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THE APPROCHES TO ENGLISH LANGUAGE TEACHING (E.L.T)

DEPARTMENT OF ENGLISH
COMPARATIVE AND TRANSLATION STUDIES (C.L.S)
SAURASHTRA UNIVERSITY
RAJKOT, GUJARAT (INDIA)

PRESENTED BY
PRAKASH S. CHAUHAN
(M.A. English Literature)
Email: prakashschauhan1994@gmail.com
Email:-
A
RESEARCH PAPER ON
APPROACHES IN ENGLISH LANGUAGE TEACHING (E.L.T)
Abstract:
In the world there are many approaches and all that approaches have their own indentify
indentif
definition, terms and its theories. In English language teaching there are many approaches which help teachers as
well as students to guide them. These all approaches are made for and use for the students and in English language
teaching all the approaches
approaches is use by teacher for teaching these all approaches are give teachers as well as students
new aspects and vision. Teachers basically use all these approaches in the classroom. All these approaches are
made for not only week or normal students but for cleavercleaver student as well. Teacher use approaches by their
gumption and their knowledge with consultancy. Most these approaches are use in primary as well as higher
secondary level but sometime it is used in upper education also. English Language Teaching is tthe he subject which
learns everything to students, teachers, and undergraduate as well as post graduate students as well. It is boon for
those who dealt with English and English language teaching.

Introduction:
In English Language Teaching there are various approaches which plays very tremendous and numerouno role to
the teaching of English as the Second Language. In this research paper we will see different approaches like
(Structural
Structural approach,
approach Situational approach,
approach Functional approach,
approach Communicative approac
approach,, etc. This paper gives
us new things and it brings us down to the different world of other linguistic and English Language Teaching’s
other fields. It brings us down to the world of various approaches and its importance to teaching of English as the
second language. All the approaches play and make equal space and importance in English Language Teaching
second
(E.L.T) without approaches E.L.T-English
English Language Teaching not call or known as English Language Teaching.
Approaches are known as heart and E.L.T. is a soul soul of language how to teach it, in a short way both meet
together and play enormous importance.
Names of Approaches in English Language Teaching:-
Teaching:
Structural Approach – S.A
Communicative Approach – C.A
Traditional Approach – T.A
Cognitive Approach – C.A
Socio-Cognitive
Cognitive Approach – S.C.A
Oral Approach –O.S.A
Psychological or Humanistic Approach – P/H.A
Learned Centered Approach – L.C.A
Teacher Centered Approach – T.C.A
Functional Approach – F.A
Individualistic Approach – I.A
Content Based Approach
Approac - C.B.A
Project Based Approach – P.B.A
Student Activated Multi Skill Approach – S.A.M.S.A
Facial Approach – F.A
Natural Approach – N.A
Minimalist or Methodist Approach – M.A
Principle Based Approach – P.B.A
Subject Mattered Centered Approach – S.M.C.A
Modcom Approach – M.A
Lexical Approach – L.A
Genre` Based Approach-
Approach G.B.A
Process Based Approach-
Approach P.B.A.
Notional Functional Approach-
Notional-Functional Approach N.F.A
Task Based Approach – T.B.A
Critical Approach – C.A
Creative Approach – C.A
Localized Approach – L.A
Asher’s Approach – A.A
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Structural Approach (S.A) :-

The different arrangements of words are called structures. They may be complete
utterances or they may form a part of a large pattern. For example: He is a thief. The pattern of this structure is
S.V.O it means that S- Subject, V- Verb and O- Object; Second sentence Is he a thief the sentence structure as well
as word places and grammatical rules also change in this above sentence we can see V.S.O it means that V- Verb, S-
Subject and O- object arrangement of words. The different types of arrangement are called structures. In fact, we
can say that the structures are the tools of languages. Each language it has its own tools, pattern and structures.
Simple Meaning:
Approaching English the basis of selected structure is called structural approach. It is
called structural approach because the main emphasis is laid down on the mastery of structures or pattern of the
sentence and phrases and also on the special features of the language which help in the construction of a sentence
such as word order, structural words and a few inflexions in English. In this approach, the use of mother tongue
(L1) is allowed at the initial stages and that too for explaining a situation when some sentences pattern is to be
practiced. The learners are given drill of the structures till they are able to use them automatically without straining
their minds.
Definitions of Structural Approach:-
According to Mr. Brewing Ton………
“Structural Approach is a scientific study of the structures, patterns and fundamental structures of English
language, their analysis and logical arrangement.”
According to C.S. Bhandari………
“Structural Approach to English is teaching the learner certain selected structures in a certain order.”
“It is not proper and correct to call the Structural Approach a method of teaching. It is not a method; it is a
just approach in which any method can be used with it.”
Objectives of Structural Approach:-
According to Menon and Patel the objectives of structural approach are as follows…
1. To lay the foundation, of English by establishing through drill and repetition about 275 graded structures.
2. To enable the children to attain mastery over on essential vocabulary of about 3000 root based words for
active use.
3. To correlate the teaching of grammar and composition with the reading lessons.
4. To teach the four fundamental skills namely understanding, speaking, reading and writing in the order
named.
5. To lay proper emphasis on the aural-oral approach, active methods and the condemnation of formal
grammar for its own sake.
Characteristics of the Structural Approach:-
The concept of English structure system depends upon three main characteristics which are briefly discussed below
in order of importance.
1. Word Order :
Worde order or the ‘patterns of form’ is of main importance in learning english language. It is the order of words in
a pattern that makes true meaning clear.
2. Presence of function Words :
The structural devices make use of another important principle. This is the essential use of ‘function words’ or
‘structural words’. The structural words which help the construction of utterances with content words are:
a. The Pronouns (for example I, me, he, her, their some, any etc.)
b. The Prepositions (for example in, on, above, over, under, beneath, at, from etc.)
c. The Helping Verbs as (do, have, be, will, can, may etc.)
d. The Adjective and Adverbs for example this, that, all, each, every, ago, again, also even, ever etc.
3. The use of a small number of influence and another importance characteristics is that English language
makes us of a small number of inflections with compared to other languages. Inflectional changes are prominent
in the following examples:
a. In verbs – I play, He plays, I am playing, and I played.
b. In Nouns – One boy, Two boy, That boy’s cap, one man, two men, men’s food
c. In Adjective and Adverb – Great, Greater, Greatest, Good, Better, Best, Great, Greatly, Beautiful,
Beautifully
4. New material is presented in dialogue form.
5. There is dependence on miming memorization of set phrases and over learning.
6. Structures are sequence by means of contrastive analysis and taught one at a time.
7. Structural patterns are taught using repetitive drills.
8. There is little or no grammatical explanation. Grammar is taught inductively.
9. Vocabulary is strictly limited and learned in content.
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10. There are much of tapes and language laboratories and visual aids.
11. Great importance is attached to pronunciation.
12. Very little of the mother tongue is permitted.
13. Successful responses are immediately reinforced.
14. There is a great effort to get students to produce error free utterances.
15. There is a tendency to manipulate language and disregard content.
16. Language skills are taught in order.
Principles of the Structural Approach:
The structural approach is based on some principles which are explained here under…..,
1. The principle of Oral Work and Speech
In the learning of a language, speech is more important than reading and writing, the
reason being that language is learnt orally first. Then speech becomes the born for acquiring other skills like
reading and writing as well. In this approach speech is given more importance.

2. Formation of language habits :

Here a lot of drill work is given to the learners. The students are given a lot of practice in
listening, speaking, reading and writing. Thus, the structures are well fixed up in minds of the learners. Speech is
the necessary means of fixing firmly all ground work.
3. Pupil’s Activity:
The structural approach puts more emphasis on pupil’s activity than on the teacher’s. It
is the child who is the learner; therefore he must be actively involved in the teaching-learning process. Form the
above three principles, we observe that speech and oral work are the fundamental of the structural way. The pupil
himself assumes prominence in every activity connected in the new way of teaching and learning the language. In
fact, oral work is the sheet-anchor of the approach. The whole approach is based on the principle that language is
learnt through use and that the use of it is almost always accompanied by activity of some kind. Pleasurable activity
is the secret of success in language assimilation. For learning of the language the students are expected to be very
active. In structural approach, pupil’s activity is given more importance as compared to teacher’s activity.
Moreover, the best teaching takes place if both the teacher and students are actively involved in it.
4. Mastery of Structures :
In structural approach, emphasis is laid on the mastery of structures as compared to the
acquisition of vocabulary. One structure is taken up as the teaching point. It’s listening, speaking, reading and
writing practice is given to the learners step by step. The more the aural or oral practice is given to the learners the
better would be the result. Actually oral work forms the beings of effective learning of the language material.
Emphasis therefore, need be laid on all the four skills. It will ensure mastery of structures and mastery of structures
results in effective leaning of the language. For example use of ‘To Have’ as structure in a substitution table:
I
We Two Pens
Your Four Books
They Have Some Apples
The boys Flowers
The girls

5. Teaching of structures through situations :

In structural approach the teacher is expected to create a meaningful situation that makes the teacher’s work
interesting. Moreover, the students are able to learn the structures very well. The different types of meaningful
situations can be created by facial expressions, by dramatization and by actions. In fact, the resourceful teacher
faces no difficulty in creating meaningful situations.
6. Teaching one item of language at a time :
In structural approach, only one item is taken up at a time and taught to the students in this way, the students are
able to grasp it well. A new structure is taught by using the vocabulary already learnt by the students. The second
structure is introduced when the learner acquire mastery over the first structure.
7. Principles f selection and gradation of structures:
Students age, capacity, class, time allows teachers ability etc. are the factors to divide the selection of structures.
a. Simple structures should be started in the stating complicated can be taken in next and following stages.
e.g. i. I have read the novel. ii. I had read the novel.
Thus, present perfect and past perfect sentence structures can be taken one after the other.
Useful structures must be selected to be there in the first few lesions.
E.g. what is your name? How do you do? Where are you going? Etc. can be taught in simple conversation. Our aim
is to provide only a working knowledge of English, so we can choose useful structures.
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3. easy to express and explain should be guiding principle. If we drew a picture of a bird and say, “I am
drawing a bird”, it would be easy to follow. It can be expressed or explained also very easily. But, if I say, ‘I am
honest’ or ‘I am loyal’, both these words honest and loyal would be difficult to grasp by the students as honesty and
loyalty both are difficult to explain and understand these being abstract ideas.
4. Connective links should be selected first. If we say ‘I eat a mango’ it can be followed by ‘you eat’, ‘we eat’,
‘they eat’ etc. but I teach cannot have more connective links in a class; As others do not teach. This is to be kept in
mind.
How to learn Structures?
Structures can be taught through several ways, they are:
a. Structures can be taught through situations. The situation can be either verbal or non-verbal. Verbal
situation through which a learner speaks on something familiar events.
e.g. 1. Description of the movements of a pet animal.
2. Cricket commentary
b. Structures can be taught through gestures and actions.
c. Structures can be taught through charts, table and diagrams.
d. The sentence patterns of English are to be picked up to practiced and fixed in mind. Thus, structural approach
broadly rests on the following aspects.
Drill Method and It’s Types

Expansion Drill
Repetition Drill
Chain Drill

Drill Method:
Whatever is taught in an oral approach is drilled by the teacher and the students in the class.
I. Expansion Drill :
The teacher gives a model sentence. Then he gives a cue. Makes the students expand on it.
II. Repetition Drill :
Students are asked repeat the teacher’s model.
III. Chain Drill :
This refers to the chain of conversation that comes out as one by one; the students ask and answer each other’s
questions. The chain continues will all students taking part in this action. This drill gives the teacher an opportunity
to check each student’s speech.
Advantages of Structural Approach:
1. The students remain active throughout in the teaching learning process.
2. This approach helps the students to acquire fluency in their spoken English.
3. It makes the students creative learner, they are able to think a large number of sentences of similar types.
4. The students are able to understand the subject matter fully because teaching is conducted by creating
meaningful situations.
5. The learners are able to retain the subject matter in their minds for a longer time because they learn through
situation.
6. Learning of the language takes place in a natural way because the students have listening and speaking first
followed by reading and writing.
7. It enables the students to have good command over the language.
8. It helps the learners to have good pronunciation. Whether a student mispronounces a word, there is
immediate check by the teacher.
9. Language learning becomes a habit with the student, so the learner is able to speak or write without any
stress or stain.
10. The different skills of teaching leaning the language are equally emphasized. So, the students are good in
all the skills. i.e. listening, speaking, reading and writing.
11. Structural approach helps all the students of the class to learn the language well. Even the slow learners and
the backward children are benefited.
Limitation of Structural Approach:
1. In structural approach the learners have to be given a lot of practice. This type of teaching might make the
process of teaching, learning, dull and mechanical for a few learners.
2. Teaching by structural approach requires the services of really competent and hard working teachers.
3. Teachings by structural approach will b successful only, if we have structurally graded syllabus.
4. Now when the emphasis is on communicative approach, structural approach cannot be given more
importance and value.
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5. Textbooks are not written based on selection and gradation of structures.

Communicative Approach (C.A) :-

The communicative approach was initiated by Robert Langs. We are taught to think of
ourselves as distorters and misperceive unreliable slaves to our inner fantasies particularly when we are patients in
therapy. However, the communicative approach has shown that it is more accurate and compelling to see ourselves
as highly reliable perceivers, with the understanding that our most valid perceptions are experienced unconsciously
and encoded in the stories we tell to ourselves and others; Knowing how to decode these stories is the key to a truly
accurate view of the human emotion-processing mind and emotional life.
In the early 1970s the communicative approach was developed by Robert langs. it is theory of paradigm of
emotional life and psychoanalysis that is centered human adoptions to emotionally charged events with full
appreciation that such adoptions take place both within awareness and outside of awareness. The approach gives
full credence to the unconscious side of emotional discovering a new, validated and deeply meaningful way of
decoding. It has brought forth new and highly illuminating revisions of our understanding of both emotional life
and psychotherapy. It calls for significant changes in presently accepted psychoanalytic thinking and practice. The
communicative approach is also known as communicative language teaching (C.L.T) it emphasizes interaction and
problem solving as both the means and the ultimate goal of learning English or any language for itself, it tends to
emphasize activities for example role play, pair work and group work and group work, it switched traditional
language teaching’s emphasis on grammar, and the teacher-centered classroom, to that of the active use of
authentic language in learning and acquisition. The communicative approach also draws on sociolinguistic and to
some extent on stylistics. The influence of theoretical linguistics on it has been nominal but that of pedagogical
grammarians. There has evolved an American school in opposition to the prevailing British tradition within the
communicative approach.
Learning strategies is like allowing learners to become more self-directed and more independent in learning the
new language help them to participate actively in communication. In her book ‘interpreting communicative
language teaching: context and concerns in teaching education’ sacignoon includes a useful summary of the eight
characteristics of communicative language teaching by the linguist Mr. M. Berns.
Characteristics of Communicative Language Teaching or Communicative Approach which are as follows……
1. Language teaching is based on a view of language as communication. Language is seen as a social tool that
speakers use to make meaning. Speakers communicate about something to someone for some purpose
either orally or in writing.
2. Diversity is recognized and accepted as part of language development and use in second language learners
and user as it is with first language users.
3. A leaner's competence is measured in relative not in absolute terms.
4. More than one variety of the language is recognized as a viable model for learning and teaching.
5. Culture is recognized as instrumental in shaping speaker’s communicative competence in both their first
and following language.
6. No single methodology or fixed set of techniques is prescribed.
7. Language use is recognized as serving ideational, interpersonal and textual functions and is related to the
development of learner’s competence in each.
8. It is important that learners be engaged in doing things with language. They use language for a variety of
purpose in all phases of learning.
One major features of communicative teaching is pair and group work. This type of work is suggested to encourage
students to use and practice functions and forms. It helps the students to become more independent and t accept
responsibility.
Learner and Teacher Roles:
Communicative Approach emphasizes ‘self-direction for the learners’, as the teacher won’t be
around to guide them the whole time particularly not when the learners speak the language outside the classroom
they are expected to take on a greater degree of responsibility for their own learning. As stated by Oxford ‘This is
essential to the active development of the new language’. The learner should enter into situations where
communication takes place as much as possible to increase his or her communicative proficiency.
Teacher no longer depend on activities that require repetition, accuracy and the memorization of sentences and
grammatical patterns but instead they require the learners to negotiate meaning and to interact meaningfully in the
new language. Learners have to participate in classroom activities based on a cooperative rather than individualistic
approach to learning. They need to listen to their peers in order to carry out group work successfully.
The teacher adopts different roles. On the one hand, she is a facilitator a guide and a helper and then again a
coordinator, an ideal person and co-communicator. She talks less and listens more to the students output. Along
with that, the teacher also indentifies the students learning strategies and helps the students independently.
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Instructional tasks become less important and fade into the background that doesn’t mean that they aren’t used at
all but with less significance. These changes give the teacher more scope for variety and creativity and she gives up
her status as a person of authority in a teacher-learner hierarchy. It is the teacher’s responsibility to be creative and
prepare appropriate materials at home. The teacher can also assume other role let’s say the needs analyst, the
counselor or the group process manager.
Following are the seven basic functions that language performs for children learning their first language

1. The instrumental function by using language to get things.

2. The regulatory function by using language to control the behavior of others.
3. The interactional function by using language to create interaction with others.
4. The personal function by using language to express persona feelings and meanings.
5. The heuristic function by using language to learn and to discover.
6. The imaginative function by using language to create a world of the imagination.
7. The representational function by using language to communicate information.
Learning second language was in the same way viewed by proponents of communicative language teaching and
communicative approach as well. It is acquitting the linguistic means to perform different kinds of functions. At the
level of language theory, communicative language teaching and approach has a rich, if to some extent eclectic
theoretical base. Some of the characteristics of this communicative approach view of language
follows………………
I. Language is a system for the expression of meaning.
II. The main function of language is for interaction and communication.
III. The structure of language reflects its functional and communicative uses.
IV. The main units of language are not merely its grammatical and structural features but then categories
of functional and communicative meaning as exemplified in discourse.
Advantages and Disadvantages:
The most major obvious advantage in communicative approach is that it increases of fluency
in the target language. This enables the learners to be more confident when interacting with other people and they
also enjoy talking more. The approach also leads to gains in the areas of grammatical /sociolinguistic / discourse /
strategic competence through communication.
One other most disadvantage is that it is difficult for the teacher alone to check the language
use of every student particularly in a big class. The students are allowed to make mistakes but then again they need
to be corrected preferably not despite the fact that in the middle of a conversation by the teacher in order to
improve and so as not to make the same mistake again and again. For that reasons, it is not helpful if there is only
one teacher for one class.
Another point is that teacher might be that teacher should have to motivate and counseling the class as well as
support normal and week students. The teacher needs to prepare the material at home provide it those students who
have its need teacher should have to motivate and support all the students either he/she is week, normal, come from
any cast.
The Notional - Functional Approach :
When we use a language we do some specific thing with it. For example we may ask
question either to make an inquiry or to confirm some news, even to express surprise. In our day-today
transactions, we use language to ask for help or advice to give directions, instructions or information, to thank or to
welcome someone. Thus, we use language and thereby do something with it. Further, when we use language, we do
following three things……
1. Say something [ not read or reproduce someone else’s words]
2. Seek hearer’s attention [ there is someone listening to us ]
3. Expect some response [ either verbal or non verbal – by gestures, postures and actions ]
Thus, we use language with a purpose. This purpose is the reasons or intention of the act of speaking. When the
purpose is fulfilled, we can say that the language was used effectively. This purpose to use language is the function.
Language functions are a manner in which people use the language. In real life when we use a language, in speech
or writing, we do something with the language. For example when someone says, ‘I like to play basketball’ the
speaker of the sentence is stating his/ her like and choice. Language functions thus are the purpose for which people
speak or write.

Some examples of Functional Language or Language Functions:-

i. Making inquiries and responding to them.
ii. Making requests and responding to them.
iii. Asking for and giving permission.
iv. Asking for and giving directions.
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v. Asking for opinions, suggestions, advice and responding to them.

vi. Agreeing / disagreeing
vii. Arguing/ stating and justifying one’s point of view.
viii. Expressing a sense of gratitude.
ix. Complementing, consoling encouraging people.
x. Apologizing / saying ‘sorry’.
xi. Describing people, places, things, processes.
xii. Reporting an event.
xiii. Seeking specific information / probing
xiv. Narrating stories and events
xv. Giving instructions
xvi. Expressing ability / inability
xvii. Introducing people
xviii. Offering invitations, accepting and rejecting invitations
xix. Saying ‘no’ politely
xx. Talking about routine
xxi. Talking about possibilities
xxii. Reprimanding and asking for explanation
In real life we always use language to carry out some or the other function. This means that the utterances we use
have a meaning for us as well as for the hearer. In most cases, the utterances are longer than single sentences. Let’s
look at these following examples…….
a. Excuse me, which bus goes to the airport station?
b. The black one
c. Thank you

1. Two (Tickets for) America please.

2. Here you are 20 rupees, Mr. Prada 3. Sure

Trring……Trring…… ( Phone is Ringing)

i. Why don’t you pick up your cell phone, man?
ii. I’m Shaving
iii. Alright!

Why do we need Functional English? :-

Every language becomes operational or active through such functions. As Henry
Widdowson says, ‘Language is what language does.’ That is to say that if our language or speech and writing fail to
achieve the purpose it aims at, it is improper or incompetent use of the language. For instance, if someone makes a
request for a glass of water, and does not get it, we can say that communication has failed; the way the language
was used did not achieve the purpose it was supposed to. You must have noticed that real life use of language is
always contextual, not in terms of isolated bits. Many things are understood without being actually told. Further,
language also carries the social meaning; we use such words and expression that are suitable to the occasion. For
example, we greet people differently as follows…….
Good Morning
Hi
Hello !
Very, Good Morning
Namaste`

We many offered a person or make him/her happy with our use of the language.
Language, thus, is a social tool. It is not merely a series of isolated sentences, devoid of context. Use of language is
social act. Therefore, more than being right or wrong, effectiveness of language use is measured in terms of
appropriateness or inappropriateness of the utterance. Since language is a tool for interaction in the society, it ought
to be taught in that fashion. We do not learn specific features of the language (e.g. past tense) once and for all at
any particular stage. Apart from accruing its meaning through use along with other language items, we return to the
previously acquired lectures and refuse our understanding and use.
Language is an open-ended entity. It keeps on constantly modifying itself. It adds new
words and expressions, modifies or deletes the old ones. In this sense, it is infinite. The whole language, therefore,
cannot be taught at once. It needs to be taught in slices; so a few language functions are selected to be taught at
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particular level. This selection is based on the communicative value of the language function at that particular
stage. For instance, during the first year of English, language functions such as introducing oneself, talking about
people, friends, family members etc. making simple requests, describing places (school, village, house etc.) may be
found to be more useful.
Further, each function can be conveyed or illustrated by different language items grammar
points, styles, modes of formality. This actual pattern is called the form. Form means shape. It may refer to the
word order/spelling or visual shape (how does the sentence look) or it may refer to the sound pattern/pronunciation
(how does it ‘sound’). Form is what one sees or hears at first. In a way, it is the surface structure. Function refers to
the meaning conveyed (what does this utterance actually convey.) this is the deep structure. So, what is actually
said or written is the form and what is intended or conveyed is the function.
Here are some example which are in following table ………………….
Single Form Multiple Functions
Please, switch off the fans In Request (tone)
(ending with a rising tone)
Please, switch off the fans In Command / Order (tone)
(ending with a falling tone)

Single Function Multiple Forms

1. Please, close the Restaurant.

2. Close the Restaurant, will you?
(Interrogative Pattern)
Request (Imperative Construction)
3. Will you please close the Restaurant? Sir
4. Do you mind closing the Restaurant?
5. Would you mind……..
(use of Model Auxiliary)
6. Do you have any objection if I ask you to close the
Restaurant?
(embedded question pattern)

Please, Switch off the fans In Instruction / Advice (tone)

(ending with a neutral tone)

We express the same meaning or message in different ways which are as follows……….

Purpose or Language Function Ways of making a request

[ Getting a glass of water]
1. Can I have a glass of brandy please?
[ Interrogative Pattern ]
2. Will you please get me a glass brandy?
Making a Request [ Interrogative Pattern ]
3. Brandy, please.
[ Interrogative Patten ]
4. Give me Brandy, please.
[ Imperative pattern ]
5. Brandy
Imperative Pattern ]

In this above all examples, the same language function of request is manifested in different grammatical forms.
Although, the shades of meaning vary a bit in each of these expression.
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The language remains the same. According to the relationship between the speaker and the hearer, and other
circumstantial factors, the speakers choose the expression. Language functions are the way the people use the
language in contexts. In real life situations, the focus is on meaning, not on the form or pattern. This focus on
meaning, message or function is the crux of the functional approach/ syllabus.
The functional syllabus focuses on the following features which are as follows……
1. The emphasis is on the learner’s ability to use language in particular social events/ activities.
2. Although it aims at accuracy, its priority is for social appropriateness in the use of language.
3. It identifies main types of language in sets and subsets. It further specifies how these functions may be
realized in various ways through the language items.
4. The sequencing or organization of the functions is form more general and frequent to specific and less
frequent ones; it is also cyclic in nature.
Textual teaching forces students to respond to the text in the same, uniform way and arrive at the same
meaning. Students are engaged in memorizing language bits which they forget too. To be efficient users of the
language students need to develop and understanding of the way language operates in real life contexts. They need
to be given the opportunity to say something that is personally so relevant that they can see value and make use of
what they are learning. Thus, they learn to use the language as an instrument to be used for communication rather
than knowledge or information to be stored for use sometime in further. Language learning in such a case becomes
a test for expression of personal meaning.
No teacher can claim to have taught unless the learners have learnt and as discussed above, learning is a
result of what the learners do. Thus, while teaching is in the hands of teacher, learning takes place on the part of the
learners. The two, thus, are equal partners in what happens in the classroom. Lengthy, detailed explanations on the
part of the teacher hardly yield much result. Explaining implies verbalizing one’s experience and understanding of
some concept. However, teaching means enabling the learners to develop the skills of the English language. This is
possible in a climate that is rich in language use, on the part of the teacher and the learners. Teaching thus demands,
on the part of the teacher, creating conditions in the classroom where in learners go through the experience of the
use of the language. The functional way teaching English as a second language, to a large extent, fulfills these
conditions.
The previous approaches to the teaching of English as a second language made at best the learner
‘structurally competence’ i.e. the one who has developed the ability to produce grammatically correct sentences yet
who is unable to perform a simple communicative task. (Newmark, 1966). Newmark calls such learners
‘communicative incompetence’ on the same lines, Hymes (1970s) goes on to say; ‘there are rules of use without
which the rules of grammar would be useless.’ Henry Widdowson distinguishes the use of language in two broad
categories with features of each. They are as under….
.Linguistic Categories Communicative Categories
Correctness Appropriateness
Usage Use
Signification Value
Sentence Utterance
Preposition Illocutionary act
Cohesion Coherence
Linguistic skills Communicative abilities
[ hearing & speaking ] [ listening & talking ]

Thus, methods and approaches such as grammar cum translation, audio-lingual and situational
approach or language teaching are based on the presentation and practice or grammatical structures and essentially,
a grammar based syllabus. In 1972 the British linguist D.A.Wilkins published a document that proposed a radical
shift away from using the traditional concepts of grammar and vocabulary to describe language to an analysis of
the communicative meanings that learners would need in order to express themselves and to understand effectively.
This initial document was followed by his 1976 work notional syllabuses, which showed how language could be,
categorized on the basis o notions such as quantity, location and time, and functions such as making requests,
making offers and apologizing.
D.A.Wilkins’ work was used by the council of Europe as drawing up a communicative language
syllabus, which specified up communicative functions a leaner would need in order to communicate effectively at a
given level of competence. At the end of the 1970s the first course books to be based on functional syllabuses
began to appear. Typically, they would be organized on the basis of individual functions. For example, many
course-books would begin with the function of introducing oneself’, perhaps followed by the function f ‘making
request’ with typical exponents being ‘can I…..?’, ‘Could you…..?’, ‘Is it alright if I……?’ and so on.

The criticism of the functional approach includes the difficulty in deciding the order in which different
functions should be presented. Is it more important to be able to campaign or to apologize for example another
problem lies in the wide range of grammatical structures needed to manipulate basic functions at as opposed to
 10

‘would you mind if I …….?. in addition although, it is possible to identify hundreds of functions that are expressed
by a range of widely used exponents. There is also the apparently random nature of the language used, which may
frustrate learners used to the more analytical and ‘building-bock’ approach that a grammatical syllabus can offer.
Another apparent weakness is the question of what to do at higher levels. Is it imply a case o learning more
complex exponents for basic functions or is one required to seek out ever more obscure functions (complaining
sarcastically, for example) on the positive side, however there is little doubt that functional approach have
contributed a great deal the overall store of language teaching methodology. Most new casebooks contain some
kind of functional syllabus alongside a focus on grammar and vocabulary, thus providing learners with
communicatively useful expressions in tandem with a structures syllabus with a sense of profession. In addition, the
focus on communication inherent in the practice of functional exponent has contributed greatly, to communicative
language teaching in general, finally the idea that even beginners can be presented with exponents of high
communicative value from the very start represents a radical shift the kind of approach that began with the present
simple of the verb ‘to be’ in all its forms and focused almost entirely on structure with little regard for actual
communication in the target language.
Natural Approach :
The natural approach is a method of language teaching. The natural approach was developed by
Dr. Tracy D. Terrell, A professor of linguistics at University college of Irvine and University College of San Diego
(late University College San Diego) and Dr. Stepehen Krashen is professor of linguistics and education at U.S.C. It
is developed in the late 1970s and early 1980s. The natural approach’s aims is to nurture naturalistic language
acquisition in a classroom setting; it emphasis on communication and places which decreased importance on
conscious grammar study. It also explicates correction of student’s errors. Efforts are even made to make the
learning environment as stress-free as possible. In the natural approach, language output is not forced but then
again it is allowed to emerge spontaneously after students have attended to large amounts of comprehensible
language input.
The natural approach has become methodically associated with Krashen’s monitor model. It is
often as an application of the theory to language teaching. The natural approach to language learning is designed to
develop basic communication channels and skills; but it does not make an expert in grammar. Adult beginning
language learners, go through different stages of competence in the new language just like children only. In natural
approach foreign language classes, students are allowed to progress naturally from one stage to the next stage.
1. Comprehension :
When children learn their first language (L1, Mother tongue) they spend thousands of hours
just listing before anyone expects them to say a word. But then when children start using it they make lots of errors
and mistakes, they use ‘baby talk’ and parents are excited. While adults are usually want to talk much sooner and
listening comprehension is still the base upon which language learning depends. We learn how to speak for the
reason that we understand what is being said by the speaker. In a natural approach learners will learn to recognize
the meaning of words used in context and to guess at the meaning of utterances without knowing all of the words or
even the grammar. The teacher will try to create a comfortable classroom environment with the purpose that the
learners will b willing to guess at meaning and limit the correction of speech to utterances that are beyond
understanding.
2. Early Products :
As the leaner’s speeches will contain many errors at the stage. Forcing production only
increase errors and forces the learner translates from his/her native language. The time taken by different language
learners will be.
1. Children take 9 to 15 months to reach this stage.
2. Adolescents may delay speech from one to six month
3. Adults take from hours to weeks.

At this early stage in language development, the learners will be able to produce
a. Yes/no answers to questions.
b. One-word answers to questions.
c. List of words and two word sequences even short phrases.

3. Emergent language :
After the second stage which had given continued exposure to meaningful language, language
where the focus is on the content and not the grammar, the learner’s speech will progressively improve in
vocabulary and accurate grammar. Each learner needs differing amounts of exposure to language with the aim of
acquire the new linguistic system. So do all of the assigned work. As the learners progress, he/she will begin to
produce three-word phrases, longer phrases and complete sentences where applicable. Always remember that
native speech in any language is made up of many incomplete sentences: ‘No’, Of Course’, ‘Great!’, ‘Ok!’, in a
 11

minute’ and ‘maybe or might be’ etc. when the learners will participate in dialogue with classmates then discussion
on topics and narrating a series o events will be done.
In Natural Approach the instructor will engage in different types of activities. Total active
physical response commands will be given by the instructor by pointing to an item or picture and saying a one or
two words together to produce short phrases even participating in short dialogue and then interviewing classmates.
Reading charts, graphs and short paragraphs will help t develop reading and writing about own experiences will
develop language fluency. Learning a language is a lifetime process so never wait until you think you are perfect to
start listening, talking, reading and writing. That day may never come. As a supernumerary, use the language you
have now to enjoy the language, music, food and culture of the specific speaking world or society.
Traditional Approach :
The term Traditional Approach assuming in the title of this approach is intended to contrast
with recent though the term is not meant to refer to the grammar cum translation method alone, but to the whole
range of methods including Grammar cum Translation, Direct method, Audio-Lingual method and Cognitive Code
Learning Theory and so on including diverse compromise between them evolved up until about three decades ago.
It is an approach which is structure dominated. It compromise methods which share the assumption that the major
problem in learning a second language is to master the structure of that language to the exclusion of other elements
of the language. The essential problem for the earner is to master linguistic form and only secondarily the social
meaning and use of such forms. Out of the necessity for keeping the class under control, this traditional approach
maintains teacher centeredness. It is an approach most frequently met with in school and in commercial institutions
for adult learners. Teacher training institutions often follow this approach which offers them the least theoretical
and most down to earth introduction to the art of teaching a language. The traditional approach is found principally
in non-English speaking countries among non-native teachers where teachers are not native speakers of the
language they teach. It will be more convenient for them to use a long established method for which materials
radically available than to struggle with more open-ended techniques which would challenge their linguistic
competence.
Though the traditional approach is now theoretically defunct, it is not to be rejected out of the hand of there are
some situations, mainly where general purpose school language courses are concerned in which the traditional
method may provide the most useful foundation for further more communicatively oriented learning at a later
stage.
Humanistic or Psychological Approach :
This approach summaries as a general movement in language teaching and especially in second
language teaching, a range of methods techniques which on the surface may seem unconnected but then again
which in fact share at least two important assumptions which are as follows……
1. The affective aspects of language learning are as important as the cognitive aspects and hence the learner
should be treated as a whole person more willingly than as a characterless Language Acquisition Device
(L.A.D)
2. The answers to language-learning problems are more likely to come from psychology than from linguistics.
The major methods coming under this approach are silent way, community. Language learning,
suggestopedia and the total physical response (T.P.S) in general they enable the students to talk about what it is
valuable to them as individuals to talk about instead of carrying them on towards a target communicative
competence specified in a syllabus. Jakobovits and Gordon in their book “the context of Foreign Language
Teaching” presents an argument comprehensively against the authoritarian teacher-centered classroom with the
teacher as purveyor of narrowly linguistic information and for the creation of learning environment which
minimize anxiety, enhance personal security and promote genuine interest though a deeper engagement of the
learner’s whole self. This is pertinent, to the humanistic approach as a whole. The works of sauvignon and all right
are also identified more with this third approach than with the second one that is communicative approach. The
experimental works of both Asher and Postovsky also deserve mention. However, they are not centrally located in
it since they are more interested in the empirical kind of psychology of the humanistic language teachers. The
connecting factor is that they draw their ideas about language teaching from psychology instead of linguistics. Both
are concerned with the initial stage of language learning, and have in common the view that this should be silent
but active on the part of the learner. Both reject the more traditional and predominantly audio-lingual view that oral
practice and repetition are in themselves learning devices. Their studies are formally unrelated however they both
draw upon a considerable body of psychological research to support their positions.
As a result, in the mainstream of the humanistic approach we find a combination of the
tendency to look to psychology and of the tread towards treating the whole person rather than just the specific
element deficiency in his target-language materiel; and on the periphery, we find figures such as Asher and
Postovsky are interested more in the psychological instead of the linguistic aspects of language learning.
Minimalist / Methodist or Paul Rowe’s Approach:
 12

Paul Rowe is known as the founder of the Minimalist or Methodist Approach. He was father
of this approach. This approach is new approach is underpinned with Paul Nations’ three actions of successful ESL
teachers. In the beginning, it was written specifically for unqualified, in experienced people teaching in EFL
situations. Though, experienced, language teachers are also responding positively to its simplicity. Language items
are generally provided using flashcards. There is a focus on language-in-context a multi-functional practice.
Total Physical Response (T.P.R) or Asher’s Approach :
Asher’s approach begins by placing primary importance on listening comprehension by
emulating the early stages of mother tongue acquisition and then moving to speaking, reading, and writing.
Students demonstrate their comprehension by acting out commands issued by the teacher. Teacher provides novel
and often humorous variations of the commands. Activities are designed to be fun and to allow students to assume
active. Learning roles, Activities eventually include games and skits.
Learner Centered Approach (L.C.A):
Learner Centered Approach (L.C.A) is an approach to teaching that is increasingly being encouraged in higher
education. Learner-Centered teachers do not employ a single teaching method. This approach emphasizes a
multiplicity of different types of methods that shifts the role of the instructors from givers of information to
facilitating student learning.
Traditionally teachers focused on what they did and not on what the students are learning. This emphasis on what
instructors do often leads to students who are passive learners and who did not take responsibility for their own
learning. And who did not take responsibility for their own learning. Educators call this traditional method,
instructor-centered teaching. In contrast, Learner-Centered Approach occurs when instructors focus on student
learning.
Learner Centered Approach is also known as Learning-Central-Teaching or Student-Centered Learning. Educators
commonly use three phrases with this approach. Learner-Centered Approach places the emphasis on the person
who is doing the learning. Learning-Central-Approach focuses on the process of learning. Both the phrases appeal
to faculty because these phrases student centered learning is also used but some instructors do not like it for the
reason that it appears to have a consumer focus, seems to encourage students to be more empowered and appears to
take the teacher out of the critical role. Teachers should use Learner-Centered Approach in their teaching for the
following reasons….

The Knowledge Base:

The conclusive result of decades of research on knowledge base is that what a person already knows largely
determines what new information he attends to, how he organizes what new information, and how he filters new
experiences, and even what he determines to be important or relevant.
1. Strategies Processing and Executive Control :
The ability to reflect on and regulate one’s thoughts and behaviors is an essential aspect of learning. Successful
students are actively involved in their own learning, monitor their thinking, think about their learning, and assume
responsibility for their own learning.
2. Motivation and affect:
The benefits of Learner Centered Approach include increased motivation for learning and greater satisfaction with
school; both these outcomes lead to greater achievement.
3. Development and individual Differences:
Individuals progress through various common stages of development, influenced by both inherited and
environmental factors. Depending on the content or task, changes in how people think, believe or behave are
dependent on a combination of one’s inherited abilities, stages of development individual differences, capabilities,
experiences and environmental conditions.
4. Situation or Context :
Theories of learning that highlight the roles o active engagement and social interaction in the student’s own
construction f knowledge strongly support this learner-Centered Paradigm. Learning is a social process. Many
environmental factors including how the instructor teaches, and how actively engaged the student is in the learning
process positively or negatively influence how much and what students learn. In comparison studies between
students in lecture and active learning courses, there are significantly more learning gains in the active learning
courses.

Advantages of Learner-Centered Approach over instructor centered teaching:

1. When the focus becomes student learning colleges attain higher rates of student retention and have better
prepared graduates than those students who were more traditionally trained. A learner centered approach is
 13

model, Weimer described the five learner-centered practice areas that need to change to achieve leaner-
centered teaching; the function of content, the role of the instructor, the responsibility for learning, the
processes and purpose of assessment and the balance of power.
2. The functions of the content in Learner-centered Approach include building a strong knowledge foundation
and to include building a strong knowledge foundation and to develop learning skills and learner self-
awareness.
3. The role of the instructor should focus on student learning. The roles are facilitative rather than didactic.
4. The responsibility for learning shifts from the instructor to the students. The instructor creates leaning
environments that motivates student to accept responsibilities for learning.
5. The process and purposes of assessment shift from only assigning garages to include constructive feedback
and to assist with improvement. Learner-Centered Approach uses assessment as a part of the leaning
process.
6. The balance of power shifts so that the instructor shares some decisions about the course with the students
such that the instructor and the students collaborate on course policies and procedures.
Weimer proposes 7 principles to guide the instructor trying to develop a Lerner-Centered Approach which are as
follows……..
1. Teachers do learning task less.
2. Teachers do less telling; students do more discovering.
3. Teachers do more design work.
4. Faculty does more modeling.
5. Faculty does more to get students learning form and with each other. Create work for small groups to do in
class.
6. Faculty work to create climates for learning. 7. Faculty does more with feedback.
In order to be Learner-Centered Approach instructional practice needs to change in five key areas which are…..
1. The balance of power.
2. The function of content.
3. The role of the teacher.
4. The responsibility for learning.
5. The purpose and processes of evaluation.
However the teacher assumes that student-centered pedagogy is the most appropriate. Many variables come into
play when we try t determine which teaching style is best.
1. Discipline
2. Class Size
3. Subject within the discipline
4. Room layout
5. Environmental factors in the room, for example : Temperature
6. Teacher personality
7. Classroom dynamic between students
In a Student-Centered class, students may be working alone, in pairs or in groups. Working together in pairs is very
effective it helps each other and creates support among the group persons. It teaches other new things, sharing
ideas, and opinion and suggestion improvement.
1. Before students work together their teacher will help them prepare to work together with explanations and
pronunciation practice interacting with the teacher and the whole class, asking questions or brainstorming
ideas. While students are working together, their teacher will be available to give advice and
encouragement.
2. After they have finished working together, and the class is reassembled, their teacher will give them
feedback; offer suggestions and advice make corrections and answer questions. When students are working
together in English then they have to follow following things…….

1. Talk more.
2. Share their ideas.
3. Learn from each other.
4. Make more involved.
5. Feel more secure and less anxious.
6. Use English in a meaningful in realistic way.
7. Enjoy using English to communicate
But there are also we find such students who are not interesting in it they are like…..
1. Feel nervous.
 14

2. Embarrassed.
3. Tongue-tied.
4. When they speak English and make a lot of mistakes.
5. Speak in their native language, not in English.
6. Not enjoy working together.
A Learner-Centered Approach helps students to develop a can-do attitude. It is effective, motivating and enjoyable.
In a student-centered class, students don’t depend on their teacher all the time, waiting for instructions, words of
approval, correction, advice or praise. They don’t ignore each other, but look at each other and communicate with
each other and help each other. While in difficulty or in doubt, they do ask the teacher for help or advice but only
after they have tried to solve the problem among them. The emphasis is on working together, in pairs, in groups
and as a whole class. Their teacher helps them to develop their student’s language skills.
Incremental steps allow instructor to make changes gradually over time. These incremental steps define a
manageable transition process from instructor centered to learner centered approach. Interactive presentations and
workshops on one r more students are taking responsibilities for leaning.
1. How the teacher asses her students will impact how and what they learn.
2. Aligning courses in terms of their objectives, teaching learning methods and assessments.
3. Organizing content to be taught through organizing schemes
4. Implementing Learner-Centered Approaches in your teaching
The six components for the responsibility for learning which are as follows……..
1. Responsibility for learning.
2. Learning to learn skills or skills for future learning including time management, self-monitoring, and goal
setting.
3. Self-directed, lifelong learning skills including determining a personal need to know more, knowing who to
ask or where to look for information, determining when need is met.
4. Students’ self-assessment of their learning.
5. Students’ self-assessment of their strengths and weakness.
6. Information literacy skills framing questions, accessing and evaluating sources, evaluating content and
using information legally.
So, at last we come to know that Learner-Centered Approach play very vital pivotal pivot role in the English
Language Teaching (E.L.T) it develops the abilities of teacher’s as well as students also.
Oral Approach:
Few language teachers in the 1990s are familiar with the terms Oral Approach or Situational Language Teaching,
which refer to an approach to language teaching developed by British applied linguists from the 1930s to the 1960s.
Even though neither term is commonly used today,
the impact of the Oral Approach has been long lasting, and it has shaped the design of many widely used EFUESL
textbooks and courses, including many still being used today. One of the most successful ESL courses of recent
times, Streamline English (Hartley and Viney 1979), reflects the classic principles of Situational Language
Teaching, as do many other widely used series (e.g., Access to English, Coles and Lord 1975; Kernel Lessons Plus,
O'Neill 1973; and many of L. G. Alexander's widely used textbooks, e.g., Alexander 1967). As a recent British
methodology text states, "This method is widely used at the time of writing and a very large number of textbooks
are based on it" (Hubbardet al. 1983: 36). It is important therefore to understand the principles and practices of the
Oral Approach and Situational Language Teaching.

Background:
The origins of this approach began with the work of British applied linguists in the 1920s and 1930s. Beginning at
this time, a number of outstanding applied linguists developed the basis for a principled approach to methodology
in language teaching. Two of the leaders in this movement were Harold Palmer and A. S. Hornby, two of the most
prominent figures in British twentieth-century language teaching. Both were familiar with the work of such
linguists as Otto Jespersen and Daniel Jones, as well as with the Direct Method. What they attempted was 1'0
develop a more scientific foundation for an oral approach to teaching English than was evidenced in the Direct
Method. The result was systematic study of the principles and procedures that could be applied to the selection and
organization of the content of a language course (Palmer 1917, 1921)

Vocabulary Control:
One of the first aspects of method design to receive attention was the role of vocabulary. In the 1920s and 1930s
several large-scale investigations of foreign language vocabulary were undertaken. The impetus for this research
came from two quarters. First, there was a general consensus among language teaching specialists, such as Palmer,
that vocabulary was one of the most important aspects of foreign language learning. A second influence was the
increased emphasis on reading skills as the goal of foreign language study in some countries. This had been the
 15

recommendation of the Coleman Report (Chapter 1) and also the independent conclusion of another British
language teaching specialist, Michael West, who had examined the role of English in India in the 1920s.
Vocabulary was seen as an essential component of reading
proficiency. This led to the development of principles of vocabulary control, which were to have a major practical
impact on the teaching of English in the following decades. Frequency counts showed that a core of 2,000 or so
words occurred frequently in written texts and that knowledge of these words would greatly assist in reading a
foreign language. Harold Palmer, Michael West, and other specialists produced a guide to the English vocabulary
needed for teaching English as a foreign language, The Interim Report on Vocabulary Selection (Faucett et a!.
1936), based on frequency as well as other criteria. This was later revised by West and published in 1953 as A
General Service List of English Words, which became a standard reference in developing teaching materials. These
efforts to introduce a scientific and rational basis for choosing the vocabulary content of a language course
represented the first attempts to establish principles of syllabus design in language teaching.
The Oral Approach was the accepted British approach to English language teaching by the 1950s. It is described in
the standard methodology textbooks of the period, such as French (1948-50), Gurrey (19551,
Frisby (1957) and Billows (1961). Its principles are seemed Hornby s famous Oxford Progressive English Course
for Adult Learners (1954-6) and in many other more recent textbooks. One of the most active proponents of the
Oral Approach in the sixties was the Australian George Pittman. Pittman and his colleagues were responsible for
develop an influential set of teaching materials based on the situational approach, which were widely used in
Australia, New Guinea, and the Pacific territories. Most Pacific territories continue to use the so-called Tate
materials, developed by Pittman's colleague Gloria Tate. Pittman was also responsible for the situation based
material developed by the Commonwealth Office of Education in Sydney, Australia, used m the English programs
for immigrants in Australia. These were published for worldwide use in 1965 as the series Situational English.
Material by Alexander and other leading British textbook writers also reflected the principles of Situational
Language Teaching as they had evolved over a twenty year period.
The main characteristics of the approach were as follows:

1. Language teaching begins with the spoken language. Material is taught orally before it is presented in
written form.
2. The target language is the language of the classroom.
3. New language points are introduced and practiced situationally.
4. Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is
covered.
5. Items of grammar are graded following the principle that simple forms should be taught before complex
ones.
6. Reading and writing are introduced once a sufficient lexical and grammatical basis is established.
According to Geetah Nagraj, the use of mother-tongue can be avoided. In view of this Geetah Nag raj suggests
that these language items should be given in meaningful situations, the learners can deduce the meaning and the
context from the situation in which it is used.
Pitman suggests that the situations will be controlled carefully to teach the new language material. In such a way
that there can be no doubt in the learners’ mind regarding the meaning of what he hears. Summarizing the
characteristics of this Oral approach by Geetah Nag raj says: are as follows……

1. Speech is the basis of language teaching-new language items and vocabulary items are
presented orally before they are presented in the written form.
2. The language items which are commonly used by native speakers in their day-to-day language are selected
for teaching.
3. The items are also graded according to their usefulness, frequency and teach ability.
4. The language items thus selected are presented and practiced in meaningful situations.
5. Vocabulary items are selected with reference to the general service list.
6. Reading and writing are based on items which have already been introduced and practiced orally.

Eclectic Approach :
Larsen-Freeman (2000) and Mellow (2000) both have used the term principled eclecticism to describe a desirable,
coherent, pluralistic approach to language teaching. Eclecticism involves the use of a variety of language learning
activities, each of which may have very different characteristics and may be motivated by different underlying
assumptions.
The use eclecticism is due to the fact that there are strengths as well as weaknesses of single theory based methods.
Reliance upon a single theory of teaching has been criticized because the use of a limited number of techniques can
 16

become mechanic. The teacher decides what methodology or approach to use depending on the aims of the lesson
and the learners in the group. Almost all modern course books have a mixture of approaches and methodologies.

Advantages of Eclectic Approach:

1. Safety: The use of a variety of ideas and procedures from different existing approaches and methods will
increase the chances of learning taking place.
2. Interest: Teachers need to use different techniques to hold the learners' attention.
3. Diversity: Different learning/teaching contexts require different methodologies.
4. Flexibility: Awareness of a range of available techniques will help teachers exploit materials better and
manage unexpected situations. Informed teaching is bound to be eclectic.

Focal Skill Approach :-

The goal of the focal skill approach is studying in the SL-Second Language (L2) in order to acquire it. This second
language curriculum stresses the balanced development of listening, speaking, reading and writing by measuring
competency in each skill and then focusing on the development of the weakest skill. Resources of these are
developed by the international Centre` for Focal Skills (I.C.F.S) use

Content Based Approach:-

Oxford (2001) refers to approaches to CBA, which include theme-based and adjunct learning; Theme Based CBI
focuses on a theme of high interest to students and develops a wide range of language skills around that theme. The
learning of the content requires extensive exposure to a variety of forms of information which in turn requires the
use of all four modalities.
In the adjunct form of CBI language and content courses are taught separately, then again are carefully coordinated
with the aim of literary, oral language development and thinking skills are positively enhanced. In this approach,
the content teacher presents content to students whereas the development to students’ attention through typical
exercise, all of which focus on the lexicon of the content.

Task Based Approach:

According to Nunan (1999), the Task-Based Approach instruction (TBA) uses tasks or stand aline activities require
comprehending, producing, manipulating or interacting in the target language. The amount of listening, speaking,
reading and writing involved to complete the problem posed by the task is dictated by the task itself. Though, most
complex (multi-step) real life tasks that take learners into the world outside the classroom will utilize all four skills.
TBI helps learners to explore the multitude of communication opportunities provided in their surroundings. The
tasks themselves are scaffold according to the cognitive demand required to
complete them. It can be carried out demand pairs or in complete them. It can be carried out individually, in pairs
or in small cooperative groups whichever is suitable.

Project Based Approach:

(Turnball, 1999), Project-Based Approach concretizes the integration of not only the four skills but also language,
culture, experience and learning strategies, with the careful selection of a final project that requires learners to
demonstrate what they have learned through both oral and written production, the teacher plans backwards to
identify what aspects of language, culture, experience and learning strategies are required to complete the end
project.

Situational Language Approach :

The Oral Approach and Situational Language Approach is a developed by British applied linguist in the 1930s to
the 1960s. While it is unknown for many teachers, I had a big influence on language course till the 1980s. The
situational approach or oral approach is based on a structural view of language. Speech, structure and a focus on a
set of basic vocabulary are seen as the basic of language teaching. However, distinguishes the situational language
approach is the emphasis on presentation of structures in situations.

Vocabulary and Grammar Control:

Situational language approach or teaching is characterized by two major features which are as follows…….
1. Focus on vocabulary and reading is one of the most salient traits of S.L.A. indeed, mastery of a set of high
frequency vocabulary items is believed to lead to good reading skills.
2. An analysis of English and a classification of its prominent grammatical structures into sentence patterns,
also called situational tables are believed to help learners internalized grammatical rules.
 17

Behaviouristic Background:
The behaviouristic view of language learning constitutes the foundation stone of situation language teaching. The
approach gives primary to the processes over the conditions of learning. The following processes are renowned in
this approach…..
1. The act of receiving knowledge or material.
2. Repetition to fix that knowledge or material in memory.
3. The use of the knowledge or material in actual practice until it becomes a personal skill.
The behaviouristic theory of learning is based on the principle f habit formation. Material are banned so as to avoid
bad habit formation. A teacher presents language orally then in written form by following the premises of
behaviorism.

S.L.T objectives:
The objectives of situational language approach or teaching involve accurate use of vocabulary items and grammar
rules in order to achieve a practical accurate pronunciation and use of grammar. The ultimate aim is to be able to
respond quickly and accurately in speech situations with an automatic control of basic structures and sentence
patterns.
1. A practical command of the four basic skills of a language through structure.
2. Accuracy in both pronunciation and grammar.
3. Ability to respond quickly and accurately in speech situations
4. Automatic control of basic structures and sentence patterns.

Theory of Learning:
The theory of learning underlying situational approach is full of behaviorism, addressing processes, than the
conditions of learning. It includes the following principles……..
1. Language learning is habit-information
2. Mistakes are bad and should be avoided, as they make bad habits
3. Language skills are learned more effectively, if they are presented orally first, then in written from
4. Analogy is a better foundation for language learning than analysis
5. The meanings of words can be learned only in a linguistic and cultural context.

The Syllabus, Techniques and Activities:

Situational language teaching and Approach is designed upon syllabus, a word list and structural activities.
Grammar teaching involves situational presentation of new sentence patterns and drills to practice the patterns. The
teacher moves from controlled to free practice of structures and from oral use of sentence patterns t their automatic
use in speech by reading and writing.

Typical lesson:
A lesion starts with stress and intonation practice followed by a revision and a presentation of new material mainly
structures or vocabulary. The teacher then proceeds to oral practice and drilling of the elements presented. The
lesson ends with reading activity or written exercise.

Procedure:
There is a typical procedure in situational approach.
1. Procedures move from controlled to freer practice of structures.
2. Procedures move from oral use of sentence patterns to their automatic use in speech, reading and writing.

Advantages:
Situational approach is still attractive to many teachers who still believe in structural practice of language. It’s
practically in the teaching of grammar patterns has contributed to the survival of the approach. In addition; its
emphasis on oral practice still attracts support among language teachers.

Disadvantages:
Many premises underlying the approach have been criticized. For example Noam Chomsky showed that the
structural and the behaviouristic approaches to language are simply incorrect as they do not explain the
fundamental feature of language learning, the ability to create new and unique sentences. Children do not acquire
their mother tongue through repetition and habit formation. However, there must be an innate predisposition that
leads them to a certain kind of linguistic competence.

Conclusion:
 18

After all we come to know that every approach in the English Language Teaching and Learning all plays very
important and it brings new and deep influence and impact on students learning as well as student’s teaching. This
all approaches are developed my many great and tremendous work of the great well known linguist as well as
Language scientist. They did great research on the E.L.T and its sub parts. All the approaches here in this paper
plays great role in the life of students as well as teachers; with the help of these all the approach can create and
make great changes in the students learning, behavior with this teacher also develop inner use to these approach
and they can learn from these approach a lot. These all are approaches is not build or make for only students but it
is helpful for those students who are fresher and who don’t have idea how to teach and treat students these all the
approaches also teach them; One more last thing that’s the name of English Language Teaching (E.L.T) and
English Language Learning (E.L.L).

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