target language and use

in suitable context. The mother tongue is not used

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although in certain cases its use is more economical and

effective in telling meanings.

4.11. Main Differences between the Direct Method and

Translation Method:

Grammar and Translation

method

Direct method

In GTM there is no emphasis on

speech

In DM speech form is

emphasized

In GTM such association is

maintained between the mother

tongue and foreign language

In DM, close association is

avoided between the mother

tongue and the foreign

language

In GTM , the adults logical

way of learning a language is

followed

In DM , child’s natural way

of learning a language is

followed

In GTM, languages are taught

by rules but not by use

In DM, a language is taught by

use but not by rules

5. Research Methodology

Interviews and observations in live classes were conducted

where data collected is focused. Live class room learning and

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teaching at degree colleges of public sector have been

selected along with private sector colleges.

Instruments used for data collection: Cameras, Movies

and photographic sessions are made to collect data from the

concerned colleges at Hyderabad city.

Findings: Through research conducted at the sampled colleges,

it is found that at public sector colleges, the system for ESL

teaching is over all grammar and translation method. Teachers

have hardly any idea about Direct Method or so far any other

method that has to be used for language teaching in natural

way. Teachers reported in interview form that after qualifying

public service commission, they have not been trained or

taught any technique so far. Furthermore, conventional or

traditional translation method is easy, working, and

productive as for as ESL is concerned. They also pointed out a

surprising notion that there is no technique or arrangement to

evaluate language proficiency through testing system. That’s

why grammar learning is focused because students are asked

grammar in their exams. Hence we find a dormant picture in ESL

classroom.

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Similarly, private sector colleges were also taken for sample

and the same process was followed, a chaotic data is

collected from such institutes, students and teachers ascribe

and depend upon mixed methods rather than a single system

or method , anyway, teachers called it Direct method , and

data mentioned here also confirms that method is somewhat

mixed , though teachers always introduced ESL planning in DM

and all activities and learning took place in DM.

6.Discussion:

In spite of the virulent attacks that reformers

made, the grammar –translation or traditional method has

maintained itself remarkably well. The first language as a

reference system is indeed very important for the second

language learner. Therefore translation is one form or another

or other cross lingual techniques can play a certain part in

language learning. Moreover, some learners endeavor to

understand the grammatical system of the second language and

translation as a practice technique put the learner into

active problem solving situation. In the terms of basic

strategies already set out it forms part of the ‘academic’

(explicit) learning strategy. Finally, grammar translation

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appears didactically relatively easy to apply. The major

defect of grammar translation lies in the over emphasis on the

language as a mass of rules (and exceptions) and in the

limitations of practice techniques which never emancipate the

learner from the dominance of the first language. In addition,

the sheer size of the task of memorization and the lack of

coherence with which the language facts have been presented to

the learner invalidate the claim made in the nineteenth

century that this method provides a safe, easy and practical

entry into a second language. It is also discovered that

direct method works more better than Translation, however, a

mix sort of method is found in the best functional approach

and productivity in Pakistan as for as ESL is concerned.

Students and teachers are advised to follow a synthesis of

methods that may be planned keeping in view the level,

background knowledge and specific purpose in ESL teaching.

7.Suggestions:

Following suggestions are made for achieving better handling

and autonomy in ESL in Pakistani perspective:

1. Direct method must be introduced along with some other

communicative approaches.

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2. Teachers should be trained for more than one teaching

methods in ESL.

3. There must skill development of teachers who may

understand and evaluate the needs of learners in their

class rooms. So, they should be taught how to form or

design the material in ESL.

4. It must be noticed by the Government that before handing

over the responsibility of teaching, the teachers must be

told or explained the challenges of the learners.

5. Task-force learning should be devised

6. Language focused evaluation should be made, hence to

achieve this students/ learners should be give live test

(realia) and dialogue speaking being examined by the

teachers.

7. A good % of total Passing marks should be reserved for

speaking skills testing system at the colleges and the

universities coordinated with written exams by boards of

Colleges and universities.

8. References

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33



Option)97

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34

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