English Language Teaching Methods Project English Language Essay

Ancestors: The Grammar Translation Method, besides called traditional method, derives from the classical methods to learn Grecian and Latin, so it is the oldest method we know.

Advantages: When we translate a word or a sentence straight without utilizing other ways of learning pupils get much easier the information, this is much more easy. Furthermore there wonA?t be any communicating jobs between the pupil and the instructor ; the pupils ever understand what he/she hear. Apart from that there is no job if the instructor is non really fluid in the mark linguistic communication.

Disadvantage: As many human communicating surveies show the natural order to get a linguistic communication is first hearing, speech production, reading and composing. The Grammar Transaltion Method merely put accent on reading and authorship, burying the first skills a pupil of course learn, that is listening and speech production.

By other manner the exact interlingual rendition is non the most of import in communicating, because it is really hard translate purposes, for case, or dual ways, and this method does non set any attending to this considerations, merely to demand interlingual rendition, which is impossible some times.

Other great disadvantage is that when a pupil learn a linguistic communication through the regulations and non by the usage, it will be really hard to cover with all communicative state of affairs ; this is because the communicating is non a end for this method.

TEACHER ROLE: For this method the instructor is ever the authorization in the schoolroom and there is no demand to interaction between instructor and pupil.

Student Function: The pupils have to memorise the information given by the instructor, that is regulations and vocabulary. A pupil is non an active participant in the category but a inactive receiving system of the information. When a pupil can interpret text from one linguistic communication to another he/she is consider good leraner.

Methodology: The instructors use the following techniques to learn the foreign linguistic communication: interlingual rendition, reading, deductive instruction of grammar regulations, the vocabulary is memorized. The stuffs used are literature texts from the foreign linguistic communication.

L1 Use: The instructor directs the category in the native linguistic communication during all lesson. The ground is that the unwritten communicating, that is listening and talking are non of import. The pupils use their female parent lingua in order to interpret word or transitions to the mark linguistic communication.

L2 Use: Students and instructor merely use the mark linguistic communication to interpret.

Listening: Listening is non of import for this method. There is no listening preparation.

Speaking: Besides this is non an of import facet of the method, instructor does n’t work on speech production. There is non pronunciation exercisings.

Reading: read literature in the mark linguistic communication is the purpose of this method. Thus the cardinal end for this method is to read literature written in the mark linguistic communication.

Writing: Besides is really of import and are trained at the same clip as reading.

Evaluation: The instructor buttocks pupils in a formal manner, utilizing formal trial to look into vocabulary or grammar, interlingual rendition, fill in the spaces, reading text and comprehension inquiries.

Personal Opinion: Nowadays instructors should n’t establish their instruction pattern merely on this method. Students likely find it deadening and discouraging, besides the most of import end when we are larning a foreign linguistic communication is to be able to pass on in this linguistic communication, and this method does n’t set any attending to this facet. But instead than reject wholly this method, instructors can utilize it sometimes when they need, for illustration, to convey the significance of a hard word when other ocular AIDSs ca n’t assist pupils.


Ancestor: This method was created by Berlitz in 1878. He put this method into pattern in the schools called as him. This method is the consequence of the dissatisfaction for the old and outdates Grammar Translation Method. It was successful in the beginning but shortly it started to worsen in the 1920, s because there was a demand of more grammar preparation.

This method is besides called the Natural Method because the pupils merely listen and talk in the mark linguistic communication, and its purpose is to larn the foreign linguistic communication in the natural manner to larn a linguistic communication as the kids do.

Advantage: Students get hearing and speech production accomplishments and a really right pronunciation in a direct manner.

Disadvantage: It is non the same to larn the female parent lingua and to larn a 2nd linguistic communication. The schoolroom is no the same as the existent life and some concrete features and the context has to be taken into history when learning a foreign linguistic communication.

Besides if the instructor is non bilingual or unless really fluid in the mark linguistic communication it would be a catastrophe.

Other disadvantage is that the instructor can non explicate anything in the female parent lingua and sometimes this is the easiest manner to acquire comprehension.

TEACHERA?S ROLE: The instructor is non every bit autocratic as in the old method, but normally manages the category and the pupils intercessions. The instructor speaks usually and of course as in the existent life, inquiring inquiries and actuating pupils to talk more and more.

STUDENTA?S ROLE: Unlike the Grammar Translation method for this Direct method the pupil is an active participant of the category. Each pupil has a function, even the instructor has it. The pupils speak in the foreign linguistic communication to pass on each other.

Therefore pupils learn to believe and talk in their mark linguistic communication.

Methodology: The instructor use the following techniques: realia ( existent objects, stuffs or state of affairss to interact and pass on with pupils, images, illustrations ( to learn grammar or vocabulary ) , map drawing ( the instructor say some instructions and the pupils have to understand it and work out a undertaking ) . Alternatively of a deductive account, inductive manner of instruction is used.

The instructor present new words, looks or sentences in a advancement: firts of all show the new point by ocular AIDSs ( gestures, images, etc ) . Second the instructor says verbally the new component, and so the pupils try to copy it. Finally the instructor correct errors and by repeat the pupils get the new component.

L1 Use: The usage of the female parent lingua is non permitted.

L2 Use: Teacher and pupils merely use the foreign linguistic communication in category.

Listening, SPEAKING, READING, and Writing: unwritten communicating is seen as basic and the most of import accomplishments to develop. This method emphasizes talking and listening over reading and authorship. Vocabulary is over grammar.

Evaluation: The instructor tests the ability to utilize the linguistic communication, non the linguistic communication itself.

In the Direct Method, pupils have to utilize the linguistic communication, non to show their cognition about the linguistic communication. They are asked to utilize both unwritten and written accomplishments. For illustration, the pupils might be interviewed orally by the instructor or might be asked to compose a paragraph about something they have studied.

Personal Opinion: It is rather a good method to learn general English. The pupils will be really fluid and will rule the unwritten accomplishments better than other pupils who learn the foreign linguistic communication by other method. But if the instructor is non native or proficiency in the foreign linguistic communication he/she should fix the category really good in order to be able to transport out the lesson program.


Ancestors: The Audio-lingual Method was developed in the U.S.A. during the Second World War and was spread in the 1950, s and 1960, s. The ground to make this method was a great necessity of the USA authorities to happen soldiers or military professionals who speak fluently other linguistic communications but there was non any. The solution was to learn every bit faster as possible people who was fluid talkers in other langauges. The audio-lingual method is besides called Army Method. It is based on behaviourism, in which instructors teach the foreign linguistic communication through support ( utilizing positive and negative feedback depending on the right reply of the pupil ) .

The importance of a linguistic communication is the existent usage, the public presentation, non the regulations or the written signifier of the linguistic communication, merely spoken linguistic communication is utile. A good representative sentence about this method could be: “ learn the linguistic communication non about the linguistic communication ” .

Advantage: This is the first theory based on psychological science and lingual surveies.

A big group of pupils is possible for this method.

The pupil can get good public presentation on listening and speech production.

Disadvantage: The method is based on behaviourism, so it may ensue drilling and repetitive for the pupils. The motive does non be and the acquisition is excessively mechanical and insistent. Thus the scholars have no control over their acquisition.

TEACHER ROLE: Teacher is the director, who directs and controls the pupils linguistic communication acquisition. Teacher is the theoretical account of the mark linguistic communication. The instructor is the illustration, manages the linguistic communication acquisition and the gait of the pupils acquisition, and rectify them in order to acquire a good public presentation of the foreign linguistic communication. The instructor theoretical accounts the mark linguistic communication, controls the way and gait of acquisition, and proctors and corrects the learnersA? public presentation. The instructor avoid the pupils mistake, it, a of import non do errors.

Student ROLE: If the instructor is the theoretical account and the illustration, the pupils are the followings. Sometimes the pupils have to copy some mark linguistic communication recordings alternatively the instructor theoretical account. Students are impersonators of the instructor as perfect theoretical account of the mark linguistic communication or the native talkers in the audio recordings.

Methodology: The instructors use an inductive acquisition, they do non explicate regulations but use a mechanical exercisings to larn to utilize the mark linguistic communication. Therefore, the typical activities in this method are drills and pattern exercisings such as repeat, memorisation, replacing ( one word is replace by another ) , restatements ( the same but with sentences ) , complete duologues, etc.

The significance of words and sentences is shown straight, but the usage of the female parent lingua is out.

L1 Use: The native linguistic communication is non allowed in the schoolroom. It is considered a bad wont.

L2 Use: The instructor and the pupils merely use the foreign linguistic communication.

Listening, SPEAKING, READING AND WRITING: Students learn the mark linguistic communication in a natural order: listening-speaking-reading-writing.

It puts great accent on listening and talking. The existent of import for this method is the unwritten linguistic communication, the address, the usage of linguistic communication, neither the written signifier nor the regulations about linguistic communication.

Evaluation: Students are evaluated on merely one point of the linguistic communication at clip. instructors use mechanical exercisings to asses concrete points of the linguistic communication acquisition. The most of import facet to measure is the rightness of the pupil, who must non do errors.

Personal Opinion: There are many utile things we can larn from the Audio-lingual Method. It follows the natural order to larn a linguistic communication, that is listening, speech production, reading and composing, and gives more importance to the unwritten accomplishments.

In the schoolroom, utilizing pattern drills pupils can command grammatical constructions easy and can develop the unwritten abilities. So the Audio Lingual Method provide instructors many utile techniques which help pupils to derive assurance in the mark linguistic communication. With ranked and intensive pattern the pupil will be more confident when communicate.

Furthermore, native speech production recordings and a great sum of linguistic communication exercisings offer pattern in speech production and hearing, which are considered of unchallenged importance in linguistic communication acquisition.

In amount, we could accommodate some sorts of techniques used by the Audio-lingual Method, such as duologues and form drills to our pupils and their demands, and taking into history of import factors such as sociolinguistic and discourse competencies, the context of the pupils and other communicative facts which are necessities when scholars are analyzing a foreign linguistic communication.


Ancestors: Is based on the Cognitive Psychology. The Silent Way is a method developed by Caleb Gattegno in the early 1970, s.

Gattegno stated his grounds for the outgrowth of his method as follows:

“ As I developed my techniques while subordinating my instruction to the acquisition, I found that I could really early reassign the duty for the usage of the linguistic communication to my pupils, so that I become able to learn utilizing fewer and fewer words. It is this facet of my techniques of learning that prompted me to name the attack ‘The Silent Way of Teaching Foreign Languages ”

He gave excessively much importance to the word ‘silent ‘ because he thought that there are ways of larning where the instructor does non interfere in this pupil acquisition.

Advantage: This method takes into history the cognitive surveies of the human head.

Besides excessively much repeat is non necessary and avoid the waste of clip or energy for the pupils and the instructors.

Disadvantage: This method is merely possible in little sized categories.

Furthermore the instructor has to obtain a good figure of accomplishments and techniques in order to set this method into pattern. I mean that the grammar is really complex and the instructor can happen troubles to transport out the categories merely utilizing this method.

The pupils could happen this method meaningless and non actuating utilizing unimportant treatment about rods.

Language is learned in no natural state of affairss utilizing rods.

TEACHER Function: The instructor supervising the category, but is non a really active participant. He/she does non talk if possible, and the pupil is encouraged to talk every bit much as possible.

The instructor has to make an environment that encourages pupil to larn and facilitates the linguistic communication acquisition.

The instructor should give to the pupils the necessary tools to larn utilizing what they already know. The instructor should take part a small in comparing with what pupils should take part.

Student Function: The scholars should be responsible for their ain linguistic communication acquisition, therefore they become independent. The pupils mix each other so it produces a concerted work.

The pupils have to pay much attending because this is an of import factor in the acquisition.

The scholars help and promote each other so this method promotes cooperation and independency from the instructor.

Methodology: The aid of the instructor is limited every bit much as possible because the pupils have a capacity to work out linguistic communication jobs.

The techniques used are color rods stand foring some linguistic communication state of affairss, coloring material charts, rectification by braces, teacher silence, word charts, etc.

L1 Use: native linguistic communication can be used to give instructions when necessary, but merely at least for novice degrees and when it is wholly necessary.

Besides the native linguistic communication is used as a tool to larn about the foreign linguistic communication that is to state when words have similar sounds the pupils can detect those phonological differences.

L2 Use: The usage of the mark linguistic communication is indispensable for this method.

The significance of the words or sentences are conveyed by pupils ability but non by interlingual rendition.

Listening, SPEAKING, READING AND WRITING: Pronunciation is one of the most of import linguistic communication accomplishments to get from the beginning. The modulation and musicalness of a linguistic communication is difficult worked. despite of everything all four accomplishments ( listening, speech production, reading and composing ) All four accomplishments ( reading, composing, speech production, and listening ) are trained from the really beginning.

Evaluation: The instructor is measuring pupils all clip but non by formal trial. The instructor assesses the pupils ‘ capacity to reassign their cognition to other state of affairss.

Personal Opinion:

By one manus I wholly agree with the thought that the instructor should non tamper excessively much when a pupil is seeking to pass on or doing errors when speaking because this could deter the pupil and possibly cause that the pupil does non take part any more. Furthermore a instructor talking all clip and interfering the communicating among pupils does non intend more effectual acquisition. I think that excessively much information is non good for the pupils. I prefer take into history the pupils abilities to larn linguistic communications and the duty for their ain acquisition

In my sentiment this method is excessively radical because there is no demand for the instructor to be in silence all clip, in add-on the instructor should talk with the pupils and serve as a theoretical account. This fact is non contrary to promote pupils to talk more than the instructor.

Finally I agree with the importance of the larning procedure more than the consequences of that procedure.


Ancestors: Entire Physical Response ( TPR ) is a method created by James Asher to assist larning foreign linguistic communications. The method had its great minute in 1970s but ne’er became really accepted by pedagogues and instructors.

The T.P.R. besides supports the thought of larning a 2nd linguistic communication merely like the acquisition of the female parent lingua, first unwritten communicating ( listening in a soundless period and secondly unwritten productions ) .

Basically it consists of bids emitted by the instructor and performed by the pupil. The bids normally are imperative verbs, from the easiest ( like sit down, skip… ) to more complex bids ( such as go to the chalkboard and pull a adult male sitting between a tree and… ) .

Asher defended that the linguistic communication acquisition could be organized around this bids.

Advantage: Students love this method because it is amusing.

Besides it is really easy to the instructor, it does non necessitate much readying.

Sing the vocabulary larning the T.P.R. is one of the best tools to larn new vocabulary. It is a good tool for larning vocabulary.

By other manner there is no job with big sized categories.

And other advantage of this method is that the instructor can utilize it with all pupils, immature, grownup, etc.


Although TPR can be used by all pupils, even grownup people, it seems to be more effectual with novices.

Furthermore merely the imperative signifier is trained.

Another disadvantage for the pupil is the hapless creativeness that this method give them. The pupils can non show and their engagement is limited.

Finally all linguistic communication larning can non be trade with this method and there is a demand to unite it with others.

TEACHER Function: In the T.P.R. the instructor has a really active function because he/she decides what to state, which stuffs use and the pupil ‘s response.

Student Function: The pupils are performing artists and active hearers. They listen the bids said by the instructor and so they have to react physically to these bids.

Methodology: For the T.P.R. the 2nd linguistic communication acquisition has to be as the first linguistic communication acquisition in the sense of learn the linguistic communication in a non emphasis environment. Students merely speak when they are ready and they merely are expected to react physically demoing apprehension of the bids given by the instructor.

Therefore the grammar is studied in an inductive manner, the regulation is ne’er explained. The significance is conveyed through organic structure linguistic communication and gestures. The imperative verb is the cardinal tool for this method and all grammar and vocabulary elements are introduced through this jussive mood.

The instructor usage techniques such as Commands ( skip, open your eyes, touch your toes… ) , both the instructor say the bid or a pupils can state the bids excessively, ad from the most elemental like leap! , near your eyes, etc, to the most sophisticated 1s, like “ stand up and walk 3 stairss, so turn right and pull a adult females have oning spectacless in the chalkboard, etc ” , and sequences of bids, that is several bids together.

L1 Use: The female parent lingua is ne’er used, except in the really get downing to present the method to the pupils, in order to understand the mechanism of the T.P.R.. After that the native linguistic communication is ne’er used.

L2 Use: Teacher lone speaks in the foreign linguistic communication. A great sum of bids are said by the instructor and merely in the foreign linguistic communication. However the pupils don, t use the foreign linguistic communication until they are ready to make that.


This method defends the natural order in linguistic communication acquisition: hearing, speech production, reading and composing. Listening is really of import because it is portion of the soundless period what is indispensable at the first phases. At this phase pupils listen what they hear and seek to understand assisting by the instructor, and eventually, if the pupil has a comprehendible input they feel ready to talk.

Speaking is besides of import but merely if the pupil is ready to talk, when it does non intend a emphasis state of affairs. Speaking is ever voluntary.

Evaluation: Obviously the instructors will detect if a pupil understands the bids detecting their physical response to the instructions given. This is the formal rating that instructors can make in this T.P.R. method, for case, detecting the public presentation and the responses to the bids, pupil by pupils. It is really easy to cognize if the pupil has the cognition looking at their actions. The responses go to the most simple to the most complicated public presentation, depending on the age and degree of the pupils.

Personal Opinion: This is a really utile method to utilize with all pupils ( kids, immature and big pupils ) , but merely in the first phases of the foreign linguistic communication acquisition. I wholly agree with the thought of learn the foreign linguistic communication in a non- emphasis environment, because this is a cardinal factor of the acquisition. Students learn better in a relaxing atmosphere, like kids learn their female parent lingua. The sort of activities that the instructor can utilize is broad and do n’t necessitate any linguistic communication reply of the pupils until they are ready to make that. But teacher has to bear in head that this method is non plenty when pupils are in a higher degree. In that instance, pupils need more communicative activities.


Ancestors: The clinical psychologist Lozanov developed this method in the 1970, s. Although it was used in several Fieldss it was largely used in the linguistic communication learning field. Lozanov defended that with this method the pupils could larn foreign linguistic communications more rapidly than with other methods.

The theory emphasized the psychological acquisition factors, which should be favored even by physical context.

the instructor should utilize positive suggestion in order to do a comfy environment, in a non emphasis and relaxing atmosphere. Thus the pupils feel secure and motivated to take part in category.

The instructor can acquire this aims doing some alterations in the schoolroom: a soft and indirect visible radiation, a relaxing music, comfy chairs, etc. The pupils cad alterations their names or functions, in order to experience uninhibited.

Advantage: this method cut down the schoolroom anxiousness and the pupils emphasis due to the music, the visible radiations, the relaxing atmosphere and the sort words of the instructor, who are continuously encouraging and motivative pupils. So this method increases the possibilities of unwritten interchanges among pupils and the instructor and their engagement in category.

Disadvantage: Not all instructors have comfy chairs or loosen uping music at their disposal. This method considers that in all linguistic communication larning state of affairss must be an idyllic context, but it is non ever possible.

By other manus this sort of techniques are effectual with some pupils but non with others, and in 1s civilizations it possibly works and in others non.

Finally non merely memorisation is of import in the linguistic communication acquisition, there is a demand of comprehension and apprehension of a linguistic communication in order to be successful in all communicative state of affairss.

TEACHER Function: The cardinal function of the instructor is the Godhead of state of affairss in which the pupils feel comfy therefore a more positive keeping is possible, and so demo the lingual stuff. Learners learn better if they get the information from a dependable authorization. Students must swear and esteem that authorization.

Student ROLE: Students are like a kid. Sometimes they change their individuality, to experience more secure and less inhibited follow a new individuality to experience more secure and less inhibited. It is of import when a pupil trades with new lingual stuff without anxiousness or a great attempt.

Methodology: The suggestopedia method emphasized the memorisation because it says when a pupil is relaxed he/she is utilizing his/her long-run memory, so if a pupil is non stressed he/she learn much better than if is worried or feels anxiousness.

As a effect the vocabulary is really of import for the method unlike the grammar which is taught deductively and every bit less as possible. Even the female parent lingua is used to explicate grammar regulations.

Some of the techniques that the instructors follow are:

supply the right schoolroom ambiance ( scenes, visible radiations, music, etc )

do a positive suggestion to the pupils ( that is encourage pupils direct and indirectly )

peripheral acquisition ( usage postings, wall charts, pictures, etc, because the pupils learn indirectly with this stuff )

Students follow a new individuality

Mental exercisings: for illustration pupils close their eyes, breath deeply and dressed ore in a different and motivative scene described by the instructor.

Music exercisings: the instructor read a text accompanied with music, about ever classical music. The modulation goes with the music.

Students public presentations: here the pupils are active participants and they have to read a text or sing a vocal or dance or dramatise, etc.

L1 Use: The instructor uses the female parent lingua when it, s necessary, about ever to convey significance of duologues, but every bit shortly as the class goes on it usage should be reduced at minimal.

L2 Use: the usage of the foreign linguistic communication is indispensable and the instructor should utilize it as much clip as possible.

Listening AND Speaking: Oral communicating is emphasized over written signifier. Speaking and hearing are really of import.

Reading AND Writing: Writing and reading are besides of import. The pupils ‘ plants on composing making composings, reading duologues, etc.

Evaluation: There is no formal trial to measure pupils, but it is possible through pupils categories public presentation and day-to-day observation. The formal manner of rating may endanger the relaxing atmosphere.

Personal Opinion: I think that the Suggestopedia method itself ca n’t offer instructors a solution to their linguistic communication scholars ‘ jobs, but it does n’t intend that we, as instructors, ca n’t utilize some of these techniques when appropriate. For case, if our pupils are grownup or immature and they feel diffident or nervous in a communicative state of affairs, the instructor can play music, rearrange seating in order to the pupils feel comfy, exchange soft visible radiation, etc. In my sentiment the environment is really of import for scholars, and the context must be safe and secure for them. Besides, pupils who have good experiences with the foreign linguistic communication learn better than others who feel stress. All this grounds make this method interesting, but unable itself to acquire proficiency in a foreign linguistic communication.


Ancestors: There was a great dissatisfaction with the audio-lingual and grammar interlingual rendition method. this methods can non decide some lingual jobs, for illustration the acquisition is non adequate realistic or the pupils did non larn societal linguistic communication ( looks, gestures, etc ) to allow them pass on successfully.

The Communicative Approach arose in the center of two antonyms lingual rules: the theory and the pattern, one surveies the lingual codification and other surveies something wider, that is the communicative event, taking into history the fortunes in which the text has been produced.

Communicative Approach defends existent usage of linguistic communication, like reliable unwritten exchanges where the pupils are wholly engaged in existent communicating, and a communicative linguistic communication instruction in which the instructor facilitates the pupils ‘ linguistic communication acquisition through communicative state of affairss.


This is one of the few methods that take into history the pupil ( their abilities, capacities, specific demands, involvements, etc ) ; the method is learner-centered.

Giving pupils existent life state of affairss is really utile if we want to learn communicative linguistic communication, I mean tat the existent of import facet to bear in head when we are learning is to give pupils the chance to develop their linguistic communication accomplishments in a existent context, with a significance and present it in a motivative manner, ever taking into history the personal pupils features, demands and capacities. Nowadays the societal demand is to happen people who be able to pass on in foreign linguistic communication, non people who know about the grammar regulations or formal facets of a linguistic communication.

Furthermore the usage of reliable stuffs is extremely actuating.


The Communicative Approach is really utile to develop unwritten accomplishments, listening and talking. But it doesn, t put much attending to the other accomplishments, reading and authorship, which are besides really of import and have to be learned if a pupils wants to be communicative competent. There is a demand to read and to compose in the foreign linguistic communication. and the Communicative Approach does non concentrate on this facet.

TEACHER Function: The instructor is a facilitator of his/her pupils ‘ acquisition. He/she directors the activities in the schoolroom and ever is supervising the pupil ‘s public presentation without interfering and rectifying errors.

Student Function: Here the pupils have the whole duty of their ain linguistic communication acquisition. The pupils are seen as communicators who are continuously negociating the significance each other. The pupils have a really active function.

Methodology: The most of import features of the Communicative Approach method are the follows:

– The Communication covers a great scope of maps ( for illustration salutations, apologising, looking for information… ) and impressions ( for case salutations to be sort, apologising for being late… )

– The linguistic communication is seen as a medium of communicating, therefore this communicating has ever a societal intent. The pupils have something to show or to happen out.

– The activities in the schoolroom offer pupils the chance to utilize the foreign linguistic communication as a communicative tool from the really beginning, looking at the intending instead than the signifier of linguistic communication.

– The activities should be meaningful and actuating for the pupils. So the pupils will larn by intrinsic motive, from difference to other methods in which the instructors use extrinsic motives ( award the right reply and avoid errors ) . Meaningful propensity is ever better retained by pupils.

– As I said earlier, this is a scholar centered method in which the pupils is the centre of the acquisition and all the cognitions and activities are designed taking into history the specific features, demands and involvements of the pupils.

– The linguistic communication acquisition must be utile, I mean that the acquisition has to function for the existent life where pupils have to cover with a great figure of different mundane state of affairss.

– The activities represents existent life state of affairss and acquire the pupil the chance to existent communicating through function dramas, undertakings, dramas, in which linguistic communication is produced spontaneously. Spontaneous and jury-rigged pattern will do pupils more confident in communicating. Repeat activities are avoided.

– The unwritten linguistic communication is emphasized over the written linguistic communication.

– The errors are seen as a natural portion of the acquisition procedure. The pupils learn from doing errors. Changeless rectification is non good for the acquisition procedure.

-The formal facets of linguistic communication and the grammar are taught less consistently, but besides is of import.

Teachers must happen the connexion between the old cognition and the new, to do the subject memorable for the pupil. There should be a span between the two cognitions.

The stuffs play an of import facet in linguistic communication acquisition. This should be attractive and actuating for pupils. Authentic stuffs can be used for this intent. – native conversations, newspapers, magazines, verse forms, pictures, ICT ( information & A ; communicating engineerings ) resources… – and can be exploited in different ways. The instructor should non be restricted to the text edition. It can be manipulated in order to do it more utile for this intent.

– The new cognition has to be presented, assimilated and reproduced in a self-generated manner. The usage of ocular AIDSs will assist pupils.

L1 Use: Students and instructor does non utilize the female parent lingua, so this has non any peculiar function.

L2 Use: The foreign linguistic communication should be used about all time- giving accounts, in activities, for communicating among pupils and instructor… -L2 should be used during non lone activities, but besides when the instructor is giving accounts, instructions, and prep. Students should see L2 as a tool for communicating, non a topic to survey.

Listening, SPEAKING, READING AND WRITING: The four linguistic communication accomplishments are learnt from the really get downing. But unwritten accomplishments, listening and reading are emphasized.

Evaluation: The instructor evaluates pupils ‘ communicative public presentation through different ways- communicative activities, duologues… etc- but besides assesses the authorship and reading skills- for illustration inquiring pupils to compose a missive, or reading a transition with some aims… etc.

Personal Opinion

This is the method used today in the foreign linguistic communication schoolroom. It is the 1 that best suits the demands of pupils because it offers the chance to larn the 2nd linguistic communication in a communicative manner, where the of import thing is communicating, non the signifier or regulations. So the pupil is able to pass on in a foreign linguistic communication, which is the end of linguistic communication instruction: existent communicating outside of schoolroom.

Concluding Decision

Having a general position and a complete apprehension of the most of import methods, I have to state that the most suited method to learn a foreign linguistic communication is this Communicative Approach. The pupils have the demand to pass on outside the schoolroom, existent communicating, non prepared exercisings or drills. In order to acquire this purpose, the Communicative Approach offer us a great assortment of techniques and activities we can utilize as instructors with our pupils, utilizing reliable stuffs, actuating for the students, and similar to the existent universe. But I think that non merely the Communicative Approach is a valid Method, because there is a batch of different larning demands, different pupils, different state of affairss and each one can be deal with the most suited method in each instance.

All in all, no 1 method is the solution to the jobs of the linguistic communication acquisition. It would be better for us to take fruitful techniques from each method depending on our pupils ‘ degree, age and demands.

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