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Methods in Teaching English

Methods and Strategies in Teaching English

as a Second Language

Prof. V.Jeya Santhi, VHNSN College, Virudhunagar.

Author Note

V.Jeya Santhi , Research Centre in English, VHNSN College.

Correspondence concerning this article should be addressed to Santhi, V.Jeya, Research

Centre in English, VHNSN College, Virudhunagar

E-mail: jeyas_11011@yahoo.in
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Abstract

English language is universal and individual. It allows people to communicate across time

and distance. At the same time, it serves to define almost everything that makes a person

unique. The purpose of teaching English is to encourage the students to understand how

the English language varies from region to region, ethnic group to ethnic group, social class

to social class, and circumstance to circumstance. However, the purpose of learning English

is to get a way of communication with people in different places in which we cannot use

our native tongue. So teaching and learning a language is a way of connection between

souls, a means of communication. Among the methods in teaching English, some methods

have had their heyday and have fallen into relative obscurity; others are widely used now.

This paper is an attempt to illustrate the methodology used in teaching English.

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Methods and Strategies in Teaching English as a Second Language

1.Introduction

Modern languages, which were formerly treated like Cinderella in our schools and

Universities, begin to feel of age because they cannot put up with the various needs require

for the classical language, but they do not suit modern languages at all. They want to be

treated as living, and the method of teaching them must be treated as eclectic and

adaptable as life is restless and variable. Then what is the object in the teaching of modern

languages and what is the need for native tongue? In Otto Jesperson’s words, certainly in

order to get the most out of a life lived in a community of our fellow-countrymen, in order

to exchange thoughts, feelings and wishes with them, both by receiving something of their

physical contents and by communicating to them something of their physical contents and

by communicating to them something of what dwells in us. But language is the most

complete, the richest, the best means of communication; it bridges the physical chasm

between individuals in manifold cases when they otherwise would wander about isolated

and cut off from all intelligent sympathy (4). The purpose in learning foreign languages

must be in order to get a way of communication with places which one’s native tongue

cannot reach.

2.English Language Teaching Tradition

The teaching of English language has been subjected to tremendous change throughout the

past ages. English language teaching methodology is not the same one like teaching of

Maths or Physics. More than any other discipline, English language teaching tradition has
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been practiced in various adaptations, in language class rooms, all around the world for

centuries. Out of fifteen hundred languages used by two billions of people, only twenty –

nine are used by as many as ten millions of people. The eight that are most generally

spoken, in order, are English, Chinese, Russian, German, Spanish, Japanese, Bengali and

French and several other ancient languages are ‘dead languages” (Dr.P.C.Sharma, 65).

English prioritizes all other languages as far as career role is concerned; and so teaching

and learning English becomes the necessity and it can never be possible at the eleventh

hour preparation. Control of language is something that all should aim at. The teacher’s

aim is to make his students confident in the new language willing to practice the new

language and to take as fluently as they can within the limits of what they know (V.K.Rao,

R.S.Reddy, 58). The skilled language teacher always controls with great care what he says

in the foreign language he is teaching to his pupils. He does not use sentence pattern and

words which are unknown to his class except when he is teaching a new memorial. The

more skilful and experienced he is, the greater the control. For example, if he can help it, he

will not use a tense that pupils do not know.

3.ELD

English Language Development (ELD) is one among the instructional strategies formulated

to motivate the learning as well as the acquisition of English by students whose mother

tongue is not English. ELD strategies help the learners to learn English in a similar way they

learned their primary language i.e. regular interaction with others who already know the

language. In the process of learning English, the basic communication skills are of more

importance and the focus is on fluency. As this method allows learning in effortless and
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natural way, it is termed ‘Natural approach’; instead of being trapped in grammar and

other mechanics of language, the students are made to learn English language by

interacting and communicating with English-only models. This approach has ‘little

pressure’ on the part of the students and so they feel less uncomfortable. Dr.Stephen

Krashen, an expert in the study of second language acquisition and the co-author of the

Natural Approach comments that the best way to learn a second language is through total

immersion. V.K.Rao and R.S. Reddy states that educational technology is concerned with

the overall methodology and set of techniques employed in the application of instructional

principles. The teacher who rewards a child by smiling and saying ‘well done’ when the

child performs some act that conforms with the teacher’s intention, is employing

educational technology just as if the child was responding to a fully automated system. In

this example, the means of implementing the technique is clearly of less importance than

the use of the technique itself and its immediate or long-term effect (2).

Any instruction in languages which merely consisted in a parrot like repetition of the

words of the teacher or the book would not be in place in our educational institutions and

besides no one tries to introduce such a pure parrot method there. In the biblical story of

the Tower of Babel, the people of the world come together too build a tower that would

reach heaven. In a single stroke, their efforts came to naught because they were besieged

by befuddled communication, resulting in breakdown of communication. Intended

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messages are frequently mis-communicated, misunderstood, misquoted or even missed

altogether because of ineffective interpersonal communication skills. The ability to

effectively communicate with other people is an important skill (N.K.Singh, 1).

Presumably teaching is aimed at the pupil of average ability, average previous opportunity,

and average interest and zeal, but actually the teacher is obliged to give the greater part of

his time to the lowest fifth, unless a variety of work is planned so that there will be

something for all ranges of ability (Dr.P.C.Sharma, 9).

 4.Method, Approach and Techniques

Longman’s Dictionary of Applied Linguistics (1985) states, “Different theories about the

nature of language and how languages are learnt (the approach) imply different ways of

teaching languages (the method), and different methods make use of different kinds of

classroom activity (techniques). “To teach English language , various methods, approaches

and techniques have been adopted from early ages. The problems encountered during

teaching and the shortcomings of one method led to the origin of another. The teacher of

English should be familiar with the knowledge of different methods so as to achieve their

objectives of teaching English languages. Though the terms method, approach and

technique are used interchangeably, they differ in their meaning.

 4.1.Method is concerned with how to teach. Method is an overall procedure for an

orderly presentation of language material to the pupils. It is determined on the

basis of the learner’s mother tongue, cultural background, age and objectives of

teaching.
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 4.2. Approach is a broader term than method. It is concerned with nature of the

subject matter to be taught. Approach states a point of view or philosophy or an

assumption which one believes but cannot necessarily prove. It differs from a

method as it is an assumption which may or may not be accepted while a method is

a procedure based on some assumption.

 4.3. Technique is a strategy to achieve goal. It is an implementation sub – process

of a method. The various techniques used in English teaching are question –

answer technique, reading aloud technique, drill technique etc. The learners have

greater liberty in language processing through performance in role play,

simulation, language games, puzzles, etc.,

5.Some Indices of Methods of Teaching English

Grammar – translation method and Audio – Lingual method can be categorized under

structural methods because of Noam Chomsky’s theoretical attack on language learning as

a set of habits; audio – lingual methods are rarely the primary method of instruction today.

The elements of this method still survive in many textbooks in all the educational

institutions. The direct method, the series method, communicative language teaching,

teaching , proficiency through reading and storytelling, Dogme language teaching, Pimsleur

method, Michael Thomas method, learning by teaching, Blended learning and language

immersion fall under interactive methods of teaching English language. Suggestopedia and

the silent way are referred to by David Nunan (1989-97) as ‘Designer’ methods. As this

paper is an attempt to reveal the importance of research in the selection and

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implementation of the optimal methods used in language teaching and learning the

Methods and Strategies in Teaching English as a Second Language

various methods of teaching English language is analyzed in a detailed manner.

5.1.Structural methods

 5.1.1.Grammar- Translation Method

The grammar-translation method was the predominant method in Europe in the

19th century. The teachers of English language acknowledge that this method is effective by

itself, and this method instructs students in grammar and provides vocabulary with direct

translations to memorize. This method helps in acquiring knowledge gradually by

transforming the facts (language and the syntactic mechanisms) from the simplest to the

complex one. The exercises are designed in such a way that the learners can follow his

progress in practising the language by comparing his results. Grammar makes each one to

understand how the mother tongue functions in order to give him the capacity to

communicate his thought.

 5.1.2.Audio – lingual method

The audio – lingual method began to take shape near the end of the 1950’s. Under this

method, the students listen to or view recordings of language models acting in situations.

The students are given practice with a variety of drills and the instruction emphasizes the

use of target language at all times. The idea is that by reinforcing ‘correct’ behaviours,

students will take them into habits. The first version of the method was originally called the

oral method, the aural – oral method or the structural approach. The idea is that by
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reinforcing ‘correct’ behaviours, students will take them into habits. The audio lingual

method was developed in the USA around World War II when governments realized that

they needed more people who could conduct conversations fluently in a variety of

languages. The U.S. Army specialized Training Program created intensive programs based

on the techniques Leonard Bloomfield and other linguists devised for Native American

languages where students interacted intensively with native speakers and a linguist in

guided conversations, designed to decode its basic grammar and learn the vocabulary.

The structure of Audio lingual method was standardized as follows

 The dialogue in the foreign language was to be memorized by the student.

 The students were asked to answer the questions in the target languages.

 There was a vocabulary list, sometimes with translations to the mother tongue.

 The chapter usually ended with a short reading exercise.

 Brief introduction to the grammar was included.

In C.Jack Richardson’s opinion this “informant method” had great success with its small

class sizes and motivated learners. Developing audio lingual methods with regard to

structural linguistics focus on grammar, and analyze the difference between the students’

use of native language and the target language. All language points were to be presented in

‘situational’ teaching methods along with PPP (Presentation- introduction of new material

in context). Practice (a controlled practice phase) and production (activities designed for

less controlled practice).

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 5.2.Interactive Methods

 5.2.1.Direct Method

Direct Method originated in Finance in 1901. Its principles were propounded

in Germany. It was developed as a reaction against the translation Method. This

Method is known by several names such as ‘Natural method’, ‘Mother’s Method’ and

‘Reformed Method’. It is based on the principle that fluency in reading and facility in

writing follows fluency in speech. This method was popularized by the International

Phonetic association of finance. Webster’s New International Dictionary defines

Direct method as “…a method of teaching a foreign language, especially a modern

language, through conversation, discussion, and reading in the language itself

without the use of the pupil’s language, without translation and without the study of

formal grammar. The first word is taught by pointing to objects or pictures or by

performing actions. Conversation is English is encouraged on all occasion.

For helping the learners to read, ‘look and say’ method is used. The way of

teaching English proceeds from simple to complex, concrete to abstract.

The direct method refrains the learners from using native language and just

uses the target language. This method was established in Germany and France

around 1900.

Berlitz and de Sauze devised this method based on the concept that second

language learning must be an imitation of first language learning as this is the

natural way of learning any language by human beings. This identifies the fact that a

child learns its first language without the help of another language and so the

mother tongue is not necessary for learning a foreign language. This method places
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stress on pronouncing words and the target language correctly. It supports teaching

of oral skills at the expense of every traditional aim of language teaching.

 5.2.2.The Series Method

The series method is a variety of the direct method in that experiences are

directly connected to the target language. Francois Gouin, the designer of this

method suggested that students learn a language more quickly and retain it better if

it is presented through a chronological sequence of events. He found that people will

memorize events in a logical sequence if their order is not shuffled. What

distinguishes the series method from the direct method is that vocalulary must be

learned by translation from the native language, at least in the beginning.

 5.2.3.Communicative – language Teaching (CLT)

Communicative language teaching, also known as the communicative

approach emphasizes interaction as both the means and the ultimate goal of

learning a language. It is not a method but an approach. Inspite, of a lot of criticisms,

it continues to be popular particularly in Europe. In recent years, Task – based

language learning (TBLL) is a further refinement of the CLT approach.

 5.2.4.Language Immersion

Language Immersion programs delivers academic content through the

medium of a foreign language, providing support for L2, learning and first language

maintenance. It puts students in a situation where they must use a foreign language

whether they know it or not. This creates fluency but not accuracy of usage.

 5.2.5.The Silent way :

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The Silent way was characterized by a problem – solving approach to

learning. It rested on cognitive rather than affective arguments. The teacher is

supposed to be silent and must disabuse himself of the tendency to explain

everything to them. Gattegno, (1972), the inventor of this method felt that it is in

learners’ best interests to develop independence and autonomy and cooperate with

each other in solving language problems. The silent way is a discovery learning

approach designed by Cabeb Gattegno in the early 1970s. The teaching is based on

cognitive rather than affective arguments and it was characterized by a problem

solving approach to learning. The teacher is usually silent and he/she is distant and

must disabuse himself/herself of the tendency to explain everything to them. This

way of learning is considered very harsh because the learners are responsible for

their own way of learning and they are encouraged to interact. They have to develop

independence and autonomy and cooperate with each other in solving problems.

The role of the teacher is to give clues, not to model the language.

 5.2.6.Suggestopedia

This method offers valuable insight into the “Super learning” powers of our

brain. It is insightful and constructive and can be practiced from time to time. A

relaxed open mind can help a student to feel more confident. Music played a pivotal

role in this method.

Lozanov camp up with this method of learning and used relaxation as a

means of retaining new knowledge and material. Vocabulary, reading, role – plays

and drams can be presented with classical music in the background and students
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are directed to be seated in comfortable seats. In this way, the students became

“suggestible”.

 5.2.7.Teaching Proficiency through Reading and Storytelling

Teaching Proficiency through Reading and Storytelling (TPRS) was

developed by Blaine Ray, a language teacher in California, in the 1990s. TPR

storytelling can be categorized as part of the comprehension approach to language

teaching.

 5.2.8.Dogme language teaching

Dogme language teaching is both a methodology and a movement. It is a

communicate approach to language teaching. It encourages teaching without

published textbooks and instead it focuses on conversational communication among

the learners and the teacher. This method encourages teaching without published

text books and it focuses on conversational communication among the learners and

the teacher. It has its roots in an article by the language education author, Scott

Thornburry. This approach is also referred to as “Dogme ELT”.

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5.3.Proprietary Methods

5.3.1.Pimsleur Method

Pimsleur language learning system is based on the research of model programs developed

by American language teacher Paul Pimsleur. It involves recorded 30-minute lessons to be

done daily with a pattern of a dialogue, revision and new material. The teaching starts in

the students’ language but gradually changes to the target language.

5.3.2.Michel Thomas Method :

This is an audio – based teaching system that was developed by Michal Thomas, a language

teacher in the USA. The method focuses on constructing long sentences with correct

grammar and building student confidence. There is no listening, reading or student

confidence. There is no listening, reading or writing practice. The teaching is done entirely

in the students’ own language.

6.Analysis and Findings using Audio – lingual method

Language is viewed as a social process and learners have repeated opportunities to talk in

classrooms. Better language events can be discovered by going through daily routines of

listening to the radio, watching television, reading newspapers, magazines, grammatical

worksheets and participation in hundreds of conversations each day. The analyses of these

events help the learners to become more aware of the power of languages surrounding

them. As the level of awareness and sensitivity increases, students are more likely to begin

using languages more precisely. (A.K.Banerjee, 178).

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A survey on the development of English language is made through the use of written

questionnaire to test ELD among learners. A group-administered questionnaire is chosen

for this survey because it is more efficient than self-administered questionnaire. Random

Sampling method is chosen for this survey. 8 Samples from I and II B.A., English each are

chosen and they are asked to answer the questionnaire given to them related to English

Language Development. The return rate of a group-administered questionnaire, which is

administered to group of individuals all at one place will be high. (James Dean Brown, 6 –

7). The theory that is being put into practice for this survey is Audio-lingual method. As the

students of today are often subjected to wrong usage of prepositions, and as it affects the

function in English and thereby creating miscommunication, the grammatical portion

selected by us to be taught for this research is “Usage of Preposition”. The students listen

with interest the various rules regarding the usage of in, on, at, …. because they are

informed about the fact that this survey is made to test their level of English and it is an

indicator of their future career level also. They actively take part in the interactive drilling

session with enthusiasm. In brief, they are eager to know their level of English.

6.1. Position and Function of Preposition

The traditional rules followed in grammar classes are borrowed from Latin and they are

not possible in English. Mature and proper English users are expected to observe the rule,

“Do not end the sentence with a preposition. In Latin language, it is highly impossible for a

sentence to end with a preposition. But in English language, a sentence can end with a

preposition. The usage and function of the prepositions “in, on, at, from, to, till, between” is

explained to the learners with situations and sample sentences. Though prepositions are
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small words, they play a lot of change in the function and meaning of the sentence. This can

be taught with the help of pictures, charts …Then the learners are asked to do the exercises

given in the questionnaire.

Questionnaire

I. Fill in using apt Prepositions

1. _____________ English, sentences are broadly classified _______________ simple,

compound and complex. Transformation refers ___________ change ________- one

kind ____________ sentence ____________ another.

II. . Insert Prepositions wherever necessary

The activities chosen classroom should help students preparing read the needed

material an hour.

III. Say True or false

1. I play from five and seven in the evening.

2. He is at home.

3. The dinner is kept in the table.

4. A girl till eighteen cannot marry.

5. She works in Delhi.

7.Findings and Suggestions

The Samples chosen are likely to pay attention to misusage of prepositions when they

detract from the meaning. Many of the samples are tending to make mistakes with

prepositions like – in, between and at. Mostly the students tend to make mistakes because

of their lack of usage in their spoken and written form. Almost all the eighteen samples of
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English literature responded in the same way in answering their questionnaire. In today’s

competitive world, the samples have basic knowledge regarding the usage of Prepositions.

The performance of second year samples is somewhat better when compared to the first

year samples. The reason might be their educational background and their new entry to

college atmosphere. As the second year students are accustomed to listening English and

have chances of self – study with regard to reading books in the library, there is chance for

them to write somewhat correct usage of prepositions. If the students master the following

patterns, they will become more successful writers in future.

1. Shift

2. Concord

3. Punctuation – omission as well as unnecessary usage

4. Wrong or missing preposition

5. Its / It’s confusion or usage of apostrophe’s in general

8.To sum up

The application of Audio-lingual method in teaching English language really works great

among rural students. Along with the students, the teacher also has responsibilities with

regard to teaching and learning process. The teacher must make the pupils feel interested

in the subject, they must have a vivid conception of the reward that their work will make

them live, so that it will seem worth-while for them to exert themselves (Otto Jespersen, 8).

The students must feel that their instruction in languages motivates them to open the key

to a place where there are plenty of treasures. It also makes them get interested in the land

and people concerned and they themselves started making an effort to extend their

knowledge about things. It becomes a good foundation for their whole life.
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References

Banerjee, A.K. (2005). Modern teaching of English. Jaipur. The Diamond Printing Press.

Brown, James Dean. (2001). Using surveys in a language programs. New York. Cambridge

University Press.

Jesperson, Otto. (1967). How to teach a foreign language. London. George Allen &

Unwin Ltd.

Singh, N.K. (2011). Communication skills and functional English. Delhi. Mangalam

Publications.

Sharma, P.C. (2005). Effective methods of teaching English. Jaipur. Sublime Publications.

Rao, V.K. and Reddy, R.S. Eds. (2007). Understanding teaching and learning. New Delhi.

Commonwealth Publications.