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2.2 Modern and traditional approaches to lesson modeling
In class modeling in foreign language, teaching one of the main question is what is the best teaching method for learning? According to academic research, linguists have demonstrated that there is not one single best method for everyone in all contexts, and that no one teaching method is inherently superior to the others. In addition, it is not always possible or appropriate to apply the same methodology to all learners, who have different objectives, environments and learning needs. Methods of teaching English have developed rapidly, especially in the previous 40 years. It is important that language learners and training managers, as well as teachers, understand the various methods and techniques so learner is able to navigate the market, make educated choices, and boost his enjoyment of learning a language. Within the general area of ‘methodology’ we can talk about approaches, methods, techniques, procedures and models, all of which go into the practice of English teaching. These terms, though somewhat vague, are definable this refers to theories about the nature of language learning that serve as the source of practices and principles in language teaching’. An approach describes how language is used and how its constituent parts interlock- in other words it offers a model of language competence. An approach describes how people acquire their knowledge of the language and makes statements about the conditions which will promote successful language learning.
Method: a method is the practical realization of an approach. The originators of a method have arrived at decisions about types of activities, roles of teachers and learners, the kinds of material which will be helpful, and some model of syllabus organization. Methods include various procedures and techniques as part of their standard fare.
Procedure: a procedure is an ordered sequence of techniques. For example, a popular dictation procedure starts when students are put in small groups. Each group then sends one representative to the front of the class to reed and remember the first line of a poem which has been placed on a desk there. Each student then goes back to their respective group and dictates that line. Each group then sends a second student up to read the second line. The procedure continues until one group has written the whole poem.
Technique: a common technique when using video material is called ‘silent viewing’. This is where the teacher plays the video with no sound. Silent viewing is a single activity rather than a sequence, and as such is a technique rather than a whole procedure. Likewise the ‘finger technique’ is used by some teachers who hold up their hands and give each of their five fingers a word, e.g. he is not playing tennis, and then by bringing the is and the not finger together, show how the verb is contracted into isn’t.
According to Jim Scrivener, 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. 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. Briefly put, the students are the most active element in this process. The teacher is here not to ex plain but to encourage and help students to explore, try out, make learning interesting, etc.
As suggested by Jim Scrivener, the most popular or the most common methods in modern teaching are:
Match the words with the pictures.
Check the meaning of these words in the dictionary.
Match the words with the definitions.
Brainstorm words on a set topic collect as many as you can.
Divide these words into two groups food words and hobby words.
Label the items in a picture with the right names.
Complete gapped sentences with words from a list.
Discuss a topic (that will feature in the text).
Say which words from a list you expect to be in a text about.
These lists definitely do not include all the methods a teacher can use. However, these methods can be used in a variety of activities, such as pre-teaching, listening for lexis, reading for lexis, using a dictionary, etc. Each teaching method is based on a particular vision of understanding the language or the learning process, often using specific techniques and materials used in a set sequence. The main methodologies are listed below in the chronological order of their development:
Case-study method
Total Physical Response/TPR
The Silent Way
Community Language Learning/CLL
Project method
Web Based Learning
Suggestopedia
New Age Devices
Task-Based Method
Each of the methods above is summarized individually on a separate page, including an overview of the various methods grouped under the category Humanistic Teaching Approaches and an explanation of the most common method currently - Communicative Language Teaching.
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