Algirdas Makarevicius. Teaching Methods
Which is the Best Teaching Method?
Many language teaching methods have been used in the past. Unfortunately, there is no prescribed answer to which method is the best. Every method has its advocates as well as its opponents. Some methods have been scrutinized, criticized, rejected, and no longer used. Other methods are still extensively applied in many schools, colleges, and universities. Some methods are successfully used in some countries but are not generally popular worldwide. It is obvious that some teaching methods are more prevalent in one country but less in some other countries.
There is no proof that a specific method is better than any other, and it is OK for all language teachers and learners. I think there is no ‘best language teaching method,’ and it is the teacher's responsibility to determine which method or a combination of methods should be used under particular circumstances. Therefore, will briefly review the basic and the most widely spread language teaching methods and reflect on their degree of effectiveness.
Content-Based Teaching Method
One of the most widely spread methods is the Content-Based Teaching Method. Content-Based Method is also called Content-Based Instruction (CBI). It focuses on vocabulary, terminology, and subject matter. It is applied in teaching university-level courses like geology, computers, biology, or sociology. This method is effective because students acquire language skills within the meaningful content. The content-based Teaching Method focuses on language acquisition and content learning, i.e., expanding students' experience and gaining either life skills or professional skills in certain subjects. In this way, it increases student motivation and better opportunities for future employment. To use this method, language teachers are required to gain experience and knowledge in some professional fields.
Communicative Language Teaching Method
Another popular method is the Communicative Language Teaching Method (CTL), which emphasizes interaction, cooperation, or interplay. It is based on the assumption that the goal of acquiring L2 skills is communicative competency. It concentrates on the practical aspects of speech rather than on the formal grammatical structures. Communicative, task-based, and problem-solving activities are extensively applied as the most powerful ways of interaction. Students study in small groups and examine ‘real-life situation’ case studies. I apply this method when I teach ESP courses for adult students.
The Audio-Lingual Method
The Audio-Lingual Method focuses on listening practice. Students listen to various language patterns and act in daily situations. Students memorize dialogues and conversations recorded by native speakers and try to reproduce them as accurately as possible. They practice these patterns until responses become mechanical. This way of teaching can be combined with CLT and CBI methods and help learners develop communication abilities efficiently.
The Direct Method
The Direct Method or the Natural Method requires teaching in a foreign language. It aims to develop all four skills - listening, speaking, reading, and writing. However, most of the time, it is used to develop listening and speaking skills. No translation is used. The German professor of phonetics Wilhelm Viëtor developed and introduced this method.
Language Immersion
Language Immersion means that the learner is in a real-life situation where he or she must use the target language. In an immersion school, the student ‘lives’ the language, i.e., the target language becomes his/her lifestyle. Classes are taught entirely in the target language; learners live with a family where everyone uses only the learners’ target language. Immersion programs can be categorized according to students' age: early immersion (4-8), middle immersion (9-11) and late immersion (11+). Immersion programs can be further classified according to the degree of immersion: total immersion, partial immersion, bilingual immersion, FLES - Content-based Foreign languages in Elementary Schools immersion, and FLEX - Foreign Language Experience immersion. Language immersion environment is often created in language villages and summer camps.
Total Physical Response
The total Physical Response (TPR) method is based on ‘speech in action.’ It was developed by an American professor of psychology, James Asher. The method is founded on the principle that listening comprehension should be fully developed first, similarly when a child starts learning a language. The other skills will be developed only when listening comprehension skills are fully developed. The TPR method is suitable for mixed-ability classrooms, kinesthetic learners, and students with learning disabilities.
The Pimsleur Language Learning System
The Pimsleur Language Learning System is based on natural language learning capabilities. It was designed and developed by Dr. Paul Pimsleur, an authority in applied linguistics. He taught phonetics and phonemics at the University of California; later, he was a Fulbright lecturer at the Ruprecht Karl University of Heidelberg. Dr. Pimsleur's system is centered on four basic ideas: anticipation, graduated interval recall, core vocabulary, and organic learning. Using carefully designed audio-tape programs it enables learners to acquire practical language skills similar to children's native language skills and develops language skills quickly and without tedious drills.
Learning by Teaching
Lernen Durch Lehren - Learning by Teaching - method was established by a famous German Professor, Jean-Pol Martin. It is an effective method for students to learn by teaching their peers. The students take the teacher's role and teach their peers. At present, Learning by Teaching is a widely spread method in Germany and many other countries.
Lazanov's Method of Suggestopedia
Suggestopedia (lately called Desuggestopedia) was developed by the Bulgarian doctor and psychotherapist Georgi Lozanov. The first element of Dr. Lazanov's Method is the optimistic suggestion that learning is easy (students feel relaxed and happy); the second element focuses on providing learners with large amounts of learning material at a level appropriate to their age and interests – pictures, dramatized texts, music, songs, and games. This method was intended to work well for both children and adults. However, it can be expensive. I do not think this method is very effective and practical.
The Grammar Translation Method
The Grammar Translation Method was the principal method in Europe in the 19th century. It was based on teaching grammar structures and vocabulary with direct translations. Latin language (dead language) was successfully taught by using the Grammar Translation Method. Little attention was paid to interpersonal communication or pronunciation. Today, most experts admit that this method is ineffective.
Which Method to Use?
The teacher must decide which method or a combination of methods can be applied during the different stages of the teaching process. The selection should be determined by the student’s age, educational background, class size, school requirements, learning objectives, and other factors. The teacher has to decide how to design a course, prepare teaching materials, select textbooks, and write lesson plans to meet the objectives.
Algirdas Makarevicius. Great Teacher Characteristics
Which is the Best Teaching Method?
Many language teaching methods have been used in the past. Unfortunately, there is no prescribed answer to which method is the best. Every method has its advocates as well as its opponents. Some methods have been scrutinized, criticized, rejected, and no longer used. Other methods are still extensively applied in many schools, colleges, and universities. Some methods are successfully used in some countries but are not generally popular worldwide. It is obvious that some teaching methods are more prevalent in one country but less in some other countries.
There is no proof that a specific method is better than any other, and it is OK for all language teachers and learners. I think there is no ‘best language teaching method,’ and it is the teacher's responsibility to determine which method or a combination of methods should be used under particular circumstances. Therefore, will briefly review the basic and the most widely spread language teaching methods and reflect on their degree of effectiveness.
Content-Based Teaching Method
One of the most widely spread methods is the Content-Based Teaching Method. Content-Based Method is also called Content-Based Instruction (CBI). It focuses on vocabulary, terminology, and subject matter. It is applied in teaching university-level courses like geology, computers, biology, or sociology. This method is effective because students acquire language skills within the meaningful content. The content-based Teaching Method focuses on language acquisition and content learning, i.e., expanding students' experience and gaining either life skills or professional skills in certain subjects. In this way, it increases student motivation and better opportunities for future employment. To use this method, language teachers are required to gain experience and knowledge in some professional fields.
Communicative Language Teaching Method
Another popular method is the Communicative Language Teaching Method (CTL), which emphasizes interaction, cooperation, or interplay. It is based on the assumption that the goal of acquiring L2 skills is communicative competency. It concentrates on the practical aspects of speech rather than on the formal grammatical structures. Communicative, task-based, and problem-solving activities are extensively applied as the most powerful ways of interaction. Students study in small groups and examine ‘real-life situation’ case studies. I apply this method when I teach ESP courses for adult students.
The Audio-Lingual Method
The Audio-Lingual Method focuses on listening practice. Students listen to various language patterns and act in daily situations. Students memorize dialogues and conversations recorded by native speakers and try to reproduce them as accurately as possible. They practice these patterns until responses become mechanical. This way of teaching can be combined with CLT and CBI methods and help learners develop communication abilities efficiently.
The Direct Method
The Direct Method or the Natural Method requires teaching in a foreign language. It aims to develop all four skills - listening, speaking, reading, and writing. However, most of the time, it is used to develop listening and speaking skills. No translation is used. The German professor of phonetics Wilhelm Viëtor developed and introduced this method.
Language Immersion
Language Immersion means that the learner is in a real-life situation where he or she must use the target language. In an immersion school, the student ‘lives’ the language, i.e., the target language becomes his/her lifestyle. Classes are taught entirely in the target language; learners live with a family where everyone uses only the learners’ target language. Immersion programs can be categorized according to students' age: early immersion (4-8), middle immersion (9-11) and late immersion (11+). Immersion programs can be further classified according to the degree of immersion: total immersion, partial immersion, bilingual immersion, FLES - Content-based Foreign languages in Elementary Schools immersion, and FLEX - Foreign Language Experience immersion. Language immersion environment is often created in language villages and summer camps.
Total Physical Response
The total Physical Response (TPR) method is based on ‘speech in action.’ It was developed by an American professor of psychology, James Asher. The method is founded on the principle that listening comprehension should be fully developed first, similarly when a child starts learning a language. The other skills will be developed only when listening comprehension skills are fully developed. The TPR method is suitable for mixed-ability classrooms, kinesthetic learners, and students with learning disabilities.
The Pimsleur Language Learning System
The Pimsleur Language Learning System is based on natural language learning capabilities. It was designed and developed by Dr. Paul Pimsleur, an authority in applied linguistics. He taught phonetics and phonemics at the University of California; later, he was a Fulbright lecturer at the Ruprecht Karl University of Heidelberg. Dr. Pimsleur's system is centered on four basic ideas: anticipation, graduated interval recall, core vocabulary, and organic learning. Using carefully designed audio-tape programs it enables learners to acquire practical language skills similar to children's native language skills and develops language skills quickly and without tedious drills.
Learning by Teaching
Lernen Durch Lehren - Learning by Teaching - method was established by a famous German Professor, Jean-Pol Martin. It is an effective method for students to learn by teaching their peers. The students take the teacher's role and teach their peers. At present, Learning by Teaching is a widely spread method in Germany and many other countries.
Lazanov's Method of Suggestopedia
Suggestopedia (lately called Desuggestopedia) was developed by the Bulgarian doctor and psychotherapist Georgi Lozanov. The first element of Dr. Lazanov's Method is the optimistic suggestion that learning is easy (students feel relaxed and happy); the second element focuses on providing learners with large amounts of learning material at a level appropriate to their age and interests – pictures, dramatized texts, music, songs, and games. This method was intended to work well for both children and adults. However, it can be expensive. I do not think this method is very effective and practical.
The Grammar Translation Method
The Grammar Translation Method was the principal method in Europe in the 19th century. It was based on teaching grammar structures and vocabulary with direct translations. Latin language (dead language) was successfully taught by using the Grammar Translation Method. Little attention was paid to interpersonal communication or pronunciation. Today, most experts admit that this method is ineffective.
Which Method to Use?
The teacher must decide which method or a combination of methods can be applied during the different stages of the teaching process. The selection should be determined by the student’s age, educational background, class size, school requirements, learning objectives, and other factors. The teacher has to decide how to design a course, prepare teaching materials, select textbooks, and write lesson plans to meet the objectives.
Algirdas Makarevicius. Great Teacher Characteristics
