Cоntents intrоductiоn chapter I. Theory and definition of traditional method in english language teaching

The aim of the given course paper is working out of the concept of pros and cons of traditional method in teaching
To achieve the aim we have to execute the following tasks:

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  To analyze the advantages of traditional learning
  
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  To explore the disadvantages of traditional method
  
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  To review the peculiarities of traditional method in English language teaching
  

The novelty of the course paper is in comparing and contrasting the traditional method to modern methodology in English language teaching
The object of the course paper is a methodological ways by exploring things in a certain way in a certain context.
The subject of the course paper is the process of teaching via different approaches.
Theoretical value for this work is methodological course paper on the work of advanced foreign language teachers.
Practical value of this paper is determined by the fact that the developed material and proper tasks and exercises make available the use of this work as a manual in teaching a foreign language with effectively.
The paper consists of introduction and two chapters followed by conclusion.
The first chapter is about theory and definition of traditional method in English language teaching
The second chapter is about peculiarities of traditional method in English language teaching
In Conclusion we present the main findings and the theoretical and practical result of the work.
The list of used literature directs us to the list of all literatures that have been used in the process of carrying out the given theme.

CHAPTER I

THEORY AND DEFINITION OF TRADITIONAL METHOD IN ENGLISH LANGUAGE TEACHING

1. 
   The description of traditional method
   

The key terms in my thesis are ‘traditional methodology’ and ‘modern methodology’ or ‘traditional teaching’ and ‘modern teaching’ as their synonyms. I am aware of the fact, that teaching can have a broader meaning than just methodology. However, in this thesis I will use one of the possible meanings of this term which is synonymous with methodology. Since different people can have various concepts of these two expressions, I define them in detail in this section.
I am aware of the fact that methodologies can vary from school to school as well as from teacher to teacher. I will present the definitions valid throughout my thesis. These definitions are based on the theoretical sources listed in the bibliography and they correspond to the experience of many [11; 310].
Method. To start from the foundations, first I have to define the root word of this thesis: ‘method’. In the definitions of this term, Webster’s Third New International Dictionary often uses expressions such as “a procedure or process for attaining” a goal or “a systematic procedure, technique” or “a set of rules” very often related to a science or art (Method). In agreement with this Webster’s definition, Hunkis claims that “methods have form and consistency,” and later on draws attention to the form by stating that methods “have definite steps or stages and sub-behaviours that are recurrent and applicable to various subject matters” (qtd. in Henson 3). As Henson states, some examples of methods are: a lecture, a simulation game, a case study, or an inquiry.
For the purposes of this thesis, we can consider the method to be a well staged procedure to teach new language.
Methodology. The second step is to define the recurrent term ‘methodology.’ According to Webster’s Third New International Dictionary, methodology is “a body of methods, procedures, working concepts, rules and postulates employed in the solution of a problem or in doing something” (Methodology). This expression can be used as an equivalent to the words teaching and strategy. Henson states, that “strategies represent a complex approach to teaching which often contains a mixture of teaching methods, utilizing a number of techniques with each method” [6; 147].
To summarize, we can say that methodology, or teaching in this sense, is a set of methods based on the same rules and having a common aim, e.g. to encourage students to use the language, involve the students in the lesson, or explain the language to students who have to listen attentively. I will give details of the modern and traditional methodologies in the following part of this section.

2.