ELT Methods and Approaches:
ELT Methods and approaches are the most important topic for English language learners and teachers. Five hundred years ago Latin was known as the most dominant language in the world, especially in the Western world. It is known as the language of business, commerce, and education in the Western World. But in the 16th century, English gained more popularity and importance as a result of political change in Europe and Latin. It was gradually replaced and used in written and verbal communication for business, trading, and education purposes(Richards and Rodgers 2001).
Different ELT methods and approaches have been developed in the last five centuries and gained popularity. But after some time, a new approach or method is replaced by another because these are not student-centered methods and approaches and are always challenged for this reason. This article aims to analyze the details and introduction of these methods and determine which ELT method and approach are more useful in the present day.
ELT methods and approaches are strategies and techniques for learning English. ELT methods and approaches are specially designed for English language learning. ELT methods and approaches are ways for a teacher to teach English. The teacher decides which type of ELT method is best for his classroom. ELT methods, approaches, and techniques are different things, first I clarify the difference between methods approaches, and techniques for your better understanding.
Difference between the ELT method, approach, and technique:
Method:
A method in ELT is an overall roadmap that a teacher carries for teaching language. A method in language teaching refers to overall techniques, procedures, or theories that provide a framework for teaching and learning a language. It typically includes principles and processes for content organization, syllabus design, the role of the teacher, the role of the learner, the role of material, what type of material will be provided, and which type of techniques will be used in the classroom. These are all things decided by a method (Richard and Rodgers, 2001).
"In simple terms, you can say that method is an umbrella term that includes all the techniques and approaches that are used for teaching and learning a language. A method is a way in which a syllabus is executed".
Approach:
An approach is a set of beliefs or assumptions about the nature of language and language learning that serve as the theoretical foundation for a method. An approach provides the underlying philosophy for language teaching and learning. The approach is a theoretical view of what language is, how it can be taught, and how it can be learned. Different methods can be based on the same approach. (Richards and Rodgers, 2001)
"The term "approach" refers to "something that a facilitator uses in techniques and classroom activities to facilitate and make effective the learner's learning procedure and provide the various strategies and ways of teaching language".
Technique:
A technique is a specific classroom activity that is used to practice and apply language skills within the context of a particular method. A technique is a specific classroom behavior that a teacher chooses to teach the language. Techniques used to implement the principles and procedures outlined by a method: these techniques are based on activities that include role-playing, simulation, pair-work, class discussion, drills, games, puzzles, and storytelling. Techniques are the practical tools and strategies employed by the teacher to facilitate language learning. (Richards and Rodgers, 2001)
ELT Methods and Approaches
Methods:
1_Grammar Translation Method (GTM):
- Focus on grammar rules and vocabulary
- Repetition and practice
- Translation in native and target languages
- Literal-based translation
- Reading and writing focused
- Lack of speaking ability
2-Direct-Method (DM):
- Use in everyday life and oral situations
- Grammar and vocabulary in context
- Learn in the native language.
- Comprehension-based method
- Correct pronunciation and accent
- The teacher works as a facilitator.
3-Audiolingual Method:
- Drills
- Patterns practice
- Listening and speaking skills-focused
- Accurate Pronunciation
- Dialogues
- Memorization
- Role-play
- Simulation and habit formation
- Error correction
4-The silent way:
The silent-way method was introduced in 1970 by Caleb Gattegno. The silent method emphasizes learner discovery and independence. The method is based on the idea that the teacher should be silent in the classroom but encourage the students to speak and use the target language. The main aim of this method is to focus on the student's own abilities and discoveries in the language-learning process. (Richards and Rodgers, 2001).
Main principles of the silent way method:
- Freedom and independence for learners
- Teacher silent way
- learner-centered method
- learn language by using native language
- Correct pronunciation
- Self-correction method
5-Total Physical Response (TPR):
TPR was introduced by psychology professor James J. Asher in 1960. In TPR, the teacher gives the instructions, and students follow these instructions through the whole body's responses. TPR is based on the premise that second language acquisition is learned in the same way in which we acquire a first language. (Richards and Rodgers, 2001)
Approaches:
1- Communicative language teaching (CLT):
2- Natural approach:
The natural approach is influenced by Stephen Krashen's language acquisition theory. The natural approach emphasizes communication as language's primary role. Communication is a tool for sharing information with others. The natural approach was actually based on the observation and understanding of the first and second languages in formal settings. (Richards and Rodgers, 2001)
3-Task-Based language teaching (TBLT):
Task-based language teaching (TBLT) is an approach to language teaching that focuses on tasks, which are the major units for learning a second language. The approach is based on the problems and solutions to these problems. The learner should learn through the task-solving process. The task should be based on the language structures that are required to be learned. The students interacted and solved these tasks by communicating with each other. (Richards and Rodgers, 2001)
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