CHAPTER 6 _ _ III II [11.

111

METHODS AND APPROACHES

OF LANGUAGE TEACHING

This lesson is based on &Approaches and Methods in

Language Teaching' by Jack C. Richards and Theodore S. Rogers
1986, Cambridge University Press.
A BRIEF mSTORY OF LANGUAGE TEACHING: The
concept of learning a foreign language is not new. Trade, commerce,
higher education in different fields, diplomatic mission all lead to
learning a foreign language. Earlier, Latin was the lingua franca,
which was replaced by English. Ifwe look at the history oflanguage
teaching, the first instance of language teaching methodology is
seen in 14th and 15th century Europe to teach the classical
languages like Greek and Latin. Latin was taught through the
deductive use of grammar and rhetoric. Rules of grammar were
memorised following translation. In the beginning of 16th century,
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the importance of Greek and Latin diminished because modem

European languages like English, French and Italian became
popular. But, the method ofteaching through 'grammar-translation'
remained the same. This insisted upon learning grammar rules,
vocabulary items and translation of the sentences from the target
to the source language and vice-versa. Reading and writing were
the major focus points. There was no room for oral practice. This
method was also used in India to teach Sanskrit.
By mid of 19th century, the hold of 'grammar translation'
method loosened. World was getting smaller. The need for oral
communication was realized. Francoise Gouin studied child's
language acquisition process as a model for language teaching. His
main contribution was to treat language learning as a connected
series of activities actually undertaken in real life. He used
imitation, association and memorisation as his principle techniques.
Shastri, P. D. (2009). Communicative approach to the teaching of english as a second language. Retrieved from
http://ebookcentral.proquest.com
Created from uta-ebooks on 2020-04-15 15:23:34.
 34 Communicative Approach to the Teaching of English as a Second Language

The Reform movement challenged grammar translation method

and evolved new methods to develop oral proficiency.
Towards the end of 19th century, Linguistics was established
as a science. This resulted in systematic teaching of language.
Phonetics was established. The emphasis was more on speech than
on writing. In 1886, the International Phonetic Alphabet [IPA] waf!
designed. This facilitated the transcription of the sounds of any
language. The new trends of naturalistic principles of learning
gave different direction to language teaching. Direct method was
developed. It put emphasis on the direct use of the target language
without translation in mother tongue. The inductive method was
used to teach grammar where examples are given first before
explaining the rules. Speech was considered primary.
Henery Sweet [1845-1912] realised the limitations of 'Direct
method' because it lacked a methodological basis. He believed in
the principles of psychology and the scientific analysis of language
to develop a teaching method. He introduced the factors of selection,
gradation and limitation with integration of skills. This formed the
basis for innovations made in language teaching during 20th century
and resulted in oral-structural approach.
The Oral-Structural Situational approach was popular
from 1930s to 1960s. Harold Palmer and AS. Hornby were its
main propagandists. Palmer built his principles of methodology
based on linguistics and psychological analysis of the process of
learning. He stressed upon the importance of the behaviouristic
principles of learning such as habit formation, accuracy, gradation,
motivation etc. Michael West developed 'Reading method' with a
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general service list of 2000 words in 1953. In America, 'Audio-

Lingual method' evolved out of the structural approach. It became
very popular during Second World War. This method remained
popular till late sixties.
In 1965, Noam Chomsky with his Transformational
Generative Grammar Theory brought a revolutionary change in
the language teaching scene. The focus shifted from form to
meaning. Earlier, behaviouristic theory ruled the scene. Chomsky
challenged this mechanical theory and refused to accept human
beings as organisms. He believed in the cognitive theory of learning.
Human beings, according to him, have innate capacity to learn a
language. They have the faculty of creativity to generate new
structures and they do not learn new sentences by mechanical
imitation or repetition. Factors of competence and performance
became important. In early seventies Chomsky's cognitive code
Shastri, P. D. (2009). Communicative approach to the teaching of english as a second language. Retrieved from
http://ebookcentral.proquest.com
Created from uta-ebooks on 2020-04-15 15:23:34.
 Methods and Approaches ofLanguage Teaching 35

became popular. Importance of meaning was establislied. D.A.

Wilkins introduced the theory of functions and notions. Krashen
and Terrel emphasised upon the application of the principles of
first language acquisition on second language acquisition and
learning. The late seventies witnessed the shift towards
Communicative Language Teaching Approach. Dell Hymes,
Widdowson, Brumfit, Halliday, Austin and Searle' were its main
propagandists. Communicative competence became very important.
Teaching was skill based. Fluency was given more importance than
accuracy. Errors were considered as an integral part of learning a
language. English For Specific Purposes [ESP] an offshoot of
communicative approach is introduced to cater to the needs of the
learners from different professions. Thus, communicative approach
started in seventies is still popular in nineties and twenties.
Before dealing with different methods and approaches in detail,
let us deal with the concepts of approach, design, method and
technique in the process oflanguage teaching and learning. Edward
Anthony - an American linguist developed them in 1963.
APPROACH: Refers to the philosophy of the nature of
language teaching and learning. It covers linguistics and psychology.
This defines 'what' and 'how' of language teaching and learning.
Approach leads to method.
METHOD: Deals with an overall plan for the presentation of
language material based on an approach. It is procedural. In one
approach there can be many methods. In a method, a theory is put
into practice. Here, choices are made about a particular skill to be
taught. It deals with content and the order of presentation. It
selects grades and presents the material. Between an approach
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and a method there is design.

DESIGN: Gives details of a method. Here, the objectives of
teaching and testing, syllabus and contents are decided. It also
defines the roles of the teacher and the learner.
TECHNIQUE: Is a tool to implement the method in a
classroom. drills, role-play, group work, pair work are the techniques
adopted for teaching.
We can say that "Audio-lingual Method' is based on Oral
Structural Approach. Its syllabus has the design of structural
patterns and it follows the techniques of dialogue and drills in the
classroom. Let us deal with different methods and approaches.
GRAMMAR TRANSLATION METHOD: This method ruled
the language teaching scene from 1840s to 1940s and is still popular

Shastri, P. D. (2009). Communicative approach to the teaching of english as a second language. Retrieved from
http://ebookcentral.proquest.com
Created from uta-ebooks on 2020-04-15 15:23:34.