Teaching is a originative art that instructor has to utilize many methods which can run into the learner’s demands and the demands of larning state of affairs. There are many methods throughout the history of learning English. It is suggested. nevertheless. in this essay three common methods. viz. . Grammar-Translation. Direct Method and Communicative Language Teaching. clarified into two classs: teacher-centered and student-centered. Teacher-centered here merely includes Grammar-Translation. Teacher has the authorization to make most activities in the category. Most of the clip the instructor lectures the scholars and there is merely a small interaction between the scholars and the instructor and about no interaction between pupils ( Tetzner. R. 2004 ) The instructor uses mother tongue to explicate lessons with small unwritten production of the mark linguistic communication. The function of instructor is to represent the regulations. to show the regulations deductively. He/ she encourages the learners’ ‘memorization and provides pattern with a focal point on form’ ( Klapper. J. 2006 ) .

For illustration. the instructor is explicating a portion of present tense for her pupils whose native talkers are Vietnamese and learn English as a 2nd linguistic communication. “my female parent is a instructor > M? toi la m?t giao vien. My female parent la ch? t? s? it nen d?ng t? tobe s? la is” . Then the instructor writes the regulation on the board S + be + O. The instructor foremost explains so gives the regulation ; he/she does non give any chances for her pupil to happen the regulation. After that. the instructor asks his/her pupils to bring forth a new sentence based upon on the regulation such as. my male parent is an applied scientist. In the illustration here. the instructor does most activities. Direct method and Communicative Language learning are clarified in the student-centered. Most of activities and clip are done by pupils. In direct method. Kalan ( 2012 ) references that pupils are asked to do a pick and acquire them to rectify their ain mistakes. or pupils learn by self-correction. Students have to calculate out the grammar regulation or grammar is taught inductively.

The pupils may ne’er be received an expressed grammar regulation. Take an illustration of grammar regulation. the instructor writes on the board a sentence My sister goes to school every twenty-four hours and asks pupils to happen the regulation. Students will work to happen the regulation with their known cognition but small support of the instructor. They find the regulation of the sentence S + V + Complement. See the rather similar things in the Communicative Language Teaching. pupils spend less clip on the construction of the linguistic communication ; pupils are encouraged to utilize the linguistic communication. Learners have ‘opportunity to state what they want to state and the instructor does non ever command over their language’ ( British Council. n. d. ) which creates the interaction between pupils and instructor and between pupils and pupils. For illustration. pupils in a category usage mark linguistic communication to present themselves and inquire their classmates’ information with teacher’s support. The two classs. one focuses on the function of instructor and the other on the communicative accomplishments of scholars. Of class. each method has its ain advantages and disadvantages. The instructor. hence. knows how to play her/his function in explicating lesson that can run into the learners’ needs.


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Communicative Language Teaching ( CLT ) . ( n. d. ) . Retrieved Jan. 3. 2013. from British Council: hypertext transfer protocol: //www. englishonline. org. cn/en/teachers/teaching-articles/methodology/clt Kalan. S. ( 2012 ) . The Direct method. Retrieved Jan 3. 2013. from Slide Share: hypertext transfer protocol: //www. slideshare. net/SoNeRKaLaN/the-direct-method-in-language-teaching Klapper. J. ( 2006 ) . Approaches to linguistic communication learning. In D. T. Nguyen. Readings in theories of linguistic communication learning & A ; acquisition ( pp. 236-337 ) . Ho Chi MInh: Open university of Ho Chi Minh City. Tetzner. R. ( 2004 ) . The Grammar-Translation Method. Retrieved Jan. 3. 2013. from Grin: hypertext transfer protocol: //www. smile. com/en/e-book/53246/the-grammar-translation-method


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