Bicol University

College of Education
Daraga, Albay
S.Y: 2020-2021

Methods in Teaching Language Arts

A compendium presented to the faculty of Bicol University, College of Education, Daraga Albay
In partial fulfillment to the subject EEd 2: Teaching English in the Elementary Grades (Language
Arts)

Prepared by:
Joey M. Perez
(2 BEED- Block 5)

Submitted to:

Mr. Sixto Orzales

(Subject Professor)

October, 2020
 Introduction

Language is the mainstream of how effective communication flows. Both parties should
have an understanding and respect regardless of one’s differences in language towards one another
to make it more effective. The effectiveness of using English language takes courage and village
to surpass, some people may see it more as a complex one because of the English rules to be
followed, the clarity to deliver, the grammatical arrangement and clearness for you to understand
others.

Every teacher is so familiar with the ancient African proverb that says, “It takes a village
to raise a child.” That is definitely so true. The environment and the people that surround your
child has the greatest impact on what your child will grow up to be and every teacher is part of that
village a child has to conquer. Teachers are the villagers of the child’s learning. Flexibility entails
proficiency. Teachers must be flexible enough on how they are going to teach the child to the
collective best that they can, especially learning English.

There should be methods and techniques to be used for every child to acquire the best
interest of learning. Strategies are indeed very crucial to foster in order to learn successfully. The
methods and strategies in teaching language arts paves the way for the development and to be
globally competitive in the making. History tells how English plays dominant role way back 16th
century.

But what methods and strategies are teachers that needs to be used? According to Freeman
(2000), Methods which are taught to the teachers make a base and give them thinking about the
applicable techniques and principles according to the situation where they stand. They are clear
about their attraction towards certain methods and also think that why have they repelled certain
method. The knowledge of method is very necessary because their knowledge is based on teaching.
This paper shows the summarization and the several methods to be used and can be a guide of the
blueprint of the teachers towards child’s development in achieving success in learning English
language.
 Content
THE METHODS IN TEACHING LANGUAGE ARTS
Method 1: Grammar Translation Method

Grammar translation method was called the “classic method” since it was first used in the teaching
of the classical language, Latin and Greek. It was hoped that through the study of the grammar of the target
language students would become more familiar with the grammar of their native language and this
familiarity would help them speak and write their native language better. It was thought that foreign
language learning would help students grow intellectually. An important goal is for students to be able to
translate each language into the other. If students can translate from one language into another, they are
considered successful language learners. The ability to communicate in the target language is not a goal of
language instruction. Learning is facilitated through attention to similarities between the target language
and the native language and this also provides good mental exercise. The primary skills to be developed are
reading and writing. Little attention is given to speaking and listening, and almost none to pronunciation.
It is important for students to learn about grammar or form of the target. The roles are very traditional. The
teacher is the authority in the classroom. The students do as the teacher says so they can learn what s/he
knows. Most of the interaction in the classroom is from the teacher to the students. There is little student
initiation and little student- student interaction.

The several photos below show how grammar translation occur.

Sample activities to be done in grammar translation method

Fill- in- the- blank exercise

➢ Students are given a series of sentences with word missing.

➢ They fill in the blanks with new vocabulary items or with items of a particular grammar
type, such as prepositions or verbs with different tenses.

Memorization
➢ Students are given lists of target language vocabulary words and their native language equivalents
and are asked to memorize them.
➢ Students are also required to memorize grammatical rules and grammatical paradigms such as verb
conjugations.

Use words in a sentence

➢ In order to show that students understand the meaning and use of a new vocabulary item, they make
up sentences in which they use the new vocabulary.
Composition
➢ The teacher gives the students a topic to write about in the target language. The topic is based upon
some aspect of the reading passage of the lesson. Sometimes, instead of creating a composition,
students are asked to prepare a précis of the reading passage.

Antonyms/ Synonyms
➢ Students are given one set of words and are asked to find antonyms in the reading passage A
similar exercise could be done by asking students to find synonyms.

Deductive application of rules

➢ Grammar rules are presented with examples. Exceptions to each rule are also noted. Once
students understand a rule, they are asked to apply it to some different examples.

Reading comprehension questions

➢ Students answer questions in the target language based on their understanding of the reading
passage. The first group of questions ask for information contained within the reading passage.
In order to answer the second group of questions, students will have to make inferences based
on their understanding of the passage. The third group of questions requires students to related
the passage to their own experience.

Translation of literacy passage

➢ Students translate a reading passage from the target language into their native language. The
passage may be excerpted from some work from the target language literature, or a teacher
may write a passage carefully designed to include particular grammar rules and vocabulary.
The translation may be written or spoken or both.
Method 2: Direct method

The Direct Method is also called Natural Method. The Direct Method was established in Germany
and France around 1900. It appeared as an answer to the Grammar Translation Method. It is a method for
teaching foreign languages that uses the target language, discarding any use of mother tongue in the
classroom. This method for teaching English was introduced in Sub-continent in the early 20th century.
The Direct Method is based on the direct involvement of the student when speaking, and listening to, the
foreign language in common everyday situations. Consequently, there is lots of oral interaction,
spontaneous use of the language, no translation, and little if any analysis of grammar rules and syntax. The
focus of the lessons is on good pronunciation, often introducing learners to phonetic symbols before they
see standard writing examples. The principle of direct method is establishing a direct bond between the
English word, phrase or idiom and its meaning. The principle of direct bond implies that the mother tongue
of learner does not intervene. The learner tries to understand the foreign word or expression as it stands,
without learning over the native language. Features of direct method. By this method it is possible to
establish a direct association between the experience and expression, which should be one of the features
of direct method. There should be no use of mother tongue. It should be reduced to a minimum or almost
the hearing and speaking of English.

The methodology of the Direct Method

1- Show – The student is shown something so that they understand the word. For example, they might be
shown visual aids such as pictures or flash cards for nouns. The teacher might use gestures (Body Language)
to explain verbs, and so on.

2- Say – The teacher verbally presents the word or sentence, taking care to pronounce the word correctly.

3- Try – The student then tries to repeat what the teacher is saying.

4- Correct – The teacher corrects the students and ensures that they are pronouncing words correctly.
5- Repeat – Finally, the students repeat the word a number of times. Here the teacher uses a number of
methods for repetition, including group repetition, single student repetition and other activities designed to
get the students to repeat the word.

Method 3: The Audiolingual Method

Audio-Lingual Method is an oral-based approach. The audio-lingual method became a popular

approach to foreign language teaching in the mid-20th century and still plays an important role in many
classes. In a departure from earlier methods based on reading and writing, audio-lingual instruction
emphasizes spoken language with correct pronunciation and grammar. Audio-lingual theory sees language
learning as habit formation, so audio-lingual activities primarily use repetition and drill to teach students
correct forms in the new tongue. Audio-lingual substitution drills are mechanical exercises that reinforce
structural patterns and practice vocabulary. In these drills, students vary the dialogue without altering the
grammar. For example, the teacher repeats a dialogue sentence, such as "I ate an apple." She then supplies
a prompt by saying "banana" or showing a picture of a banana. Students should respond, "I ate a banana."
The exercise continues with other foods, such as "pear," "orange" and "hamburger." Using the same
sentence, another drill could practice different subjects. For example, the teacher says, "Tom," and students
respond, "Tom ate an apple."

Activities to be done in Audio lingual method

1. Dialogues memorization
➢ Students memorize an opening dialogue using mimicry and applied role-playing.
2. Backward build up
➢ Teacher breaks a line into several parts, students repeat each part starting at the end of the
sentence and "expanding" backwards through the sentence, adding each part in sequence.
3. Repetition drill
➢ Students repeat teacher's model as quickly and accurately as possible.
 4. Chain drill
➢ Students ask and answer each other one-by- one in a circular chain around the classroom.
5. Single slot substitute drill
➢ Teacher states a line from the dialog, then uses a word or a phrase as a "cue" that students,
when repeating the line, must substitute into the sentence in the correct place.
6. Multiple slot substitute drill
➢ Same as the Single Slot drill, except that there are multiple cues to be substituted into the line.
7. Transformation drill
➢ Teacher provides a sentence that must be turned into something else, for example a question
to be turned into a statement, an active sentence to be turned into a negative statement, etc.

Method 4: Community Language Learning

According to Haley and Austin (2014, p. 69), the Community Language Learning (CLL) method
was developed by Charles Curran in the late 1970’s. The CLL approach was designed with the goal of
creating a cooperative learning community where students can benefit and learn from each other. This
method is rooted in cognitive psychologists approaches such as those of Stephen Krashen and Tracy Terrell.
These psycholinguists developed the natural approach to teaching and learning, where the classroom
environment encourages natural language acquisition through communicative dialogue and reducing
affective factors. The Community Language Learning approach is unique due to the roles of teacher and
student being clearly defined. According Lara (2016), the teacher is seen as the counselor/facilitator while
students pass through five stages from birth to independent stage. The other stages include, self-assertive,
birth stage (again), and adolescent or reversal stage (Haley & Austin, 2014, p. 69). At the beginning stage
the student is allowed to communicate in their native language and the teacher helps translate the student’s
words into the target language. Gradually the student is able to communicate more independently, but still
requesting help when needed. In the final stage students are more readily accepting of constructive feedback
due to the low affective filter.
Activities to be done by teachers in Community Language Learning.
The range of communicative activities is very large, provided they engage the learners in
communication and require the use of the language for information sharing, negotiation of meaning or
interaction. Some examples are: information gap, dialogues and role-plays, interviews, debates, or language
exchanges. Richards and Rodgers (2001) classify communicative materials into three types:

Text-based. Most current textbooks feature a syllabus with functional and structural content which is
carried out through units containing a) real-world or adapted texts with comprehension questions b)
communicative activities for pair work or group work and c) grammar explanations with grammar exercises
(e.g fill in the gaps).

Task-based. These consist of games, role plays, cue cards, activity cards, or pair-communication practice
materials. They come in the form of “activity packs”, “workbooks”, or simply appear as an appendix at the
end of the textbook.

Realia. Real-world material which can be magazines, newspapers, and visual sources around which
communicative activities can be built, such as maps, pictures, symbols, graphs, and charts.

Method 5: The Silent Way

The Silent Way is the name of a method of language teaching devised by Caleb Gattegno. It is
based on the premise that the teacher should be silent as much as possible in the classroom but the learner
should be encouraged to produce as much language as possible. Elements of the Silent Way, particularly
the use of color charts and the colored Cuisenaire rods, grew out of Gattegno's previous experience as an
educational designer of reading and mathematics programs. The Silent Way shares a great deal with other
learning theories and educational philosophies. Very broadly put, the learning hypotheses underlying
Gattegno's work could be stated as follows:

Learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be
learned.

Learning is facilitated by accompanying (mediating) physical objects.

Learning is facilitated by problem solving involving the material to be learned.

Let us consider each of these issues in turn.

The Silent Way belongs to a tradition that views learning as a problem solving, creative, discovering
activity, in which the learner is a principal actor rather than a bench-bound listener (Bruner 1966). Bruner
discusses the benefits derived from “discovery learning” under four headings: (a) the increase in intellectual
 potency, (b) the shift from extrinsic to intrinsic rewards, (c) the learning of heuristics by discovering,
and (d) the aid to conserving memory (Bruner 1966: 83). Gattegno claims similar benefits from learners
taught via the Silent Way.

Pedagogical materials that can be used in Silent Way Method:

1. Word Chart Wall - charts on which the words are written with the same color code as the rectangle
chart. These charts display the structural vocabulary of the language: about 500 words. The color
code means that languages as different as Japanese and Russian, which use signs unfamiliar to the
learner, can be immediately read and pronounced correctly.
2. The Fidel- These show all the possible spellings for each phoneme and which also use the same
color code as the rectangle chart. The Fidelis particularly useful for languages such as English and
French, which have complex and irregular spellings.
3. Cuisenaire Rod- Rod are used to create clear and visible situations that enable students to
understand how a given concept is expressed in the language.
4. A pointer- The teacher or the learner can show a word or a sentence while maintaining the essential
characteristic of language - its ephemeral nature. The pointer creates the dynamic of the language
by introducing the element of time in relation to the different charts, which are in themselves, static.
The use of the pointer is one of the ways in which the teacher calls on the learners to use their
mental powers.
5. The Sound / Color Rectangle Chart- A wall chart made up of different colored rectangles; each
color represents a phoneme (sound) of the language, enabling learners to work on fine distinctions
in the phonetics and prosody of the language, both on the level of production and of listening and
recognition.

Word Chart wall The Fidel Cuisenaire Rod A pointer The Sound/ Color
Rectangle Chart
Method 6: Total Physical Response (TPR)
Total physical response is an approach to teaching second language that was developed in the 1970s
by James Asher, professor of Psychology at the San Jose State University in California. Asher observed
that traditional second language programs had a dropout rate of almost 95%. He thought this could be due
to flawed and ineffective methods used in the programs. The professor still had another observation: While
adults were dropping like flies in their second language courses, children were easily acquiring first
languages like sponges on a wet countertop! So, he decided to create a method of teaching second language
that mimics the process children use when picking up their first.
TPR was born. Asher saw that children’s early language repertoire consisted mainly of listening to
adults telling them what to do: “Pick up the ball.” “Sit down.” “Open your mouth.” “Look at me.” The child
would look to the parents for instructions, and then perform the movements required. The child didn’t need
to be able to say the words, only to listen and understand. Comprehension was the first step to language
acquisition, not word production. Asher adopted this practice and the simple listen and respond technique
now sits at the heart of TPR. It’s been proven effective for teaching beginners of foreign languages. For
example, you could teach “¡Siéntense!” (sit down) in a Spanish class by repeatedly sitting down and
saying “Siéntense.” You can ask the class to join you in sitting down, even making a game out of it, or
commenting on the manner that some students sit. The act of moving is memory-friendly. By virtue of
seeing you sit down, or experiencing the act themselves, your students will easily associate sitting down
with siéntense. There’s something about the pairing of movement and language that’s so innate that
children—without the help of textbooks—easily acquire language.
With TPR, not only do you have an approach that engages the energies of your students, you have
a tool that creates memorable meaning through movement. Just as TPR borrowed plenty of techniques and
insights from psychologists and linguists like Dr. Krashen, it has also bequeathed a lot to approaches
like TPRS (teaching proficiency through reading and storytelling)

5 Total Physical Response (TPR) Activities That Every Language Teacher Should Know
1. TPR Storytelling Session

Tell a story to the whole class. It can be about anything: fairytale, adventure, even horror and
comedy. Tell it with plenty of gestures and actions, which you repeat often. (That’s the TPR way!) A TPR
story shares all the elements of a great tale: a relatable main character, a captivating plot and an ending that
rewards the listeners. But in addition to these, a foreign language teacher employing TPR must remember
that the story is used to teach meaning. So a TPR story would use a good mix of the students’ native
language and the target language. Especially for beginners, a healthy dose of the students’ native language
might be used, with a peppering of the target language.

And because the story is a vehicle for teaching meaning, repetition of key phrases and their
attending movements are the order of the day. You should really focus on key phrases you want to teach
the class, not the story itself. The plot, the twists and turns of the story come second to the meaningful and
memorable words and phrases you want your wards to integrate into their long-term memory.

So, for example, in teaching the Spanish words for the different parts of the body, you might employ the
tale of a young Billy who goes to the city for the very first time. And each time about you talk about the
many wonderful things he sees with his eyes (i.e. buses, buildings and airplanes), you emphasize the
word ojos (eyes) while at the same time pointing to your eyes. It’s also important that you widen your eyes
as you point to them. Keep repeating “ojos” and pointing to your eyes as you go through the awesome
things Billy sees in the city. He sees a fleet of cars, “ojos.” He sees a dog walker, “ojos.”

There are ways you can employ repetition in the story without being repetitive. For example, with ojos, you
can do the following:

1. Point to your own eyes

2. Ask the students to point to their own eyes
3. Ask students to point to your eyes (or a classmate’s)

(And as a comprehension check, you can point to your tummy and see if your students try to correct you.)

This technique also works for all the other parts of the body. The nariz (nose) for everything he
smells: freshly baked bread, flowers at the park and the smoke from cars. Orejas (ears) for everything that
catches his attention: the sound of cars honking, the tumult at the market and the powerful blasts of a plane
taking off. You can actually set your story so little Billy, the main character, can interact and visit places
that will give you maximum opportunity to repeat the meaningful words and phrases. The plot is but a
vehicle, so don’t worry so much about it.

2. Simon Says with a Twist

A vocabulary-oriented game like Simon Says is analogous to the process that takes place as children
acquire their first language. Adults often give instructions to kids, like “throw the ball” “come here” or “eat
your chicken.” (By virtue of repetition and validation—and gesturing—children are able to figure out what
mommy wanted done.) In this activity, you organize the class into two groups. You can go boys vs. girls
(always a hit!) or any grouping you want. Each group sends a representative for every round. They stand at
the back of the class, near the wall, with their eyes fixed on you. You will play “Simon” and come up with
creative commands and actions with which your students would then have to perform. So in a French class
you might say, “Sautez trois fois!” (Jump three times) or “Pleurez!” (cry). The student who gives the correct
response gets to take a step forward towards the “Finish Line.” Reaching the finish line first wins 1 point
for the team. The team who gets 5 points first wins the game. Not everyone gets to play each time, but
spectators will not only get to cheer their team, they’ll also learn the target language in the process. Play
this game often and you will have natural rivalries arise. And that’s also when the learning really heats up.

3. The Amazing Race

I’m sure you’ve seen “The Amazing Race” on TV. But with this activity, you don’t have to send
the class on a thrilling trip around the world. You only have to send them off to do some task or demonstrate
comprehension by performing prescribed motions. (With TPR, you can always check for comprehension
because you can just look at their actions.) Group the class into four or five teams. Each team would ideally
be composed of three to four players. The tasks that you choose to give your students are only limited by
your imagination—but instead of writing out the tasks, give them verbally. For example, one task can be a
“bring me” scenario and you can tell the teams in your Spanish class to bring you an amarillo (yellow)
object. Or you can ask the class to griten (shout) their favorite color. You can go outside the classroom for
this activity and have it in the schoolyard. You can tell your students to bring in the garbage bins (two birds
with one stone, if you ask me), pick up twenty dried leaves, arrange flower pots in a line, etc. You can ask
the groups to dance the cha-cha, move to the “Macarena” or sing “Happy Birthday.” With “The Amazing
Race” as one of your activities, your class will be racing to language acquisition.

4. TPR Theater

This one’s for those a little bit advanced in the target language since “TPR Theater” has some
improv added into the mix. It is, for all intents and purposes, an impromptu play. Your role as the teacher
is to narrate and move the story forward by telling the characters in front of the class what they need to do.
Think of yourself as a benevolent narrator and puppet master where the bit players are to do your every
bidding.

Okay, first things first. Determine what your play will be. Is it a love story? An epic adventure? A
contemporary comedy? Knowing this will dictate the number of characters, the nature of events in the story
and their reactions to it.Let’s say you have a love story. You should then have at least two students to play
the role of lovers, and perhaps another one to function as a foil and complete the love triangle. Or, if you
want to have more students in the play, you can create characters like the evil mother-in-law, the jealous
friend and the nervous aunt. (But don’t involve everybody in the play, otherwise there’ll be no audience.
Those who don’t play parts in the drama today will get their chance to strut out their acting chops the next
time.)

So, for example, say there’s one particular scene where the lovers are bonding at the park. In a
German class you might bark some funny instructions to your bit players, like “kneife sie in die Wange!”
(pinch her nose) or “kitzle sie…” (tickle her…) Again, in this case, where the plot takes you or how it ends
doesn’t really matter. These are not the most important things so don’t obsess over them. The whole affair
is really just an excuse to practice the target language. So keep it light. Help the students if they have
comprehension difficulties. Don’t be afraid to drop everything midway if it means explaining something
about the target language.

5. Action Songs for the Whole Class

Action songs are actually TPR–but with music. Children love them. They add melody and cadence
that the brain can latch on to. They are the perfect memory aids that can effectively embed language and
movement into the long-term memory. Singing together as a class is a great memory-enhancing tool. Did
you notice that even as adults, we find it hard to jettison the nursery rhymes and songs of our childhood? It
may have been 40 years ago, but they are as fresh as the morning we learned it in class. So lead the class in
action songs (here’s a great listing of children’s songs and rhymes by language, by the way). But you don’t
have to rely on the nursery classics for action songs. The classics all began with a creative teacher, alone
her room, coming up with gestures to accompany the lines. You can create actions for any song that you
want, including pop music in the target language.

First, determine the important words in the song. That is, the words you want to embed into your
students’ memories. (Don’t gesture out each word in the song, that’ll be too overwhelming.)

Second, pick the appropriate accompanying gestures for your words. The action may seem obvious
for words like”jump,” “look,” “laugh,” etc. But how about when the song has words like “hope” or
“integrity”? These will force you to be creative and think outside the box.

You’ll have to think of situations in which “hope” or “integrity” is displayed or practiced. “Hope”
is displayed during prayer, for example, by people hoping to get prayers answered. So, your action can
perhaps be interlacing fingers, just like a prayer position. “Integrity” is often displayed by someone giving
a persuasive speech. Your action can then be a pounding fist. Remember, the gestures need not be spot on.
They only need to be a semblance of the thing they signify. When coming up with actions to go with your
song, aside from creativity, go for a little bit of exaggeration. Take the word “see” for example. Instead of
simply pointing to your eyes, mimic a telescoping gesture or place a horizontal palm above your eyebrow
and swing your neck from left to right, looking out into the distance.

It makes the lyrics of the song more vivid and more engaging for your students. And speaking of
lyrics, don’t teach the songs line-by-line or distribute lyrics (if possible). Instead, teach the song as a
whole—with music and the accompanying gestures. The goal here is not to make the students memorize
the lyrics. It’s to let them understand what they are singing about: comprehension.

So those are your five classroom TPR activities. Try them in your language class and set language
acquisition on fire. Because nothing is as rewarding as seeing your students pick up a beautiful language.

Method 7: Language Experience Method

The language experience approach integrates speaking and listening, reading and writing through the
development of a written text based on first hand experiences. Through scaffolded talk, the teacher supports
students to document experiences and ideas, using familiar and expanded vocabulary, modelling ways in
which their thoughts and words can be written down and later read. The language experience approach of
the child typically involves a shared experience such as everyday happenings, common school experiences,
a classroom event or hands-on activity, excursions but can also include students’ personal experiences or
ideas. The teacher’s role in language experience is to support the student to recreate the experience orally
as they capitalize on students’ interest and experiences, prompt the students to reflect on the experiences,
ask questions to elicit details about the experience through more explicit language and help students to
rehearse the ideas they will be writing about. The text might be written by the teacher or by the student. As
the writer, the teacher acts as a model, demonstrating how thought and words can be represented in writing
as students dictate their ideas. Individual children might dictate a sentence, or a longer text might be
written.

Alternatively, students will write their own texts. Here, the teacher can guide students’ writing,
encouraging them to understand that what they think can be said, and what they say can be written down
by them or others (Hill, 2012).In the writing that occurs as part of the language experience approach, it can
be helpful to remind the children that the writing produced will provide information for those who did not
directly share the experience. In that way, differences between spoken language and written language can
be emphasized. “How can we put that in writing for someone that wasn’t there?” is a question that might
support children to create more elaborate, extended text. As the texts written through the language
experience approach reflect first hand experiences, the formats will vary – for example, charts, labels,
captions, lists or genres such as recounts, procedures, information reports. Drawing either before or after
writing will often complement the written text. In her research into connections between drawing and
writing, Mackenzie (2011) found that when emergent writers see drawing and writing as a unified meaning
making system, more complex texts are created.

Examples of the language experience approach in a foundation class

The following examples show how one Foundation teacher provided varied opportunities for her students
to create texts using the language experience approach where:
➢ Following discussion, writing about different topics and experiences is captured which can
later be read about (for example, an excursion to the zoo, a visit by the fireman, an investigation
of nocturnal animals)
➢ Simple sentences using a repetitive structure are written for the students to illustrate and copy,
supporting both reading and writing
➢ Students are encouraged to write their own ideas, using compound or complex sentences and
expanded noun groups
➢ The writing includes the labelling of a diagram.
Example:
“After a visit to the school by the fireman, and extensive discussion of that experience, each child was
provided with a series of simple sentences following a repetitive structure ‘Here is the …. (hose, ladder,
fire engine).’ In the example below, the child copies the sentences and illustrates it.
Conclusion
The methods of teaching which are stated in the content has a huge implication in teaching language
especially in the primary and intermediate level. And history stated on several researches that it has been
widely used in various settings and now used in the K-12 curriculum program. This method of teaching
also offers an opportunity for teachers to connect these to students’ interest and needs with an interesting
and meaningful taught of content. Those different methods being discussed can be used in all areas not only
to English but in all content areas but they carry different distribution and weighs. They will always choose
whatever works best at a particular time in a particular situation. This will be looked up for learner’s
achievement and development if the children have the improvement in learning or does the children apply
this in their everyday lives. The flexibility of choosing the appropriate teaching methods always matter for
English teachers, in fact, teachers are always at the center of the child’s learning.

Like us, educators in the future who become English language teachers, we should have this
unending love for our language and the desire to help students experience the joy of learning a
new language and culture. So that, they will enter your classroom with different motivations, beliefs
about language learning, and anxiety levels. Every English teacher wants to achieve the objectives of every
lesson however, in achieving this goal and objectives it is very necessary to remember that language
learning is not simply a cognitive endeavor and that your students will have a variety of possibly strong
emotions about language learning but rather it is simply learning to help them become a better and effective
communicator and globally competent in mastering the language they need to absorb and digest it. And by
that they can apply this is real-life situation. Another, the mastery of using the language can apply not just
only in spoken and verbal cues but they can also be a communicative competent in written if some of them
become a writer or journalist in the future.

Overall, in order for us to help every language learner achieve the mastery of your target language and be
as successful as possible, teachers must help their students feel comfortable using their new language
skills, identify and maintain positive learning motivations, and develop realistic beliefs about language
learning. At the end of the day, classroom always a room that interplays the heart and mind.
References:
UKEssays. (November 2018). Methods and Approaches Of English Language Teaching. Retrieved from
https://www.ukessays.com/essays/english-language/methods-and-approaches-of-english-language-
teaching-english-language-essay.php?vref=1
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