Method Focus Characteristics

Translate from English into

Grammar Translation Written literary texts your native language

Direct Method (also called Student learns by associating

Natural Method) Everyday spoken language meaning directly in English

Listening and speaking drills

and pattern practice only in
Audio-Lingual Method Sentence and sound patterns English

English grammar rules

deduced and then understood
Cognitive Code Approach Grammar rules in context

Humanistic Approaches – 4 popular examples:

Teacher is silent to allow

Student interaction rather student awareness of how
- The Silent Way than teacher English works

Relaxed atmosphere, with

Meaningful texts and music; encourages subliminal
- Suggestopedia vocabulary learning of English

Understanding of English
- Community Language through active student
Learning Student interaction interaction

- Comprehension Approach English speaking delayed

(Natural Approach, the until students are ready;
Learnables, and Total meaning clarified through
Physical Response) Listening comprehension actions and visuals

Understanding of English
Interaction, authentic through active student
Communicative Language communication and interaction; role play, games,
Teaching negotiating meaning information gaps

Content based on relevance to

Content-based, Task-based, What is being communicated, students’ lives: topics, tasks,
and Participatory Approaches not structure of English problem-solving

Teach learning strategies,

Learning Strategy Training, cooperation; activities vary
Cooperative Learning, and according to different
Multiple Intelligences How to learn intelligences
Method of Teaching English

POSTED BY: TEACHINGONLINE SEPTEMBER 23, 2017

There are many methods of teaching English. These differ according to the aims for
which they are taught. In fact, the methods of teaching English should be determined by
the aims of teachingit. When aims are fully formulated, it can be considered easily which
methods will achieve the desired aims. For example, if the aim is to give information,
translation method will be most suitable for giving the required information. Direct
method of teaching will not be helpful in achieving that aim. But if the language is
studied with an aim of learning it as a means of communication, direct method, based
on actual experiences and direct activities, will be most successful for achieving that
aim.

The modern educationists believe that the aim of teaching English to students in
Indian schools is to enable the students to acquire a practical command of English. This
requires methods of teaching, which are based on psychological principles. The
grammar translation method will be of no avail in achieving this aim of teaching
English.

It was for this reason that Bertrand Russell laid great stress on the connection
between aims of teaching and methods of teaching when he said. “The Questions what
 should be taught and how should it be taught are
intimately connected with each other because if better method of teaching are
devised, it is possible to learn more from them.”

Conclusion-We can concltide by saying that the method of teaching any topic in
English should depend on the aims of teaching that topic In fact, this principle holds
good in teaching any subject or any topic, but it is especially so in teaching of English
which is a foreign language.

Teaching Online Contents [hide]

 1 (A) Grammar translation method of teaching English
 2 (B) Direct Method
 3 (C) Bilingual Method
 4 (D) Structural Approach
 5 (E) Substitution Method
 6 Share this:
 7 Related

(A) Grammar translation method of teaching English

In grammar translation method, the teacher translates every word, phrase and
sentence of English into the mother tongue f9r easy comprehends by the students. This
is the oldest method of teaching English in our country, but the most condemned one.
However, it is most widely used in Indian schools. Most of the teachers of English in our
country use this method because of its convenience.

Principles of translation method

The grammar translation method of teaching English is based on the

following principles-

(i) The words and expressions in English can be easily interpreted in the mother
tongue of the students.

(ii) It is easy for the students to learn words and phrases of through their mother
tongue.

(iii) Structure of a foreign language can be easily learnt when compared and
contrasted to those of the mother tongue.

Advantages of translation method

(i) Translation method is the easiest method to explain the meaning of English
words and phrases.

(ii) It helps in expanding and enriching the vocabulary of the students in the
shortest time.
 (iii) It takes less time to explain the meaning of difficult words of a foreign language
in the mother tongue.

(iv) The teacher has to put in less effort and labor while using this method. It suits
an average as well as below average teacher of English.

(v) It enables the teacher to test students’ understanding and comprehension of

English easily.

Limitations of translation method

(i) Translation method lays stress only on meaning and interpretation. It totally
neglects speech. Those students, who are taught English through transplantation
method are very poor in spoken English, because they are not given any practice in
speaking English.

(ii) The method is unpsychological, because it is based on theory and not on

practice. Language can be learnt effectively through usage and practice and not by
learning the rules of grammar. The students may have good knowledge of the rules of
grammar, but even then they may not be able to speak or write correct English. Correct ·
English can be learnt only through drills, which are not provided in this method.

(iii) In this method, great emphasis is laid on liberal translation which is not correct
and ·useful. There are many English words and phrases which cannot be translated into
the mother tongue and out of it e.g. Dahi jama do in Hindi will be put as set the milk to
curd.

(iv) This method is not activity based. In it the students are more passive listeners
and not active participants in the teaching learning process.

Role of translation method in teaching English

 It is true that translation method suffers from a number of defects. It is considered a
very poor method of teaching English. But even then, we cannot banish if from our
programmed of teaching English to Indian students. It is a convenient teaching method
for the teacher and a convenient learning method for the students.

We should not entirely ban using the translation method for teaching English to
Indian students rather we should use it judiciously. But the major drawback in the
exclusive use of this method is that it has no place for training and practice in speech.
The pupil never gets an opportunity to express his own thoughts in English.

This method makes excessive use of the tongue. Too much use of mother tongue
retards the progress. In this method the student thinks, imagines and understands
everything through the mother tongue. According to Serperson, ‘The translation
swallows up so much that there is none left for learning the foreign language.’

Too much stress is laid in this method on the rules of grammar. Hence, it is also
called ‘grammar method or grammatical method.’ But the grammatical plan does not
suit the young learners. It is a theoretical and logical method, which is quite unsuitable
to the young students, who are at the early stage of learning English.

The demerits of translation method can be made up by limiting the use of mother
tongue to comprehension of the meaning of difficult words of English and by providing
the students sufficient practice in the use of English words and phrases through
speaking English combined with motions and gestures by the students. It means that
the English teachers can teach best by combing, translation method of teaching English
with direct method of teaching the language.

(B) Direct Method

The Direct Method of teaching English is the method of teaching ·

English directly without use of students mother tongue, without
translation and without the study of formal grammar. It seeks to establish a direct
association between experience and expression. English words are taught to the
students by pointing to objects or pictures or by performing suitable action.

Mr. H.E. Palmer has described the following essential features of direct Method of
teaching English.

(i) Translation in any form is banished in the programme of teaching English.

(ii) The meaning of words are taught by means of objects or by natural contexts and
appropriate actions.

(iii) Oral teaching precedes any form of reading and writing.

(iv) Grammar, when it is taught, is taught inductively.

According to Felix Frank, ‘Direct Method of teaching English is the method of

teaching in which a new English word or expression is connected in the pupils mind
directly with what it stands for and not through the medium of mother tongue.’

Aims of Direct Method

(i) To make the pupil think in English.

(ii) To develop in the pupil that instinctive understanding language sense, which we
all possess in varying degrees in the mother tongue.

(iii) To enable the pupil to express his thoughts and feeling directly by means of
English without the intervention of other tongue.

(iv) To enable the pupil to acquire the ability to grasp and group the sense of what he
hears or reads in English.

Main Characteristics

(i) In this method, a direct bond is created between word and idea, word and
experience. This type of association in the key to understand the meaning. It needs a full
contextual situation.
 (ii) Audio-visual material is used extensively to explain the meaning.

(iii) Vocabulary is taught after following the principles of selection and gradation.

(iv) The teacher can ask some common questions related to the current actions. For
example, when the teacher is teaching he can ask questions like:

(a) What is in my hand? (Holding a pen)

(b) What am I doing? (Putting it on the table)

(c) What have I done? (After putting it on the table)

(v) Instead of a word, sentence is the unit of teaching. It is in words and phrases that
the child learns to talk which later go on to rrom a sentence.

(vi) Stress is laid more on speech because direct association can be made by oral
teaching only.

(vii) Two types of maxims are profusely used-

(a) From simple to complex.

(b) From concrete to abstract.

 (viii) In this method, grammar is taught inductively indirectly unlike grammar
translation method, rules of grammar are neither taught nor stressed. It is assumed that
learners will themselves enter the grammatical rules. Therefore, in this method
grammar is not an end in itself.

Principles of Direct Method

(i) Direct link between the word and its meaning-The main principle underlying direct
method is establishment of direct link between English word or phrase and its meaning.
The mother tongue is not to be used.

(ii) Inhibition on the use of mother tongue-The use of mother tongue is inhibit ted in
direct method. This helps to ensure direct link between the word and the meaning.

(iii) Oral Training-Direct method lays great emphasis on oral training in learning
English. Oral training helps in the direct link between the English words and the objects
for which they stand.

(iv) Using sentence as the unit of speech-Direct Method is based on the principle of
making sentence as the unit of speech. So teaching of English starts with this teaching of
sentences and not with individual words.

(v) Inductive teaching of grammar-Direct Method has no place for theoretical granular.
If granular is to be taught, it is to be done so by inductive method. In this method,
learning of grammar is not essential. It is only a means to the learning of language
correctly and not an end in itself. In this method, language precedes grammar.

Advantages of Direct Method of Teaching

(i) It makes understanding of English easier-Direct method of teaching makes the

understanding of English easier by doing away with the intervention of mother tongue
and establishing direct link between the English words or phrases and concrete objects.
The learner acquires the ability to understand what he hears or reads in English directly.

(ii) Based on educational principles-The method is strictly in conformity with

educational principles-particular before general, concrete before abstract, practice
before theory.

(iii) It aids reading-Direct method makes the study of English easy and interesting.
The students taught through this method acquire a great love for reading English books
and magazines. It this way, direct method encourages self study in English. ·

(iv) Command over language-This method enables students to acquire a command

over the English language. By speaking English all the time, whether right or wrong
their primary errors soon disappear and in a few years, they acquire the command over
it which they have over their mother-tongue.
 (v) It gives fluency of speech-The direct method establishes a direct link between
experience and expression. Thus, the students acquire fluency in speech. There is no
intervention of mother tongue and the student thinks in English, he does not find it
difficult to express his thoughts in speech. The students taught through direct method,
speak English more fluently than those who have been taught through the translation
method. Their pronunciation is also better, as they are given opportunity to speak
English.

(vi) A natural method-It is a natural method of teaching because in it, English is

taught in the same way in which the mother tongue is taught. The learner feeds
burdened initially but the burden lightens gradually.

(vii) It aids written work-Direct method leads to ease in writing as writing requires
ability of expression. Hence, it is noticed that those who can speak fluently can also
write easily.

(viii) No gap between active and passive vocabulary-This method does not differentiate
between active vocabulary (i.e. those words which we know and use) and passive
vocabulary (i.e. those words which we understand but do not use), because whatever is
required for understanding, English is also required for expressing it. If English is learnt
through the mother tongue, the gulf between the active and passive vocabulary is
widened. Through this method the student acquires a greater control over vocabulary.

(ix) Taste for English literature-Under this method, student spend almost all their
time in speaking and learning English. A native like atmosphere prevails in the class-
room with talks on English authors and their works. Naturally, pupils develop a taste
for English literature and very soon they overcome their initial difficulties of speech and
writing, and imbibed with a zeal for higher studies.
Limitations of Direct Method of Teaching

The disadvantages of the method are-

(i) A lost of time is consumed in creating real-life situations.

(ii) We cannot teach second and foreign language like the mother tongue because, in
the words of Sweet ‘In learning our language, we begin young and we give our whole
time to it. Our minds are perfect blanks and we come to it with all our faculties fresh and
unknown.’

(iii) This method stresses on aural-oral appeal: Advocates of this method think that
it is more annealing. But it may be effective for some children and not for all children.
There are some who are more profited by visual appeal. So, for such Children this
method is not useful. This state of affairs has compelled Dr. Breton to say that ‘only the
clever child can profit by this method.’

(iv) Some scholars think that this method does not initiate thinking in English.

Thompson and Wyatt says, We cannot except the pupil to make the association at the
outset. It means, pupils think in their own mother tongue, although, they try to speak in
English.

(v) Some scholars like P. Currey and Dr. West do not regard it a method. They think
it is a principle only which can be used along with some method.
 (vi) This method is expensive, because a lot of audio-visual material is needed.

(vii) For over-crowded class, this method is inconvenient.

(viii) In India, there is scarcity of teachers who are competent and trained in
teaching through this method.

(ix) Sometimes, it becomes very difficult to bring the word meaning and child’s
experience together.

(x) It may be possible that the teacher wants to convey some meaning and the
students assimilate quite a different meaning.

(xi) Grammar is not taught systematically.

(xii) This method ignores reading and writing aspects of language learning. Equal
time is not devoted to learn this skil.ls.

Failure of the method in India-Due to all these demerits, direct method has failed to
yield desirable results. In this context, Menon and Patel write, ‘The direct method was
tried in India for a number of years but it failed to yield the expected dividends in term
of the children progress.’ For this, they have assigned two main reasons-

(i) A vast majority of English teachers did not possess sufficient command of the
language and ability to practice it.

(ii) Text books were not graded as regards grammar and composition and the ideal
that grammar and composition should be taught in co-ordination with the reading
lesson was not realized.

Conclusion-Whatever be the opinions about the direct method, its usefulness at the early
stage cannot be denied. Because of the interest it creates, it appeals to children. At the
same time; it shows good results. Hence, efforts should be made to follow it at an early
stage. But it does not suit the purpose of students in higher classes. Hence, there is a
other method of teaching should be followed. If attempted at in the right manner and in
the right spirit, it works and its results are highly satisfactory. It affords more
opportunities for speech which is essential for laying a firm foundation for acquiring
linguistic habits.” Prof. V.K. Gokak says, ‘between the word and the thing. Direct
association of this kind meant give better results than translation can be promoted by
means of activity appropriate to what the pupil is learning by setting up sih1ations which
stimulate those of real life.’

(C) Bilingual Method

This method is completely a recent method invented by Prof .C.J. Dodson of Wales. He
claims that this method is very effective in teaching a foreign language.
 Philosophy behind the method-When the child learns the mother tongue, he connects
the meaning of words with his own experience because he learns the mother tongue in a
real situation. In this way, he grasps the situation or forms the concept in mind. As, for
example the mother asks the child, Dudh Peeo (Drink the milk). Seeing the milk itself,
the child learns that this thing is called milk, thus he learns calling milk as ‘Dudh’ and
forms the concept of milk in his mind. Now, it will be a waste of time to create that
situation again before the child when we are teaching him a foreign language because
the child has already experienced the situation while learning the mother tongue.

Characteristics of Bilingual Method-This grammar are a unique method which is a

mid way between the two old methods translation method and direct method. The main
characteristics of this method are-

(i) It emphasizes on creating situations not exactly like direct method. Here
situations are created just by giving the mother tongue equivalents of English words.

(ii) It commands use of mother tongue not exactly like translation method. In this
method the mother tongue is only used during early stages. Gradually it can be dropped
as students advance in learning. The mother tongue is used to explain the meaning of
words,Phrases, idioms, sentences and grammatical points and rules.

(iii) Translation are only done by the teacher not by the students to explain the matter.

(iv) Sentences is the unit of teaching.

(v) Rigorous practice is given in sentence pattern.

Advantages of Bilingual Method

(i) This method promotes both fluency and accuracy in English.

(ii) The teacher is saved from the botheration of creating real situation in order to
convey the meanings in English only. He gives the meanings in the mother tongue of the
pupils.

(iii) This method needs less equipment in teaching and can be used in all types
of school situated in the rural and urban areas.
 (iv) Unlike the direct method which ignores the linguistic habits already acquired by
the pupils in the process of learning their mother tongue, the bilingual method makes
use of them.

(v) Even an average teacher of English can teach the lesson successfully through this
method without any elaborate preparation.

(vi) The time saved in this way can be used to provide pattern practice to the pupils.

(vii) It also stresses speech practice.

Limitations of this method

(i) This method is still in an experimental stage. But it has some of the demerits
of grammar translation method and direct method.

Difference between Bilingual Method and Translation Method is the following-

Conclusion-The Bilingual method is worth trying in India. It will be wrong for

anyone to swear by one method or the other and be dogmatic. Our approach in teaching
should be elastic and pragmatic. The influence of the mother tongue cannot be ignored
at any cost. A good teacher cannot be a slave to any method. Whatever be its merits, he
is free to select features of any method which he finds effective according to
circumstances.
 Methods that may be successful in a highly technological country such as America
may be out of place in India. The social background also contributes to languages study.
Pupils in rural areas who have no opportunity to listen to spoken English are at a
disadvantageous position as compared to the urban pupils. In this way, we can rely on
the Bilingual method which has a social, cultural and economical background.

(D) Structural Approach

Structural approach is not a method of teaching but only an approach to the

methods of teaching. Any new method of teaching can have a structural approach.

The structural approach is based on the belief that in the learning of a foreign
language, mastery of structures is more important than the learning. of vocabulary.
Structural approach to teaching of English means teaching of basic structures of English
to the students. The structures are selected and graded properly before teaching
them. Oral or Direct method of teaching English is most suited to teach structures. The
students can learn English most easily and effectively by this approach. Structural
approach can also be used in Bilingual method of teaching English. In fact, method of
teaching is concerned with ‘How to teach’ but approach is concerned with ‘what to
teach’. It involves content of teaching, its selection and grading.

Structural Approach means approaching English on the basis of structures. In it, the
teacher follows certain structures in a certain order. It is based on the assumption that
language can best be learnt through a selection and grading of structures.

The Direct method aims to promote the oral aspect of the significance of written
work and reading. The tendency is to give insufficient attention to reading and not to
teach written work systematically. The remove this great demerit of the direct method,
the structural approach was used to teach the English as a foreign language.

‘The structural approach is a great improvement upon the direct method. In this
respect, Menon and Patel write-“The basic principles and techniques of the structural
approach do not differ widely from those of the direct method and there are many
teachers who still believe that it is the direct method which with some addition and
alternations is necessitated by modem researches into foreign language learning. It is
true that the two are similar in many ways, but the fact remains that by following the
new arrangements of structures and grammatical forms instead of the old jumble of
unselected structures. The direct method is greatly improved.

Brewingtioa writes that, ‘Structural approach is a scientific study of the fundamental

structures of the English languages, their analysis and logical arrangement.’

C.S. Bhandari is of the view that, ‘The structural approach to English is teaching the
learner certain selected structures in a certain order.’ ·

Structures should not be confused with sentences. Sentence is a grammatical order

of words. Structure need not have any grammatical order. For example, ‘good morning,
well done, thank you’ etc. are examples of structures. We have already seen that words
arranged in a proper order convey their meanings and the hearer or the learner
understands them. In this way, these structures are important tools of a language.
Words are much less important than the ways in which they are put together. We
communicate with one-another by structures. Words are arranged in a certain order to
convey meaning according to the requirement of the situation. Structures may be
complete utterance or form part of a large pattern.

We communicate with one another not by using isolated words but by using
combination of words. It is the particular order of words, their proper arrangement that
conveys meaning. In order to get the meaning of a sentence we have to know the
meanings that are signaled By word order. Thus, to learn only the meaning of words is
not enough. Students must also learn the ways in which the language uses words in
sentences.

Speech and oral work is the core of the structural approach. Speech is, in fact, the
basis of learning a language. It is through speech that the student learns the habit of
using words in the correct sentence pattern.

Basic principles of Structural Approach

The basic principles of structural approach in the teaching of English are as follows:

(i) There is a ·great importance of forming language habits particularly the habit of
arranging words in an English sentence. The sentence pattern of English is quite
different from the sentence pattern of our mother tongue. So, the students should be
taught the correct and proper way of arranging words in a sentence of English. It cannot
be taught by telling them the rules of arrangement but by giving them ample practice of
speaking.

(ii) Speech is the most important thing in learning a foreign language. It is necessary
base for fixing firmly all ground work of learning.

(iii) Pupils activity in learning the language is more important than the teacher’s
activity in teaching the language.

The Aural-Oral Approach-Oral approach is also known as struchiral approach. An

approach brings us near the symbols of a language. These symbols or words are graded
according to different Stages of studies. Thus, by approach we do not only mean; ‘ How
to teach?” but also “What to teach?” Hence, an approach is a matter of principles. These
principles are derived from a critical study of the nature of language. This requires a
psychological learning of the teaching processes. A method, on the other hand, is a body
of techniques. When a teacher adopts these techniques in teaching a subject in his
classroom, it is a methodical teaching. Methods may vary from person to person, from
subject to subject, from place to place, but there may be a general agreement on the
second approach. As such, the aural-oral approach aims at teaching language by offering
the pupils opportunities of learning it by this method is of immense help hearing and
speaking it. It offers our pupils a facility to use the language for communication from
class VI to class VIII which are the years of formation of a strong base. It incorporates all
the linguistic habits to be formed. It is flexible and allows every method to be used when
necessary for gaining mastery over the model sentence and all the other ones framed on
its pattern.

Types of Structures-Structures can be divided into the following four categories.

(i) Sentence pattern-There are about 275 basic language patterns or sentence
structures which a pupil is required to know. They are divided into seven parts as
follows-

(a) Patterns having SV as-He/ goes.

(b) Patterns having SVO as-He/eats/food.

(c) Patterns having SVOC as-Sita/gave/me/ a pen.

(d) SVC patterns as-There/is/a boy.

(e) Patterns with SVOC as-He/ pointed / the door /grace.

(f) Pattern with SVA as-Birds/fly /in the air. Wood / floats/ on w;:i.ter.

(g) Patterns with SVOA as-

(1) He/ has hidden/ the bag/ in the garden.

(2) I/called / him/ in the morning.

(ii) Formulae–Formulae are gesture like words-How are you? Good morning,
Thank you, May God blesses you, Excuse me, which are used on certain occasions.

(iii) Phrase structures-In addition to sentence structure; there ‘ are phrase stretchers.
They are divided into four parts as follows-

(a) Answer to how (much many) A handful of, a heap of

(b) Answer to where near the table, under the table

(c) Answer to what Like to do it, wish to do it

(d) Answer to when On the 15th August

(iv) Idioms-Idioms like, born with a silver spoon, to err is human, come in this
category. These should be taught as a whole.
Main Features of Structural Approach

The main features of structural approach are as follows-

(i) Importance of forming language habits-The structural approach gives great

importance to the formation of proper language habits. Such extensive practice is given
to the students in structures that their use becomes a habit with them. A number of
language drills are given for this purpose and the students are made to use the basic
structures of English unconsciously and automatically.

(ii) Importance of speech-This approach considers speech as the most important step
for learning the language. Structures are presented and practised orally. The students
practice the structures through a number of oral drills. They practice the structures first
in the group and then individually. Reading is introduced when the students have learnt
a number of structures orally. The ability to speak English gives the students a sense of
achievement. Thus, speech becomes the basis for reading and writing.

(iii) Situational teaching-The approach makes use of situational teaching. Proper

situations are created with the help of objects, pictures, model flash cards, actions,
gestures and black board drawings. The students learn English structures by associating
them with the situations in which they are taught.

(iv) Importance of pupils activity-Structural approach lays great emphasis on pupils

activity. Students are made active learners and not passive listeners. They -learn English
through activity. They practice the structure through a number of activities based on
drills. They participate in a number of language games. In this way, their learning of
English becomes effective.

(v) Selection and Gradation-The structural approach involves selection and gradation
of the structures to be taught. The structures are selected and graded on the principles
of frequency, simplicity and practicability. The structures which are quite common,
simple and practical are taught first. The less common, difficult and tough ones are
taught af towards. This gradation leads the students easily to the goal.

(vi) Multi-Skill Approach-Structural approach is, in fact, a multi-skill approach. It

gives due importance to all the four language skills -listening, speaking, reading and
writing. In it, no skill of learning is over-used and no skill is neglected. Structures are
first learnt orally. This process involves skills based on listening and speaking first. It is
reinforced through reading and writing later.

Characteristics of structures

(i) The 275 structures form the core of essential English which a student of the
secondary school stage must know.

(ii) Every structure embodies an important point of grammar.

(iii) The structures are based on word order.

(iv) The structures are carefully graded as regards the form and meaning. Only
meaning of one word is taught at a time. For example ‘to’ is first taught as a directive
and then as part of the infinitive e.g. He is going to temple, He wants to go to temple.

(v) The structures are graded in such a way that one structure follows the previous one
naturally as-

I/saw/him. I/saw/him/working.

(vi) Use of mother tongue has a place in the structural approach. While teaching,
English structures should be compared to the structures of the mother tongue of the
pupil.

Selection of structures-Those structures should be selected which have the following

characteristics-

(i) They occur frequently in both the written and the spoken language.

(ii) They are up to the level of the learner’s age.

(iii) The structures should be simple for the beginners, such as I am walking, she is
singing.

(iv) They should be up to the level of the learner’s capacity to learn.

Gradation of structures-After the selection of structures, they should be put in a suitable

order. This is called gradation. Gradations can be done in the following manner-

(i) Structures which fix them in time.

(ii) Structures which locate them in space.

(iii) Structures which identify things and persons.

Content words-Besides structures, in structural approach, content words should be

taught, because without content words, teaching will be dull and an inspiring. Those
content words should be used which spring from a particular situation. For instance, the
teacher is teaching. There is a mango on the table and the teacher shows to the class a
mango put on the table. Mango’ will be the constant word about which the teacher
should tell the student. The selection of content words should be deliberate depending
on-

(i) Usefulness

(ii) Simplicity and

(iii) Relevance of teaching content words.

Creating suitable situation for teaching structures-In order to make the structure
meaningful to the learner and language learning natural, appropriate suitable and
situations should be created in this manner-

(i) To practice the structure and to relate it to its meaning.

(ii) To build up a vocabulary of content words.

An example can make it clear. Suppose into has to be taught. The teacher should put
a basket before the pupils and putting an apple into it should say, “I am putting the
apple into the basket.” By creating this situation the teacher can-

(i) Make the students practice the structure into and relate it to its meaning.

(ii) Build up a vocabulary. The situation can be created by

(a) Gestures and action-The gestures and actions can be of either the teacher or the
pupils.

(b) Pictures-They should be colored.

(c) Drawing on the black-board.

 Procedure of teaching-In this approach, every structure is taught separately.
Generally, the following steps are followed to teach a structure or item-

(i) First step-Presentations of items in appropriate situations by the teacher.

(ii) Second step-Oral drill by the students of those situations created in the first
step.

(iii) Third step-Presentation of the item with some familiar situations.

(iv) Fourth step-Oral drill by the students of those situations which were created in
the third step.

(v) Fifth step-Overall drill-In the last step, oral work should be done.

Aims of Structural Approach

According to Patel and Menon, the aims of the structural approach are as follows:

(i) To correlate the teaching of grammar and composition with the reading lessons.

(ii) To lay the foundation of English by establishing through drill and repetition
about 275 graded structures.

(iii) To teach the four fundamental skills, namely understanding, speaking, reading
and writing.

(iv) To lay proper emphasis on the aural-oral approach, active methods and the
condemnation of formal grammar.

(v) To enable the children to attain mastery over an essential vocabulary of about
3000 root words for active use.

Precautions-The under-mentioned precautions should be taken at the time of

teaching through this method-

(i) Pupils should be given adequate practice in speaking before they are asked to
read.

(ii) Ample practice should he given in one structure before proceeding on to the
other.

(iii) Pupils mistakes should be corrected promptly.

(iv) The structures should be graded and demonstrated.

 (v) Care should be taken to avoid practice becoming purely mechanical.

(vi) The teacher should keep a record of structures useful for teaching’ in the class. If
possible, the lists should be hung in the classroom.

(vii) Rapid speech-patterns should be taught with the help of printed patterns.

Advantages of Structural Approach

(i) It teaches the four languages skills-listening, speaking, reading and writing.

(ii) By learning the structure of sentences, the child automatically learns some
grammar, word order and use of words.

(iii) The structural approach promotes the use of everyday English. As such, it
stimulates the activity and interest of the pupils. This i.s called English through play-
way method.

(iv) The special virtue of the structural approach lies the fact that at every stage the
objectives of teaching of learning are clearly defined and are attainable, producing a
delightful sense of mastery and confidence.

(v) It enables children to spike English which is more important than reading or
writing.

(vi) It facilitates the learning of English by imparting knowledge of its structures.

(vii) 0By the time, the students leave the school, they acquire mastery over about the
275 basic structures and a vocabulary of about 3000 words. This proves to be of great
help to them in practical life.

(viii) With a well-selected and well-graded programme, this approach can be

effectively adopted at all stages.

(ix) It creates appropriate environment for learning the language.

(x) Due to much oral drilling, whatever is learnt in the class remains stable in the
student’s minds.

(xi) Structural approach can help in teaching prose, poetry effectively.

(xii) This approach gives ample opportunities to students to give expression to their
ideas and feelings.

(xiii) The principles on which this approach is based are scientific.

 (xiv) It makes both the teacher and the student active which is psychologically
sound.

Limitations of the Structural Approach

(i) It does not advise the teacher about the material for written exercises.

(ii) The structural approach does not take into consideration the fact that the pupil is
a learner. At the same time, it expects a great deal from the teacher.

(iii) The grading of structures is very good in theory but it does not work in practice.
There are occasions when the teacher has to derange the order of grading.

(iv) This approach is suitable for junior classes only. It is not applicable to higher
classes where many branches of English language are taught.

(v) It does not tell the teacher how he should present a new teaching point or give
drill for assimilating it.

(vi) The selection and grading of structures does not solve the problem of teaching
English. It only helps the teacher to know what he has taught and what he should teach
next.

(vii) Continuous teaching of structures and their repetitions by the pupils make the
atmosphere of the class dull and teaching mechanical.

(viii) It over-looks the linguist habits already formed while learning the mother
tongue.

(ix) This approach is rarely successful in overcrowded classes.

(x) Teachers trained in translation-cum-grammar method find it difficult.

(xi) It is difficult to apply this approach to every sphere of teaching and testing.

(xii) It does not tell the teacher how a new item should be presented or drill should
be conducted. The teacher himself has to think over.

Practical Approach to Teaching

The structure approach is, in fact, practical approach to teaching and learning
English. It enables the students to learn English in a limited number of structures
through a limited vocabulary.

According to Patel and Menon, structural approach aims at laying the foundation of
English by adopting through drill and practice, about 275 graded structures and
enabling the students to attain mastery over an essential vocabulary of about 3000
words for active use. The selection of structures and types of vocabulary to be taught
depends upon the ability of the average student, his age, time devoted to the teaching of
English, the capability of the teacher and the availability of equipment in the school.

By learning the structures of sentences, the student learns grammar, correct order
and use of words automatically. Thus, he avoids common errors in grammar and
composition.

The students taught through structural approach obtain a practical command over
speaking English, while the students taught through the traditional methods can
hardly speak a sentence of English by themselves. Hence, structural approach is a
practical approach to English.

(E) Substitution Method

The substitution method was adopted to remove the following limitations of the
direct method.

(i) Ignoring use of mother tongue

(ii) Stress on oral work

Meaning of Substitution-According to Palmer, ‘Substitution is a process by which any

model sentence may be multiplied indefinitely, substituting for any of its word or word
groups and other words of the same grammatical family.’ The following table shows how
we construct a number of sentences from a model sentence by substitution or replacing
its words.

Example-Suppose a teacher wants to teach the word. Table so Table will be the base
word. The teacher will construct a sentence using the base word which will be the model
sentence.

Model Sentence-He is sitting on the table.

The sentence is-

Mukesh is sitting on the table. Sita is sitting on the table.

Advantages of the Substitution Method

(i) It is a useful and easy method of learning English at the early stage. (VII and VIII
classes)

(ii) The substitute tion table presents linguistic material systematically as shown in
the tables.
 (iii) The substitution method also provides opportunities for reading and writing.

(iv) This method can enable the students to think.

(v) The use of mother tongue is sufficiently done which saves time.

(vi) It is a natural way of learning a language, because pupils unconsciously construct

many sentences similar to the model sentences.

(vii) Students find this method interesting. Limitations of Substitution Method

(i) It is not useful for higher classes (IX to XII).

(ii) It lays greater stresses on oral work than on written work which is equally
important.

(iii) In this method, there is no sequence and therefore, children learn only through
isolated sentences.

(iv) Only trained, innovative and imaginative teachers can teach efficiently through
this method because it is not easy to form substitution tables.

(v) Linguistic habits can be formed only after a long time.

https://www.teachingonline.net/development-of-various-skill-in-english/
Development of various skill in English

POSTED BY: TEACHINGONLINE SEPTEMBER 25, 2017

Teaching Online Contents [hide]

1 Development of various skill in English

2 Development of listening and speaking skills

3 Meaning and importance of reading

4 Importance of reading

5 Methods of teaching reading

6 Advantage

7 Advantages

7.1 Assumptions

8 Advantages

9 Advantages

10 Advantages

10.0.1 Share this:

10.0.2 Related

Development of various skill in English

There are many skills which are essential for learning English.

They are as follows-

(i) Listening and speaking skill

(ii) Reading skill

(iii) Writing skill

(iv) Structural skill

We should develop all these skills in the students who are required to learn English.

(i) Listening and specking skill-Listening and speaking lay the foundation of language learning. Hence, they are called fundamental
skills. Every other skill is built on it. That is why, it is said that speech is language and language is primarily speech. Knowing a
language is the ability to understand and speak it.

The role of listening and speaking English-Development of listening and speaking skills has an important role to play in the teaching
of English. The ability to understand spoken English is needed in ordinary conversation, exchange of greeting and receiving orders
as directions. Listening to lectures, talks, running commentary on matches and news bulletin is an essential part of learning English.
The ability to speak English is needed in communicating with other people, foreigners and people from other states of the country. A
person who wants to learn English must try to understand spoken English. A person who understands spoken English can-

(a) Recognise the characteristic English speech sounds in isolation as well as combination.

(b) Distinguish such sounds from similar sounds in mother tongue.

(c) Understand the meaning of words used and grammatical meanings of structures.

A person who speaks English can-

(a) Produce the characteristic English speech sounds, both in isolation and in combination.

(b) Use appropriate words and structures to impress the intended meaning, and

(c) Use appropriate stress and intonation patterns.

Development of listening and speaking skills

The two skills of listening and speaking are usually grouped. Together because they are interlinked . The first important point in
developing skills of listening and speaking is training in recognizing characteristic English speech sounds, including stress and
intonation patterns.

The following types of activities should be used to train pupils, ears to discriminate sounds-

(i) The teacher gives various commands and the pupils perform the activities.

(ii) The teacher writes pairs of words and the pupils tell whether they are the same or different, for example, slip and sleep are
different words, though, they seem similar.

(iii) The teacher displays various pictures. Then, he makes a statement about one of them and the pupils identify the picture.
Apart from these activities, the pupils should be trained in listening to connected speech as normal speech. For such listening
practice records and pre-recorded cassettes can also be used. Students should also be encouraged to listen to radio programmers,
see English films and narrate at pine what they .have heard or seen.

For the development of the skill of speaking English, the importance of teacher’s own pronunciation cannot be neglected. The
students learn to speak English in the way they hear it being spoken. Hence, the teacher of English should learn to speak good
English himself before teaching others to speak so. For this purpose, he should listen to linguaphone, pre-recorded cassettes, radio
and T.V. apart from consulting English pronouncing dictionaries.

To develop pupils, skill of speaking English, ample practice in English speech and pronunciation should be given to them. These
exercises should be integrated with the oral practice of pattei:ns or structures. It can also be combined with dialogues and reading.
Moreover mechanical dvices like linguaphone and tape recorders can also be used for the purpose.

Meaning and importance of reading

Reading is the process of looking carefully at written or printed symbols and translating them into the spoken symbols. The spoken
symbols are associated with the objects, qualities or actions for which they stand. Thus, we can say that reading consists of three
elements the written symbol, the spoken symbol and the sense. We can also say that reading is the ability to extract from the
writteR or printed pages, the thoughts, facts and information required.

Importance of reading

Reading is a very important skill in learning a foreign language, because it opens a good store of useful and interesting material to
the students. Reading or the ability to understand the written language is the most useful skill for the learners. Dr. West, who had a
great experience of teaching English to Indian students gives his verdict that reading should be given a key place in the total
scheme of teaching English as a foreign language in Indian schools.

Methods of teaching reading

(i) Alphabetic Method

(ii) Phonic Method

(iii) Syllable Method

(iv) Word Method

(v) Phrase Method

(vi) Sentence Method

(vii) Story Method

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(i) Alphabetic Method-This method consists of first teaching the pupils the letters in their alphabetic order and then teaching them to
read words by speaking them aloud. This is not a good method of teaching reading skills, because letters of the alphabet in
themselves have no meaning and interest for the pupils. Moreover, the letters in English do not make the same sounds in different
words. This method is also unpsychological. While reading we never see letters but word groups.

This method is now condemned because the names of letters do not always represent the pronunciation of words. For example, ‘ut’
is pronounced different in ‘but’ and ‘put’. In the same way, ‘a’ does not indicate the sound by which it is identified in words like ‘call’,
‘hand’ and ‘calf’. The 26 letters in English represent 44 major sounds. Meaningless repetition of letters and words of ten create in
children a permanent dislike for reading. The method being analytical is slow and painful.

It is not a psychological method of teaching. It makes the pupils feel dull and the teacher lethargic because the main emphasis of
this method is to give an unnecessary drill of letters and words.

Despite its above disadvantages, the method has one great advantage. It gives the .child ample time to see words, correctly written
and thereby, enables him to field up the essential visual image of words without which correct spelling is impossible.
(2) Phonic Method-This method consists in teaching the sounds of the letters instead of their names. It is also a poor method of
teaching English, because the student becomes particular in pronouncing the letters and loses the meaning of the words.

(3) Syllable Method-Tbs method consists in teaching reading by first introducing the syllables, such as ‘ba’, ‘be’, ‘bi’, ‘bu’, ‘bo’ and
then blending them to form words. This method is also not good because like the alphabetic and phonic methods, it pays attention to
the elements or parts of words and not to the words as a whole.

Advantage

Since syllables form compact sounds, many consonants can only be pronounced accurately when they are combined with vowels.
This method is helpful is reading such sounds, so, it has been found better than the alphabetic method.

Limitations

(i) This method is analytic, so, it is hard to understand.

(ii) Syllables do not carry meaning and are insignificant.

(iii) Remembering all the syllable structures of English puts a heavy memory load on pupils.

(iv) The syllable structure of English is complex. Hence, it becomes hard to read for students at the middle class level.

(4) Word Method-In this method, a word is given for reading in the beginning. The pupils are taught to read it by associating it with
the accompanying picture. This method is better than the previous methods, because it lays great emphasis on the meaning of
what is read. But this method has also its limitations. It encourages the habit of reading one word at a time. Reading should include
in its fold groups of words at a time and not separate words.
Advantages

(i) It is psychological, because the teacher proceeds from the known to the unkown and from the concrete to the abstract.

(ii) It teaches words as complete units which are basic units of thought.

(iii) It stresses the learning of words as whole before elements are singled out.

(iv) It focuses on the meaning of what is read.

(v) It is the easiest method of learning to read. This is why it is called the global method.

(vi) It is economical, because it ensures rapid progress in reading.

(vii) It focuses on perceptual as well as contextual meanings.

(viii) It is a natural method, because we begin to talk in words not in letters.

(ix) Since word is the unit of teaching this method facilitates oral work.

(x) It arouses the child’s interest from the very beginning.

(xi) It employs direct method. Therefore, it has all the merits of the direct method .
Limitations

The limitations of this method are as follows-

(i) It does not help in tackling new combination of letters.

(ii) It cannot be used for teaching words which cannot be represented by pictures such as a, an, the etc.

(iii) It does not develop the necessary accuracy and independence in word recognition. Hence, it does not help progress in reading.

(iv) It helps in developing the habit of guessing.

(v) It ignores spelling.

(vi) It involves all the limitations of the indirect method.

(vii) It treats almost all the words as independent objects. As such, it does not help progress in reading.

(viii) It puts a very great strain on the child’s memory because he is to remember the sounds of many words.

(ix) It does not enable the child to acquire properly the ability to spell. In spite of all these limitations, many schools have
recommended this method.
According to P.C. Wren, ‘It is the one and only rational method.’

Prof. Moris says that, ‘The word method is unquestionably the means of inculcating the reading skill, in view of the phonetic
character of English orthography.’

In fact, with judicious use of aids, the teacher can employ this Method with success.

(a) Phrase Method-In this method. Phrases are given for reading instead of simple words. The phrases can be prepositional phrases
such as on the table, in the bag etc. or verb phrases like has been playing, had been working etc. The phrases are more interesting
than the words and carry more meaning than words. But a phrase does not express a complete idea and hence lacks complete
meaning.

Assumptions

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(i) Phrase’s convey meaning.

(ii) At each fixation of eye, a reader recognizes not a word; but a group of words.

(iii) Phrases are more interesting than words.

(iv) Phrases are more suitable units of teaching.

Advantages

(i) Phrases can be presented with more interesting material aids.

(ii) Since group of words, or phrases are recognized at each fixation of eyes rapid growth in reading has been found.

(iii) This method helps in extending eye span.

According to Patel, ‘The word is too small a unit of speech and the sentence it too long a unit to be read at a time.’

Limitations

(i) It places emphasis on meaning rather than on reading.

(ii) It has all the limitations of the word method.

(iii) It is an uneconomical method of mastering words.

Criticism-In the words of Menon and Patel, ‘The phrase methods have all the advantages and limitations of the word method. It
places emphasis on meaning and is an uneconomical method of word mastery.’

(6) Sentence Method-In sentence method, the minimum teaching unit is the sentence and not the word. The pupils learn to read
sentences first and then words and letters. Sentence method of teaching reading to beginners has several advantages over the
other methods. In fact, it is the sentence and not the word, which is the unit of speech. The word as a unit of speech has no
meaning of its own. Words attain meaning only when ‘they are used in association with the words proceeding or following them.
Sentence method has several advantages. It offers help to the pupils to extract meaning from the context. It also embodies
continuity of meaning. This method lays the foundation of all the attitudes and skills required for good reading.

Advantages

(i) It supports Gestalt’s concept of learning, ‘Mind sees the whole and analyses it later.’ It is possible only by following this method.

(ii) It emphasis the meaning of the material read.

(iii) It encourages current habits of eye-span.

(iv) It promotes intelligent reading.

(v) It is interesting and it initiates activity in the class.

(vi) One of the greatest values of the sentence method lies in the help it offers to the pupils from the context and from the continuity
of meaning that can be embodied in the material.

(vii) It develops a thoughtful reading attitude.

(viii) It is a psychological and natural method of teaching reading because children love to speak sentences.

(ix) It develops fluency in speaking and reading.

If the sentence method is well supplied it lays the foundation of all the attitudes and skills required for good reading, a thoughtful
reading attitude, a clear grasp of meaning, accuracy and independence in word-recognition.
(7) The Story Method-This method is a step formed on the sentence method limit, a number of sentences forming a short story are
presented. The teacher tells the story in a modified form.

Then, discusses its events or details. After that, he directs the attention of the pupils to the story as printed in their books or written
on the black-board. As the pupils are already familiar with the events, they are asked to identify them in the individual sentences
within the story. These sentences are picked out again and again until the students are able to recognize them easily. In the end,
the sentences are analyzed into words. After that, the word method is followed.

Advantages

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(i) It creates interest in the child.

(ii) It is a psychological method, because children have a natural interest in stories.

(iii) It gives a complete unit of thought. This is because there are a number of events in a story.

(iv) It arouses interest in reading activities, and thus, it overcomes some of the disadvantages of the word and sentence method.

Limitations
(i) It does not lay stress on the recognition of words.

(ii) It ignores accurate and complete reading to some extent.

(iii) It develops the habit of guess work in the pupils.

(iv) It expects too much from children by emphasizing the memorization of the sequence of events in a story.

Choosing the best method-The description of various methods with their advantages and limitations both creates a confusion about
which method is best. To admit frankly, none of the methods described above is perfect in itself. In my opinion, among all the
methods the combination of word method and alphabetic method is more advantageous.

We may call it the eclectic method. In this method, some words should be introduced and then, they should be analyzed into letters.
The letters thus learnt should again be combined to form new words until practice is gained in the recognition and use of those
letters. The best results in reading can be obtained only when both meaning and Word-recognition are emphasized from the very
beginning.