Grammar Translation Method contents I. Introduction II. Main part

Language teaching methods

There are many methods of teaching language. Before investigating differences in teaching methods, let me briefly explain the terms approach, method and technique. An approach is the broadest term of the three. It is the theory of language teaching, but it does not involve procedure or provide any details. A method is a plan for presenting the language material. It gives the advice how to teach. A technique is a specific classroom activity or device.

2.1 History of foreign language education
Generally speaking, the need to learn foreign languages is almost as old as human history itself. However, modern language education started about 500 years ago. The dominant language of education was Latin. It was claimed that its study developed intellectual abilities and students were taught especially the grammatical aspects of Classical Latin (“Language education” n.d.).
In the 18^th century, modern languages started to be taught at European schools. However, teachers used the same method, based on the purely academic study of Latin. Students were required to memorise grammatical rules and translate abstract sentences.
As late as in the 19^th and especially in the 20^th century the linguists started to come up with new principles and approaches. Older methods are rejected as newer ones are invented and promoted as the only solution for foreign language students (“Language education” n.d.).
Some of the methods are still used nowadays, while others had fallen into relative obscurity.


2.2 Methods of teaching foreign languages
There are many methods that can be used in foreign language teaching. Let me mention some of the most important ones.


Grammar Translation Method
The grammar translation method focuses on grammatical rules and their memorisation. This method is discussed in more detail in the following chapter.
Direct Method
The direct method was established in Germany and France around 1900 as a reaction to the grammar translation method in an attempt to integrate more use of the target language. It is sometimes also called ‘natural method’, as it operates on the idea that the second language must be learned as the first language – in a natural way. This method places great stress on correct pronunciation. Grammar and translation should be avoided. The learners are supposed to deduce the grammar rules from the example provided by the teacher (“Language education” n.d.).
According to this method, printed language and texts must be forbidden to the learners for as long as possible. This can be considered the disadvantage of this method. When the learners are able to read why they should avoid the written text (Celce-Murcia 2001: 56).
The other disadvantage could be seen in the exclusive usage of the target language. When explaining new vocabulary the teacher should not translate the word but must explain or demonstrate it somehow, which can be sometimes very lengthy and hard to understand for the learners (Celce-Murcia 2001: 58).
I am not a supporter of avoiding grammar at all, as I believe that at least the most essential grammar rules ought to be taught and practised. I am not convinced that the second language can be learnt as the mother tongue.


Series Method
The series method is a variety of the direct method. The father of this method, Francois Gouin, suggested that “students learn a language more quickly and retain it better if it is presented through a chronological sequence of events” (“Language education” n.d.). Gouin found that if the series of sentences are shuffled, their memorisation becomes nearly impossible. The learner must use the new concept frequently after presentation, either by thinking or by speaking.
The biggest weakness of this method is that it is entirely based on one experience of a three year old (“Language education” n.d.).


Audio-Lingual Method
The audio-lingual method was developed in the USA during World War II. They needed people who were orally proficient in the languages of their allies and enemies alike. The Army Specialized Training Program created intensive programs, where students interacted intensively with native speakers in guided conversations. They considered language as simply a form of behaviours, students have to stop thinking about the language and its rules and instead start using it automatically. All grammar rules are deduced (“Language education” n.d.).
This method was attacked by Noam Chomsky, who claimed that “language ability is not habituated behaviour but an innate human capacity, prompted a reassessment of drill-and-repeat type teaching practice” (Thornbury 2000: 21).
I admire the focus on communication, although I would not use audio-lingual method as the primary method of instruction.


Silent Way
The silent way is a discovery learning approach. It is called the silent way because the teacher is supposed to be silent. Students talk and explore the language in practice. It was thought that it is in learner’s best interest to develop independence and autonomy and cooperate with each other in solving language problems. The teacher’s role is to monitor students’ progress, to choose relevant material, and to guide students to reveal their own mistakes (Mora 2008).


Communicative language teaching
This approach focuses on all of the components of communicative competence, because the language is seen as a means of communication. This approach will be dealt with in Chapter 4.


Suggestopedia
Suggestopedia was developed by Lozanov, a Bulgarian psychotherapist. It is “a teaching method which is based on a modern understanding of how the human brain works and how we learn most effectively” (Welford 2005).
This method works with relaxation. Students must feel comfortable and confident. The most important is the atmosphere in the classroom. This method is teacher-controlled, but it does not mean that the teacher should act directive (“Language education” n.d.).
The most important feature is using music, especially classical music, such as Beethoven or Mozart. It is used both in the background and as an accompaniment to certain activities (Bowen 2008).
I have no experience with this method. I find it interesting and I agree that the stress-free environment is very important and helpful. However, I cannot imagine teenagers listening to Beethoven’s symphony during the English lesson.


Total Physical Response
This method was developed by James Asher, a professor of psychology. It combines information and skills through the use of the kinaesthetic sensory system. It functions on the same principle as when the children learn their mother tongue where they respond physically to parental commands. The students are required to carry out the instruction by physically performing the activities (Celce-Murcia 2001: 85).
This method, in my view, is intended mainly for beginner level, especially for children.

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