Learning Method in Teaching English For Foreign Language

1. Teaching a communicative language (CLT)

This is perhaps the most popular English language education model in the world right now. In
part because it tries to place students in a range of real-life scenarios so that they can learn how
to communicate in the real world using their language abilities. As a result, educators place a
greater emphasis on communication fluency than accuracy, and classes are more practical than
theoretical.
This approach is characterized by interactive and meaningful classroom activities, as well as the
use of real source materials. Teachers are encouraged to give pupils as many opportunities as
possible to give and receive meaningful communication. In CLT classes, personal experience is
frequently used.

2. Language instruction based on tasks (TBLT)

The entire focus of TBLT instruction is on completing a particular task that fascinates and
engages the students. Learners accomplish the exercise using their existing language abilities and
progress through three unique phases: a pre-task, the task itself, and the post-task.
Students might be requested to give a presentation about a significant environmental issue, for
example. They will need to read/listen to source material, conduct internet research, as well as
write and deliver the presentation itself in order to accomplish it. Students in TBLT lessons are
said to feel empowered and motivated since they "own" the language and have control over the
assignment answer.

3. Integrated content and language learning (CLIL)

CLIL entails studying one subject (for example, biology, science, or history) while also learning
a language (for example, English) – essentially integrating the two courses.
The needs of the first subject are prioritized over those of the target language in language
instruction. As a result, it's crucial to ensure that the integration is apparent and that students are
involved. However, the CLIL approach does provide considerable chances for cross-curricular
collaboration; it broadens the scope of language learning and can be utilized to re-engage
previously disengaged pupils.

4. Language Learning in Groups (CLL)

Cooperative Language Learning, or CLL, is a component of the Collaborative or Community
Learning approach to education (CL). In the classroom, CLL aims to make the most of
cooperative activities involving pairs and small groups of students. As a result, it is a student-
centered approach to language instruction rather than a teacher-centered one.
All of the language acquisition activities in the CLL classroom are purposefully structured to
maximize possibilities for social engagement. Students should complete activities by interacting
with one another and discussing / cooperating. The duty of the teacher is to facilitate and
participate in the learning tasks.

5. The Direct Approach

All instruction is given in the target language with this method, requiring the learner to think and
talk in that language. In the classroom, the learner does not utilize their original language at all!
As a result, students use the language and increase their exposure to it, which helps them to
understand crucial grammar ideas. Q+As, dialogue, reading aloud, writing, and student self-
correction are all common teaching tactics for this approach.
6. Translation-grammar
This is a conventional teaching method that emphasizes translation from the students' native
language to the target language and vice versa. Students must memorize extensive lists of
vocabulary as well as complex grammar styles and rules in order to succeed in this strategy.

The method prioritizes accuracy over fluency, and it emphasizes the development of reading and
writing skills above speaking abilities. The disadvantage of this technique is that it does not
equip students with the ability to communicate spontaneously. Grammar drills, vocab exams, and
encouraging pupils to incorporate new grammar principles in standardised writing projects are
common classroom exercises.

7. Audiolingualism
This method of instruction was created in response to some of the issues with Grammar-
Translation. As a result, sessions are typically held in the target language, as this technique aims
to emphasize speaking and listening abilities.
Students usually repeat the teacher's sentences until they have the pronunciation and rhythm
correct (either face-to-face or through headphones in a language lab). The educator recognizes
and rewards good work, and mistakes are immediately remedied.

8. Total Physical Response

Total Physical Response, or TPR, is a method of language instruction in which the teacher
delivers linguistic objects as instructions and the pupils must follow the teacher's instructions to
the letter. As a result, students may be requested to sit, stand, point to the clock, or walk to the
front of the classroom.
As pupils progress, such instructions can become more precise, incorporating adverbs (e.g., talk
quickly), adjectives (e.g., put on your red jumper), and prepositions (e.g., put on your red
jumper) (e.g stand in front of the teacher).

9. The Natural approach

This technique is defined by its adherents as recognizing and emphasizing the distinction
between learning and acquiring a language. Structure, textbooks, resources, and memorization of
grammar rules or vocabulary lists are all necessary for children to learn a language. When it
comes to learning a language, all that is required is for teachers to establish an environment in
which pupils are immersed in the repetition, correction, and recall of their target language.
Teachers emphasize fascinating, comprehensible information (CI) and low-anxiety
circumstances, which are primarily geared for usage with starting learners. As a result, natural
approach lessons lay little or no emphasis on error correction, drilling, or conscious study of
grammar rules, and instead focus on interpreting messages in the foreign language.