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Report in Language Learning

This document discusses several factors that can affect language teaching and learning: 1) Methodological approaches like grammar-translation, direct method, audio-lingual method, and communicative teaching method each have strengths and weaknesses. 2) Textbooks serve as a major source of language input and practice, and should supplement the teacher's instruction. 3) Instructional materials also provide language input and practice, and should be learner-centered, flexible, relevant, and authentic. 4) A teacher's style should match students' learning styles to facilitate skill acquisition, and teachers should vary their styles to meet student needs. 5) Institutional factors like each school's English programs can influence students' language development

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Blauria Baligod
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97 views2 pages

Report in Language Learning

This document discusses several factors that can affect language teaching and learning: 1) Methodological approaches like grammar-translation, direct method, audio-lingual method, and communicative teaching method each have strengths and weaknesses. 2) Textbooks serve as a major source of language input and practice, and should supplement the teacher's instruction. 3) Instructional materials also provide language input and practice, and should be learner-centered, flexible, relevant, and authentic. 4) A teacher's style should match students' learning styles to facilitate skill acquisition, and teachers should vary their styles to meet student needs. 5) Institutional factors like each school's English programs can influence students' language development

Uploaded by

Blauria Baligod
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

What are the effect of varying methodological approaches, textbook, materials,

teacher styles and institutional factors?

✧ Methodological Approach in Language Teaching


Jin-fang et al wrote that language teaching approaches and methods have cast
light on the language teaching theory and practice. They analyzed the effectiveness
and weakness of several most influential teaching approaches and methods.
⮚ Grammar-translation method- emphasizes the teaching of the second language
grammar, its principle techniques is translation from and into the target language.
In practice, reading and writing are the major focus. The authors mentioned that
the first language can dismiss the misunderstanding in the process of the second
language learning. Then, thinking about formal features of the second language
and translation as a practice technique put the learner into an active problem-
solving situation.
⮚ The direct method- it is a shift from literary language to the spoken everyday
language as the object of early instruction. It demanded inventiveness on the part
of teachers and led to development of new techniques of language, such as
demonstrations of pictures and objects, the emphasis on question and answer,
spoken narratives, dictation, and imitation.
⮚ The audio-lingual method- claim openly to be derived from linguistics and
psychology. Its psychological basis is behaviorism which interprets language
learning in terms of stimulus and response, operant conditioning, and
reinforcement with an emphasis on successful error-free learning. It attempted to
make language learning accessible to large groups of ordinary learners because it
proposed that language teaching should be organized in such a way as not to
demand great intellectual feats of abstract reasoning to learn a language.
⮚ Communicative teaching method- It encourages activities that involve real
communication and carry out meaningful tasks. Language learners are expected
to be negotiatiors, teachers to be an organizer, a guide, an analyst, a counselor, or
a group process mamager.

✧ Textbook- According to Jack Richards an Adjunct Professor at SEAMEO RELC,


textbook serves as the basis for much of the language input learners receive and
the language practice that occurs in the classroom. It supplement the teacher’s
instruction. For learners, the textbook may provide the major source of contact
they have with the language apart from imput provided by the teachers.
✧ Materials- Richard’s (2001:251) commented that ‘instructional materials
generally serves as the basis of much of the language input that learners receive
and the language practice that occurs in the classroom.’ Meanwhile, Saraceni
(2003) proposed that in order to involve learners in the process, the materials
should be written with learner adaptation in mind, aiming to be learner centered,
flexible, open-ended, relevant, universal and authenthic giving choices to the
learners.
✧ Teacher styles- Tongson et al. proved that teaching styles can make or break the
learning process. Performance of learners must be geared towards a learning
environment that is engaging, enjoyable and fruitful. Their study concluded that a
mismatch of teaching style to the learning style of students handled would hinder
the acquisition of language skills specifically in listening, reading, writing skills.
Therefore, a teacher has to be equipped with relevant teaching styles and vary the
application according to the needs of language learner in a modern language
classroom.
Institutional Factors- The study of Rind et al. conducted in Pakistan, revealed that
higher education in Pakistan is conceptualised as a field in which different institutes
play their parts. The English for Academic Purposes (EAP) and English for Specific
Purposes (ESP) aim to promote advanced English language skills among learners.
Other universities in Pakistan introduced ESL programme to improve the students’
basic English language skills.

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