Approaches and Methods of Second Language Acquisition.

 ASSIGNMENT

ELT :1            

• Dabhi Rita A.
• M. A Sem :- 3
• Roll no. :- 20
• Topic : Approaches and Methods of Second Language Acquisition.
• email : dabhirita1198@gmail.com
• Enrollment no. :- 2069108420200007
• Submitted : Department of English , 
• Maharaja Krishnakumarsinhji Bhavnagar University

💠Approaches and Methods of Second Language Acquisition.

💠 Introduction :

                    In this globalization English language serves the students with great deal. The role and influence of English today are gaining a higher speed in the world. The practices in language teaching are based on the theories concerning the nature of language and language learning. These theories together form the first component of a method. The theories are practices and used as a teaching method. The instructor can have a clear vision on theories to implement them in the classroom. Various approaches and methods played a vital role in the second language acquisition. 

                      So, let's discuss various approaches and methods one by one...

💠Approaches :-

◾Structural Approach :

                Through the structural approach we can learn English or any other language fluently. structural approach teaches to learn sentences in a systematic manner which involves the structure, sequencing and pattern arrangement of a words to make a proper and complete sentences with meaning. The basic principle underlying the approach is: Language is speech, not writing. Structural Approach is not a method of teaching. This approach focuses on the question as what to teach in language. The teacher can use any method to teach the structures. Structural Approach means arranging the words to form a correct sentence. Which is very important in English.

For example :

  

a) The young man married the foolish girl. 

 b) The foolish man married the young girl. 

                      

                  The word ordered in English to be fixed. But Change of word order result in change of meaning or sentences. This arrangement is called a Structure. The principles of structural approach are giving importance to speech in learning language. A structure is taught in a meaningful situation. It gives Importance to pupil's activity and not the activity of teaching.     

◾Situational Approach :

          We all know that language is a product of situation and without appropriate situation there is no language with true sense. Our mind itself gets active only by situation. The situational approach indicates as to how a teacher should create a real situation in the classroom. Pattison in his book, „Modern Methods of Language Teaching‟ says at the main principles of language learning is contextualization. Every structure is practiced in situation. There are two kinds of situation. They are Real situation and Artificial situation. 

  1. Real Situation : To learn a foreign language, the learner may visit the area where it spoken. They may get a lot of real situations to learn the structure and vocabulary. In this process, learning becomes meaningful and purposeful.

 

  2. Artificial Situation : In some cases, the real situation may not be possible. So the teacher can create the situation in the classroom. This situation leads them to learn the structure and vocabulary. This is an artificial situation. 

🔹Here we can find many merits or demerits of the situational approach like,

∆ Merits of the Situational Approach

(1) It creates interest among the students.

(2)Action chains make the classroom atmosphere lively.

(3) Emphasis is given on learning by play.

(4)Lot of examples can be given.

(5) Lot of material aid is used to make the learning stable and interesting.

(6) The teacher can make his illustrations clear by using various materials or by pictures etc.

(7) Stress is given on learning through hearing.

∆ Demerits of the Situational Approach

(1) It is suitable only in the lower classes as this approach cannot be made applicable to the 

senior classes.

(2) Text books cannot be taught by this method.

(3) Only well selected sentence patterns can be taught by this approach.

(4) That minimum makes the classroom dull.

(5) Trained teachers are required for it.

(6) Prose, poetry, rapid reader etc. cannot be taught through this approach.

(7) Sometimes it becomes difficult to relate the statement of the teacher with the created 

situation.

◾The Communicative Approach : 

                           The Communicative Approach, also known as communicative language teaching (CLT). Communicative language teaching emphasizes “self-direction for the learners”. A language is needed to communicate some functions like arguing, persuading and promising. A speaker can choose a particular way to express his intention. It is done through the interaction between the speaker and the learner. Structure and vocabulary are given importance for communication. Target Language is used in communicative approach without banning Native Language. Communicative Approach advocates the use of authentic language materials like Newspaper article, radio or Television in order to avoid the problems. In this approach, the learners are given scrambled sentences to arrange in proper way. It is an active centred approach. This approach develops the fluency in speaking. 

◾Natural Approach :

        The natural approach is a method of language teaching developed by Stephen Krashen and Tracy Terrell in the late 1970s and early 1980s. In the natural approach, language output is not forced, but allowed to emerge spontaneously after students have attended to large amounts of comprehensible language input. It is a language teaching approach which acts as a reproduction of the way how human being acquires the native language. This approach follows the communicative approach to language teaching. This approach views communication is the primary function of language. Natural approach belongs to traditional approach of language acquisition. The naturalistic feature of first language acquisition is utilized in second language acquisition. 

◼️ Methods :

              A method is a plan for presenting the language material to be learned, and should be based upon a selected approach. In order for an approach to be translated into a method, an instructional system must be designed considering the objectives of the teaching/ or earning. Here we can find many methods like,

• Grammar Translation Method
• Direct Method
• Audio-lingual Method

So, let's discuss these methods one by one.

🔸 Grammar Translation Method :

                   Grammar Translation Method also known as the Classical Method. And It is the oldest method of teaching English.The grammar–translation method is a method of teaching foreign languages derived from the classical (sometimes called traditional) method of teaching Ancient Greek and Latin. In grammar–translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and the native language. Advanced students may be required to translate whole texts word-for-word. The method has two main goals: to enable students to read and translate literature written in the source language, and to further students' general intellectual development. In this method, the English teachers will translate each and every word, phrase, and sentence into English from Mother Tongue. This method is used when the English language started in countries. This method gives more importance to writing skill rather than speaking. Reading and writing is given importance. All the skills are not used properly.

🔸 Direct Method :

               Direct Method, also known as the ‘oral‘ or ‘natural‘ method, originated around the 1900s as an alternative to the traditional grammatical translation method. Direct method is a method of teaching a foreign language without the link of mother tongue. Direct method does not focus the structure of grammar. It gives importance to speaking skill. In this method English is taught by conversation. A lot of practice in hearing and speaking the language is imparted. The students are given phonetic knowledge. There is no use of mother tongue in the method. It gives importance to the unit of sentence and not the individual words. Grammar rules are taught inductively. Vocabulary is taught not by giving special care but it is given through speech activity. New words are taught with the help of objects or pictures. This method improves the pronunciation. Audio visual aids are used in order to give interest.

🔸 Audio lingual Method :

            Originally this method is called 'armyl' method. This method emerged at the end of 1950s. During this time foreign language was given great attention. Learner listen to the recording of language and models to get familiar with the language. The features of Audio lingual methods are  

• Learner can practice various drills in target language 
• Language lab is introduced as an important teaching aid  
• Learner use only the target language and not the mother tongue  
• Dialogues are given importance
•  It focuses on all the skills.

◼️ Conclusion :-

            So, There are various methods and approaches,which are being used in the process of language teaching and learning. Flipped classroom is one such model, which has grown in popularity and effectiveness across disciplines and levels. The unique features of this method are about taking learning beyond the classroom context, variety of activities in the classroom, collaborative teaching and learning and so on. Likewise, natural approach of teaching English language is an effective approach, which advocates for an idea of learning language naturally and more importantly, without much emphasis on grammar. This study proposes a modality with the combination of natural approach and flipped classroom model for teaching English language.Also, a process chart for the application of this method has been proposed for the teacher. They can use it as it is or alter it suiting their class-room context.

💠 Work cite :

• A. Delbio, and M. Ilankumaran. PDF Theories, Techniques, Methods and Approaches of Second Language Acquisition: a Psychological Perspective. July 2018, www.researchgate.net/publication/326413110_Theories_Techniques_Methods_and_Approaches_of_Second_Language_Acquisition_a_Psychological_Perspective. 
• Sam, Praveen. Natural Approach of Teaching English Language on a Flipped ... July 2016, www.researchgate.net/publication/307566500_Natural_Approach_of_Teaching_English_Language_on_a_Flipped_Classroom_Platform_to_Tertiary_Level_Engineering_Learners. 
• Wm. H. Carpenter. “The 'Natural Method' of Language-Teaching.” Science, vol. 8, no. 203, 1886, pp. 611–615. JSTOR, www.jstor.org/stable/1760137. Accessed 29 Nov. 2020.