Peculiarities of using of complex methods and approaches to learning english language
Journal Title: Scientific journal «International Journal of Philology» - Year 2015, Vol 1, Issue 225
Abstract
Methods of teaching foreign languages have developed rapidly; especially in the previous 40 years. Each teaching method is based on a particular vision of understanding the language or the learning process, often using specific techniques and materials. According to academic research, linguists have demonstrated that there is not one single best method for everyone in all contexts, and that no one teaching method is inherently superior to the others. It is not always possible to apply the same methodology to all learners, who have different objectives, environments and learning needs. The Grammar Translation is focused on the translation of texts, grammar and rote learning of vocabulary.There is no emphasis on speaking and listening comprehension. The alternative to this method is the Direct Method is based on the direct involvement of the student when speaking and listening to the foreign language in common everyday situations. Consequently, there is lots of oral interaction, spontaneous use of the language, no translation, and little if any analysis of grammar rules and syntax. The Audio-lingual Method was widely used in the 1950s and 1960s, and the emphasis was not on the understanding of words, but rather on the acquisition of structures and patterns in common everyday dialogue. The Suggestopedia method is based on the idea that the mind has great potential and can retain information by the power of suggestion. This teaching method uses relaxation as a means of retaining new knowledge. Total Physical Response teaching method involves a wide range of physical activities and a lot of listening and comprehension, as well as an emphasis on learning as fun and stimulating. The modern teacher will in fact use a variety of methodologies and approaches, choosing techniques from each method that they consider effective and applying them according to the learning context and objectives.They prepare their lessons to facilitate the understanding of the new language being taught and do not rely on one specific ‘best method’. The teacher proposes a variety of exercises, both written and oral to improve the learner’s accuracy, fluency and communicative ability; develops all four linguistic capabilities (reading, writing, listening and speaking). It is impossible to do everything if only one method is used. As a result, professional teachers guide and encourage students to be autonomous in their learning.
Authors and Affiliations
I Rozhon, A Maneliuk
Keywords
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