LANGUAGE TEACHING METHODS

ABSTRACT

The research performed is based on different methodologies between two countries in order to

analyze the appropriate ways in which students can fill the gaps, including observations,

checklists and the population of teachers and 9th and 10th grade students. Observations are

observed in the private schools of 9th and 10th grade. English classes using the checklist to

achieve the goals of the research study. The aim of this research is to identify the language

teaching method used by English teachers in Iran and Pakistan. It also aims to get suggestions on

how to improve teaching skills for teaching foreign languages. It also discusses corrective

actions, such as effective strategies for teaching, the problems faced by students during learning,

the gaps between teaching methods, and goals for research, so that they have opinions on

research methods, reasons for using a particular methodology, and so on teacher's vocabulary.

Observing the teacher's attitudes, methodologies, and foreign language teaching strategies during

the lecture, he observed the classroom environment, analyzed the errors, and students responded

to find the appropriate methodology with all the skills. Observations include the most prominent

methods, along with techniques and main beliefs for better evaluation and evaluation of the

method. We observed the pros and cons by observing the teacher method for 20minutes, the

sample is 2 English teachers in 9th and 10th grade, and the research population is 25 students of

9th grade and 20 students of 10th grade.

CHAPTER 1
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Introduction

Communication among different countries became very important in the world Teachers are

using various teaching methods. Teachers are always using new practices, strategies and best

practices to discover who they are, who their students are, and how to teach a foreign language.

Foreign language learners must have oral knowledge as well as knowledge of the grammatical

structure of the target language. Different teaching methods are used in foreign language

teaching because the role of teachers in the classroom is taken into account to achieve more

effective language teaching goals. This study highlights the different methodologies that teachers

can use to promote learning skills and why they are used, how they are used, when they are used,

and the principles by which teachers can learn a foreign language easier and more effective way.

This study is based on identifying how methodologies can help improve the English curriculum

by enabling teachers to work skillfully. Multiple teaching methods e.g. direct method, Audio-

Lingual method, Grammar Translation methods, Silent way, Desuggestopedia, Community

language learning, Total physical response and communicative language teaching. This study

highlights the gaps, study population, sample, study type, and objectives of the observational

approach. This study is performed in private English medium school and observations are

performed at secondary level in grade 3rd and 6th of English subject. The population of this

research is 30 students of 3rd grade and 31 students of 6th grade. Both grades were observed

using a checklist that included questions about class methodology, classroom environment, and

students' behavior on second language learning. The study includes elements that define what

methodology teachers’ use for teaching foreign languages.

LANGUAGE TEACHING METHODS

The Audio-Lingual method is a verbal-based approach to training students using grammar

sentence patterns. It is a direct way method based on communication skills that can use the target

language in communication. It includes routine vocabulary, language communication, memory,

translation, practice and education through speaking and listening skills. The grammar translation

method helps you to study the grammatical characteristics of the target language, so it has

commands for grammar. This method helps students have complete instructions on grammar

using different exercises. Translate disconnected sentences from the target language to the native

language, translate paragraphs, read reading questions, and use words in the sentences. The

grammar translation method helps you to study the grammatical characteristics of the target

language, so it has commands for grammar. This method helps students have complete

instructions on grammar using different exercises. Translate disconnected sentences from the

target language to the native language, translate paragraphs, read reading questions, and use

words in the sentences. Community language learning is a way of establishing a relationship

between teacher and student because they believe that learning is a social problem and that

language can be learned through social interaction. In this way, the student can speak and convey

meaning through behavior, so a complete physical reaction based on coordination of behavior

and language. Communication Language teaching methods can be used for brainstorming,

presentations, discussions and content through simple conversations. In Total Physical Response

method, the student can speak and convey meaning through behavior, so a complete physical

reaction based on coordination of behavior and language. Desuggestopedia used in various fields
LANGUAGE TEACHING METHODS

of study in foreign language learning. Students can be encouraged to participate in multiple

activities in the classroom such as mental journey, etc.

All teaching methodologies encourage learning skills, but in their own way the study is used

more in the classroom for foreign language learning, so it focuses on two teaching methods:

direct by observation during lectures and grammar translation.

LANGUAGE TEACHING METHODS

CHAPTER 2

Literature Review

Teaching methods relate to the principles and approaches used by teachers. Classrooms that

teach different content in different contexts based on some skills teaching and learning style.

Various educations in many ways, the method began in the field of English education. Keep your

goals in mind. So in different ways Managing principles and providing various teaching skills to

acquire what they want Knowledge of English language. Richard and Rodgers (2001), however,

innovate in the 20th century to improve the principle Design procedures of teaching methods and

materials (quoted from Bargee, 2012, p 10). Different approaches, methods and techniques have

been developed, such as total physical response method and communicative language method

grammar translation method, direct method, desuggestopedia, etc. In Pakistan grammar

translation method is very popular as compared to other methods. English is a compulsory

subject in grades one through twelve in Pakistan. In this method, its function is to translate of

single or pair of sentences or whole phrases. Richards and Rodgers (1986) described some key

characteristics of GTM. Grammar rules are analyzed in detail. Reading and writing are the main

focus very little attention is paid to speaking or listening.

LANGUAGE TEACHING METHODS

Another name, the direct method, is the natural method.Using intensive verbal interaction as the

target language using Sauveur (1826-1907) Questions by way of expression and speech in the

19th century (Richards & Rodger, 2004, p. 11). In this method its main focus on oral

communication than reading and writing.

(Mahboob, 2014) believed on that there should be an activities for writing skills as writing is a

skills needed everywhere for learning process because it is a significant skills in language

production. Writing is often measured simply a part of teaching grammar. So, in Pakistan the

students writing skills are weak and not appropriate according to grammatical rules as teachers

should focus on their writing abilities for achieving better results in teaching foreign language.

These problems are generally inefficient due to improper use of syntax, consistency, idea

expansion, content selection, topic sentences, rhetoric, and vocabulary. The increasing

worldwide demand for communicating in English has significantly increased the responsibility

of English teachers. Those students study in the private schools are opportunity to study English

where English is use as a medium of instruction. These schools use teaching method such as

communicative language teaching whereas in government schools use Urdu or first language in

their classes and these schools use teaching methods such as grammar translation method. Most

students practiced only essay writing or story writing that are closer to fiction style and do not

serve communication purposes. There must be communication activities for foreign language

learning at school level.

The literature on the various language technologies presented above suggests that language is

simply active acquisition of communication rather than assimilation of knowledge and

LANGUAGE TEACHING METHODS

information ability. The purpose of such a language gave rise to a communicative approach that

can help students understand how to use target language to communicate appropriately, fluently

and effectively Focus on student initiative and interaction rather than simply teacher-centered

orientation (Demirezen, 2011).

CHAPTER 3

Research Methodology

Research Questions:

1. What is the difference between a beginner's level of grammar translation and a direct way of

teaching English as a second language?

2. How effective is the approach and method for schools to improve language skills of students?

Nature of Research:

This research is Qualitative in nature.

Research Tools:

A tool included in this study is to observe the use of a checklist to identify the appropriate

methodology for English language teachers

LANGUAGE TEACHING METHODS

Research Population:

Population is 2 teachers and 30 students of grade 3rd and 31students of grade 6th of English

Class.

CHAPTER 4

Findings

I used two teaching methodologies, the “grammar translation method, “and the “direct method”

and to observe the importance of each teaching methodology as a discipline, principle, and skill.

During the observations, I listed questions related to the classroom environment, the students'

responses, and the teacher's method. So in 3rd grade, there were girls in class, and the number of

students was 30. I observed when teacher entered a classroom she just opened a English book

she started reading of lesson no 10 “The Railway Journey” by using grammar translation

method and she was just reading and translating into Urdu a mother tongue. She is just

translating the sentences. During the class the teacher just focused on grammar and its

translation. Students whispered to each other and did not pay attention to the content over time

just because of the GTM approach. In the class there was no curricular activity. Students were

getting bore and dull and teacher is not paying attention to them. Teacher was using this method

just because she wanted to improve grammar vocabulary and make them able to improve writing

skills. Grammar translation method is an old way, but beginners should be clear about how to

write sentences using grammar rules and grammar rules. Observations using questions about the
LANGUAGE TEACHING METHODS

role of the teacher during the lecture and a checklist of the student response of the English

teacher during the 30 minutes during the classroom lecture are determined by what kind of

methodology the teacher uses to teach a foreign language. Secondary levels and how teachers

use specific methodologies to promote learning skills.

The second observation of the 6th grade is also 30 minutes was performed with a few questions

about the method and feedback of English classes to identify the teaching methodology. In his

class teacher gave a topic to discuss that was “Aim in Life”. At the beginning of the class, the

teacher greeted the students and wrote a profession on the board entitled “Aim in Life”. Then he

asked a student, ‘What is your goal? The students answered Doctor. Then the teacher asked, why

do you want to become a doctor? The student answered because rural people suffer from various

diseases. The teacher advised him to speak elaborately. The student was silent. He asked another

student the same question. The student said he wanted to become a teacher because he wanted to

teach the poor students. The teacher said that it was a good job. During this observation teacher

strictly allows to speak in English and instructing questions answers. Then students were

participating and raising hands for ask questions and teacher was telling about all those questions

and giving answers with examples. The classroom environment was very clean, good and

attractive and artistic because there were charts and different drawings on the wall about useful

quotes. Student’s behavior was well mannered with the teacher. After observation, I found that

direct methods for teaching foreign languages were much more effective than GTM because of

students' interest in engaging in activities rather than just sitting and reading books, because of
LANGUAGE TEACHING METHODS

new principles and strategies based on their interests. Just direct methods engage communication

and content skills. Because learners encourage students' listening and speaking skills, they can

speak freely and interact with one another. With the help of direct method students can easily

communicate with everyone. A teacher use direct method because she wants to improve the

spoken language of students because they with this method they can express themselves in a

good manner.

Grammar translation method is an old way to teach students because it just focuses on

grammatical feature, teachers should use it somewhere because it has a grammatical command,

because in order to learn English, the student must be clear about all the mistakes and rules of

speaking, reading, listening, and writing skills. The findings were made through observation

using a checklist, including questions about the role of the teacher in the classroom and student

responses of 60 minutes of English language teachers during classroom teaching, and the results

are based on the type of methodology the teacher uses to teach a foreign language in secondary

level and how the teacher promotes learning skills using a specific methodology.
LANGUAGE TEACHING METHODS

CHAPTER 5

Discussion

There are many teaching methods for teaching foreign languages, but after observations and

findings, I think it is more helpful and suitable because the direct method involves both content

and activity. Similarly, I chose two teaching methods for conducting research to identify

relationships with learning approaches grammar translation method and direct method. I have

visited private schools of Gujranwala and I chose grade 3rd and grade 6th for performing

observation with the use of checklist for my research. During the observation, the students found

that they were parallel with the methodology as if the teacher was not satisfied with teaching the

style, as if the students were wasting time on other activities rather than learning while teaching.

During my observation I saw many students playing with their bags, books pens etc. Students

were not concentrating on the lesson because their using grammar translation method. Teachers

should choose the appropriate method of developing the relationship between the student and the

teacher. This is most effective for learning English as a foreign language. During lecture I

observed, students were not paying attention to teacher and wasting their time. As the results

show, GTM is not an appropriate method for students because it emphasizes grammar rules and

constructs sentences, because it is an old-fashioned way with old-fashioned strategies. GTM does
LANGUAGE TEACHING METHODS

not approve spoken choices, so students are completely lost when facing real spoken language.

Grammar rules are analyzed in detail. Reading and writing are the main focus very little attention

is paid to speaking or listening.

In grammar translation method, students just translate sentences into mother tongue. The

grammar translation method provides deductive grammar lessons with a focus on forms,

allowing learners to memorize separated list vocabulary.

Whereas direct method is new method for teaching it includes reading, spoken and listening

skills. It involves no memorization and it is helpful by using discussions and presentations. I

found after the study that the differences are all due to different styles of perception, observation,

selection and attention. It focuses on correct pronunciations than focuses on grammatical

structures. I found in the second observation of class 6th the teacher spend more time in speaking

and found speaking skills activities. What kind of methodology is used by educational

institutions for teaching foreign languages, and after the teacher observed how to implement each

method principle, rules and techniques to improve learning skills. Teachers should consider

GTM when they need to learn English grammar. Learners first need to clarify the correct usage

of grammar, and learn how to construct sentences using words for writing and speaking skills.

Teaching methodology can have a positive and negative impact on learners. The teacher must

first acquire students who are learning styles and skills. Teachers can measure a student's ability

by activity, so oral activities should be integrated for education.

LANGUAGE TEACHING METHODS

Conclusion

There are different types of methodologies use by teachers. Effective teaching methods are

responsible for achieving student goals because teaching methods are the key to successful

learning. The two methods GTM and direct method used by teachers analyzed during

observation in grade 3rd and grade 6th of English class. Findings include the flexibility of

strategies for students to practice their skills, so show that the direct method is the right way.

There must be no memorization and intellectual method at students’ level. And in grammar

translation method speaking skills are also ignored in the classroom. Teachers have no habit of

exposing their students to speaking activities. In order to determine meaningful ways for

teaching foreign languages; we conducted a study using two English teacher samples.

Observation is a tool used by the checklist, including questions about teacher methods,

classroom management and student feedback on this study to identify appropriate teaching

methodologies for teaching foreign languages after observation at elementary school level. It

must be noticeable and versatile so that students can learn more effectively in less time.
LANGUAGE TEACHING METHODS

Limitations

If this study included other schools in Gujranwala, it would have been more thorough and

meaningful. English classes of 3rd and 6th used for checks for this study and only two teaching

methodologies are analyzed by researcher throughout the research study.

Recommendations

 Government and other education systems should raise awareness of importance among

teachers use of Foreign Language Teaching Methods

 Students who improve their speaking skills should participate in spoken discussions.

 Teachers should be clear about the principles, skills, and disciplines of specific teaching

methodologies used by teachers for teaching foreign languages.

 Each method has its own principles, so depending on the type of learner; all methods

should be taken into account when needed.

 English education at the elementary level should be improved to allow students to enter

the secondary level with a strong foundation

LANGUAGE TEACHING METHODS

 Whatever the way, the teacher

 The ability to use classroom knowledge outside the classroom when needed the function

of language in real communication

YES NO

Does the teacher maintain a high classroom environment?

Does a class environment effects on students learning? YES NO

Do you think the classroom environment is dull and boring? YES NO

YES NO

Does the teacher properly manage classrooms throughout the classroom?

Does a teacher strictly notice the classroom environment? YES NO

Is the classroom well decorated with colorful charts and pictures? YES NO

Does classroom management play an important role in learning? YES NO

LANGUAGE TEACHING METHODS

Are teachers discussing student feedback after class?

Does your teacher start classes on time?

Does the teacher highlight more in class than the student's ability to learn?

Does the teacher discussing all points of lesson?

Do the teachers ask questions answers?

Does teacher speak English in the class?

Does the teaching method of teacher understandable?

LANGUAGE TEACHING METHODS

Do students ask questions about lesson in class?

Are students encouraged to actively participate in spoken activities?

Students concentrate on lesson during lecture?

Students are confidently spoken in English?

Are students actively listening to your class?

Students are satisfied with teaching method?

Students are encouraged to perform exams?

LANGUAGE TEACHING METHODS