In an increasingly globalized world, the knowledge of a second language has not only become common but also a must. Language teachers are constantly in demand and use different methods to teach a second language. There are many methods and approaches to language teaching, but there is no evidence that one particular method is the most effective. “The art of teaching does not lie in accessing a checklist of skills but rather in knowing which approach to adopt with different students, in different curricular circumstances or in different cultural settings (Klapper 17).” Some of the methods that were used and that have been in use over the years for language teaching include,
The Grammar Translation Method- It was a method of teaching adopted in the western world to teach not only latin and greek but other foreign languages as well. This method focused on grammar rules, morphology, written exercises, memorizing vocabulary as well as prose passages. There is less focus on speaking and pronunciation, classical texts are learnt early on and classes are taught in the mother tongue (Prator and Celce-Murcia 3). Although it fell out of favor for not focusing enough on learning to speak a language,it is still used in many language teaching syllabus today.
The Direct Method- Unlike the grammar translation method, the direct approach puts more emphasis on oral interaction, little or no analysis of grammar rules but correct teaching of grammar and pronunciation and classes in the target language instead of the mother tongue (Richards and Rodgers 12).
The Audio-Visual method- It was developed from the Army method, a US language training program during the second world war. Using visual and audio aids the students learn to speak a language. However the learning is limited to certain set phrases and vocabularies and are taught in context.
The Oral Situational Approach- this was in vogue in the 1970’s and had a structured syllabus like the audio visual method but also focused on the meaning of the linguistic structures.
Behaviourist and cognitive approach- In the behaviorist approach the teacher decides what the student learns and there is a lot of memorizing. In the cognitive method, the students are taught a concept and then is left to deduct the rules for themselves. Instead of rote learning emphasis is given to reasoning and deduction skills. Chomsky was a big proponent of the cognitive methods of acquiring a new language.
The natural method- Emphasis is given more to communicating in a second language to others rather than learning the intricacies of the language.
Communicative language teaching- Courses were designed to be functional, with emphasis on speaking the language as well as grammatical accuracy. Students are encouraged to learn the language in such a way that they could effectively communicate with others. This method cannot be applied universally as different languages need different methods of teaching.
The complexities in the structure and use of language ensures that there can be no one single universal method to teach a language. There is a need for an eclectic approach to language teaching that would incorporate elements from a range of methods that are available and have been developed over the years. Language teaching in the end should enable the students to grasp the intricacies of the other language and also help them to use it in a practical manner.
Works Cited
Klapper, J. Ed. Teaching Languages in Higher Education, London: CILT. 2001.
Prator, C.H. and Celce-Murcia, M. An outline of language teaching approaches. In Celce-Murcia, M. and McIntosh, L. (Ed.), Teaching English as a Second or Foreign Language. New York: Newbury House. 1979.
Richards, Jack C. and Rodgers, Theodore S. “Method: Approach, design and procedure.” TESOL Quarterly 16 (1982): 153-68
