This method is similar to direct method and the second language is used in the class. The emphasis is not on the understanding of words but somewhat on the acquisition of structures and patterns in common every dialogue. Drills are used to teach those structural patterns. Also set phrases are memorized with a focus on intonation. Everything is memorized in form and students practice the set phrases until they can use it spontaneously.
Some of the oldest teaching methods are still used around the world. More methodological evolutions are expected including technological advances in pedagogical strategies. It also mentions the new roles of teachers as advocates for students in inumerous issues, ethical and social. The author points the similarities among the methods and its goal to teach students to communicate in the targeted language. Larsen-Freeman captured the guiding principles of how languages can be learned.
The lecture technique is most common to teach course class, where ryen and anggun of those responding stated that they use this method at least some of the time. The data may suggest that student of English department believe that the lecture method offers a quick and easy way to cover substantive material. Of course, it is assumed that the information "delivered" in a lecture is "received" by the students. The learning theories presented above, however, suggest that reliance on the lecture method (or entirely on any other method, for that matter) is not all that effective in light of the different ways students learn. The lecture approach, while convenient and effective in sending out information, may not be that effective in allowing students to absorb and use the information in an effective manner.
The Direct Method suggests that there should be lots of verbal communication, no translation, random and spontaneous use of the target language and there should be little time given to grammar and syntactic structures (Lestari, P. Rahmi, A. 2011) The Natural/Communicative Approach The beginning of 1960s saw yet another method which was originally the brain child of Tray Terrall and Stephen Krashen. This approach focused on three main areas; aural comprehension, early speech comprehension and speech activities. Students demonstrate comprehension in the form of speech, this is normally after the initial silent period. To enable the student to produce the target language it is of paramount importance that the Affective filter is low (Bull, W 1999) Language-body conversations ‘Total Physical Response (TPR) The foundation for language body conversations are based on a physical response or action upon the student.
Every language teacher should have been aware and fascinated about the relation between teaching methods and students’ academic performance. In the field of education, especially in teaching seems that there opens the gate of the learning process. It is not a secret that successful language learning depends on different factors that not only related to the teacher, but to the methods used by them which takes significant role in student’s learning and academic achievement. It was proved that teachers of the 21st century face challenging task related to the using and selecting better teaching methods crucially now than ever before. As Gibbs and Jenkins  argued that the context of class and society has changed, but the teaching methods have remained unchanged.
The approach to language learning, which I find most appropriate, is to provide opportunities for the children to experience different text as it is particularly helpful in developing language skills. I would continue it and besides newspapers, fiction and nonfiction books I shall also include wrappers of different things, banners, names of shops and roads. I am hopeful that it would foster children learning and their understanding about the purpose of the different
“You can’t see other people’s point of view when you have only one language,” declared psycholinguist, Frank Smith. Just as it is mentioned in this quote, foreign language is important; therefore, people should learn a foreign language at an early age. The language helps people to concentration and increase comprehension skills. When mind is fresh, the person can take in more information and can easily master a foreign language. In addition, most secondary schools and universities require a foreign language to be known.
“You can’t see other people’s point of view when you have only one language,” declared psycholinguist, Frank Smith. Just as it is mentioned in this quote, foreign language is important; therefore, people should learn a foreign language at an early age. When learning a foreign language at an early age, it helps people to concentrate and increase comprehension skills. Also, at a young age, the mind is fresh, so the person can take in more information and can easily master a foreign language. In addition, most secondary schools, universities, and jobs require a foreign language to be known.
The authors start by saying that it has always been a problem for language teachers to choose the most effective way of teaching a foreign or second language, however many methods and approaches were developed, applied and discarded in order to try out for the most effective teaching language method. What can make teaching method is when the target objectives were met by the teachers. Grammar-Translation Method, emphasizes the teaching of the second language grammar, its principle techniques is translation from and into the target language. GMT is still one of the most important and effective way of teaching a foreign or second language (Elizabeth 2004) and is also being used in many parts of the world including Pakistan. This method is most viewed here in the Philippines especially in public high schools
In so doing, students’ learning experiences will be promoted and they will learn elements of language through the channel that best fits their learning preferences. Research shows that if teachers can give students instructions relevant to their learning styles, the performances are usually better (Dunn and Price, 1979; Oxford and Ehrman, 1993). Whenever the learners’ learning differences are fitted innately with the instructional procedure, their enthusiasm, performances, and achievement will be increased (Brown , 2007). From the research to date, it is clear that all language learners use language-learning strategies in some ways; however, the frequency and