The current state of English language and the methods of learning it

College of “Financial academy” JSC

Prepared: Kartoyeva Z.Y.

The current state of English language and the methods of learning it

"New generation of Kazakhstan citizens should be
trilingual and speak Kazakh, Russian and English
languages fluently."

N. Nazarbayev
President of the Republic of Kazakhstan

As English is one of the main languages of international communication, trade and informational exchange, its role has become very important for the growing economy and international relations for Kazakhstan. For the younger generation of Kazakhstan proficiency in English is extremely significant for
future opportunities and professional growth.

Now it is the most influential language in the world. English spoken by more than a billion people on the planet. English currently dominates science, business, the mass media and popular culture. For example, 80% of e-mail on the Internet are in English.

The importance of the English language in Kazakhstan society is increasingly being discussed in the press and at research forums. Since the adoption of the Law "On languages in the Republic of Kazakhstan" in 1997, in the course of implementing the State program of language functioning and development in the period from 1998 to 2010, discussion and adoption of the State Program from 2011 to 2020, the conditions for further expansion and deepening language construction in all spheres of public life have been created. Proficiency in foreign languages and conditions for their learning are currently paid enough attention in Kazakhstan. The priority is enjoyed not only English, which is considered along with Kazakh and Russian in the list of required for learning according to the cultural project "Trinity of Languages" , but other foreign languages as well.

The future of English as a global language will depend very largely on the political, economical, demographic and cultural trends in the world. The beginning of the 21st century is a time of global transition. According to some experts, faster economic globalization is going hand in hand with the growing use of English. More and more people are being encouraged to use English rather than their own language. The patterns of usage and public attitudes to English which develop during this period will have long-term effects for its future in the world.

That’s why we have to learn English and the methods of learning it are different. But what method is the most effective?

According to academic research, linguists have demonstrated that there is not one single best method for everyone in all contexts, and that no one teaching method is inherently superior to the others.

Also, it is not always possible - or appropriate - to apply the same methodology to all learners, who have different objectives, environments and learning needs.

"Applying the most appropriate method for that learner's specific objectives, learning style and context."

Methods of teaching English have developed rapidly, especially in the previous 40 years. It is important that language learners and training managers, as well as teachers, understand the various methods and techniques so you are able to navigate the market, make educated choices, and boost your enjoyment of learning a language.

Each teaching method is based on a particular vision of understanding the language or the learning process, often using specific techniques and materials used in a set sequence. The main methodologies are listed below in the chronological order of their development:

• Grammar Translation - the classical method

• Direct Method - discovering the importance of speaking

• Audio-lingualism - the first modern methodology

• Humanistic Teaching Approaches - a range of new holistic methods applied to language learning

• Communicative Language Teaching - the modern standard method

• Principled eclecticism - fitting the method to the learner, not the learner to the method

Grammar Translation Method

The focus at this time was on the translation of texts, grammar, and rote learning of vocabulary. There was no emphasis on speaking and listening comprehension. This teaching method is still common in many countries and institutions around the world, and still appeals to those interested in languages from an intellectual or linguistic perspective. However, it does little to improve your ability to use the language for oral communication.

 Direct Method

The Direct Method is based on the direct involvement of the student when speaking, and listening to, the foreign language in common everyday situations. Consequently, there is lots of oral interaction, spontaneous use of the language, no translation, and little if any analysis of grammar rules and syntax. The focus of the lessons is on good pronunciation, often introducing learners to phonetic symbols before they see standard writing examples.

Some characteristics of this method are:

• Lessons are in the target language

• There is a focus on everyday vocabulary

• Visual aids are used to teach vocabulary

• Particular attention is placed on the accuracy of pronunciation and grammar

• A systematic approach is developed for comprehension and oral expression

The Audio-lingual Method

"Emphasis is on the acquisition of patterns in common everyday dialogue."

Some characteristics of this method are:

• Drills are used to teach structural patterns

• Set phrases are memorised with a focus on intonation

• Grammatical explanations are kept to a minimum

• Vocabulary is taught in context

• Audio-visual aids are used

• Focus is on pronunciation

• Correct responses are positively reinforced immediately

 Modern Usage

The Audio-lingual Method is still in use today, though normally as a part of individual lessons rather than as the foundation of the course. These types of lessons can be popular as they are relatively simple, from the teacher's point of view, and the learner always knows what to expect.

 Developments & Problems

This extensive memorization, repetition and over-learning of patterns was the key to the method's success, as students could often see immediate results, but it was also its weakness.

The method's insistence on repetition and memorization of standard phrases ignored the role of context and knowledge in language learning. As the study of linguistics developed, it was discovered that language was not acquired through a process of habit formation, and that errors were not necessarily bad.

It was also claimed that the methodology did not deliver an improvement in communicative ability that lasted over the long term.

 The Silent Way

Another example of a method categorized under the Humanistic Approaches, with this technique the teacher is supposed to be practically silent - hence the name of the method - and avoids explaining everything to the students. This method is based on a problem-solving approach to learning, whereby the students' learning becomes autonomous and co-operative.

The scope is to help students select the appropriate phrases and know how to control them, with good intonation and rhythm. The teacher does not repeat the material nor supplies the phrases that the student has to imitate, and there is no use of the learner's native language. Patterns contain vocabulary, and coloured guides for pronunciation are used to assist the teacher in guiding the students' understanding while saying the least amount possible.

 Community Language Learning

Also sharing many of the same principles as the Silent Way, this technique was relatively short-lived. Seeing the student as a 'whole' person, the method involved students sitting in a circle and encouraging them to use their feelings, intellect, relationships and reactions.

The Communicative Method is in reality an umbrella term - a broad approach rather than a specific teaching methodology, and has now become the accepted 'standard' in English language teaching.

Communicative Language Teaching is a natural follow-on from the reaction during the 70s against previous methods which over-focused on teaching grammatical structures and template sentences, and which gave little or no importance to how language is actually used practically.

 Using the Method

The most common educational model applied in the context of the Communicative Method is the Functional-Notional approach, which emphasizes the organization of the syllabus. This breaks down the use of language into 5 functional categories that can be more easily analyzed: personal (feelings, etc.), interpersonal (social and working relationships), directive (influencing others), referential (reporting about things, events, people or language itself), and imaginative (creativity and artistic expression).

These 5 broad functions are then delivered by the teacher in the classroom using the '3 Ps' teaching model, which stand for Presentation, Practice and Production.

Today the professional language teacher has a good grounding in the various techniques and new approaches, and they know and understand the history and evolution of teaching methodologies.

The modern teacher will in fact use a variety of methodologies and approaches, choosing techniques from each method that they consider effective and applying them according to the learning context and objectives. They prepare their lessons to facilitate the understanding of the new language being taught and do not rely on one specific 'best method'.

 Some Examples

• The teacher proposes a variety of exercises, both written and oral, to improve the learner's accuracy, fluency and communicative ability.

• The teacher corrects errors immediately if the scope of the classroom activity is accuracy, but if the scope of the activity is fluency these errors will be corrected later on.

• The teacher develops all four linguistic capabilities (reading, writing, listening and speaking).

• To improve pronunciation the teacher uses drills, where students repeat automatically the phrases spoken by the teacher.

• The teacher helps the student personalize the use of grammatical and lexical elements used in class.

• The teacher understands that a didactic program has to include not only grammar and lexis, but also linguistic functions, colloquialisms, idioms, etc.

• The teacher introduces exercises of guided discovery for new grammar rules.

• At times the teacher may translate - but only if they know both languages very well and believe it is the most efficient way to provide the meaning of a new concept in that moment, especially for abstract ideas.

• The teacher is committed to developing a wide range of resources in order to give relevant, stimulating, and productive lessons.

It is impossible to do everything if only one method is used. As a result, professional EFL teachers follow what is described as the Principled Eclecticism approach, where students are also encouraged to be autonomous in their learning.

However, some private schools and training companies still prefer to promote a specific in-house branded method or approach, though often mainly for commercial or marketing reasons rather than for didactic reasons.

English as an International Language is being debated quite a lot at the moment. The idea sounds fine to me in many ways- most interactions in English nowadays are between non-native speakers, so we should focus on international communication.

References

1. The state program of language development and functioning in the Republic of Kazakhstan for 2011-2020. Decree of President of the Republic of Kazakhstan from June 29, 2011 № 110.

2. Address of the President to the People of the Republic of Kazakhstan, January, 28, 2011. Paragraph 2.3 "The development of languages”.

3. Sarybay, M. S. [On the role of the English language and an interpreter position in a Modern Kazakhstani organization].

4. http://til.gov.kz

5. http://www.tjtaylor.net/english/teaching-method-summary