ENGLISH LANGUAGE TEACHING METHOD

Writte by :

Name : Nadia Novernia Cristy katuuk

FACULTY OF HUMANITIES

ENGLISH DEPARTEMENT

SAMRATULANGI UNIVERSITY
 Introduction

The increasingly diverse environment of today’s classrooms provides a rich opportunity for
teachers and students to engage in effective learning. With a growing number of English
Language Learners worldwide, there is a critical need for general education and resource
teachers to know how to effectively build and implement literacy programs that are inclusive of
students’ language and culture. Understanding that culture goes beyond the knowledge of ethnic
attire, music, food, and language; it includes the total being, comprised of the totality of the
student’s background, heritage, ancestry, educational, political, and life. The importance of
teaching ESL students is critical in the current climate with increasing accountability by way of
student performance on standardized tests. ESL students are expected to be on grade level
proficiency within three years and teachers are held accountable for their learning (Curtin, 2005).
There are a variety of terms that have been used for non-native English speakers, ranging from
LEP (Limited English Proficient), ESL students (English as a Second Language), Bilingual
students and English Language Learners (ELL). For practical purposes, we use the term ESL
students for a student whose mother tongue is not English. As educators, we understand that ESL
students have to double their efforts in school, to not only learn new information but also learn
the academic language of the school. Freeman and Freeman (2011, p.19) state, “ESLs face
double the work of native English speakers. They must learn English, and they must learn
academic content through English. In addition, they often live in neighborhoods where the
schools are underfunded and are staffed by inexperienced teachers.” On the same note, teachers
of ESL students face double work of teaching core competencies enlisted in the curriculum to
meet the benchmarks and teach English to non-native speakers.
 Discussion

The Grammar Translation Methods

The Grammar translation method is also called a classical method. This method came out when
the western people world wanted to learn "foreign" languages such as Latin and Greek. The
focus of GTM was on grammatical rules, the memorization of vocabulary and of various
declensions and conjugations, translations of texts, and doing written exercises. According to
book of diana larsen, class which applies the Grammar translation.
Method would possibly be like this:
1. Classes are taught in the mother tongue, with little active use of the target language.
2. Much vocabulary is taught in the form of lists of isolated words.
3. Long elaborate explanations of the intricacies of grammar are given.
4. Grammar provides the rule for putting words together, and instruction often focuses on the
form and inflection of words.
5. Reading of difficult classical texts is begun early.
6. Little attention is paid to the content of texts, which are treated as exercises in grammatical
analysis.

The Direct Method

The basic principle of the Direct Method was that second language learning should be more like
first language learning. The method would comprise a great deal of oral interaction, spontaneous
use of language, no translation between first and second languages, and little or no analysis of
grammar rules. Here are the principles of the direct method based on Brown’s arguments:
1. Classroom instruction was conducted exclusively in the target language.
2. Only everyday vocabulary and sentences were taught.
3. Oral communication skills were built up in a carefully traded progression organized around
questions-and-answer exchanges between teachers and students in small intensive classes.
4. Grammar was taught inductively.

5. New teaching points were taught through modeling and practice.

6. Concrete vocabulary was taught through demonstration, objects, pictures; abstract vocabulary
was taught through association of ideas.

7. Both speech and listening comprehension were taught.

8. Correct pronunciation and grammar were emphasized.

Audio Lingual Methods

The audio-lingual method (ALM) was widely used in the United States and other countries in
the 1950's and 1960's. Some programs still use it nowadays. The structural view of language is
the view behind this method. The emphasis was on mastering the building blocks of language
and learning the rules for combining them.ALM is greatly influenced by Behaviorism. The basic
principles of this are:
1. language learning is habit-formation,
2. mistakes are bad and should be avoided, as they make bad habits.
3. language skills are learned more effectively if they are presented orally first, then in written
form
4. analogy is a better foundation for language learning than analysis
5. the meanings of words can be learned only in a linguistic and cultural context Accurate
pronunciation and grammar, ability to respond quickly and accurately in speech situations,
knowledge of sufficient vocabulary to use with grammar patterns are some prominent objectives
of ALM.

Communicative language teaching

Communicative language teaching makes use of real-life situations that necessitate

communication. The teacher sets up a situation that students are likely to encounter in real life.
Unlike the audio-lingual method of language teaching, which relies on repetition and drills, the
communicative approach can leave students in suspense as to the outcome of a class exercise,
which will vary according to their reactions and responses. The real-life simulations change from
day to day. Students' motivation to learn comes from their desire to communicate in meaningful
ways about meaningful topics.explaining Firth's view that "language is interaction; it is
interpersonal activity and has a clear relationship with society. In this light, language study has to
look at the use (function) of language in context, both its linguistic context (what is uttered
before and after a given piece of discourse) and its social, or situational, context (who is speaking,
what their social roles are, why they have come together to speak).

Silent way

The silent way is a methodology of teaching language based on the idea that teachers should be
as silent as possible during a class but learners should be encouraged to speak as much as
possible with basic principles

1 The learner needs to discover or create

2. Learning is made easier by the use of physical objects such as Cuisenaire rods

3. Learning is made easier by problem-solving using the target language

Desuggestopedia

Suggestopedia is an effective comprehensible input based method with a combination of

desuggestion and suggestion to achieve super learning. The most important objective of
suggestopedia is to motivate more of students’ mental potential to learn and which obtained by
suggestion. Desuggestion means unloading the memory banks, or reserves, of unwanted or
blocking memories. Suggestion then means loading the memory banks with desired and
facilitating memories.Key Features of desuggestopedia

1.Comfortable environment: In suggestopedia method, the classroom is not the same as common
classrooms

2.The use of music:One of the most uniqueness of this method is the use of Baroque music
during the learning process.
3.Peripheral Learning :The students learn English not only from direct instruction but also from
indirect instruction.

4.Free Errors :In the teaching learning process, students who make mistakes are tolerated, for
example in pronouncing the word.

5.Homework is limited : Students reread materials given in the classroom once before they go to
sleep at night and once in the morning before they get up.
 Conclusion

as Larsen-Freeman says when introducing the Grammar- Translation Method, one of the
oldest language teaching methods to be reviewed in the book, "Earlier in this century, this
method was used for the purpose of helping students read and appreciate foreign language
literature"). Written with the beginning teacher or a teacher who would like to move into the area
of TESL (Teaching English as a Second Language), or the teacher educator in mind, the book
introduces the idea that it would be helpful to think about Methods and Principles as thoughts-in-
action links. The thoughts would correspond with Principles and action with techniques. Larsen-
Freeman also deals with how similar techniques can get instantiated differently which would be
due to the differences in principles behind them. She illustrates how a technique can lead
students to very different conclusions about their learning: when students have to look at a
picture and repeat after the teacher word for word and get everything flawlessly, and when they
look at the same picture and do not have to strive to get the correct dialogue that their teacher
modelled earlier, and creating novel sentences along the way. But, whatever the conclusions may
be, Larsen-Freeman emphasizes that thoughts (which are in essence Methods or Principles) lead
to actions (which are techniques) which in turn lead to learning outcomes in the classroom. In
addition, she hopes that her exposition of thought-in-action links would persuade teachers to try
and teach differently from the way they had been taught: to try a different technique in the
classroom.
 References

Essential reading: Blake, N. (1996): A History of the English Language. London, Macmillan

Noels, K.A,. Pelletier, L.G., Clement,R., Vallerand, R,J. (2003). Why are you learning second
language? motivational orientation and self-determination theory. Language Learning, 53 (S1).
Pp. 33-64.
Nunan, D. (2003). Practical English Language Teaching. New York: McGraw-Hill Companies
Harmer, J. (1988). How to teach English. Essex, England: Longman
Harmer, Jeremy . (2007). The Practice of English Language Teaching Fourth Edition. Essex,
England: Pearson Education Ltd.

Link videos : https://youtu.be/Vm7-xJNm0UM