Adopted methods in teaching English Language Teaching (ELT)

Introduction
The definition adopted is that a technique is a trick, or a way implemented inside the
classroom in order to facilitate the accomplishment of an immediate objective.
Communicative language teaching began in Britain in the 1!"s as a replacement to
earlier structural methods, like #ituational $anguage Teaching and the %udio $ingual &ethod.
This was partly in response to Chomsky's criticisms of structural theories of language and partly
based on the theories of British functional linguists, such as (irth and )alliday. *hile in
&alaysia as British was the educational sample, we had used this method since +B#,. Teacher
is given a wide decision to adapt, adopt and select the appropriate method in teaching -nglish
lesson as the second language.
Theory of language
The functional view of language is the primary one behind the communicative method.
The communicative or functional view of language is the view that language is a vehicle for the
e.pression of functional meaning. The semantic and communicative dimensions of language
are more emphasi/ed than the grammatical characteristics, although these are also included.
What is it?
The Communicative $anguage Teaching 0C$T1 is an eclectic collection of emphases in
the teaching of language that tend to promote or lead to the teaching and learning of a language
as and for communication.
The C$T approach assumes that a student2s inter3language development is benefited
most by uninterrupted trial and error, along with attentiveness to the responses of interlocutors.
4t is through all of these acts of communication and feedback in the target language that
students gain facility in the language. C$T stresses the importance of using the language rather
than learning the rules of usage. The goal of C$T is to increase learners2 communicative
competence, that is, the ability to use language appropriate to a given social conte.t. %s
$ittlewood 01511 pointed out, 6one of the most characteristic features of communicative
language teaching is that it pays systematic attention to functional as well as structural aspects
of language.7
%ccording to Brown 01581, the definition of communicative language teaching includes the
following concepts9
1. Classroom goals are focused on all the opponents of communicative competence and not
restricted to grammatical or linguistic competence.
:. (orm is not the primary framework for organi/ing and sequencing lessons. (unction is the
framework through which forms are taught.
8. %ccuracy is secondary to convey a message. (luency may take on more importance than
accuracy. The ultimate goal for communicative success is the actual transmission and
receipt of the intended meaning.
;. 4n the communicative classroom, students ultimately have to use the language,
productively and receptively, in unrehearsed conte.ts.
C$T is usually characteri/ed as a broad approach to teaching, rather than as a teaching method
with a clearly defined set of classroom practices. %s such, it is most often defined as a list of
general principles or features. <ne of the most recogni/ed of these lists is =avid >unan2s 0111
five features of C$T9
1. %n emphasis on learning to communicate through interaction in the target language.
:. The introduction of authentic te.ts into the learning situation.
3. The provision of opportunities for learners to focus, not only on language but also on the
$earning &anagement process.
;. %n enhancement of the learner2s own personal e.periences as important contributing
elements to classroom learning.
?. %n attempt to link classroom language learning with language activities outside the
classroom.
These five features are claimed by practitioners of C$T to show that they are very interested in
the needs and desires of their learners as well as the connection between the language as it is
taught in their class and as it used outside the classroom. @nder this broad umbrella definition,
any teaching practice that helps students develop their communicative competence in an
authentic conte.t is deemed an acceptable and beneficial form of instruction. Thus, in the
classroom C$T often takes the form of pair and group work requiring negotiation and
cooperation between learners, fluency3based activities that encourage learners to develop their
confidence, role3plays in which students practice and develop language functions, as well as
judicious use of grammar and pronunciation focused activities.
$anguage is for communication and communicative approach may be a better way to
achieve this purpose. >ow more and more teachers of -nglish have reali/ed the importance of
the communicative approach.>ecessity and improvement of teaching foreign languages for
communicative purposes, 4 am sure the ultimate goal of communicative language teaching will
be achieved some day.
How to use this approach
C$T can be used by teachers with all types of students. (or e.ample with less proficient
learners, students can be made to9
1. -.plore ways to use maga/ine pictures, personal photographs, cancelled postage
stamps, and even road signs, bumper stickers, and advertisements for
communicative purposes.
%t the intermediate level, teachers can have students9
1. -.plain some frequently misunderstood aspects of their culture.
:. ,eport on both the process and findings of assigned internet searches.
8. Brainstorm controversial topics for class discussion and prepare pro or con positions
as part of moderated panels.
;. Arepare two3minute oral news reports from notes on assigned topics and reply to
their classmates2 questions.
?. (orm small groups to formulate solutions to real local social problems and present
their ideas to classmates in writing or orally.
%nd teachers working with advanced students can9
1. Challenge them to draw upon their own e.perience and specialties to teach each
other.
:. Telling friends of an unusual or strange event
8. =iscussion of a personal problem with a friend to seek advice
;. 4ntroduces oneself by telling personal details
?. -.plaining process.
Critiues of CLT
*hen we consider applying the C$T approach in classroom activities, there are a number of
problems we are likely to encounter9
1. 4t demands that the class be learner3centred.
:. The teacher may find it hard to control the class.
8. Aerceived difficulties in assessing the results of C$T. Teachers may find it quite hard
to discern which is the most appropriate e.pression to use because there may be
different social conte.ts and different ways of e.pressing the same function.
;. The requirements of C$T teaching approach puts a heavy burden on a non3native
foreign language teacher whose own communicative competence needs to be good
enough and very proficient in the second language to teach effectively
Conclusion
&any approaches appears to completely dismiss the previous one. This is not always
the intention, but probably more a result of the enthusiasm of practitioners e.ploring and
implementing fresh activities or opportunities. C$T, despite its critiques, in practical terms,
whether assisting mi.ed3ability classes, aiding motivation, leading from a focus on form to one
of fluency, or supporting learning, has a lot to offer the -#$ teacher.
!i"liography
!rown# H$ %ouglas (&''() Teaching by Principles: An Interactive Approach to Language
Pedagogy. Arentince )all.
!rown# H$ %ouglas (&''() Principles of Language Learning and Teaching. Arentice )all.