IV. Second language Classroom

This chapter will show you how do we put the language approach into practical method used in the language classroom.
Firstly, English Teaching Methods is the result of  applying language learning approaches with real learning context, which can be grouped into design (teacher role, syllabus model, learner role and instructional meterial)and procedures  (classroom techniques, practices and behaviors).

        The schema shows the summary of elements and subelements constitute a methods.
        (Richard and Rogers 2001)


      Secondly, this page will show you an overview of Language Teaching method and approaches.
      (Mariane Celce-Maucia)
      English teaching  methods and approaches can be divided into four eras; Pre-20th century era,
      Early and mid of 20th century era, end of 20th century and Post-methods era.

       In pre-20th century era, there are Grammar translation approach by Karl Ploetz and Kelly, Direct methods and reform movement influenced by International Phonetics Alphabets  by Howatt and group of phoneticians.
This following figure shows the keys features of each approach;

       Grammar translation approach           Direct  Method           IPA reform movement

          In the early and mid of 20th century, Reading approach, Audio lingual approach, oral-situation
  approach are promoted.
 This following figure shows the keys features of each approach:   
           Reading approach                     Audio-lingual approach               Oral-situational approach    

       In the end of 20th century era, the Cognitive approach, the Affective-humanistic approach, the Comprehension-based approach and the Communicative approach are promoted.
 This following figure shows the keys features of each approach:

           Cognitive                    Affective-humanistic        Comprehension-based        Communicative

          More over in the 1970s and 1980s, some of specific language teaching methods are launched as called Design methods such as Silent way, Community language learning, Total Physical Response and Suggestopedia.    To study more Click HERE

In post-methods era, The Natural approach, The Community language leraning

AJ Dr. Malinee's question: Which of the approaches discussed in the chapter have you personally experienced as a language learner? What were your impressions, and what is your assessment of the effectiveness of the approach?

Apiwat's answer:  

When I was a secondary and university student, I experienced :
    the GT approach when teacher taught me the reading text by explaining grammar and translate word by word;
  The direct method when I learn with foreign teacher in the class especially teacher who had just transformed is status from tourist to teacher;
  The reading approach when I learned English for academic purpose in university, that we had to extract the essential information out from the articles;
 When I learn French in higher secondary level, I learned with book Frequent Jeunes, which promoted Communicative approach;
And almost every times in English class when teacher asked me to repeat her speech, that was the audiolingual method, that allow me to catch language pattern,(though without context and understanding).

I'm impressed the oral-situational and communicative approach, I had do the role plays and sing a lot of songs with my friends. That was very fun.

My assessment of the effectiveness of the approach 
The good language learning approach  should:  
  1. maximize the learning opportunities to learners.
  2. can get along with teacher's and learner's need.
  3. allow students to get the correct language formal properties.
  4. help students to get the interaction of grammar, lexicon and pragmatics in the natural language use.
5.  integrate language skills and learner's autonomy.
 6. allow learners to learn cultures and social relevance.