Esl Methods
ESL Methods - English Language Teaching
The field of linguistics and teaching in the 20th century is marked by the development of different foreign language teaching methods and approaches. Some have no or small following and others are widely used
Although modern foreign language teaching has adopted completely new methods, the work of language professionals in the period between 1950 and 1980 contributed significantly to scientific views in the field of second language teaching and learning.
Even when methods are not frequently used or have fallen into obscurity, they may offer useful insights into the general teaching methodology. Surely, modern teaching is also based on the elements derived from these methods.
What is a method?
Before we present the teaching methods and their classification, it would be useful to remember what method is in terms of its definition and application in classrooms. One of the most widespread definitions is a short statement that method is a plan for presenting a certain language material to be learned. It is agreed among linguists that it should be based upon a selected approach. * Yet, not all linguists actually agree on the use of the terms ‘’method’’ and ‘’approach’’. It seems that some linguists tend to cancel the term method; some hold that a certain method is actually an approach or that a certain approach is in fact a method. * Nevertheless, most linguists agree that a certain instructional system must be elaborated in relation to the objectives of teaching and learning. This means that the selection and organization of the content must be considered in terms of these objectives, task types and the roles of teachers and students.
Basic classification of methods
Basic classification of methods falls into three main categories:
(1) Structural methods: the grammar-translation method and the audio-lingual method (described below)
(2) Functional methods: situational language teaching (described below)
(3)
The field of linguistics and teaching in the 20th century is marked by the development of different foreign language teaching methods and approaches. Some have no or small following and others are widely used
Although modern foreign language teaching has adopted completely new methods, the work of language professionals in the period between 1950 and 1980 contributed significantly to scientific views in the field of second language teaching and learning.
Even when methods are not frequently used or have fallen into obscurity, they may offer useful insights into the general teaching methodology. Surely, modern teaching is also based on the elements derived from these methods.
What is a method?
Before we present the teaching methods and their classification, it would be useful to remember what method is in terms of its definition and application in classrooms. One of the most widespread definitions is a short statement that method is a plan for presenting a certain language material to be learned. It is agreed among linguists that it should be based upon a selected approach. * Yet, not all linguists actually agree on the use of the terms ‘’method’’ and ‘’approach’’. It seems that some linguists tend to cancel the term method; some hold that a certain method is actually an approach or that a certain approach is in fact a method. * Nevertheless, most linguists agree that a certain instructional system must be elaborated in relation to the objectives of teaching and learning. This means that the selection and organization of the content must be considered in terms of these objectives, task types and the roles of teachers and students.
Basic classification of methods
Basic classification of methods falls into three main categories:
(1) Structural methods: the grammar-translation method and the audio-lingual method (described below)
(2) Functional methods: situational language teaching (described below)
(3)