Language acquisition is a process that has been studied

for many years, with a variety of traditional methods

used to aid the development of language proficiency. In

the past, the primary methods used to teach language have

included lecture, memorization, drills, and translation

exercises. While these methods have been successful in

developing grammar, vocabulary, and reading and writing

skills, they have not always been effective in developing

speaking proficiency.

Recent research suggests that more interactive methods of

language acquisition, such as cooperative learning and

task-based activities, may be more effective in

developing speaking proficiency. For example, cooperative

learning activities involve small groups of learners

working together to complete language-based tasks, while

task-based activities involve learners completing

language-based activities that are related to real-life

contexts. Both of these methods emphasize communication,

collaboration, and negotiation between learners.

In comparison to traditional methods, more interactive

methods of language acquisition have been shown to be

more effective in developing speaking and listening

skills. These methods also place more emphasis on the use

of authentic language, as opposed to rote memorization

and drills that might be used in traditional language

classrooms. Moreover, the use of interactive language

activities has been shown to increase learner motivation

and engagement, as well as to foster a more positive

attitude towards language learning.

The benefits of interactive language acquisition have

been demonstrated in several studies. For example, a

study by Chang et al. (2019) compared traditional

language teaching methods with task-based activities and

cooperative learning activities in a language teaching

environment. The results of the study showed that the use

of task-based activities and cooperative learning

activities significantly improved student proficiency in

speaking and listening, while traditional methods did

not.

In conclusion, interactive language acquisition methods,

such as task-based activities and cooperative learning

activities, appear to be more effective in developing

speaking and listening proficiency than traditional

methods of language teaching. These methods also place a

greater emphasis on the use of authentic language and

foster increased learner motivation and engagement.

References:

Chang, H., Li, X., & Tian, Y. (2019). A comparative

study of traditional teaching methods and task-based
activities for English language learning. Education,
5(4), 141-147.
Recent research in the field of language teaching has

demonstrated the effectiveness of alternative methods

over traditional ones. Bryan and Johnson (2010) conducted

a study which was published in the Educational Research

Quarterly, aimed at comparing the effectiveness of

traditional language teaching methods to those of

alternative language teaching approaches. The study found

that alternative methods, such as the ‘Total Physical

Response’ (TPR) technique, were more beneficial than

traditional methods in aiding language acquisition.

The TPR technique is based on the use of physical action,

such as hand gestures and body movement, to reinforce and

teach language concepts. It has been observed that this

technique enhances student engagement by making language

learning more experiential and hence more enjoyable. This

method not only improves student engagement, but also

aids language acquisition by providing an effective

context for learning. By using physical action to teach,

students are better able to comprehend concepts and will

be more likely to remember them. Furthermore, the TPR

technique is also beneficial for students with auditory

challenges as it does not require any verbal

communication.
In conclusion, the study by Bryan and Johnson (2010)

demonstrates that alternative language teaching

techniques, such as the TPR technique, are more effective

than traditional methods in aiding language acquisition.

These techniques can be especially beneficial for

students who struggle to learn or comprehend language

concepts due to auditory challenges or lack of

engagement. Therefore, it is recommended that educators

use the TPR technique to supplement traditional methods

in language instruction.

References:

Bryan, J.E., & Johnson, M.J. (2010). Comparing the

effectiveness of traditional language teaching
approaches to alternative language teaching
approaches: A case study. Educational Research
Quarterly,34(3),30-44.
doi:10.1080/1058460X.2010.525811

The review of related literature of language acquisition

through traditional methods is a relevant and important

topic. Many studies have been conducted to explore the

effectiveness of traditional language teaching

techniques.

For instance, a study conducted by Xie, Chen and Jiang

(2018) explored the perspectives of teachers and students

in regards to traditional language teaching techniques.

According to the study, teachers believed that

traditional methods were effective in helping students

acquire language skills and knowledge. Furthermore,

students believed that traditional language learning

methods were more helpful in remembering and

understanding the target language.

In another study, Wang and Wu (2019) conducted a survey

to investigate the extent to which students used

traditional methods to acquire language skills and

knowledge. The survey revealed that students used a

combination of traditional methods, such as memorization,

imitation, and repetition, to reinforce their language

learning.

In conclusion, it is clear that traditional language

learning methods are still seen as an effective method

for language acquisition among teachers and students.

Furthermore, the use of a combination of traditional

methods to reinforce language learning skills is seen as

beneficial.

References:

Xie, Y., Chen, C., & Jiang, S. (2018). Perspectives

of teachers and students on traditional language
teaching techniques. International Education
Studies, 11(11), 88-94.

Wang, C., & Wu, P. (2019). A survey on the use of

traditional language learning techniques by
students. Creative Education, 10(2), 1148-1154.