Introduction
Teaching English in the contemporary world relies on various methods that differ in their goals and approaches to learning. The most common are the audiolingual approach, content and language integrated learning (CLIL), communicative language teaching (CLT), grammar-translation approach, and situational language teaching (SLT). The similarities between these approaches relate to the predominant use of a foreign language during the lesson, excluding the grammatical translation approach. Modern methods differ based on different goals, which involve mastering grammatical constructions or achieving fluency in applying English in real-life situations.
Thesis Statement
Modern teaching English as a foreign language offers several approaches and methods that differ in their focus. There are approaches focused on developing grammatical structures: the audiolingual approach, the method of grammatical translation, and situational learning. Opposite to them are approaches focused on mastering fluent speech in a non-native language, such as CLIL and communicative language teaching. Both types of approaches can be used effectively in the English as a second language (ESL) classroom.
The Audiolingual Approach
The audiolingual method advocates learning by ear, studying pronunciation, and mastering speaking, reading, and writing skills. The main goal of this approach is to achieve oral proficiency while mastering a second language. The audio-lingual approach requires students to repeat, read, imitate, and memorize. The main advantage of the audiolingual method is the special attention to developing oral speech skills (Kakunta and Webster Kamanga 26).
The method also has the advantage of training students in English thinking. The approach requires the teacher to predominantly use English for all explanations to train students’ listening skills (Kakunta and Webster Kamanga 27). The proposed development of sentence templates allows the students to memorize grammar correctly. However, the lack of significant involvement of the native language in the learning process can complicate learning, which is a disadvantage of the audiolingual method.
Content and Language Integrated Learning
CLIL is a method that involves the study of another content subject through a foreign language. In a general sense, this method is known as content-based learning and the use of language within the curriculum. CLIL is based on teaching subjects in a non-native language, and the language becomes integrated into the curriculum.
The main benefit of using CLIL is to increase the motivation to learn the language in an interesting context for the students (Arnandiz et al. 1). Language in this approach is considered in real-life situations and acts as a means of expanding students’ horizons. CLIL allows one to increase cultural integration, develop various interests, and prepare for real-life situations.
Like the audiolingual approach, CLIL emphasizes the importance of speaking the language. Unlike the audiolingual method, CLIL considers fluency more important than accuracy; the method is based on not correcting errors, while the previous approach relies on developing grammatical accuracy. The disadvantage of CLIL may be the required duration of the program for proper language acquisition. To use CLIL, students must already have general competencies to facilitate the perception of a non-native language (Arnandiz et al. 2). CLIL can also unconsciously act to reinforce errors in the speech of students that may not be corrected during training.
Communicative Language Teaching
Communicative language learning is an approach that assumes the ultimate goal of language study, using it as a means of interaction. It is used as an opposite approach to the audiolingual method since the communicative aspects of language and meaningful learning are paramount. The communicative approach considers the study of language structures to be secondary and subordinate to mastering the skill of communication (Dos Santos 105). Grammatical competencies are part of the linguistic component in CLT. Its advantage is the special emphasis on sociolinguistic competence, that is, understanding the context of communication. This focus is important because it makes it easier for students to perceive the communication process.
CLT is opposed to the audiolingual approach in terms of the importance of mastering grammatical structures. Conversely, CLT considers them secondary and necessary for mastering after achieving communicative competence. In this respect, CLT is similar to CLIL because it focuses on using language in everyday situations rather than learning formal structures (Dos Santos 105). The main difference between CLT and CLIL is that subject knowledge is not needed in language teaching. At the same time, a significant disadvantage of CLT and, to some extent, of CLIL is the potential omission of important structural rules due to the concentration on the communicative aspect.
Grammar Translation
The grammatical translation method is one of the oldest approaches described. Its main purpose is to enrich reading skills. The approach is based on the theory that to learn a language, one must read literature written in the target language (Gamage 2). Reading and writing skills are expected to be more focused than listening and speaking skills.
Vocabulary is replenished from texts that are studied through translation and memorization. At the same time, special attention must be paid to the accuracy of translation and the study of grammatical structures. The main advantage of the grammatical translation method is enriching students’ vocabulary.
According to the criterion of approach to the study of grammar, the grammatical translation method is partially similar to the audiolingual method. Both approaches pay special attention to the correct mastery of the language’s grammar and indicate the paramount importance of this aspect. In contrast to the described approaches, teaching by grammatical translation is carried out mainly with the support of the native language and little use of the studied one (Gamage 3).
CLIL and CLT, in their emphasis on mastering the skill of fluent oral speech, are strikingly different from the method of grammatical translation. The method’s main disadvantage is the need for basic training and understanding of a foreign language, as well as a focus on reading instead of speaking. That is why this method is rarely used in studying modern languages.
Situational Language Teaching
Situational language learning is based on a view of language as a structure. The main learning aim in SLT is speech, language structures, and basic vocabulary units. It is characterized by a focus on vocabulary and reading (Widiarini 122). It is assumed that mastering frequently used words and constructions leads to effective language acquisition.
The student acquires grammar rules by classifying grammatical structures into sentence patterns. The main processes in SLT are acquiring knowledge, repetition, and using material in practice to consolidate language skills. According to SLT, the main goal of learning is the precise use of vocabulary and grammar rules to achieve mastery of skills.
SLT mostly differs from CLIL because it involves building the habit of correct language use. At the same time, CLIL may rely on errors that are not corrected. SLT is different from the communicative approach, which sees the structural component of language as secondary to learning.
Similarity is observed with the audiolingual and grammatical translation methods since they prefer a clear and correct mastery of grammatical structures. SLT is practical in teaching grammatical models, which is its main advantage, while the widespread oral practice makes it attractive (Widiarini 121). The disadvantage of SLT is the criticized structural approach, which is inflexible and cannot explain the features of a foreign language.
The Ways to Use in an ESL Classroom
All the methods mentioned above apply to teaching English as a second language. The audio-lingual approach involves using the auditory channel of perception in the training process. Usually, this means listening to and then playing sample sentences after the speaker or teacher. The method aims to automate structures, leading to an understanding of foreign speech and successful speaking (Kakunta 26).
The CLIL method involves using other general educational subjects for language acquisition. For example, a teacher may offer to study a historical event in a foreign language. In this case, the lexical and grammatical set must be selected and applied to the selected subject matter.
The communicative approach uses real communication to facilitate learning. In this case, English is used to perform meaningful tasks in real-life situations, for example, by constructing dialogues between students. The theory is first presented using the grammar-translation approach, and then the teacher gives examples. At the same time, teaching, unlike other methods, is conducted in the native language. The main method remains sequential reading, coupled with translation.
Situational language learning involves presenting new models and methodical practice (Widiarini 122). The goal is automaticity in training intonation and constant repetition, which leads to free language practice of speaking, reading, and writing. The approach to teaching English as a foreign language should be based on the teacher’s competence and understanding of the language, either as a means of communication or as a structural system. The needs of students and the importance of mastering the skill of speaking fluently or fully mastering the grammar of a foreign language are important.
Conclusion
All of the methods mentioned earlier apply in the modern ESL classroom. The approaches are mostly unanimous in recognizing the importance of developing oral speech skills. However, some approaches focus on the importance of applying learned grammatical structures. In contrast, others recognize mastering the skill of fluent speech as paramount.
Grammar-based approaches are older, while newer approaches emphasize the transition to active speaking. Thus, the main difference between the approaches is understanding the language as a structure or a communicative means. The choice of teaching method should depend on the teacher’s skills and the students’ needs.
Works Cited
Arnandiz, Otilia Marti, Lidon Moliner, and Francisco Alegre. “When CLIL is for All: Improving Learner Motivation through Peer-Tutoring in Mathematics.” System, vol. 106, no. 1, 2022, pp. 1-14. Web.
Dos Santos, Luis Miguel. “The Discussion of Communicative Language Teaching Approach in Language Classrooms.” Journal of Education and e-Learning Research, vol. 7, no. 2, 2020, pp. 104-109. Web.
Gamage, Swarnananda. “The Pedagogical Application of the Grammar Translation Method as an Effective Instructional Methodology in Teaching English as a Second Language.” Open Access Library Journal, vol. 7, no. 11, 2020, pp. 1-10. Web.
Kakunta, Kebson, and Webster Kamanga. “Microteaching: Audio-lingual Method.” Journal Educational Verkenning, vol. 1, no. 1, 2020, pp. 25-30. Web.
Widiarini, Widiarini. “Framing Behaviorist Theory Toward Situational Language Teaching (SLT).” International Seminar on Business, Education, and Science. vol. 1., no. 2022, pp. 116-129. Web.