Methods Successful in Teaching the Second Language - Essay Example

TEACHING METHODS Name of student Name and Number of Course Name of Professor Date Introduction Second language knowledge has been creating a stirred debate in Australia based on the complexities engulfed in it. It has topped debates of crucial national importance not only for its impacts on the immediate learning environment but also by the tremendous decline it has subjected to the national progression; to be specific, the repercussions of a negated bilingual concept. However, researchers have identified several teaching methods that have been viewed successful in teaching the second language(Allwright & Hanks, 2009). This paper will discuss various teaching methods and approaches that have been used in teaching the second language and their applications. Evidently, the second language is largely more on the negative by Australians, no wonder the massive revolt in form poor attitudes by students across board. It has yielded to widespread havoc experienced by language teachers.This has even further been fueled by suggestive approaches emanating from school administrators in the recent past; for instance, the forum spearheaded by school heads in an attempt to avert the “Crowded Curriculum”. It is for these basic reasons alongside consolidated views and consequences that second language in Australian primary schools becomes a cause of disagreement. View and Conception Second language use in Australian primary schools is a finely nurtured tool to be perfectly used for the intended purpose at the most opportune time. Basing on the paradigm of civilization, language use and its historical study exactly pair up. A civilized nation displays magnificent growth in its languages; the more a language is developed the more is civilized are its natives(Chang, 2012). To stem this down, the economy of Australia, its socio-economic and political sectors among other crucial pillars, largely depend on her language riches. To back it up, a national literacy standard is highly defined by frequency and eloquence in its language usage. At this early stage, the student has the highest cognitive development and enable them shoulder a cutting edge over any other age group. Just as Dr. Maloney from the Macquam University puts it, “Children have the ability to use one, two, three, four, and even five languages efficiently, and with a beautiful accent….” This is a research with proof enough to warrant second language in Australian primary schools(Gass & Selinker, 2008). Teaching Methods/Approaches Grammar-Translation Method This method is also known as the classical method. This model was developed under the assumption that different kinds of knowledge are located under different sections of the brain. This model believes that studying different languages is good for exercising the brain since different parts of the brain are responsible for learning different languages. However, during the development of this approach of learning a second language, only Greek and Latin was used hence the name classical language(Ortega, 2009). This approach utilizes the system of grasping the grammar then translating the name. This model did not consider communication as a basic concept despite the fact that language is an integral aspect of communication. The resulting effect of this model showed that most of the students who studied different second languages were not able to communicate with it. However, the fact this model is not resulting into effective communication, it is used in teaching foreign languages in United States in High Schools and Universities in memorizing and instilling grammatical rule. Direct Method A German scholar Frankle developed this model in 1884(Tarone, 2009). Frankletheoretically justified this method in writing. This approach emphasizes on the direct association and interaction that students make with objects and concepts with correspondence with the targeted language. In this model, the use of grammar translation method is avoided while the students use the use of the targeted language all the time. Teachers using this model have to consistently employ teaching aids such a diorama and realia to help in memory development of the language into the student’s brain hence there is no use of foreign language. Through induction, aspects of grammar are taught. For example, when students are being taught about different sporting methods, students are consistently introduced to verbs. It is therefore important that we realize that the concept is not the verb-to-verb conjugation but the logical way of exposing the students to different aspects of grammar. Researchers have been able to prove that learning takes place in a good way if cultural aspects are included in the process(Norris, 2006). These approaches utilize this aspect and include cultural aspects of the target language during lessons and the various processes of teaching and learning. For example, while studying French, students are encouraged to discuss sports that people from France widely engages in. in addition to this, this model also includes the geographical aspect hence drawing the attention of the learner and making the learning process more interesting. During this process, we realize that learning of vocabulary is still emphasized through student’s interaction in class. This method is widely applied in learning Berlitz language in the world. Maximilian Berlitz, the founder of the Berlitz language used the direct method to develop the language and assist many business foreigners who encountered communication challenges. Audio Lingual Method This model was developed after the Second World War and took effect in most of the schools in United States(Mitchell, 2004). It was evident that grammar translation had failed in developing good communication skills hence the need for another teaching model. Audio Lingual approached was developed to assist in communication after World War II. This model was developed under the behavioristic psychological approach. This approach major aim was to help in memorizing a series of dialogue and rote practices that engaged in h structure of the language hence better communication. This concept was developed under the assumption that language is a speech and not writing and language is a set of habits. The resulting effect this model was the proficiency in developing oral language. This approach also avoided the use of native language. By 1960, this approach was highly used and this resulted to development of language laboratories. Most students listened to audio tapes and repeated dialogues that captured the concept of daily living. This kind of drilling assisted students in developing their memory structures and used the memorized sentences to connect and plug with others words in structure. For example, substitution drill, I am going to the post office. Students were expected to substitute the last word ‘post office’ with other words like supermarket, park, beach etc. Despite the wide anticipation effect of turning students into better language speakers, this model failed in its objective since students only managed to memorize most of the dialogues they listened to but failed to speak the targeted language. In summary, Audio Lingual Model developed the memory structure of the learners but failed in developing the integral role of developing them to better speakers of the target language. This model had no provision of true communication since it was prescriptive. Students were taught scripts, which is not the ultimate aim. People outside the classroom interact with the best way they can without using scripts hence this model failed because students developed the wrong concept of the target language. Suggestopedia Approach GeorgiLozanov developed Suggestopedia approach in 1982. The Bulgarian Psychiatrist aimed at eliminating psychological barriers that students experience while learning (Lin, 2008). This model uses drama, arts, and physical exercise in the learning process. In addition to this, this approach also utilizes desuggestive-suggestive communication psychotherapy and the traditional modes of listening, speaking, reading, and writing during the learning process. Classroom atmosphere is very crucial for this model. The success of this model depends on the classroom set up which must be relaxed and nonthreatening. This is aimed at ensuring that students assimilate the content of the lessons without stressed with any form of fatigue. Classrooms are well fitted with comfortable seats under good arrangement and dim lights hence providing an appealing environment for the learners. In addition to this, a soothing music is played before the students begin learning. This process prepares the students psychologically hence making the learning process a smooth, comfortable, and an easy process. Native language is also used in giving directions and other instructions. The use of the native language enables to draw the learner’s attention by showing them that the instructors care about the cultural background. Suggestopedia utilizes the effective domain in delivering the learning process. Use of drama, arts, and physical activities emphasizes the need for a fashionable and a more enjoyable way of learning. Suggestopedia believes that learning begins with the relaxed brain. Suggestopedia employs audio-lingual approach during the learning process especially in dram, arts, and physical activities. Learners are able to develop their memory skills while rehearsing for the dramas and other kinds of arts. Despite the positive feedback that this model provides, it is not widely adopted since it is an expensive way of learning. It is also not practical for larger classes. This model is also time-consuming due to the involvement of the arts, dramas, and the physical activities. In summary, this model is only effective for smaller classes, which is not under the challenge of time and money. Silent Approach Caleb Gattegno developed silent approach. The model requires the teacher to be silent most of the time hence the name the silent method hence students are responsible for most the learning(Mangubhai, 2006). Gettegno developed this model based on the belief that students are the initiators of learning and are capable of acquiring language independently. In this approach, the teacher is an instructor who demonstrates the concept then the students are allowed to work in groups or individually to reproduce the demonstrated concept. The use of teaching aids plays a big role in developing the process of learning the targeted language. For example, beginners are taught sounds of the new language suing the color-coded sound charts. The instructors then focus in developing the language structure through the color-coded charts, plastic rods as a visual representative of some words or sentences. Once there is evidence that students understand the language, they are taken to the next level where they are taught stories using rods as props. During the entire period, teachers play a minimal engagement role of demonstration. Teachers carefully guide the students as they try to replicate whatever has been demonstrated. This model requires that teachers are extensively trained in order to comprehend the complex application of methodology skills while teaching. Total Physical Response Approach Total Physical Approach model is another way teachers have used in teaching second language. Psychologist James Asher developed this model in 1974. Asher argues that students are likely to learn better if physically engaged(Ortega, Second language acquisition. Critical concepts in linguistics, 2010). For this reason, this model is developed under that assumption. In this model, students are supposed to responds physically to series of commands given by the teacher. The teacher first demonstrates. For example, Teacher: Stand up (teacher demonstrates) Students: Responds by standing up physically In the initial process of this model, the students are not required to interact verbally but to respond physically.Once the students have memorized the practice, they engage in giving commands as they demonstrate what they have learnt. Eventually learner develops oral proficiency in the target language. Use of teaching aids and objects like realia are of great importance in delivering learning of the target language in this approach. TPR model is more successful to students who are in the pre-production/silent stage of language development. Students who are not speaking can respond physically to the instructions. This model develops the listening skills of students. A teacher is able to ascertain immediately the level of understanding of the learner due to the immediate physical feedback. Conclusion Most of the teaching methods are practically better and useful in developing second language to most learners. It is evident that practical and physical application of learning a language is more critical for the understanding of the learners. Learning a certain language requires that affective, psychomotor, and cognitive domains are developed in the learner at early stages of learning. References Allwright, D., & Hanks, J. (2009). The Developing Language Learning: An Introduction to Exploratory Practice. Basingstoke: Palgrave MacMillan. Chang, C. B. (2012). Rapid and multifaceted effects of second-language learning on first-language speech production. Journal of Phonetics, 40 (2): 249–268. Gass, S., & Selinker, L. (2008). Second Language Acquisition: An Introductory Course. New York: Routledge. Lin, G. H. (2008). Pedagogies proving Krashen’s theory of affective filter. Hwa Kang Journal of English Language & Literature, Vol, 14, pp.113–131. Mangubhai, F. (2006). What do we know about learning and teaching second languages: Implications for teaching. Asian EFL Journal , Vol 8. Mitchell, R. a. (2004). Second Language Learning Theories (2nd ed). London: Hodder Arnold. Norris, J. M. (2006). Synthesizing research on language learning and teaching. Amsterdam/Philadelphia: John Benjamins. Ortega, L. (2009). Second language acquisition. Critical concepts in linguistics. London: Routledge. Ortega, L. (2010). Second language acquisition. Critical concepts in linguistics. London : Routledge. Tarone, E. &. (2009). Exploring Learner Language. Oxford: Oxford University Press. Read More

This model believes that studying different languages is good for exercising the brain since different parts of the brain are responsible for learning different languages. However, during the development of this approach of learning a second language, only Greek and Latin was used hence the name classical language(Ortega, 2009). This approach utilizes the system of grasping the grammar then translating the name. This model did not consider communication as a basic concept despite the fact that language is an integral aspect of communication.

The resulting effect of this model showed that most of the students who studied different second languages were not able to communicate with it. However, the fact this model is not resulting into effective communication, it is used in teaching foreign languages in United States in High Schools and Universities in memorizing and instilling grammatical rule. Direct Method A German scholar Frankle developed this model in 1884(Tarone, 2009). Frankletheoretically justified this method in writing.

This approach emphasizes on the direct association and interaction that students make with objects and concepts with correspondence with the targeted language. In this model, the use of grammar translation method is avoided while the students use the use of the targeted language all the time. Teachers using this model have to consistently employ teaching aids such a diorama and realia to help in memory development of the language into the student’s brain hence there is no use of foreign language.

Through induction, aspects of grammar are taught. For example, when students are being taught about different sporting methods, students are consistently introduced to verbs. It is therefore important that we realize that the concept is not the verb-to-verb conjugation but the logical way of exposing the students to different aspects of grammar. Researchers have been able to prove that learning takes place in a good way if cultural aspects are included in the process(Norris, 2006). These approaches utilize this aspect and include cultural aspects of the target language during lessons and the various processes of teaching and learning.

For example, while studying French, students are encouraged to discuss sports that people from France widely engages in. in addition to this, this model also includes the geographical aspect hence drawing the attention of the learner and making the learning process more interesting. During this process, we realize that learning of vocabulary is still emphasized through student’s interaction in class. This method is widely applied in learning Berlitz language in the world. Maximilian Berlitz, the founder of the Berlitz language used the direct method to develop the language and assist many business foreigners who encountered communication challenges.

Audio Lingual Method This model was developed after the Second World War and took effect in most of the schools in United States(Mitchell, 2004). It was evident that grammar translation had failed in developing good communication skills hence the need for another teaching model. Audio Lingual approached was developed to assist in communication after World War II. This model was developed under the behavioristic psychological approach. This approach major aim was to help in memorizing a series of dialogue and rote practices that engaged in h structure of the language hence better communication.

This concept was developed under the assumption that language is a speech and not writing and language is a set of habits. The resulting effect this model was the proficiency in developing oral language. This approach also avoided the use of native language. By 1960, this approach was highly used and this resulted to development of language laboratories. Most students listened to audio tapes and repeated dialogues that captured the concept of daily living. This kind of drilling assisted students in developing their memory structures and used the memorized sentences to connect and plug with others words in structure.

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