English Language Teaching

Methods 1

Development of English Language Teaching Methods

Sheeraz Ali Soomro

M.Phil. 2k14/Eng/34

Institute of English Language & Literature

University of Sindh

Jamshoro

Course Title: ELT Methodology

Second Semester, 2014

M.Phil. English Language & Linguistics

 English Language Teaching
Methods 2

Abstract

This paper aims at presenting the development of English Language Teaching (ELT) through the

course of history. It has undergone transitional phases from Grammar Translation Method

(GTM) to the emergence of Communicative Language Teaching (CLT) in 1980s. All of the

current and classical pedagogical practices followed in the field of English Language Teaching

(ELT) were somewhat useful in learning English as a Second or Foreign Language (S/FL). There

have been rigorous research studies on determining the sociocultural and psychological aspects

of acquiring language through structural grammar, audio-lingual, meaning based, and context

oriented approaches (Charlie, 2013).

The unending voyage of English Language Teaching (ELT) in Pakistan has come across a

number of challenges at institutional and policy making level. There are almost unparallel and

countless number of English courses introduced at public and private sector schools/colleges in

the country. The underlying methods/approaches followed in the intuitions are as per say the

facilities provided to the teachers teaching English at lower intermediate and intermediate level.

Mostly, English is taught through Grammar Translation Method (GTM) in a number of

Government schools and colleges. It is therefore necessary on the part of stake holders and

policy makers to review the existing syllabus for bringing about significant changes too meet the

modern needs.

Keywords: Communicative Language Teaching, Audio-Lingual Method, Direct Method,

Grammar Translation Method, Syllabus, Curriculum, English Language

Teaching, Strategies, Subcontinent, Pakistan.

 English Language Teaching
Methods 3

Introduction

Historical Background

History of English Language Teaching (ELT) in Subcontinent has undergone the

development phases from British rule (1600-1765) to the creation of Pakistan in 1947. It

primarily served the purpose of imparting religious education by missionaries under the authority

of East India Company. Later, there was a change in the mode of education received through

English medium schools for the Europeans living in India. The last stage followed an

amendment in the Charter of the company revising and implementing a new educational policy

in 1833. This not only enhanced the need for modern literary and scientific knowledge but also

encouraged the people of India towards secular education (Kumar Dey, 2013).

This shift from theological teaching to the understanding of modern scientific knowledge

required the learning of a foreign language. It was for the first time that the schools formally

started teaching English through literature of 16th, 17th, and 18th century. The major task was not

only to educate people but also propagate and familiarize them with the Western culture

culminating during colonial period. This culture mainly inspired aristocrats and their families

because English influenced the colloquial languages of Subcontinent. In fact, it played a part in

linking two diverse cultures for maintaining sociocultural, political, and commercial relations

with the native communities of India (Kumar Dey, pp.2-6).

After the spread of English education, it was then recognized as a medium of instruction

at school and college level. A large number of Anglo-Indian schools were opened to impart

Western secular education as a reaction to the missionaries’ vision of transferring theological

knowledge. The dominant role of English was too observed in official settings like trade,

commerce, legislation, and the overall administration of the state. On the contrary, Indian
 English Language Teaching
Methods 4

classical culture suffered a serious setback on account of receiving basic education through

English medium schools. Therefore, the Indian National Congress in 1906 demanded the right of

imparting national education through the medium of vernacular language along with English as a

compulsory subject.

Post Partition Phase

According to Haque (1993), Pakistan is a multilingual state of five provinces

accommodating diverse cultures and communities for the sake of maintaining its ideology. None

of its province shows homogeneity in accordance with the use of national language. Even the

major slogan of Muslim Movement was to introduce Urdu as national language but the

underlying factors reveal that the role of English remained dominant either officially or

academically. In most of the Government settings, the formal mode of correspondence and

communication is still made in English. The constitutional legislation, administration, judiciary,

trade, and commerce are also operated in English. A lot of professional fields, such as medical,

engineering, and informational technology are operating English as a mode of communication.

Moreover, the status and role of English in Pakistan is multidimensional on account of its

importance and function as a medium of instruction from lower intermediate to advanced level of

education. All the instructional materials used in public sector colleges are comprised of prose,

poetry, and drama. The dominant teaching method followed in these institutions is based on

Structural and Grammar Translation Method (SGTM). It has not been effective in the acquisition

of English as a Second or Foreign Language due to the lack of communicative strategies in the

course. However, there are comprehension activities at the end of each chapter aiming to

enhance reading skills but the translation method hardly helps learners develop reading skills.
 English Language Teaching
Methods 5

Therefore, a large number of students fail to develop communicative competence in using

English in real life situation.

English also serves the instrumental needs of professionals working in diverse fields of

life, such as lawyer’s legal proceedings in the court, academicians’ interaction with the students,

and a researcher’s findings on an underlying issue. It is also a sort of prerequisite for the

aspirants appearing in the competitive exams and interviews of executive jobs. Most of the

advertisements announcing vacant positions do not only require qualification but also attach

importance to an excellent command over written and spoken English in recruitment procedures.

Thus, the overwhelming importance of English in Pakistan requires the stake holders and policy

makers to introduce and implement appropriate teaching methods for successful acquisition of

English as a Foreign Language.

 English Language Teaching
Methods 6

Literature Review

English Language Teaching Methods

English is essentially an international source of communication among the non-native

speaker of other languages. It has received a great deal of attention as a medium of instruction in

a number of public and private sector institutions of Pakistan. The teachers, practitioners, and

professionals use a range of teaching methods in their respective academic settings. There has

been rigorous research studies regarding the use and application of pedagogical strategies applied

in the learning of English as a Foreign Language (EFL). The meaningful insights drawn from

recent research studies not only uncover a paradigm shift but also highlight the issues and

challenges faced by the non-native speakers. Therefore, the methodological process of English

Language Teaching (ELT) highlights the similarities and differences mentioned in the following

theoretical framework.

Grammar Translation Method GTM (1840-1940)

According to Charlie (2013), the terms approach, method, and techniques are relatively

hierarchical modes of imparting education. Grammar Translation Method (GTM) dominated

West and foreign language teaching from 1840s to 1940s and continued to be used in modified

forms in some parts of the world. It aims at developing reading and writing skills through the

translation of reading texts into mother tongue. The rules of grammar and vocabulary are paid

primary importance through an explicit way of teaching a foreign language. It implies structural

view of target language for the accomplishment of certain tasks, such as the memorization of

rules and its application to sentence structures, and the use of lexis. Most of the lessons and

instructional materials introduced in language classes are teacher directed as the students remain

passive receivers of information delivered by the teacher.

 English Language Teaching
Methods 7

Grammar Translation Method (GTM) is mainly favoured by the teachers working in

Government schools and colleges of Pakistan. It is fundamentally believed by them that the

target language can only be taught by translating texts into mother tongue but the development of

communicative competence depends upon interactive classroom activities. The translation

method not only hinders the language learning process but also distorts the function of language

in conveying meaning to others. There are following limitations to the application of Grammar

Translation Method (GTM) proposed by Aziz in 2010:

a. It conveys the knowledge on literature but the ability to produce language in an academic or

social context is ignored.

b. Teachers using Grammar Translation Method (GTM) put more emphasis on the description

of rules rather than the function of language structures.

c. The ultimate objective of Grammar Translation Method (GTM) is to equip readers with the

rules focusing on form rather than meaning.

d. Teaching strategies commonly devote a lot of time and effort in translating texts to the

readers for the comprehension of language tasks.

e. Teachers practicing Grammar Translation Method (GTM) prefer controlled classroom

situation to avoid interaction with the students.

The Direct Method (DM)

The Direct Method (DM) of language teaching was introduced as a reaction to Grammar

Translation Method (GTM) in the late 19 th century. The insights from research studies proved

that the previous approach to language teaching was less effective on account of acquiring

grammatical and lexical knowledge. This method received popularity due to the direct

association of meaning with the target language structures or texts used in the classroom context.
 English Language Teaching
Methods 8

One of the dominant features of Direct Method (DM) is to ignore translation in the process of

language teaching and learning. The advocates of Direct Method (DM) emphasize on

communicative strategies by stimulating interaction through pictures and visual aids (Kumar

Dey, 2013). It in fact sets naturalistic classroom environment by providing interactive learning

opportunities to the learners in foreign language context (Kumar Dey, pp. 173).

According to Charlie (2103), one of the main features of Direct Method (DM) is to attach

importance to the lessons instructed by the teachers. Unlike Grammar Translation Method

(GTM), it emphasize on the role of interactive classroom activities initiated by the teachers for

developing communicative skills. The students not only build fluency by practicing oral skills

but also obtain accuracy in pronunciation and grammar. Moreover, they are instructed to produce

language without demonstrating the knowledge regarding target language. It may involve oral

and written skills based on the production of language through discussions, interviews, and

writing paragraphs of general interest.

According to Sweet (1912), the Direct Method (DM) enjoyed vast popularity in a number

of private language settings in Europe but its decline started after Henry Sweet had discovered

some of the following limitations and drawbacks to the application of this method.

a. It proposes innovations at the level of teaching procedure but lacked a thorough

methodological ground.

b. It requires the services and expertise of proficient teachers of English depending on their

skills rather than a textbook. However, they are not proficient enough to adhere to the

specifications of this method.

 English Language Teaching
Methods 9

c. Strict compliance to the Direct Method (DM) is often counterproductive because teacher are

required to go great lengths to avoid using the native tongue when sometimes a brief

explanation in the students’ native language would be more efficient way to comprehension.

d. Sweet and other applied linguists argue that the development of sound methodological

principles can serve as the basis for teaching techniques. Subsequent developments leading to

the foundation of Audio-Lingual Method (ALM) in the United States and Oral Approach

(OA) or Situational Language Teaching (SLT) in United Kingdom.

The Audio-Lingual Method ALM (1939-45)

There have been varieties of approaches and methods to the teaching of English to non-

native speakers of other languages. The Audio-Lingual Method (ALM) is one of the pedagogical

processes implying behaviourist theory of learning a target language. It was developed to serve

the purpose of military communication during World War II (1939-1945) in the United States of

America. The fundamental objective of the teaching programme was to train Army Officers

quickly and effectively in foreign language skills. The results of the Army Specialized Training

Programmes (ASTP) were generally successful in equipping the small group of soldiers with the

skills of target language (Richards, 1998).

According to Kumar Dey, the term Audio-Lingual Approach (ALA) to language teaching

was first used by Professor Nelson Brooks in 1964. It contains similarities and relevance to the

use of Direct Method (DM) on account of obtaining proficiency in oral skills. These are mainly

considered as a reaction to the shortcomings of the Grammar Translation Method (GTM).

Moreover, it rejects the use of mother tongue particularly in developing foreign language

speaking and listening skills. But there have been underlying differences, such as The Direct
 English Language Teaching
Methods 10

Method (DM) highlights the acquisition of vocabulary while the Audio-Lingual Approach

(ALA) focus on grammar drills (2013, pp.176).

One of the key objectives of the Audio-Lingual Method (ALM) is to create accuracy in

pronunciation and grammar. In fact, it helps learners develop an ability of responding quickly in

foreign language communication with the appropriate use of lexis and structures. The particular

emphasis is laid on mastering the building blocks of language and learning the rules for

combining them. It is also assumed that the learning of grammar structures necessarily help

students in developing communicative competence of the target language. Here are some

characteristics of this method:

a. Language learning is the phenomenon of habit-formation.

b. Mistakes are generally considered bad habits to be avoided.

c. Language skills are learned more effectively in speaking and writing form.

d. Analogy is an adequate foundation for language learning than analysis.

e. The meanings of words can be acquired through linguistic and cultural context (Richards,

1998).

Kumar Dey states that the Audio-Lingual Method (ALM) reached its culmination in the

1960s and was applied to the teaching of foreign languages and English as Second or Foreign

Language. However, the theoretical foundations of the Audio-Lingual Method (ALM) were

mainly considered to be unsound in terms of language theory and learning practice. On the

contrary, practitioners and the professionals found the contradictory outcomes regarding the

accomplishment of language tasks. One such example is the failure of transferring skills acquired
 English Language Teaching
Methods 11

through the practice of underlying method to real communication outside the classroom (2013,

p.178).

Chomsky (1995) too rejects the Structural Approach (SA) on account of language description

as well as the Behaviourist Theory (BT) of language learning. In view of Chomsky, utterances

may not merely be learnt by imitation and repetition but produced from an underlying ability of

human mind. This theory basically raises questions and issues to the application of Audio-

Lingual Method (ALM) in the process of teaching a foreign language. After the emergence of

psycho-linguistics in 1950s, the professionals came to realize the usefulness of activities

focusing on meaningful learning. Finally, this led to the period of adaptation, innovation, and

experimentation of modern teaching methods, such as Total Physical Response (TPR), Silent

Way (SW), and Natural Approach, and Communicative Language Teaching (CLT).

Communicative Language Teaching Approach (1960-1980)

Communicative Language Teaching (CLT) was introduced in the Western countries in

the late 1960s. It was realized soon after the emergence of modern trends in foreign language

teaching that the insufficient knowledge regarding the target language forms, meanings, and

functions hinder the process of foreign language learning. Lamie also observes a fundamental

shift in English Language Teaching paradigms (2005, pp.51-52). She determines the role of

teachers as change agents in the process of implementing innovation in curriculum. Thus, the

role of communication in language teaching requires explicit awareness and attention on the part

of curriculum planners/developers.

In view of Kumar Dey, meaningful insights from applied linguistics reveal the

importance of communicative competence rather than the practice of structures and lexis. This
 English Language Teaching
Methods 12

mainly inspired the foundation of Communicative Language Teaching (CLLT). He asserts

communicative competence as an ability to use the linguistic system effectively and

appropriately. It also determines the role of target language should be the vehicle for classroom

communication (2013, 178-179). However, the attainment of competence requires the

development of four basic language skills, i.e. (listening, speaking, reading, and writing).

Reviewing the literature on Communicative language Teaching, Richards (1986) argues that

the process of second or foreign language learning has brought about changes in the recent past.

Communicative Language Teaching (CLT) is partly responsible for such modifications as a

response to the traditional views of second or foreign language learning process. Most of the

traditional views focus primarily on the mastery of lexis and grammatical competence, such as

the theory of habit formation implies language learning as a mechanical process. Richards

contradicts on the basis of mental development rather than the formation of good habits. He

ignores the wrong assumptions produced under the influence of classical theories having no

relevance to the latest development of cognitive psychology (pp. 64-65).

Moreover, Communicative Language Teaching (CLT) emphasizes the role of a teacher to

that of a communicator who initiates communication among the students. It requires authentic

use of texts and innovative teaching strategies for creating classroom communication. The

students benefit from learning opportunities created or facilitated by the teacher. Many of the

communicative activities are often carried out by the students in small groups. Their focus during

classroom performance or interaction remains on negotiating meaning rather than from. An

obvious aspect of Communicative Approach (CA) is to involve students in a mental process for

the acquisition of knowledge regarding language performance. It suggests use of role-plays,

 English Language Teaching
Methods 13

guessing games, and problem solving tasks in a formal learning context. A range of these

activities not only create interest among the students but also motivate them towards a foreign

language learning process. Therefore, (Richards et al) highlight some of the following key

features of Communicative Language Teaching:

a. It focuses on meaning rather than form.

b. Achievement of communicative competence is the desired goal.

c. It implies learner-centered approach.

d. Fluency is the primary goal of Communicative Approach (C.A).

e. Students are expected to interact with their fellows for sharing ideas.

f. Use of dialogues focus on communicative functions.

g. Intrinsic motivation makes communication more interesting.

h. Task based teaching method is preferred for the accomplishment of certain objectives.

The insights from the discussion reveal that the underlying methods applied to Teaching

of English as a Foreign Language (EFL) have advantages and disadvantages. One of the oldest

ways of teaching was Grammar Translation Method (GTM) which seems outdated due to the

gradual development of cognitive psychology. In modern ELT era, student-centered approach is

more preferred by the students and teachers in foreign language learning context. It therefore

becomes necessary on the part of professionals to equip their learners with latest knowledge and

strategies of learning English as a Foreign Language (EFL).

Therefore, Communicative Approach (CA) and Task-based Language Teaching (TBLT)

are receiving a great deal of attention all over the world. These modern methods contribute

improvements in English Language Teaching (ELT) paradigms. There has been an adequate

amount of research attaching importance to Task-based Language Teaching (TBLT) as an

 English Language Teaching
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effective way of enhancing language proficiency level of the students. In fact, the future

developments in language studies indicate more changes in the methodologies. The future

paradigms seem to influence the existing practices in teaching and learning of

English. It therefore becomes a matter of great concern for the professionals and practitioners to

go for an appropriate teaching method addressing the language and academic needs of the

students in a foreign language leaning context.

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Methods 15

English Language Teaching and Academic Context

It is mentioned earlier that English Language Teaching Practice in Pakistan, particularly

in rural areas of Sindh is traditional. English is introduced as a compulsory subject from lower

secondary to intermediate level in Government schools and colleges. A large number of teachers

teach English through Grammar Translation Method (GTM). Most of them lack training and

ongoing professional development support. The contemporary pedagogical practices are

followed by the teachers as an established norm or tradition.

It has also been observed that the lack of training facilities and awareness generally cause

problems for the teachers teaching English in EFL context. In order to teach English as a Foreign

or Second Language, it is essential for the practitioners to be aware of fundamental pedagogical

concepts regarding English Language Teaching (ELT). Research on the teaching of English in

EFL context indicates that an authoritative teaching method discourages and demotivates

learners in a formal classroom situation. They remain passive for what is being imparted to them

through an old and wrongly designed course.

Lightbown and Spada (1999), argue that the foreign language teachers in their respective

classroom settings apply a variety of approaches to meet the modern standards of teaching

English as a foreign language. On the contrary, the traditional approaches to the teaching of

English emphasize on the following factors:

a. form focused instructions

b. teacher oriented strategies

c. controlled classroom environment

d. presentation of information

e. memory based learning phenomenon

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Methods 16

Teaching English through Grammar Translation Method (GTM) is regarded as a general

issue in Pakistani context, particularly in public sector institutions of rural Sindh. This method

does not appropriately address the issue of learning a foreign language. In order to support the

learners develop communicative skills, it is important to introduce advanced teaching strategies

to facilitate learning in a formal classroom situation. It is commonly observed that a language

class in a public sector college focuses on teacher oriented method in which a learner has not

been made to think freely and discuss problems independently. This greatly undermines a learner

psychologically to develop his own thinking approach towards learning.

Any teacher practicing the communicative strategies comes across many challenges to

introduce innovation and change in their classroom settings. He may find reluctance and

resistance on the part of learners to accept change because of previous experience, knowledge,

belief, and set learning attitude/background on teacher oriented pattern. Most of them are found

relying on lecture methods and hardly participate in interactive classroom activities. The cause of

learners’ passive attitude is due to the wrong learning habits set on teacher oriented and

Grammar Translation Method (GTM).

There are underlying attitudes and perceptions regarding the Teaching of English as a

Foreign Language (TOEFL) in Pakistan, with a specific reference to Government institutions.

Generally, it is perceived by the teachers that English can only be learnt through Grammar

Translation Method (GTM). The awareness regarding advanced and innovative teaching tools

has been an issue of replacing the traditional strategies applied in a language classroom.

Therefore, there has been resistance on the part of teachers to accept change and apply

communicative strategies in their respective classroom settings.

 English Language Teaching
Methods 17

Conclusion and Recommendations

Meaningful insights from the underlying study on English Language Teaching (ELT)

methods and approaches indicate advantages and disadvantages. One of the major drawbacks of

Grammar Translation Method (GTM) was to introduce English language teaching through rule

governed method. It merely focused on the learning of lexis and structures through the

translation of texts into mother tongue. Another shortcoming related to the teaching of Audio-

Lingual Method (ALM) was the pursuance of specific expressions in spoken language. Both of

these methods were somewhat useful in developing explicit awareness regarding the structural

use of language. However, the communicative aspect of learning language was not taken into the

account (Kumar Dey, 2013).

Advanced research in the field of language studies has contributed significant

improvements in the teaching pedagogy of English as a Foreign or Second Language (Richards

et al, 1987). A recent paradigm shift from Structural Approach (SA) to Communicative

Language Teaching (CLT) has brought about changes in the curriculum development and the

implementation of innovative syllabus at school and college level. The leading professionals and

linguists in the field not only explore innovative ways but also direct towards more humanistic,

and Learner-Centered Approach (LCA). It is the result of recent research by Larsen, Freeman

Diane in the field that a large number of teachers follow Communicative Language Teaching

(CLT) in their respective academic settings (1986, pp. 45-60).

It has also been indicated by Nunan in 1988 that Learner-Centered Approach (LCA) in

language teaching minimizes the communicative gap between students and teachers. There is the

need for such an advanced work required to be introduced at school and college level in

Pakistan. As the teachers in Government institutes still continue with the tradition of teaching
 English Language Teaching
Methods 18

English through Grammar Translation Method (GTM). Thus, the falling standard of English

Language Teaching in Pakistan require an immediate attention on the part of stake holders and

professionals to implement authentic syllabus/courses at school and college level based on the

provision of appropriate training facilities.

Recommendations

Intermediate English Book One prescribed for Higher Secondary students of first year is

old and outdated, it is still used which is very strange. The existing syllabus/course contains

drawbacks and shortcomings. It immediately needs to be changed to introduce text that meets the

modern needs to develop communicative skills. Therefore, the following recommendations are

proposed for contributing improvements in the syllabus and teaching paradigms:

* The institutions should arrange professional development programmes for advancing

awareness related to the teaching of communicative skills.

* English Language Teachers need to be aware of planning their lessons and designing materials

for achieving aims and objectives.

* The teachers should reflect on the choice of materials, contents, and communicative tasks.

* Meaning and context based teaching approaches can be applied to develop the learners’

knowledge about contextual clues in the text.

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Methods 19

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Chomsky, N. (1995).The Minimalist Programme. (Current Studies in Linguistics 28.)

Cambridge: MA MIT Press. (Pp. 420).

Charlie, A. (2013). An Introduction to Applied Linguistics. India: Random Exports.

Kumar Dey, S. (2013). Teaching of English. India: Pearson.

Lamie. M, (2005) Evaluating Change in English Language Teaching.

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Lightbown, P.M. & Spada, N. (1999) How Languages are Learned. Oxford: Oxford
University Press.

Nunan, D. (1988). The Learner Centered Curriculum. Oxford: Oxford University Press.

Richards, J. C. & Rodgers, T. S. (1986). Approaches and Methods in Language Teaching:

A Description and Analysis. Cambridge: Cambridge University Press.

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Cambridge: Cambridge University Press.

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