Paper 12; Module 01; E Text (A) Personal Details Role Name Affiliation Principal Investigator Prof. Tutun Hyderabad Mukherjee Paper Coordinator Dr. Neeru Tandon CSJM University, Kanpur Content Writer/Author Dr. Neeru Tandon CSJM University, Kanpur (CW) Content Reviewer (CR) Dr Nivedita Tandon D G College, Kanpur Language Editor (LE) Dr Neeta Nagaich D G College,KANPUR (B) Description of Module Item Description of module Subject Name English Paper name English Language Teaching Module title ELT Methods and Approaches Module ID MODULE 1 Key words 1.0 Learning outcome: This module deals with the methods and approaches of English Language Teaching. Multiple-choice exercises will help students in assessing their knowledge and understanding of the work. Bibliography, list of websites and You Tube videos will help them in their in-depth study and further reading. Critical quotes and quotes from the book will also help them in understanding various aspects of the module. 1.1 Language Teaching 1.2 Introducing Methods and Approaches of Language Teaching 1.3 Differentiating between Methods and Approaches 1.4 Structural Methods a. Grammar Translation method b. Audio-Lingual Method 1.5 Functional Methods a. Situational Language Teaching b. Directed Practice 1.6 Interactive Methods a. Direct Method b. The Series Method c. Communicative Language Teaching d. Language Immersion e. Silent Way f. Community Language Learning g. Suggestopedia h. Total Physical Response i. Teaching Proficiency through Reading and Storytelling j. The Bilingual Method k. Task-based language learning 1.7 Proprietary Methods a. Pimsleur Method b. Michel Thomas Method 1.8:Language Teaching Approaches 1.9: Structuralism 1.10: Natural Approach 1.11 The Notional-Functional Approach 1.12 The lexical approach 1.13 Structural-Oral-Situational approach 14 The Communicative Approach 1.15:Cognitive-code Approach 1.16 The Comprehension Approach 1.17 The Eclectic Approach (or Eclecticism) 1.18:Summing Up 1.1 Language Teaching During the early part of the twentieth century, the basis of existing language teaching was developed as applied linguists and principles and procedures for the design of sound teaching methods and materials were developed. In other words language teaching was categorized by numerous changes, revolution and language-teaching ideologies. Much of the incentive and momentum for change in approaches to language teaching came about from changes in teaching methods. ‘’The method concept in teaching – the notion of a systematic set of teaching practices based on a particular theory of language and language learning – is a powerful one, and the quest for better methods was a preoccupation of many teachers and applied linguists throughout the twentieth century. Language is used to teach the subject matter and the language itself is acquired “as a by-product of learning about real-world content” (Richards & Rodgers 2007: 205). The use of a second language as the medium of classroom instruction has been commonplace throughout history. There are many different forms of second language teaching and teachers now acknowledge the need to adopt an informed eclectic approach, incorporating elements from the range of methods available. Most language teaching today aims to achieve oral communication, and immersion programme aim to achieve competence in all four-language skills: listening, speaking, reading, and writing. In the history of language teaching approaches and methods, there was a move away from methods that focuses on writing and reading to methods that stronger concentrate on the skills speaking and listening. Even the actual questions concerning language teaching that are debated have already been discussed throughout the history of language teaching (Richards & Rodgers 2007: 1-3). 1.2 INTRODUCING METHODS AND APPROACHES IN LANGUAGE TEACHING There are numerous methods of teaching languages according to the need of time and situation. Some have become less popular and obscure; others are being extensively used. Many theories about the learning - teaching process of languages have been proposed which were usually influenced by improvements in the disciplines of linguistics and psychology. 1.3 DISTINGUISHING METHODS AND APPROACHES OF LANGUAGE TEACHING According to Richards and Rodgers (2007: 16) it is fundamental to distinguish between the notions of method and approach since these two terms might get confused by readers and do not refer to exactly the same thing. First of all, it is important to distinguish between approach and method and to clarify their relationship (Richards & Rodgers 2007: 16). ‘’When an instructional design is quite explicit at the level of theory of language and learning, but can be applied in many different ways at the level of objectives, teacher and learner roles and activities, it is usually referred to as an approach.’’ The above definition can be understood as Communicative language teaching is often considered as an approach and instructors adopting an approach have substantial elasticity in how they apply the principles to their own contexts. ‘’When an instructional design includes a specific level of application in terms of objectives, teacher and learner roles and classroom activities, it is referred to as a method. ‘’ When describing methods it is important to distinguish between a philosophy of language teaching at the level of theory and principles and a package of derived procedures for language teaching (Richards & Rodgers 2007: 19). With a method objectives, roles for teacher and learners and guidelines for activities are predetermined. In using methods teachers have very less flexibility. The teacher’s role is to implement the method. Audiolingualism, Total Physical Response and Silent Way are examples of methods. It is noteworthy that until the 1990s methods have lasted and after that main emphasis was shifted to teachers and the process of teaching, rather than methods. ‘’The researchers suggested that while teachers may draw on principles and practices from approaches and methods they have studied or been trained in, once they enter the classrooms and develop experience in teaching, their practice is much more likely to reflect an interaction between training-based knowledge, knowledge and beliefs derived from the practical experience of teaching and their own teaching philosophy and principles.’’ In 1963 The American applied linguist Edward Anthony introduced three levels of conceptualization and association, which he labeled approach, method and technique. According to Anthony’s model, Approach is the level at which assumptions and beliefs about language and language learning are described. Method, on the other hand, is an overall concept for the presentation of teaching material, which is based on the underlying approach. Method is therefore the level at which theory is put into practice and at which choices are made about which skills should be taught, the content to be taught and the order of presentation of the content. At the level of techniques the actual classroom procedures are depicted. Techniques must also be consistent with a method and by implication with the respective approach (Anthony 1963: 63-67 quoted in Richards & Rodgers 2007: 19). For example ‘The Reform Movement’ was an approach to language teaching and the ‘Direct Method’ a method that was originated from this approach. Anthony’s model may be used to distinguish between fundamental theoretical principles of language teaching and learning and the practices derived from them. Richards and Rodgers discussed Anthony’s terms method and approach under their term design. They have defined carefully objectives, syllabus and content and discussed the roles of teachers, learners and instructional material. In the nutshell [A] method is theoretically related to an approach, is organizationally determined by a design, and is practically realized in a procedure (Richards & Rodgers 2007: 20). METHODS: Methods can be categorized in four categories: Structural Methods, Functional Methods, Interactive and Proprietary method. 1.4 Structural Methods a. Grammar Translation method b. Audio-Lingual Method GRAMMAR-TRANSLATION METHOD The grammar-translation method was first known in the United States as Prussian Method. (Kelly: 1969) During the 18th, 19th and early 20th century, grammar- translation method was formulated based on the assumptions that language is primarily explicit and that the main purpose of second language study is to build knowledge of the structure of the language either as a tool for literary research and translation or for the development of the learner’s analytical capacity. It was assumed that the process of second language learning must be deductive and it must be carried out with constant reference to the learner’s native language. A typical lesson consists of the presentation of a grammatical rule, a study of lists of vocabulary, and a translation exercise was used in this method. Because the Grammar Translation Method emphasizes reading rather than the ability to communicate in a language, there was a reaction to it in the 19th century and there was later a greater emphasis on the teaching of spoken language. Objectives of Grammar Translation Method • To be able to read literature written in the target language • To be able to translate from one language to another • To develop reading and writing skill. B. AUDIO-LINGUAL LANGUAGE TEACHING METHOD Audio-lingual language teaching method ,mainly developed in America, is based on structural