Name: Gond Asmita K.
Class: M.A. SEM -3
Roll
no: Year – 2015
Enrollment
no: pg14101017
Email
Id : asmita.gond414@gmail.com
Paper: 12 English language teaching.
Submitted
to: M.K.B.U, Bhavnagar University
Topic:
Use of various
approaches into the language teaching like Communicative, Structural,
Situational and functional approach.
Introduction:
Theoretical positions and beliefs about the nature of language teaching
and language learning and the applicability of both to pedagogical settings are
Includes into the approaches. Approaches seeks to be provide a comprehensive and
comprehensible account of major and minor trends in language teaching from beginning of the
twentieth century to the preset also. It
has extensive and acknowledge links to a particular tradition in second or
foreign language teaching. So let’s learn about various approaches. (Richard and
Rodger 178 to 180)
We will found
various approaches into the language teaching such as …..
1).
Functional approach
2)
Situational approach
3)
Communicative approach and
4) Structural
approach so let’s understand briefly about above approaches.
1) Functional approach.
The functional
approach explains the behaviour is indebted to Smith Freud and Durkheimnged.
Functional
national syllabus is a syllabus in which the language content is arranged
according to the functions that the learner will use the language for and the
meaning a learner needs to express through the language. It contains some syllabus
which contains the meaning and concept the learner needs to communicate
example, duration and location.
The language
is needed to express different functions for example requesting suggesting.
Like the language becomes medium which depends on request of the student and it
leads towards suggestions which were given by the teacher is call functional
approach. Functional syllabus is based on the communicative and interpersonal
Functional syllabus is based on communicative use and interpersonal use.
Functional approach is based on communicative use and interpersonal use. It
also does direct contrast with function syllabus and grammatical syllable.
Functional approach emphasize on the functioning of a language and not on its
structure and form.
Functional approach seeks to impart instruction in the hope that
attempting to use language in life like or real world context is the best way
of learning. Language knowledge of
formal structure is at best incidental and is considered valid only in so far
as it provocative language use, so we can say that Functional approach promotes active language use.
Functional approach
refers to notions like location, gyration, ability and concept of time. Some functions are given to students while
teaching through this approach which related with the communication between
teacher and students. For example student will make request, enquiries and
suggestions and so teacher should give advice and introductions. So it will
call functional approach. (contributors)
The second approach is situational approach:
Situational language teaching is an approach developed by British
applied linguist in the 1930s to the 1960. While it is an approach unknown for
many teachers it had a big influence on language courses till the 1980s.
The language teaching is base
on a structural view of language speech; structure and a focus on a set of basic
vocabulary are seen as the basis of language teaching. This was a view similar
to American structuralisms’ such as Fries. However what distinguishes, the Second
language teaching approach is it’s emphasize on the presentation of structures
in situations.
Situational language teaching is characterized by two major features:
1) Focus on vocabulary and reading is one of the
most salient traits of S.L.T. In fact, mastery of a set high frequency
vocabulary items is believed to lead to good reading skills. Reading skill is a main kill into the language
teaching experts believe that learners learn to read best by reading both
simplified and authentic materials. The activities in a reading lesson often follow this
pattern.
1) Introductory activities
2) Main activities and
3) Post activities.
2) An analysis of English and a classification
of its prominent grammatical structures into sentence patterns also called
situational tables are believed to help learner internalize grammatical rules.
Of language learning constitutes
the cornerstone of situation of language teaching. The approach gives primary
to the process over the conditions of learning. The following processes are noted in this approach.
1) The act of receiving the knowledge or material
2) Repetition to fix that knowledge, or
material in memory.
3) The use of the knowledge or material
in actual practice until it becomes a personal skill.
Objectives
of S .L.A
The adjective of situational language
teaching involves accurate use of vocabulary items and grammar rules in order
to achieve a practical mastery of the four basic skills.
Learner must be able to produce accurate
pronuntiation and use of grammar. The ultimate aim is to be able to respond
quickly and accurately in speech situation s with an automatic control of basic
structures and sentence pattern.
Syllable of Second language teaching
is designed upon a word list and structural activities. Grammar teaching
involves situational presentation of new sentence pattern and drills to produce
the pattern. The teacher moves from controlled to free practice of situations
and from oral use of sentence. Patterns to their automatic use in speech,
reading and writing.
In Situational Language teaching, a
lesson practice followed by a revision and a presentation of new material. The
teacher then proceeds to oral practice and drilled of the elements presented
finally, the lesson or exercises.
Advantages of
situational approach:
Situational
language teaching is still attracting to many teachers who still believe in
structural practice of language. It’s radically in the teaching of grammar or
pattern has contributed to the survival of the approach until recently. Besides
its emphasis on oral practice still attracts support among language teachers.
Disadvantages of
Situational approach:
Many premises underlying the approach have been criticized for
example Chomsky 1957 showed that the structural and the behaviouristic approach
to language are simply incorrect as the fundamental features of language learning:
the ability to create novel and unique sentences. Children do not acquire their mother tongue through repetition and habit
formation. There must be, however an innate predisposition that leads them to a
certain kind of linguistic competence. So situational approach is very important approach in Language teaching.
The third approach is Structural approach
Structural
approach is a prescriptive model that suggests learner’s should start to develop
rules for problems solving. In
developing rules, the learner needs to fulfil the gaps in the problem and in doing so learner‘s problem solving.
Structural Approach is
based on the assumption that language can best be learnt through a science
selection and grading of structures or patterns of sentences and vocabulary.
The stress is on the learning of essential structure of English.
In the words of
Menon and Patel: “The structural approach os based on the belief that in the
learning of foreign language, mastery of structures is more important than the
acquisition of vocabulary.” This approach employs the technique of the direct
Method of teaching but the use of translations is not wholly discarded.
Teaching is done in situations. Speech is mainly stressed but reading and
writing are not neglected. There is scope for limitless experiments in imaginative
ways of applying the structural Approach in the classroom. Prof. C.S. Bhandari
has rightly said …….
“It is not proper and
the correct to call the structural Approach a method of teaching. It is not
proper and correct is known as the structural Approach a method of teaching. It
is not a method; it is an approach any method can be used within.” (Jack c.
Richards and Theodore S. Rodgers)
Specification
of theory:
1) Goals and preconditions :
-
Problem solving
-
2) Principles :
1. Teach higher order rules that can be
used to derive lower order rules.
2. Teach simple solution paths and lead
to more complex paths.
3. Rules must be composed of the minimum
capabilities possessed by the learner.
3) Condition of learner:
1. This theory is based on interaction
between a tutor and one or more learner.
2. Technology may fill the role of
tutor.
3. The structure means task analysis determines
the rules required to solve their problems.
4) Required media
5) Role of facilitator.
-
External agent means tutor that influences learning.
-
6) Instructional strategies:
1. Use structural analysis to identify
the problem domains means input and output for problem solving.
2. Develop a hierarchy of rules for the
problem domain starts with prototypical examples. This prototype may leave
gaps.
3. Covers this gap into higher order
problem that contains the rules for the gap.
4. Fulfil the gaps with the higher
order rules help to validate lover level rules and allow for consolidation of reluctant
rules.
7) Assessment method
The learner can use higher
order to solve the problem solve in complex and ill defined domains. The
learner can distinguishes between lower and. higher order rules. Learner
enabling rules to solve problems.
Characteristics of Structural approach
The concept of
English study system depends upon three main characteristics which are briefly,
discussed as:-
1) Words order, or the “patterns of form”
is of primary importance in learning English language. It is the order of words
in a pattern that makes true meaing clear.
2) Presence of function words. The
structural devices makes use of the another important principle. This is the
essential use of ‘function, words or structural words.” Observe the following :
a. I kill the snake
b. I shall kill the snake
c. I have killed the snake
3) Use of important characteristics is that
English language makes use of a small number of inflections as compared to
other languages. Which makes changes are prominent in the following for ex.
-
I Verbs:
-
I write,
-
He writes,
-
I am writing ,
-
I wrote.
-
· Principles of the structural approach
a. Forming Language habits :
The Second language
acquisition gives due importance to the forming of language habits. The learners
should acquire the habit of arranging words in English study through the
language drill.
b. Importance of speech:
The structural approach
regards speech as more important that reading and writing. Speech is the
necessary means of fixing all ground works.
c. Important of pupils
activity:
The second language acquisition puts
more emphasis on pupil’s activity that on the teaching. It is he child who is
the learner, so he must be actively involved into the teaching- learning
process.
The whole approach is based on the
activities and thinking process which is almost accomplished by activities if
some kind of pleasurable activities is the secret of success in the long
assimilation.
Forth
approach is Communicative approach:
The
communicative approach is an approach to language teaching that emphasize
interaction as both the means and the ultimate goal of study.
This approach rise in
1970’s and 1980’s. Due to the colonialism number of student has the opportunity
to learn foreign languages. Educators were forced to invent new technique to
involve active participation of students.
Chomsky realizes
that their theories of prevalent time could not explain the creativity and
variety evident in real communication. British linguistics like Christopher Canadian
and Henry Widdowson focused on structure.
The linguistics and
anthropologists Dell Hymes developed the concept of communicative competence.Hymes
says “there are rules of use of without which the rules of grammar would be
useless.” Communicative language learning materials were also developed in
Germany personal freedom was emphasized.
David Nunan 1991 gave
five features of communicative language teaching:
1. Learning to communicate through interaction
in the target language
2. Introducing authentic text into the
learning situations.
3. To provide opportunity to learner in
learning.
4. Enhancing of learners experiments to
classroom teaching.
5. An attempt to link classroom language
outside the class room.
This approach
also provides the classroom activities like:
· Role play:
It includes Information gap, Games, language
exchange, questioning etc. Survey, pair work and learning by teaching.
Critics complained for paying insufficient
attention to the context in which teaching and learning takes place.
Communicative approach focuses on the process communication rather than
on structural, functional ornotional items.
Analysis of communicative tasks:
· Goals
· Inputs
· Activities
· Teacher’s role
· Setting etc.
·
Communicative
competence:
The ability not only to
apply the grammatical rules of a language in order to perform grammatically
correct sentences, but also known when and where to use the sentences.
This approach
is related with the close interaction with teacher and students active participation
into the activities like.
1. Role play
2. Learning by teaching
3. Pair works
4. Survey
5. Information gaps
6. Games
7. Language exchange
etc.
This approach is a set of assumption
about how language is learnt by the enjoyment.
Conclusion
So all the approaches like Communicative approach, Functional approach,
structural approach and the situational approach are most important for
language teaching and learning also. All approaches were achieved through the practice,
great knowledge and hard work
Works Cited
contributors, Wikipedia. Wikipedia, The Free
Encyclopedia. 13 September 2015. <http://www.Wikipedia.com>.
Jack c. Richards and
Theodore S. Rodgers. Approaches and methods in language teaching. Cambridge
: The press syndicate of the University of Cambridge, 2001.
Richard and Rodger,
Jack c. and Theodore S. Approachesand methods in Languageteaching.
United Kingdom: The press syndicatesof the university of Cambridge, 2001.
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