Approaches and methods in language teaching Assignment

Approaches and modes in language teaching - Assignment ExampleIt should not contain any contradicts within the material to be used. We know that an approach is unquestionable precisely a method is technical in its application. There can be disparate methods within one approach. As described by Anthonys model (1963) an approach illustrates all the assumptions and beliefs related with language and language eruditeness in a broader manner however, a method is a way through which one can implement the theory in a practical framework. A method also defines the methods to be used, skills to be taught, content to be analyzed and much specifically, the order in which the content should be presented. The Grammar-Translation Method This technique was established in the 18th century. The main point behind the development of this method was to infuse modern ways of teaching languages to school children. The method was an adoption of the techniques used by the individual learners who were studying upright languages like Greek and Latin. The method revolves around the correspondence of the grammar and translating the original contents into learners native language. This method enabled the teachers to develop a better understanding of grammar techniques and the rules applied. This technique also differs from communicative language teaching (CLT). The main focus of the Grammar-Translation Method is to translate the words and difficult phrases for the ease of the students into their language from the language they intend to learn. The Direct Method The Direct Method was coined in the early 20th century. It was formulated to eliminate the problems related with Grammar-Translation. The Direct Method involved the direct learning of the littleons in the target language. This method had a significant value in the learning of the target language as the form of language used for bighearted instructions to the students. This method is also considered viable and important in the learning programs till today. This method developed in 1920s has transformed into a more advanced method which is now known as Situational Learning Teaching. Audiolingulaism Audiolingulaism was underpinned during 1950s and 1960s. It was formulated during the times when it was thought that learning a new language is corresponding to learning new habits. Learners were emphasized on the need to learn the grammar of the new language. The main emphasize was not laid on the language rules to be followed but to respond to the situation. The students were asked to produce sentences for that particular situation. Teachers focused the students on speaking and listening of the language as comp are to reading and writing. It was thought that speaking and listening are the fundamental pillars in learning a new language. Drill was the most common characteristic of an audiolingual class. It was the kind of activity in which the teacher used different prompts for the students to produce a sente nce by using the proper grammatical structure. For example Teacher ( holding up a picture of a stand office) Wheres Mary going ?, Learner Shes going to the post office. However, today the value of drills is considered limited as such methods are found less useful for the speakers to interact with other people naturally. Presentation-Practice-Production or PPP In this technique, a teacher creates the understanding of the new language either by performing a recorded dialogue or making the learner to read a written text. The learners are then required to