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Department of English and American Studies a Study of Popular Natural Masaryk University Faculty of Arts Department of English and American Studies Teaching English Language and Literature for Secondary Schools Barbora Křivánková A Study of Popular Natural Teaching Methods in the Czech Republic Master’s Diploma Thesis Supervisor: Nikola Fořtová, B.A., M.A. 2016 1 I declare that I have worked on this thesis independently, using only the primary and secondary sources listed in the bibliography. …………………………………………….. Author’s signature 2 I would like to thank my supervisor Nikola Fořtová, B.A, M.A. for her valuable advice and comments on my work. I would also like to thank my parents and my husband for their support and encouragement during my studies and the process of writing this thesis. 3 Table of contents Introduction .............................................................................................................................. 6 1. History of the Natural Methods of Language Teaching ............................................... 8 1.1 Grammar Translation Method ...................................................................................... 9 1.2 Reform Movement ..................................................................................................... 12 1.3 The Natural Methods .................................................................................................. 15 2. Current Natural Methods’ Language Schools in the Czech Republic ...................... 20 2.1 Direct Method for English .......................................................................................... 21 2.2 Berlitz Method ............................................................................................................ 25 2.3 Callan Method ............................................................................................................ 27 2.4 Effective English ........................................................................................................ 29 3. Discussion of the Natural Methods of Language Teaching ........................................ 31 3.1 The Principle of Monolingualism............................................................................... 31 3.2 Naturalism and Thinking in the Target Language ...................................................... 32 3.3 Effectiveness and Feelings of Students ...................................................................... 34 4. Research Methodology ................................................................................................... 37 4.1 The Research Questions ............................................................................................. 37 4.2 Data collection ............................................................................................................ 39 4.3 Limitations.................................................................................................................. 41 4.4 The Questionnaires ..................................................................................................... 42 4.4.1 Types of Questinnaire Items .................................................................................. 42 4.4.2 Questionnaires for Students of the Natural Methods’ Language Schools ............. 45 4.4.3 Questionnaires for Teachers of the Natural Methods’ Language Schools ............ 47 5. Research Results ............................................................................................................. 49 5.1 Results of Questionnaires for Students of the Natural Methods’ Language Schools 50 5.2 Results of Questionnaires for Teachers of the Natural Methods’ Language Schools 56 5.2.1 Results of Questionnares for Teachers of the Natural Methods’ Language Schools .............................................................................................................................. 56 5.2.2 Differences in Beliefs of Former and Current Teachers of the Natural Methods’ Language Schools .............................................................................................................. 66 6. Discussion ........................................................................................................................ 69 4 7. Conclusion ....................................................................................................................... 73 8. Bibliography .................................................................................................................... 76 9. Appendices ...................................................................................................................... 80 9.1 Questionnaires for Students of the Natural Methods’ Language Schools .................. 80 9.2 Questionnaire for Current Teachers of the Natural Methods’ Language Schools ..... 87 9.3 Questionnaire for Former Teachers of the Natural Methods’ Language Schools ...... 93 9.4 Results of the Questionnaires for Students of the Natural Methods’ Language Schools 99 9.5 Results of the Questionnaires for Teachers of the Natural Methods’ Language Schools 104 10. English Resumé ............................................................................................................. 109 11. Czech Resumé ............................................................................................................... 110 5 Introduction In today’s world the topic of speaking English has become an issue for almost everybody as English surrounds us and people of all ages and social backgrounds have started to learn it. As a reaction to the students’ needs and preferences a large number of language schools using different methodologies and teaching styles has emerged. Being an owner of a language school myself I have always been interested in English language teaching (ELT) methodologies. Therefore, I regularly attend ELT conferences and events and try to follow the trends in ELT. As one of my primary concerns is the use of translation and students’ first language (L1) in language teaching, I also dealt with this topic in my bachelor’s diploma thesis named Use of Translation in Teaching English as a Second Language (Kratochvílová, 2013). In the thesis I arrived at the conclusion that the use of L1 in a classroom “has proven to be a beneficial resource for foreign language learning, although . L1 should not dominate the class” (Kratochvílová, 2013, p. 42) and that “the abandonment of translation has not been pedagogically justified and . its use in the classroom should be reconsidered (Kratochvílová, 2013, p. 43). Based on my knowledge of the topic of using L1 in language teaching, I have wondered why language schools that use natural methods of language teaching, which are strictly monolingual, have become popular among learners of English. There is a great offer of these natural methods’ schools in the Czech Republic, even though their methodologies do not correspond to ELT experts’ current beliefs about how a second language is learnt. As I am deeply interested in teaching methodology and always trying to find the best methods for my students, I have set a goal to find out why these language schools based on the natural methods’ beliefs have been attracting so many students and what students and teachers appreciate about these methods. 6 For the sake of the thesis I am going to use the term “natural methods” for all methods which share the naturalistic belief that the learning of a foreign language (L2) can happen similarly to the way the L1 is acquired. Even though the classroom practices of these methods may differ slightly, they share a common background and philosophy. According to Richards and Rodgers (1986) “the most widely known of the natural methods” is the Direct Method (p. 9). The term direct method is thus often used to mean the natural methods in general. I have, however, decided to avoid using the name direct method in this way as today the Direct Method for English is a registered trademark which, since September 2009, has been offering its license to language schools in the Czech Republic (2010 – rok nejrychlejšího růstu jazykových center DME, 2010). 7 1. History of the Natural Methods of Language Teaching For a better understanding of the natural methods I find it important provide a short insight into the history of language teaching methods, as our current views on ELT methodology are based on a long history of language teaching during which a number of different methodologies has evolved. As Richards and Rodgers state in their book Approaches and Methods in Language Teaching (1986), “. throughout history foreign language learning has always been an important practical concern” (p.1). However, although the interest in language learning has remained a constant feature, the languages in the centre of attention have been changing. According to Richards and Rodgers , “five hundred years ago . Latin . was the dominant language . .” (1986, p. 1), later the focus of language teaching shifted to teaching “French, Italian and English . as a result of political changes in Europe, . .” (Richards & Rodgers, 1986, p. 1). As the status of different languages has been changing for various reasons, so have the “Changes in language teaching methods throughout history . reflected recognition of changes in the kind of proficiency learners need, such as a move toward oral proficiency rather than reading comprehension as a goal of language study” (Richards & Rodgers, 1986, p. 1). For obvious reasons when Latin was no longer used “as a language of spoken or written communication”
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