Glossary audiolingual teaching

7.2. Comparison of traditional and innovative methods
Firstly, we answer the question:“What is traditional methodology?” To answer this question, we should address to different sources on the FL methodology.
1. A very typical feature of traditional methodology, “teacher- dominated interaction”, the teaching is deeply teacher-centered (Broughton etal.,1994) traditional methodology traditional teaching, communicative competence.
2. “Traditional view of education, whereteachers serve as the source of knowledge whilelearners serve as passive receivers” (Kuzu, 2007).
3. “Traditional teaching [is imagined to work as] the knowledge being pouredfromonereceptacleinto an empty one.” This widespread attitude is based on a precondition that “being in a class inthe presence of a teacher and ‘listeningattentivelyis [...] enough to ensure that learning will take place” (Scrivener, 2005).
4. Traditional methodology -“learning was very much seen as under the control of the teacher” (Richards, 2008).
5. Traditional methodology does not present the language as a means of communication. Rather, this approach to teachingconceives “language [as] a body of esteemed information to be learned, with an emphasis on intellectual rigor” (White, 1988).
To sum up, the traditional methodology puts the responsibility for teaching and learning mainly on the teacher and it is believed that if students are present in the lesson and listen to the teacher’s explanations and examples, they will be able to use the knowledge.
Traditional language teaching is based on a traditional approach to the target language teaching and learning, which regards the language as a body of grammatical rules and an enormous number of words that are combined according to the rules. Traditional methodology thus focuses on grammatical structures and isolated items of vocabulary. Unlike traditional methodology, modem methodology is much more student-centered. According to Jim Scrivener (2005), the teacher’s main role is to “help learning to happen,” which includes “involving” students in what is going on ‘„‘by enabling them to work at their own speed, by not giving long explanations, by encouraging them to participate, talk, interact, do things, etc.” Moreover J. Broughton adds that “the language student is best motivated by practice in which he senses the language is truly communicative, that it is appropriate to its context, that his teacher’s skills are moving him forward to a fuller competence in a foreign language” (Broughton, 1994). Briefly put, the students are the most active element in this process. The teacher is here not to explain, but to encourage and help students to explore, try out, make learning interesting, etc. That’s why a great emphasis nowadays is put on negotiation of meaning and the communicative competence as “being able to use the language for meaningful communication” (Richards, 2008). Instead of memorizing grammatical rules and isolated vocabulary, modern methodology prefers to present contextualized language and to develop skills. Taking into consideration the educators’ statements we point out the following advantages and disadvantages of traditional methods which still have been used in practice of ELT in Uzbekistan (see Table 2).