How To Prove That A Language Is Not Context-Free Language Popular Approaches to Teaching Methodology

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Popular Approaches to Teaching Methodology

In recent years a debate has developed about which approaches to structuring, planning and implementing lessons are most effective. Theoreticians and practitioners are constantly discussing how language acquisition is done and how best to facilitate this. Many approaches and methods have been developed that have had a substantial impact on language teaching, although many of these procedures are rarely used in the classroom.

The approach adopted in the classroom is usually determined by the needs, goals and learning styles of the students. For example, a beginner may have an immediate need to communicate the basic needs of everyday life. For that student, a communicative approach may be the most useful. A student who speaks well but has difficulty reading and writing may need a different approach. It is more common for the ESL teacher to use an eclectic approach, which is a combination of the structural or communicative approach, to meet the needs of all students. Let’s now look at some of the more traditional and popular approaches to teaching methodology.

Presentation, Practice and Production (PPP)

During an initial teacher training course, most teachers will become familiar with the PPP paradigm. A PPP lesson will proceed as follows:

• First, the teacher presents a language item in a clear context to understand its meaning. This can be done in a variety of ways either through a text, a build situation, a dialogue etc.

• Students are then asked to complete a controlled practice stage, where they may have to repeat the target items through choral and individual drilling, fill in the gaps or match half sentences. All this practice requires the student to use the language correctly and helps them become more comfortable with it.

• Finally, they go to the production stage, sometimes called “free practice stage”. Students are given a communication task as a role play and are expected to produce the target language and use any other language that has already been learned and is suitable to complete it.

Work Based Learning (TBL)

Task-based learning offers an alternative to PPP for language teachers. In a task-based lesson, the teacher does not predetermine which language will be studied, the lesson is based on the completion of a central task and the language studied is determined by what happens as the students complete it.

The communicative approach

The Communicative Approach to teaching emphasizes the importance of functional language as opposed to focusing specifically on grammar and vocabulary. Students are taught to apply different forms of language in different contexts and situations such as making a hotel reservation, buying a plane ticket, ordering in a restaurant, booking tickets for a show, asking for directions, etc. It is this constant exposure to language in realistic situations. which is designed to aid language acquisition. In addition, students are given a clear reason to communicate in the form of games and simulations. The accuracy of the language used is seen to be of less importance than communicating well.

During these communicative activities the teacher does not intervene as the purpose of such activities is too similar to real communication. Although communicative activities are widely used by teachers, it is quite difficult to define exactly what is a communicative approach. This is because most teaching methods are aimed at improving communication regardless of the techniques employed. The Communicative Approach is also seen to erode students’ accuracy in the pursuit of fluency. The Communicative Approach has been adopted in every classroom around the world and has, in many ways, made an invaluable contribution to the English Language Teaching profession.

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