View of INNOVATIVE METHODS IN ENGLISH LANGUAGE TEACHING: A DETAILED STUDY

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Vol.04,Special Issue 05, (ICIR-2019) September 2019, Available Online: www.ajeee.co.in/index.php/AJEEE

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INNOVATIVE METHODS IN ENGLISH LANGUAGE TEACHING: A DETAILED STUDY Shriya

Research Scholar, Jayoti Vidhyapeeth Women’s University, Jaipur

Abstract - “If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language that goes to his heart.”

(Nelson Mandela) Man invented language to communicate with different kind of people. Only human beings have the skill of using language through speech and writing. English is a global language and now commonly used in all the corporate sectors, business, industries and almost in all the professions. The accents may be different varying from person to person but it helps in conveying the meaning, what the person wants to convey. Memorization of vocabulary and Translation of sentences often form the major part of Learning. The setting of the entire teaching process has changed today. Teaching and Learning English in India has consistently been a challenge. India holds the second position in the English Language only after the United States. This research paper is based on the background, issues, methods that are related with the English Language Teaching in India and how second language acquisition takes place?

Keywords: India, Language, English, Communication, Learning, Teaching 1 INTRODUCTION

“Tell me and I forget Teach me and I remember Involve me and I learn”

(Benjamin Franklin) Human beings are different from animals as they can speak and understand language. The word ‘Language’ is derived from the Latin word ‘Lingue’ which means ‘produced with the tongue’. Language is the medium of expressing thoughts and emotions. We can’t imagine a word without language. Before the independence of India, English was an official language.

It was the language of rulers, courts, banks, industry and many more. It has occupied an important place in India. Language is a medium of Communication. Language defines us as humans. Without language, the progress of mankind will get stopped. The significance of English Language in the educational field is clear from the fact that many nations have made English an official language. As, the English language at present is acknowledged as a worldwide language, it is mandatory for all nations to instruct and learn English.

According to Otto Jespersen “Language is a set of human habits, the purpose of which is to give expression to human thoughts and feelings especially to impart them to others.”

Teaching takes place in an institution which is filled with diverse people. Teaching is a process by which one person helps others to achieve knowledge and skill. The teacher cannot just pour the knowledge in student’s mind unless the students are themselves interested. It is important to first understand language teaching, how language is taught.

First language is the Mother Tongue or the native Language. A child learns mother tongue, when he tries to imitate the words, his parents are speaking.

1^st stage: - Babbling (when a child produces language like ma, pa)

2^nd stage: - When a child learns to say Mom, Dad. A child utters monosyllabic words.

2 SECOND LANGUAGE ACQUISITION

Second Language Acquisition is also known as Sequential Language Acquisition. It refers to the learning of another language or learning a language beside a native Language. It is a conscious process. The First Language is referred to as (L1) where a child learns language of his parents or caretakers. The Second Language is referred to as (L2) where language can be acquired only after one has acquired First language i.e L1. A Second Language can be acquired at any time after one has developed Language Skills. Motivation, Attitude, Age, Intelligence, Aptitude and Personality are some of the factors that affect Second Language Acquisition. In order to be an efficient communicator one needs to be proficient in each of the following language skills: -

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2 1. Listening (L)

2. Speaking (S) 3. Reading (R) 4. Writing (W)

Listening (L): -The Listener is required to be attentive. Listening is the first language skill that we acquire. Listening Skills could be enhanced by focusing on making the students listen to the sounds of language one speaks. This would help them with the right pronunciation of words. This helps a student to understand more on the accents to be used and on the exact pronunciation of the words. It enables the learner’s to listen to English sounds properly.

Speaking (S): -Language is a tool for communication. We communicate with others to express our ideas and to know other ideas as well. This skill could be improved by understanding para-linguistic attributes such as Voice Quality, Volume and Tone, Voice Modulation, Pronunciation etc. It enables the learner’s to use appropriate vocabulary while speaking English.

Reading (R): -Reading comes in a learning skill. It helps us to improve all parts of the English Language – Vocabulary, Spelling, Grammar and Writing. It enables the learner’s to read English with proper pauses and stresses.

Writing (W): -It can foster the learner’s ability to utilize the language freely. To write flawless language, one ought to excel in writing skills with the help of different strategies.

Importance should be given to creative writing. One has to use proper punctuation marks and also has to use capital and small letters at the proper places.

The skills works in pairs. When we are speaking or writing, we are producing a language these skills are known as Passive Skills or Active skills and when we are reading or listening, we are consuming a language, they are known as Receptive Skills because learners receive and understand it.

2.1 Issues related to English Language Teaching: -

1. Lack of Motivation: - The motivation factor plays an important role in sustaining the interest of a student. In a Second Language Situation, the student does not find rapid need for English so his interest dwindles. Learning a language like English involves regular practice for fluency.

2. Lack of Competent Teachers: - A language teacher should be aware that English Language should be taught as a skill subject and not as content subject. English teaching is made so dull that learners do not hold any interest or love for the language, but learn it only for completing a course.

3. Lack of Proper Training for Teachers: - Teachers receive no guidance in teaching.

The teachers are not encouraged to replace the old traditional methods with the latest ones. A teacher of language must always keep herself abreast in the development of language. He/She has to modify the teaching methods according to the needs of the learners.

4. Large Classes: - In the modern period, educational opportunities are equally opened to all people beyond castes, religions, age, gender etc. The problem of large classes is one of the major issues in the country like India. There is no time for the weak students and no attention is paid to the creative students because of the heterogeneous group in the class. Since, each student comes from a different background; it may be a barrier for the teachers in approaching the students, which ultimately results in ineffective learning. It is well known that every student has a different way of Learning.

5. Examination System: -The Learners are encouraged to memorize few answers. The result is that although a student succeeds in an examination, but he lacks practical command over the language. Students have got into using guides and question banks, thus hampering their growth.

6. Hesitation and Fear of Response on the part of the Learners: - People have different natures, some are introvert and some are extrovert. Some students are outspoken and active in the class whereas some students hesitate to participate in the class. It is the duty of the instructor to motivate and involve each learner in the class. The

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Instructor can arrange group debates and encourage every learner to participate in the discussion.

7. Over-Use of Mother Tongue 8. Lack of suitable Teaching-Aids

2.2 English Language Teaching Methodologies: -

i. The Grammar Translation Method: - The Grammar Translation Method is also known as Classical Method or The Traditional Method. This method originated in the 1500s but this method became very popular in the late 18^th century and early 19^th century. The roots of the Grammar Translation Method can be traced back to the way classical languages such as Latin and Greek were taught. During this method Latin was extensively studied as a foreign language but the use of Latin declined and was substituted by English. This is the oldest method of teaching. After going through a detailed study of grammar, the learner than apply the rules of grammar in translating sentences. A main feature of this method is translating the sentences correctly. Accuracy was given great importance. This method is suitable in teaching larger classes, since students are made to listen and copy rules. Main focus of this method is on rote learning. Grammar Translation Method works with the techniques like memorization of Antonyms/Synonyms, Reading Comprehension Questions, Fill in the blanks according to the rules of Grammar. Main focus is on Reading and Writing.

Main features of this method are: -

i. Vocabulary is based on Reading Texts. Words are taught through bilingual word lists.

ii. Accuracy is emphasized.

iii. Grammar is taught deductively through presentation and then practised through translation exercises.

iv. L1 is used while teaching.

v. Rote-Learning is encouraged.

Limitations of this method are: -

i. This method lays stress on meaning and interpretation. It totally neglects speech.

ii. The method is unpsychological, because it is based on theory and not on practice.

iii. This method is not activity based.

iv. This method did not build confidence in the Learners.

v. It does not improve the oral fluency in English.

Classes are teacher-centred. Teacher is the strict authority in the class. The teacher starts the activities, directs the students and the students are supposed to memorise the rules. Roger Ascham, Montaigne, Comenius and John Locke attempted to reform Grammar- Translation Method

3 DIRECT METHOD

The Direct Method is also known as Berlitz Method because it was made popular in United States by Maximilian Berlitz. This method underwent a variety of names such as: -

i. Reform Method ii. Natural Method iii. Psychological Method iv. Phonetic Method

But the most persistent term to describe this method is “Direct Method”. This method was established in Germany and France around 1900. Direct Method is developed as a reaction to Grammar Translation Method. The main idea is that the second language (L2) is learnt in the same way as the first language (L1) is learnt. Second Language is an imitation of first language. This method places great stress on correct pronunciation.

Listening is one of the important skill in Direct Method. This method lays emphasis on oral work and helps the student to improve their speech habits. This method is very helpful for young learners in the beginning. It was largely dependent on teacher’s skill rather than on a text book.

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4 Main features of this method are: -

i. Everyday vocabulary and phrases were taught.

ii. Oral communication skills were organized and based on question and answer exchange between teachers and students in a class room.

iii. Grammar was taught inductively.

iv. Both listening and speaking were emphasized.

v. Focus on accuracy of pronunciation.

vi. Audio-Visual teaching aids are used to make Learning easier.

This method emphasis more on oral skills of the learners. This method is effective because it help the learners to improve his/her communication skills but it requires highly trained teachers who have fluent command over the Language.

Limitations of this method are: -

i. In creating real-life situations, a lot of time is consumed.

ii. This method is expensive, because a lot of audio-visual materials are required.

iii. For over-crowded class, this method is not convenient.

iv. In India, there is a scarcity of teachers who are trained.

v. Grammar is not taught.

4 THE AUDIO-LINGUAL METHOD

The Audio-Lingual Method is also called Army Method. This method had its origin mainly in America. It was Brooks (1964) who proposed the term Audio-Lingual and this method became popular during World War Second. The Audio Lingual Method was based on the Behaviourist Structuralist Paradigm. Dialogues were the main aspect of the Audio-Lingual approach. The Audio-Lingual Method adopted many strategies of the direct method, especially the emphasis on the spoken skill. The Audio- Lingual Method gives stress to oral accuracy and lays emphasis on oral drilling. Linguistic and Behavioural Theory comes in this method. This method is similar to Direct Method as both these methods are considered as a reaction against Grammar Translation Method.

The main motive of Audio-Lingual Method was to develop the ability of the students to respond quickly and accurately. The Audio-Lingual Method has a great influence on the learners and teachers. Firstly, Pronunciation has important significance and it helps the learners to improve stress, rhythm, fluency and accuracy. Secondly, it enables learners to learn from the mistakes via being corrected by the teachers. In this method, the learners could not apply skills learned in the class in real life situations.

i. Dependence on Mimicry and memorisation of phrases.

ii. No grammatical explanation.

iii. Vocabulary Learning.

iv. Use of Visual Aids.

v. Focus on Pronunciation.

vi. Immediate reinforcement of correct responses Limitations of this method are:-

i. Communicative competence is not given due importance.

ii. Form is given more importance than meaning.

iii. Teacher dominates the method.

iv. ELT practitioners and scholars have disregarded this type of learning as this method is based on behaviourism.

5 BILINGUAL METHOD

This can be considered as a combination of Direct Method and Grammar Translation Method. This method is completely a recent method invented by Dr. C. J. Dodson of Wales.

As, the name suggests the method makes use of two languages:- i. The Mother Tongue

ii. The Target Language

He claims that this method is very effective in teaching a foreign language. Imitation, interpretation and production of sentences are the important steps that are involved in the Bilingual Method. This method needs less equipment in teaching and can be used in all types of school situated in rural and urban areas. Students learn basic structures only

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through imitation and interpretation helps the students to identify the sounds and the meaning of the words. This helps them to switch from one language to another. Thirdly, students learn to construct their own sentences. The Bilingual Method was the reaction against the Direct Method. The Bilingual Method follows three stages (presentation, practice and production).

Main features of this method are:-

i. Learner comprehends grammar and vocabulary easily with L1.

ii. Importance is given to L1.

iii. L1 is used only by the teacher to explain vocabulary and phrases.

Limitations of this method are:-

i. Chances of getting confused while differentiating the features of L1 and foreign language.

ii. The teacher must be fluent in L1 and L2.

iii. There is a danger of making this method as translation method 6 TOTAL PHYSICAL RESPONSE

James Asher developed Total Physical Response (TPR). This method is based on the coordination of language and physical movement. Learners act according to the command given by the teachers. In an hour of teaching, a learner learns 12 to 35 words. Like a parent, teacher should correct the mistakes of the learners. It is useful for beginners and young learners.

Main features of this method are: - i. Focussed on Listening.

ii. Main focus is on developing fluency.

iii. Learners can respond to the teacher in L1.

iv. Learners learn vocabulary and commands based on verbs.

v. It uses the participatory approach.

Limitations of this method: -

i. Learners do not get the chance of using English creatively.

ii. It is not a very creative method. Students are not given the opportunity to express their own views and thoughts in a creative way.

7 THE SILENT WAY METHOD

“Teaching must be subordinate to learning” this is proposed by Caleb for this method. The Silent Method was evolved by Caleb Gattegno, a teacher of Mathematics. The learners concentrate on the task and the teacher is supposed to be silent. This method rested on cognitive rather than affective arguments and was characterised by a problem-solving approach to learning. This method focuses on the learners to learn new things on their own.

This method focuses on speaking, listening, reading and writing.

According to Richards and Rodgers (2001), “The important thing in this method is that one has to use colored charts and colored rods.”

The silent way is described by its focus on discovery, imagination, critical thinking and the utilization of materials. Techniques used in this method:-

i. Sound colour chart ii. Teacher’s silence iii. Peer correction iv. Cuisenaire rods

v. Words chart

Main Features of this method:-

i. Learning is facilitated by problem solving. A good silent way learner is a good problem solver. The teacher’s role resides only in giving minimum repetitions, remaining silent most of the times, leaving the student attempting to take care of issues about the language.

ii. Students not only interact with teachers but also with each other. They develop the feelings of companionship.

iii. Teachers are free to observe their students freely so they remain silent.

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iv. Students can improve their vocabulary from their speaking.

v. Students become independent.

De-merits of this method are:-

i Direct guide is there but students cannot make use of that and so they waste their time for a concept that would be easily clarified by the teacher.

ii The Silent Way is often criticized of being a harsh method.

8 SUGGESTOPEDIA

Suggestopedia also known as ‘Suggestopedy’ or ‘Desuggestopedia’ advocated by Lozanov (1979), a psychiatrist and parapsychologist. He believed that every person is capable of learning much more than he/she thinks. One of the most important characteristics of the method was the use of soft Baroque music during the learning process. If learning is done in a very pleasant and comfortable environment, the students can use their mental capacities and will improve their pace of learning the language. The learners are motivated to some extent for acquiring a new language and telling them learning a new language is an interesting and an enjoyable process.

i. Bright and colourful classrooms are considered to be ideal.

ii. Music plays an important role.

iii. The teacher is authoritative and speaks confidently, while the students trust and respect the teacher’s authority.

iv. Vocabulary is emphasised.

v. Teachers correct errors in a very gentle manner.

8.1 Community Language Learning (CLL)

This method was developed by the Roman Catholic psychologist Charles Curran in 1970s in United States of America. This is probably one of the English Teaching methods where the student feels the safest as there is great emphasis on the relationship between the student and teacher. A teacher teaches in the mother tongue. This method primarily focuses on oral skills although students can learn about the grammar. Primary duty of the instructor is to provide a relaxed and supportive environment for the students. Students are free to decide the ideas that they want to express in the target language. This method is based on the principles of psychological counselling therapy.

8.2 Communicative Language Teaching (CLT)

This humanistic approach was developed by Charles Curran. The idea behind this approach is to help learners to communicate more effectively and correctly in realistic situations. From this approach, students should learn how to use the target language.

Here, teacher’s role is that of a counsellor. The learner is dependent on the teacher. When a child starts learning, he/she becomes more independent. Accuracy is given importance and learners are motivated to develop fluency in the oral skills. Reading and Writing in the target language are also a part of this learning method but main objective of this method is to improve interaction and communication skills of the students. During the 1960s, Noam Chomsky focused on competence and performance in language learning, which gave birth to CLT.

According to Tickoo (2007) “The goal of this approach is to build a warm and supportive community among students to enable them to move from dependence to full autonomy.”

Features of this method are:-

i. Along with listening and speaking, reading and writing are also taught.

ii. Learners acquire fluency and accuracy.

iii. Learners get sufficient opportunities to practice language through tasks.

iv. L1 is used judiciously.

v. Group work build learner’s confidence and learning becomes interesting.

Limitations of this method are:- i. Teacher’s involvement is less.

ii. This may not work well with large classes.

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iii. This approach is successful only with those teachers, who are fluent in English.

9 CONCLUSIONS

Gaining any new dialect can be exhausting if not instructed with appropriate direction.

Language learning is such a complex process that it is impossible to offer a single solution.

It is the duty of the instructor to make the process of learning as interesting as possible.

Interest and Motivation of the students are the two very important aspects on which the instructor should pay extra attention. English Language Teaching is developing day by day in India. There is an urgent need to identify the issues related to English Language Teaching in India and rectify the according to the comfort of the learners. Teachers of the English Language Teaching should be provided with teaching sessions so that they can play an effective role in building a better future of the students. There are many different methods and approaches in making a learner proficient in the major language skills. By using different methods and techniques teaching can be made innovative and interesting.

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