The Development of English Language Teaching Methods

The actuality of the course paper. The actuality of the investigation includes necessary methods for teaching ESL
The aim of the course paper. The goal of the investigation is to analyze general and specific features of various methods, along with, to provide suitable methods for individuals.
The task of the course paper. Several stages were placed, step by step, in order to reach the aim of the investigation.
The subject and the object of course paper. The subject of the investigation is teaching languages in the EU. The object of the investigation is differences and specific benefits of the methods.
The methods of the course paper. During the research process, some methods were used to reveal the main content of the research work
The material of the course paper. The concepts and issues were taken from. The research works of many researches and scholars in terms of the given themes and the internet resources.
The structure of the course work consists of introduction, two chapters and conclusion which are followed by the bibliographic list of the literature used during the course of research.

CHAPTER I. THE FACTORS FOR CHOICE OF TEACHING METHODS

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   Appropriate choice for methods and materials in different age categories
   

Learners need to be familiar with both the language and culture in order to communicate effectively across cultures. Absence of information on social points of interest adversely affects grasping between the delegates of various societies. This is why co-teaching and co-learning of culture and language is used in ELT.
Values and beliefs, on the one hand, and attitudes and behaviors, on the other, are the primary focus of co-teaching and co-learning language and culture. When it comes to oral communication, a social or cultural error can actually be far more damaging than a linguistic one. It is difficult to convince students to alter their native verbal behavior based on a new set of assumptions, even when good cultural descriptions are available.
The norms and conventions of intercultural communication are influenced by social, contextual, stylistic, and cultural factors:
1) social relevant elements: the age, gender, status, social distance, and relationships between the participants (such as power and affect distance);
2) Appropriateness in style: strategies for politeness, an understanding of genres and registers;
3) factors of culture: background knowledge of the language group that is being targeted, awareness of cross-cultural differences and major dialects and regions, and in today's co-teaching and learning programs, the communicative approach, whose primary objective is to improve learners' communicative competence, is the most widely used instructional framework.
Using the linguistic system effectively and appropriately in the target language and culture is what this theoretical term means. Nonetheless, it is additionally requests coordinating society situated guidance. Linguo-cultural instruction is one variation of culture-focused approaches. A language is both a form of culture and a means of communication. That is the reason linguo-social methodology matches a significant number of the objectives of Open Language Instructing by looking for: 1) the integration of cultural and linguistic learning to make communication and interaction easier; 2) the possibility of co-teaching and co-learning language and culture to prepare students for appropriate English communication with representatives of native speakers and non-native speakers. English has turned into a global language or a most widely used language (language-middle person), that is the reason the limits of utilization the EL have been expanded.
From the place of etymologists, the linguo-social methodology is coordinated to concentrate on the ongoing condition and working of a language and culture in the nearby interrelation in the various sorts of talk. With this approach to FLT, it is possible to interpret the meaning of the language as a result of cultural experience or as units of people's cultural memory. Teaching languages can be done in a variety of ways. Some have seen great success but have since faded into relative obscurity; Others are currently widely used; still others have a little following, however contribute experiences that might be retained into the by and large acknowledged blend. Students are taught grammar using the grammar translation method, and vocabulary with direct translations is provided for them to memorize. The majority of instructors now recognize that this approach is ineffective on its own. Nowadays, the traditional teaching of classical languages makes the most use of it.
An approach to language instruction known as communicative language teaching (CLT) places an emphasis on interaction as both the means and end goal of language learning. It is still popular, especially in Europe, where academic discourse is dominated by constructivist perspectives on language learning and education in general. The direct method, which is also sometimes referred to as the natural method, only uses the target language rather than the learners' native tongue. The direct method is based on the idea that learning a second language must be like learning a first language because this is how people naturally learn languages: a child never uses another language to learn its first language, so learning a foreign language doesn't require knowing the mother tongue.
Students in the audio-lingual approach watch or listen to recordings of language models acting out scenarios. The instructor always emphasizes the use of the target language as the students practice with a variety of drills.
Mixed learning consolidates eye to eye instructing with distance training, much of the time electronic, either PC based or online. It has been a significant development point in the ELT (English Language Educating) industry throughout the course of recent years. Online tutoring can also be part of online teaching. Some people have started personal websites specifically for the purpose of online teaching or tutoring to help people learn about a subject or get help with their homework. This is obviously mostly for kids in school and high school, but it is also part of online teaching. Objectives are the primary designs to move or impart data. The student is not required to speak; rather, he or she is given an individual readiness period and is allowed to begin speaking on their own when they are confident in their ability to comprehend and communicate. Language learning falls into five functional categories: interpersonal, personal, instructive, referencing, and creative. The various approaches are used to distinguish methods in the FLT methodology. There are a variety of criteria that can be used to classify them. If you want to influence learners for good, you should not only love to teach; you should love each person you teach. As you show your love for those you teach, they become more open to learning from you and more aware of their eternal worth. Seek to understand those you teach. As you do, you will be better able to teach lessons that meet individual needs. Search for ways to help new members and those who have been less active feel welcome in your class. Invite them to come, and introduce them to other class members. Invite them to participate by asking them questions you know they can answer and otherwise helping them feel comfortable in class.
Do all you can to know class members’ interests and needs.
Learn class members’ names and call them by name.
Listen attentively to class members and express sincere appreciation for their participation.
No teacher should fall into a monotonous pattern of presenting the same kind of lesson week after week. When you teach with variety, learners tend to understand principles better and retain more. As you strive to choose effective teaching methods, ask yourself: Will the method invite the Spirit? Will the method help learners better understand the gospel principle? Will the method invite students to participate in the lesson? Will the method make the best use of time? It is important to begin your lesson in a way that prepares others to learn. You can do such things as present an object lesson, write questions on the board, or have someone read a story or scripture.
It is also important to conclude your lesson in a way that invites learners to live what they have learned. You can review the main principles taught and ask learners how to apply them, ask an individual to summarize the main points of the lesson, and bear testimony of the principles. As a gospel teacher, you should do all you can to create an atmosphere that contributes to learning. Preparing a comfortable and inviting classroom is important to encouraging learning. Helping class members respect you and each other will also contribute to a learning atmosphere.
One of the most important things you can do is to promote reverence. Begin by being a good example of reverent behavior. Set limits that define what behavior is acceptable and unacceptable in your class. If you teach children, take time to explain clearly what reverent behavior is. Using music in the lessons you teach will help learners feel reverent. Try to help the person participate in positive ways, and if necessary, speak privately with the person. As you seek to resolve the problem, do all you can to show the person you care about him or her. Instructors genuinely must get to know current educational strategies and their hidden standards as well as viable study hall procedures, materials, and evaluation methodologies proper to a specific stage contingent upon the students' age bunch.
"Age" can be viewed as a learner variable and a contextual consideration, along with knowing "who" and "where" and "why" your students are learning English as a foreign language. Although it might be premature to assert that a particular method is appropriate for a particular age group of students, there are certain general considerations for various age groups that ought to encourage teachers to be mindful of and selective about the kinds of teaching methods and techniques they employ in accordance with their students' ages. Table 5 shows characteristics of various age groups and education levels.
We must contrast them in terms of ELT intellectual development opportunities. The teacher, the students, the conditions of instruction, and the broader socio-cultural context will all shape at least one approach and method. A specific strategy cannot require everyone to participate in order to succeed.
First and foremost, the lesson's objective, characteristic, age, and content all play a role in selecting a method. Conversation, presentation, retelling, translation, and other methods are just a few of the many options available to the English teacher. An EL teacher might also think about picking one of these methods.

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