The main methods and approaches in English teaching 英语毕业论文.doc

the main methods and approaches in english teaching compare, contrast and critically evaluate the main methods and approaches that have been used in english language teaching, comment on the extent to which each of these can be used in your future teaching practice.introductionlanguage teaching has a long, fascinating, but rather tortuous history. for over centuries, there are a lot of methods and approaches in language teaching. (stern, 1984) but in this essay, only five main methods and approaches are discussed for developments in linguistics, psychology, pedagogy, and second language acquisition research have cast light on what is more likely and less likely to work. they are the grammar-translation method, the direct method, the audio-lingual method, situational language teaching, communicative language teaching. we will focus on their development, principal characteristics, advantages and drawbacks. the implication for the methods and approaches in my future teaching practice will be introduced briefly.1. the grammar-translation method1.1 the development the grammar-translation method is one of the most traditional methods, dating back to the late nineteenth and early twentieth centuries. it was originally used to teach latin and greek which are not taught for everyday communication. however the method was gradually generalized to teach living or modern languages such as english or french, etc. it has been used by teachers of english for about a hundred years.1.2 the principal characteristicsthe goal of the method is to read and translate the literary masterpieces and classics, not to communicate in the daily life. grammatical rules are taught deductively in class; reading and writing are mainly focused; vocabulary is taught in the form of isolated word lists; no attention is paid to speaking and listening; little attention is paid to pronunciation; reading of difficult texts is begun early in the course of study; sentences are the basic unit of teaching and language practice; many of the lessons are devoted to translating sentences into and out of the target language; written accuracy is emphasized. also peoples native language is the medium of instruction. it is often used to explain the new language items. and it facilitates learning through attention to similarities between the target language and the native language. (richards and rogers, 1986)1.3 the advantages a. since the teachers teach the new grammar rules with deductive method, confusions of the rules can be avoided and it is an effective way to achieve the goal. b. using peoples native language to instruct is a direct way to explain some difficult points and to help students understand them quickly.c. since the written accuracy is emphasized, students tend to master the capacity of writing.1.4 the drawbacksa. for english study, the goal is to communicate with other people but the goal of the grammar-translation method is only to read literary masterpieces. speech and listening are neglected. it is no longer to meet the peoples need.b. since grammar rules are taught deductively not inductively, it harms the students creativity and they cannot think and discover the rules on their own.c. the teachers take control of the class and no class time is allocated to allow students to produce their own sentences.d. the vocabulary is taught in the form of lists of isolated word and only to assistant the understanding of text. it lacks real context.2. the direct method2.1 the development since students were not allowed to use target language fluently in grammar-translation method, the direct method was developed to for the teaching of english. it was supposed to overcome the limitations of the grammar-translation method. in the mid and late of nineteenth century, international exchanges increased very fast because of political and economical reasons. but different languages in different countries created a barrier in such exchanges. increasing opportunities for communication in spoken language among europeans created a demand for oral proficiency in foreign languages. therefore language teaching innovation in the 19th century was inevitable. the direct method emerged as a result of the innovation. berlitz, a reform-minded language teacher, established the first berlitz school in america in 1878. he used a method which is known as berlitz method in the world and it was one school of the direct method.2.2 the principal characteristicsenglish is the language of instruction and communication in the classroom. the students are encouraged to learn to think in english and they have more opportunities to use english in realistic everyday situation. meaning is explained by relating to physical word. grammar is taught inductively through speaking and listening activities. correct pronunciation is emphasized. speaking is preferred to writing.2.3 the advantages a. only using english in classrooms help students to build up the habit of thinking in english.b. the emphasis on spoken language conforms to the goal of modern language teaching. c. using the sentences as teaching units is favorable to learn english naturally and efficiently.d. special attention paid to pronunciation and intonation is desirable in teaching spoken english teaching.2.4 the drawbacksa. the absolute avoidance of native language increases the difficulty of teaching when the meaning of some abstract concepts.b. without the explicit explanation of grammar, students lack in grammar knowledge of english. they tend to produce utterance with a lot of mistakes.c. it places high demands on the teachers. they must have native-speaker-like fluency in english. 3. the audio-lingual method3.1 the development the method is based on the practical support of army method, the principles of behavior psychology and structural linguistics. it adapted many principles of the direct method. 3.2 the principle characteristicsaccording to richards and rodgers, the goal of the audio-lingual method is to use the language to communicate. it gives priority to speech and oral skills, and rejects memorization of conjugations，declensions and rules of grammar. language is regarded as a set of habits. everyday vocabulary and sentences were taught in class; new target language (words or phrases) were introduced orally through patterns or dialogues; no translation can be used; no native language should be used; instructions were conducted only in target language; oral communication skills are organized in a carefully graded progression; correct pronunciation and grammar are emphasized; errors are avoided; grammar is taught inductively; both speech and listening comprehension are taught in class; all four skills are ordered, reading and writing after speech; students successful responses are positively reinforced. (larsen-freeman， 1986)3.3 the advantagesa. it is focused in students activities and spoken english. students get more time to involve in english situation.b. the use of visual aid has proven its effectiveness in vocabulary teaching. c. since the grammar is taught inductively, students tend to think and discover the rules on their own.3.4 the drawbacksa. the avoidance of native language and translation places the difficulty of understanding abstract conceptb. since the method is based on repetition, students have few chances to create anything new or spontaneous and they cannot fluently use the patterns they have learned in the natural speech situations.c. using audio-materials are inclined to be regarded as audio-lingual method, not as a teaching aid.4. the situational language teaching4.1 the developmentthe situational language teaching was initiated by a group of british language teaching specialists, such as harold palmer and a.s hornby, in the 1930s and 1960s. it was called oral approach in early days, but situational language teaching after the 1950s.4.2 the principal characteristicslanguage teaching is presented by target language and begins with the spoken language. material is taught orally before it is presented in written form. new language points are introduced and practiced situationally. vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered. reading and writing are introduced once a sufficient lexical and grammatical basis is established.4.3 the advantagesa. avoidance of direct explanation to target language and assistance with actions, gestures, pictures etc. allow students use target language naturally outside classrooms. the method leads to students acquiring good habits to be repeated in their corresponding situations.b. the proper teaching procedures that the difficulty of materials and exercises is degraded allow people to learn target language easily and efficiently.c. the dialogue teaching, which should pay more attention to the overall structure, makes the classroom lively and also makes the language expressing accurately and natural.4.4 the drawbacksa. completely ruling out the native language is not conductive to a thorough understanding of the language materials.b. putting too much emphasis on the overall structure of perception, so that students lack in a clear understanding of the language project.5. communicative language teaching5.1 the development the communicative language teaching could be said to be the product of educators and linguists who had grown dissatisfied with the audio-lingual and grammar-translation methods of foreign language instruction. the origins of communicative language teaching are to be found in the changes in the british languages teaching tradition dating from the late 1960s. interest in and development of communicative-style teaching mushroomed in the 1970s; authentic language use and classroom exchanges where students engaged in real communication with one another became quite popular. 5.2 the principal characteristicsthe goal of the approach is to develop students communicative competence. it emphasizes real-life communication and communication in context. grammar is still important in classrooms and the emphasis is communicating a message properly. the role of teacher in clt is different from traditional teaching methods, in clt the teacher serves as more of a facilitator, allowing students to be in charge of their own learning5.3 the advantagesa. focusing on communication in real life, clt helps students to build up the relationship between the communicative functions and the sentence structures.b. emphasis of real-life communication in classroom allows students to overcome information gap in social communication.5.4 the drawbacksa. grammar and vocabulary are ignored. students only master simple structure and oral vocabulary. it cannot improve students reading and writing ability.b.if the teacher is from the same region as the student, the teacher will understand errors resulting from an influence from their first language. native speakers of the target language may still have difficulty understanding them. (hattum 2006)the implication in my future teaching practice, i will adopt ideas of these methods and approaches and combine the major advantages of those to create a unique way of english teaching. in the future, the goal of the chinese students to learn english is not only to pass the exams but to communicate with foreigners in english. accordingly, i will use translating to teach grammar. in this way, i can explain grammar rules systematically. and i will use physical words, pictures to help students to understand rules and vocabulary. then i can design a real-life situation and ask students use the grammar and vocabulary having been taught to encourage t