Innovative Language Learning Methods

INNOVATIVE LANGUAGE LEARNING METHODOLOGIES

Introduction

First and foremost, I mainly aim to research several innovative language learning methods and explain them literally in this article. English language teachers provide knowledge and skills to learners of a new language, and naturally, they follow several methods, or in other words, strategies. It must definitely be stated that methods of language learning and teaching depend on several approaches which are and in practice today, the number of methods is getting more and more, and all aim to find ways to make language learning and teaching more effective. Due to the fact that the best methods for students and their abilities to learn may vary among them, English language teachers should

In other words, instead of language structure, students are presented with a task they have to perform or a problem they have to solve (Harmer, 2001). “The point of departure is not an ordered list of linguistic items, but a collection of tasks” (Nunan, 1999, p.24). Additionally, because of its links to Communicative Language Learning methodology and support from second language acquisition theorists, task-based learning has gained considerable attention within applied linguistics (Richards and Rodgers, 2001). It must also be underlined that the method uses real communication activities to accomplish tasks, and points out the importance of aiming these tasks to the students individually as much as

It is a language learning methodology that involves the use of the Web and exploits Web materials, resources, applications or tools (Son, 2007). As the broadband connectivity and social networks grow more and more, experts and companies produce a wide range of Internet-based language learning products. These products aim to allow students to gain access to their lesson plans and online lectures wherever they are in the world, communicate with their like-minded friends, furthermore, interact with people in other countries in real time.

As every method stated above focuses on a particular part of language learning, on the contrary, Whole Language Learning Methodology foresees that in order to gain the ability to use all the skills and construct knowledge and meaning, learners study the language as a whole. The notion of the wholeness of language here suggests that language is not the sum of its various dissectible and discrete parts (Brown, 2001). As its name implies, the method suggests and focuses on using a combination of all the four branches of language (speaking, listening, writing and reading) as often as