Applied Linguistic

CHAPTER 4
English Language Teaching

In English language teaching, we find many kinds of teaching method such as TEFL and others. In this chapter we discuss the following material which is also important.

1. Grammar-translation language teaching
Grammar-translation language teaching focuses only in the grammar function. In the mean-time, grammar rules were explained to the students in their own language, vocabulary lists were learned with translation equivalents, and the sentences especially constructed to contain only the grammar and vocabulary, which had already been covered, were laboriously translated in writing, into and out of the student’s first language. Grammar-translation language teaching describes grammar and vocabulary, which are crammed without regard to meaning. There is no emphasis on development fluent speech, it is better to get things right slowly than say them fast and effectively, but incorrectly.

2. The direct method
In the language schools that catered for different types, the student did not necessarily share the same first language. The new type of student needed spoken as well as written language, they needed it fast. The advocated direct methods in which the students’ own language were banished and everything was to be done through the language under instruction. Translation and first language were banned and the new method enforced, sometimes quite ruthlessly. The direct method established a concept of language learning very different from the implicit in grammar-translation.

3. Natural language learning
This new method previously promulgated under exactly the same name in the nineteenth century that an adult learner could repeat the route to proficiency of the native speaking child. The idea was that learning would take place without explanation or grading without correction of errors but simply exposure to meaningful input. In many ways, the natural approach is an object lesson in what applied linguistic should not be. It imposes upon teachers, without consultation and consideration for their existing practices and beliefs, ideas based upon academic research and theorizing. The natural approach was superficially seductive and there is no doubt that it attracted the followers in its day. Now, it continues to exert a considerable influence.

4. The communicative approach
Communicative approach or communicative language teaching rapidly became and still remains the dominant orthodoxy in progressive language teaching. The focus of CLT was primarily and necessarily social, concern as it was with the goal of successful communication. Consequently, communicative pedagogy shifted its attention from the teaching and practice of grammar and pronunciation rules, and the learning of vocabulary lists, to communicative activities. The richer strands of CLT movement were not therefore advocating the abandonment, but rather two changes of emphasis. Firstly, in addition to mastery of form, learners need other kinds of ability and knowledge if they are to communicate successfully. Secondly, the forms should be approached in the context of the usefulness rather than as an end in themselves. The CLT students used to consider first what they needed to do with language and then learned the forms, which would fulfill those needs. Moreover, there are some developments of communicative approach, which differ markedly from the various kinds of teaching which preceded them.
In short, from the explanation above, we can know the conclusion of those materials:
· Grammar-translation language teaching focuses only in grammar function and vocabulary.
· The direct method established a concept of language learning very different from the implicit in grammar-translation. Everything was to be done through the language under instruction.
· The idea in natural language learning took place without explanation or grading without correction of errors but simply exposure to meaningful input and it based upon academic research and theorizing.
· The focus of communicative approach or CLT was primarily and necessarily social, concern as it was with the goal of successful communication. Communicative pedagogy was taken from the teaching and practice of grammar and pronunciation rules, and the learning of vocabulary lists, to communicative activities.