Chapter I. General considerations about teaching approaches the theory of teaching approaches

Comparative research approaches:
There are a number of approaches in comparative education studies. We can summarize these approaches in the six categories. They are historical, social, methodological, philosophical and scientific approaches. Overview of approaches in the study of comparative we notice strengths and weaknesses of these approaches. In the historical approach researchers seek the previous causes of educational theory. Their strong opinions on the effectiveness of this approach in comparative education have tended to emphasize adults and other factors were ignored. In this approach the model origin and development through the experience. As evidenced, this approach is retrospective. The scientific approach to the study of comparative education is based on the comparison. The contrast between the scientific analyses is an essential aspect of educational issues.
Epistemology and comparative education: Unlike many votes in the ontology and aesthetic, Philosophical views on epistemology have two directions. They are positivistic and interpretivist. The positivist position is grounded in the theoretical belief that there is an objective reality that can be known to the researcher, if he or she uses the correct methods and applies those methods in a correct manner. The positivist paradigm of exploring social reality is based on the philosophical ideas of the French philosopher August Comte, who emphasized observation and reason as means of understanding human behavior. According to him, true knowledge is based on experience of senses and can be obtained by observation and experiment. Positivistic thinkers adopt his scientific method as a means of knowledge generation. Hence, it has to be understood within the framework of the principles and assumptions of science. These assumptions, as Conen et al noted, are determinism, empiricism, parsimony, and generality⁷. Interpretivist views have different origins in different disciplines. Schultz, Cicourel and Garfinkel (phenomenology/sociology), the "Chicago School of Sociology" (sociology), and Boas and Malinowski (anthropology) are often connected with the origin the interpretive paradigm. The interpretive paradigm developed as a critique of positivism in the social sciences. In general, interpretivists share the following beliefs about the nature of knowing and reality⁸. Interpretive approaches rely heavily on naturalistic methods (interviewing and observation and analysis of existing texts). These methods ensure an adequate dialog between the researchers and those with whom they interact in order to collaboratively construct a meaningful reality, Generally, meanings are emergent from the research process and typically, qualitative methods are used(dash,2005). There is a certain pressure within the field for the use of quantitative methods. This goes along with a shift over time within the field of comparative education from historical, explanatory studies towards studies employing statistical information and quantitative data analysis procedures. Some researchers are drawn to the quest for generalizable explanations and universal principles applicable to educational phenomena across societies and cultures. Concomitantly, there is an attraction for some scholars and policy makers to the transfer of educational theories, practices, and policies across international borders, and a desire to seek global solutions to global problems. Large-scale databases from international studies of educational achievement, and education statistics gathered by international agencies, can be tempting to experience and novice researchers alike because of their availability and influence. Finally, research commissioned by governments or international organizations may carry a preference for particular method and theories. From other quarters there is comparable pressure for qualitative studies, sometimes in reaction to the perceived shortcomings of quantitative methods. Qualitative researchers in comparative education share a strong belief in the importance of cultural, political and social contexts, and the position that education cannot be decontextualized from its local culture⁹. Elley (1999) mentioned several of the advantages and disadvantages of large-scale, international quantitative studies l for the Evaluation of Educational Achievement. First, he pointed out, these studies provide a systematic body of evidence of kinds and levels of literacy achievement among national samples of students. At the same time he acknowledged several weaknesses of these studies, including potential translation problems and the difficulty of ensuring comparable samples. Hamilton and Barton (2000) maintained that the standardized tests used in cross-national quantitative researches ignore culture and are weak, limited and simplistic proxy measures of literacy. They added that such measures are not valid because test items have no relation to respondents’ actual everyday literacy practices or to the role of literacy in different societies and contexts.¹⁰
CONCLUSION
In this unit we have discussed about various approaches of teaching English. We have also discussed the principles and merits as well as demerits of teaching English using these approaches.
Language learning is such a complex process that it is impossible to offer a single solution. Perhaps the best method is the one which works, and this varies from context to context. Any method which creates conditions for learning to take place is good. It should enable the learner to acquire the strategies of learning rather than merely equipping him with knowledge. A classroom of diverse learners with diverse language backgrounds can be a great challenge for a classroom teacher. English Language Learners (ELL) presents a particular challenge to teachers as they represent such a wide range of academic abilities, English language abilities, and academic background. Thus various approaches can be applied while teaching so as to cater the diverse need of the learner.
The use of didactic and self directed approaches to teaching should be limited and approaches that are student-centred such as process oriented approaches to teaching should be encouraged particularly in teaching scientific topics, questioning and preparing nurses for prescribing roles. Learning facilitation should be encouraged with effective preparation strategies in place to train lecturers to effectively use these methods.

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2^ Andreeva L.S. Comparative study of Polish and Russian languages in the scientific heritage of Baudouin de Courtenay // Materials of the All-Russian Conference “Comparative Philology and Polingism”. Kazan: Kazan Pedagogical University, 2003. P. 2–8.

3^ Baudouin de Courtenay I.A. About the mixed character of all languages (1901) // Selected works on general linguistics. M.: Publishing House of the Academy of Sciences of the USSR, 1963. T. 1. S. 362–372.

4^ Andreeva L.S. Comparative study of Polish and Russian languages in the scientific heritage of Baudouin de Courtenay // Materials of the All-Russian Conference “Comparative Philology and Polingism”. Kazan: Kazan Pedagogical University, 2003. P. 2–8.

5^ Anokhina L.I. Linguistic correspondences in professional vocabulary // Science and Practice. Oryol, 2008. No. 4. P. 7–9.

6^ Abbas , Khakpour , Assistant Prof. Head of Education Department, Malayer University, Malayer, Iran

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9^ Bray, M., Adamson, B., and Mason, M.(eds)(2006). Comparative Education Research: Approaches and Methods. Hong Kong: Comparative Education Research Centre, University of Hong Kong, and Dordrecht: Springer.

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