CH 02

Literature Review:

Celce-Murcia 2001 reported that Prior to this century, language teaching methodology vacillated
between two types of approaches: one type of approach which focused on using a language (i.e.,
speaking and understanding), the other type which focused on analyzing a language (i.e., learning the
grammatical rules) (Celce-Murcia 2001).

Hilgendrof in 2017 reported that Language teaching methods are the set of teaching practices,
approaches and material instructors use to facilitate foreign-language (FL) learning. Throughout history,
methods have been developed in response to societal imperatives for learning another language
(Hilgendorf 2018).

Hilgendrof 2018 reported that Language learning is one of the most important areas in personality
society. Being a means of communication, language can be acquired practically in a natural
environment, that is, in the family, among the public or in an organized way. And knowledge
about Language phenomena are taught in theory. In our time, when international relations are in
full swing, knowledge of languages, especially multilingualism, plays a huge role. Students and students
who study in our country usually learn three languages. These languages are referred to by special
names. These are: native language, second language, and foreign language. The native language is the
first language that serves separately in the formation of thinking. When the second language is
spoken, it is treated as the language of its fraternities, neighbors, made up of representatives of
other nationalities. A foreign language is the language of a foreign country. The languages of Western
Europe (English, Spanish, German, Faransuz) and Eastern (Arabic, Turkish, Persian, Chinese, Indian)
are taught in our republic (Hilgendorf 2018).

The use of modern technology in teaching languages has been dramatically increasing worldwide over
the past decade. With the creation of the World Wide Web, it has become possible and feasible for
language teachers to make effective use of instructional materials, especially in teaching language and
culture. Teachers play a crucial role in the adoption and implementation of ICT in education since they
are the key to making learning happen. Earlier studies for example, Pilgrim have reported, teacher’s lack
of ICT knowledge and skills to be a major obstacle to implementation, and consequently pointed to the
need for further training for teachers. It is important to recognize that the introduction to computers
into schools is much more complicated than the introduction of new educational technologies. It is a
complex innovation, which poses considerable challenges to teachers into daily work. Education reforms
require teachers to adopt new roles as more responsibilities for learning are given directly to the
students. This change require that teachers be proficient in advising and guiding students through more
autonomous, self-directed learning processes, while the same time monitoring curriculum standards
achieved by students (Hussain, Iqbal et al. 2010).

2.1 Role of English as a second language in Pakistan:

In Pakistan English language enjoys a role of second language not as a foreign language. Due to political,
decisions or official policies in Pakistan English has been taught as a second language in our schools,
Colleges and Universities. It has become the language for television, newspapers, mass media and radio.
English language plays a vital role for giving standard education in institutions of elite. It is also the
language for industrial organizations. This small detail highlights the facts that developing countries like
Pakistan; the one who has command over English language may have a permit for the socio-economic
prosperity. As the increasing demand of this language had also increased the demand for competent
students (Awan and Shafi 2016).

2.2 English as a second language in Pakistan

Acquisition of any language is a skill, but method of teaching the English language has not generated
preferred objectives. It is sad fact that Pakistani learners who are studying from 8-10 years can’t
communicate easily particularly students from rural areas for whom English language stands as a third
or fourth language (Awan and Shafi 2016).

2.3 Factors under which English is being taught

Second language acquisition research describes that audio visual aids such as flash cards, charts,
pictures, models, films, scripts, tape recorders, computers and overhead projectors facilitate successful
acquisition of a second language. But classrooms in Pakistan are not being facilitated Global Journal of
Management and Social Sciences with such materials. Another factor is the use of inapt text books in
Pakistan. Text books are not written in properly designed methods and the material in the books are not
sufficient. In Pakistan we do not pay a lot of attention to the selection and up gradation of the text
books.

2.4 Types of teaching methods in English language

Many methods have been introduced for teaching English language. Each method represents the
negation of the former method of teaching practice. Some of them are given below:

1. Grammar translation method.

2. Direct method.

3. Audio-visual method.

4. The silent way.

5. Suggestopedia.

6. Community language learning.

7. Total physical response.

8. Communicative approach.

2.4.1 Grammar translation method

Grammar translation method is not the new method for the language teachers. Its other name is
classical method of language teaching. This was the method which was used to teach classical languages
like Greek and Latin. Mostly it had been taught the students in reading the literature of foreign
language. This was also the major aspect of grammar translation methods that while having this method
student were able to have the grammatical concepts of their own native language and also had the
familiarity of the grammatical concepts of foreign language.
2.4.2 Direct Method

Awan Shafi 2016 reported that direct method was introduced to oppose to Grammar translation
method. Grammar translation method basically focuses on the comprehension of the students’ ability
but direct method concentrates on the communicative abilities of students in the learning of foreign
language. The most important rule for direct method is that no ‘translation.’ Direct method means to
communicate with the students in the target language directly without having the interaction with the
students in their native language. No rules for grammatical concepts had been given importance. No
cramming was given importance (Awan and Shafi 2016).

2.4.3 Audio-Visual Method

Thus, this method will escape the indirect and one-way communication that characterizes it and can be
utilized appropriately as complex direct interpersonal communication.

In recent years, several efforts have been made to develop a common language for the use of
audiovisual media technologies in the educational process, which could be the basis for the formation of
an audiovisual media (new) theory in education as well as in the field of media studies (Nicolaou,
Matsiola et al. 2019).

Computer

The computer as an integral part and backbone of Information Science has offered to the field of
education a great deal of solutions to various didactic problems, as well as new educative methods,
revolutionizing the educational process in technology-enhanced learning.

Dale et al., 1969 reported that some of its fundamental capabilities in the field of education are:
personalized teaching and learning, group collaboration learning, a good way of representing reality,
feedback, and lifelong education, the connection with the world, and aiding vulnerable social groups and
special categories of audiences. Its main use as a means of teaching is that through simulation, the
computer offers a dynamic representation of reality, with methods of virtual and augmented reality,
thus allowing learners to interact with the real world in ways that were not possible before. Applications
such as electronic mail (email) communication, which is an interchange method of asynchronous
sending, receiving, and storing messages, which can include attachments, and where, finally, the same
message may be sent to many recipients, are nowadays an integral part of education (Dale 1969).
Visual Media

Kurnjawan reported that the primary reason to design visual media is to communicate a message or
information, and they are two-dimensional materials. The contemporary society is highly visualized,
especially when taking into account that visual material, such as photographs in various publications
(e.g., newspapers, magazines, and books), posters/signs on the streets, and graphics, are used daily and
are encountered on various websites on the internet through the computer’s screen. The reason is that
visual materials are more efficient and allow the representation of images, causing identical cognitive
recognition processes, such as those we follow in the real world (Kurniawan 2016).

Sound and Audio Media

The use of sound and audio media in education, among others, greatly increases oral communication
due to the fact that audio content may come in touch with emotions, create emotions, give life to the
past by activating memory, and generally sensitize the deeper elements of people’s culture (Dale at al.,
1969).

The basic forms of sound may be distinguished to the three main categories of human speech, music,
and sound effects are commonly used audio and audiovisual narrations, e.g., for presentation purposes
of a variety of topics (using audio, motion, video) (Nicolaou, Matsiola et al. 2019).

Video

As the most illustrative and, at the same time, the most demanding form of content, since it combines
and integrates all forms of content (e.g., text, image, and sound), video dominates the majority of
activities of modern everyday life as well as the educational process in technology-enhanced learning.
The form of digital storytelling delivers a contextual, realistic, and intrinsically interesting experience for
something that is impossible to watch directly. Moreover, it provides the repetition and imitation of
activities which are needed in order to gain psychomotor skills through repeated observation and
practice. It is also offered as a method of self-observation for both learning and/or improving
professional and social behaviors, as well as multifaceted analyses of social and psychological content
(Nicolaou, Matsiola et al. 2019).

2.5 Teaching Methodologies Employing Audiovisual Media Technologies

The challenge for educators is to utilize technology in ways that facilitate the highest level of learning
outcomes”. In this case, however, the issue is not how the educator employs technology, but which the
followed process is, i.e., the teaching methodology. There are various and varied traditional teaching
methodologies that can be implemented in the educational procedure in order to achieve the aims and
objectives of cognitive subjects, but not all are well-suited and offered along with the use of audiovisual
media technologies in enhanced learning (Nicolaou, Matsiola et al. 2019).

The modern approaches in teaching methodologies based on the literature (theoretical and
bibliographic) of recent decades and in already published (new) researches and reviews in education as
well as the field of media studies are:

1. Differentiated teaching, which can be applied to mixed capacity faculties by providing

challenging learning experiences.

2. Interdisciplinary teaching, which is considered a successful option for achieving the objective of
holistic viewing of things, also relying on the concept of experience (Nicolaou, Matsiola et al.
2019).

2.5.1 Communicative Approach

Communicative Approach (grew out of the work of anthropological linguists and Firthian linguists, who
view language first and foremost as a system for communication).It is assumed that the goal of language
teaching is learner ability to communicate in the target language. It is assumed that the content of a
language course will include semantic notions and social functions, not just linguistic structures.
Students regularly work in groups or pairs to transfer (and, if necessary, negotiate) meaning in situations
where one person has information that the other(s) lack. Students often engage in role-play or
dramatization to adjust their use of the target language to different social contexts. Classroom materials
and activities are often authentic to reflect real-life situations and demands. Skills are integrated from
the beginning; a given activity might involve reading, speaking, listening, and perhaps also writing (this
assumes the learners are educated and literate).The teacher’s role is primarily to facilitate
communication and only secondarily to correct errors. The teacher should be able to use the target
language fluently and appropriately (Celce-Murcia 2001).

CLT is generally regarded as an approach to language teaching (Richards & Rodgers et al., 2001). As such,
CLT reflects a certain model or research paradigm, or a theory (Celce-Murcia, 2001). It is based on the
theory that the primary function of language use is communication and that language is best learned
through communicating. Its primary goal is for learners to develop communicative competence (Hymes
et al, 1971), or simply put communicative ability. In other words, its goal is to make use of real-life
situations that necessitate communication (Celce-Murcia et al., 1995).
Defining Communicative Competence Communicative competence is defined as the ability to interpret
and enact appropriate social behaviors, and it requires the active involvement of the learner in the
production of the TL. (Canale & Swain et al., 1980) Such a notion encompasses a wide range of abilities:
the knowledge of grammar and vocabulary (linguistic competence); the ability to say the appropriate
thing in a certain social situation (sociolinguistic competence) the ability to start, enter, contribute to,
and end a conversation, and the ability to do this in a consistent and coherent manner.

2.5.2 Communicative Language Teaching

Communicative language teaching (CLT) is described by some applied linguists as having reached a
turning point—one in which explicit direct elements are gaining significance in teaching communicative
abilities and skills” (Celce-Murcia & Domyei et al., 1997). In fact, for quite a few years now, words like
balance, integration, and equilibrium have appeared in the CLT literature indicating that most second
language (L2) educators agree that CLT is undergoing a transformation— one that includes increased
recognition of and attention to language form within exclusively or primarily meaning-oriented CLT
approaches to second language (L2) instruction (Spada 2007).

The ability to communicate effectively and repair problems caused by communication breakdowns
(strategic competence). As it is frequently misunderstood, CLT is not a method per se. That is to say, it is
not a method in the sense by which content, a syllabus, and teaching routines are clearly identified
(Richards & Rodgers et al, 2001).

CLT has left its doors wide open for a great variety of methods and techniques. There is no single text or
authority on it, nor any single model that is universally accepted as authoritative (Richards & Rodgers et
al., 2001).

By and large, it uses materials and utilizes methods that are appropriate to a given context of learning.
CLT has spawned various movements, such as proficiency-based or standard-based instruction. While
the early days of CLT were concerned with finding best designs and practices, the proficiency-based
movement contributed to the field of language teaching by putting forward a set of proficiency
guidelines. These guidelines describe language ability and are meant to be used to measure competence
in a language (Omaggio-Hadley et al., 2001).

Brandl et al., 2008 reported that in this sense, the proficiency-based movement focused on measuring
what learners can do in functional terms. By providing evaluative descriptions that is, by specifying what
students should know and how they should be able to use language within a variety of contexts and to
various degrees of accuracy at different stages it provided a set of broadly stated goals and thus a sense
of direction for curriculum designers (Brandl 2008).
2.5.3 Suggestopedia

Suggestopedia is a method developed by the Bulgarian psychiatrist educator Georgi Lozanov.

Suggestopedia is a specific set of learning recommendations derived from Suggest ology, which
Lozanov describes as a “science … concerned with the systematic study of the nonrational and/or
nonconscious influences” that human beings are constantly responding to (Stevick, 1976).
Suggestopedia tries to harness these influences and redirect them so as to optimize learning. The
most conspicuous characteristics of Suggestopedia are the decoration, furniture, and arrangement
of the classroom, the use of music, and the authoritative behavior of the teacher.

Suggestopedia aims to deliver advanced conversational proficiency quickly. It apparently bases its
learning claims on student mastery of prodigious lists of vocabulary pairs and, indeed, suggests to the
students that it is appropriate that they set such goals for themselves. Lozanov emphasizes, however,
that in creased memory power is not an isolated skill but is a result of positive, comprehensive
stimulation of personality (Lozanov et al., 1978). Lozanov states categorically, “The main aim of teaching
is not memorization but the understanding and creative solution of problems” (1978: 251). As learner
goals he cites increased access to understanding and creative solutions of problems. However, because
students and teachers place a high value

On vocabulary recall, memorization of vocabulary pairs continues to be seen as an important

goal of the Suggestopedia method.

Lozanov lists several expected teacher behaviors that contribute to these presentations.

1. Show absolute confidence in the method.

2. Display fastidious conduct in manners and dress.

3. Organize properly and strictly observe the initial stages of the teaching process this includes

Choice and play of music, as well as punctuality.

 4. Maintain a attitude towards the session.

5. Give tests and respond tactfully to poor papers

6. Stress global rather than analytical attitudes towards material.

7.Maintain a modest enthusiasm al(Bakhromova and Ergashev 2022)

Conclusion

We have discussed Theoretical framework which is used by other authors who have done work related
to Implementational value of Modern Language Teaching Methods that are used in English classroom in
Pakistan, Role of English as a second language in Pakistan, English as a second language in Pakistan,
Factors under which English is being taught, Types of teaching methods in English language, Teaching
Methodologies Employing Audiovisual Media Technologies, in this Chapter.
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