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54TRADITIONAL AND MODERN FOREIGN LANGUAGE TEACHING
METHODS
Inobat Ilkhomovna Rasulova
Samarkand State University, English Language Faculty Teacher of English
ABSTRACT
In this article I decided to portray advantages and disadvantages of two language teaching methods: traditional and communicative we can see definition to both methods and than compare these two methods each other.
Keywords: method, traditional method, communicative method.
INTRODUCTION
There are several ways of reaching the goal of foreign language competence and teachers need to be aware of a range of methods in order to find the one most appropriate to the learner's needs and circumstances, and to the objectives of the course. Each method is based on a particular view of language learning, and usually recommends the use of a specific set of techniques and materials, which may have to implemented in a fixed sequence. Several classifications of teaching methods have been made and certain traditional methods are widely recognized because of their influential role in the history of ideas surrounding this subject. One of the traditional methods is the grammar translation method. It derives from the traditional approach to the teaching of Latin and Greek, which was particularly influential in the 19th century [1]. It is based on the meticulous analysis of the written language, in which translation exercises, reading comprehension and the written imitation of texts play a primary role. Learning mainly involves the mastery of grammatical rules and memorization of long lists of literary vocabulary, related to texts which are chosen more for their prestigious content than for their interest or level of linguistic difficulty. There is little emphasis laid on the activities of listening or speaking.
METHODOLOGY
Traditional teaching method.
Now I consider some advantages and disadvantages of the Traditional methodology. As all methods, it has some positive as well as negative aspects, which are highlighted by professionals in their publications [2].
This method is very teacher-dominated. The great responsibility is put on the shoulders of teachers. He/She gives mass of information, alongside he/she gives great deal of tasks which are only related with translation, texts or new words and asking them in turn. Some scholars consider that in traditional method of education, where teachers
serve as the source of knowledge at the same time students become very passive receivers. Me, as a learner and teacher, can say from my own experience, if teacher doesn't ask what he/she gave or taught, students become lazier and lazier day by day. At the end he addicts to this routine and even students with great inner motivation will lose their interest eventually [3].
Here are number of advantages of traditional teaching method:
• Teacher supervise the class, giving and impacting systematic knowledge, academic opinion with speculate philosophy, conducts class, giving a long lectures.
• Students receive wisdom and power that is good for the development of their IQ.
• Teacher is able to give whole or broad and deep information on the given topic throughout the lesson.
• Teacher can change his/her teaching style in accordance of their aptitude for a better explanation.
Here are the opinions of scholars on this sphere about traditional teaching method:
Traditional methodology is based largely on a reduction of the integrated process of using a foreign language into sub-sets of discrete skills and areas of knowledge. It is largely a functional procedure which focuses on skills and areas of knowledge in isolation. Following on from this, traditional methodologies are strongly associated with the teaching of language which is used in a certain field related to the students' life or work. As stated in the book Teaching English as a foreign language by Geoffrey Broughton et al, "the recognition that many students of English need the language for specific instrumental purposes has led to the teaching of ESP - English for Special or Specific purposes."
The direct method continues to attract interest and enthusiasm, but it is not an easy approach to use in school. In the artificial environment of the classroom it is difficult to generate natural learning situations ant to provide everyone with sufficient practice. Several variants of the method have thus evolved. In particular, teachers often permit some degree of mother-tongue explanation and grammatical statement to avoid learners developing inaccurate fluency [4].
A very typical feature of traditional methodology, as Broughton and his colleagues claim, is the "teacher-dominated interaction". The teaching is deeply teacher-centred. The reason for this approach is explained by the statement of Assist. Prof. Dr. Abdullah Kuzu, who asserts that it is based on the "traditional view of education, where teachers serve as the source of knowledge while learners serve as passive receivers" This idea corresponds to the simile of Jim Scrivener, who claims that "traditional teaching [is imagined to work as] 'jug and mug' - the knowledge being poured from one receptacle into an empty one." This widespread attitude is based on a precondition that "being in a class in the presence of a teacher and 'listening attentively' is enough to
ensure that learning will take place" . In his book Communicative Language Teaching Today, Jack C. Richards highlights that in traditional methodology "learning was very much seen as under the control of the teacher" (Richards 4). To sum up, the traditional methodology puts the responsibility for teaching and learning mainly on the teacher and it is believed that if students are present in the lesson and listen to the teacher's explanations and examples, they will be able to use the knowledge. The Grammar Translation Method, the Direct Method, and the Audiolingual Method have been included not to give you a history of language teaching, but because they still strongly influence English instruction in many parts of the world. You will doubtless come across educationalists, now in decision-making positions, who have successfully learned English using one of these approaches [5]. And their thinking on language learning is likely to be influenced by their experience. Belittling these approaches as counter-communicative or out of date may arouse their suspicion of your abilities as a teacher and may diminish your ability to eventually bring about change.
Those of you teaching English as a secondary project may find that your older students want to use the approach they knew at school. Dismissing this attachment will not help you develop the productive relationship you want to establish with your adult students. A fundamental principle in teaching is moving from the known to the unknown. In this case, it means taking into account your students' previous experience and using some of the activities from methodologies they feel comfortable with, at least in the initial stages [6].
DISCUSSION
Many countries have limited funds for buying textbooks. Consequently you may find yourself working from a syllabus based on a twenty-five year old textbook which reflects only one approach. As newcomers your role is a delicate one. On the one hand, you do not want to offend with your criticisms, but on the other, you do not want to lose sight of your goal to transfer to your colleagues your technical skills and your innovative ideas. A good strategy to follow in the opening stages of your service is to be seen as covering the syllabus? Using some of the activities from the prescribed methodology. Once you have established with your colleagues and students that you respect the traditions and good points of the system, you may he more successful in winning their confidence and in bringing about changes which lead to the use of other more effective teaching methods.
RESULTS
Let us now turn our attention to the teaching of grammar in line with the traditional methodology. Tharp, in his article "Modern Foreign Languages," introduces us to this issue by pointing out that the "emphasis was placed on the formal side of the
language" (Tharp 49). After analysing the way people speak, the professionals came to the conclusion articulated by Broughton at al in their book Teaching English as a Foreign Language that "the actual choice of words and their arrangement is new virtually every time we produce an utterance ([with] a very small list of exceptions). The only way to explain the process of making new sentences by analogy involves the notion of observing the regularities (rules, patterns, structure) underlying them and working out how to operate them to generate new sentences" (Broughton 45). Richards adds that "it was assumed that language learning meant building up a large repertoire of sentences and grammatical patterns and learning to produce these accurately and quickly in the appropriate situation" (Richards 6). Based on the above mentioned opinions is "the traditional view that the English language consisted of a battery of grammatical rules and a vocabulary book" . On the basis of this conclusion, the traditional methodology arose.
CONCLUSION
Communicative language teaching (CLT), or the communicative approach, is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study. Language learners in environments utilizing CLT techniques, learn and practice the target language through the interaction with one another and the instructor, the study of "authentic texts" (those written in the target language for purposes other than language learning), and through the use of the language both in class and outside of class.
Direct method
The Direct Method developed in the nineteenth century as educationalists attempted to build a language learning methodology around their observations of child language learning. These educationalists argued that a foreign language could be taught without translation or use of the learner's native tongue. The Direct Method therefore insists on thinking and communicating directly in the target language and does not allow translation. The Berlitz School of Languages is the best known proponent of this method.The four language skills are taught from the beginning, but a special emphasis is placed on speaking. Classes often start with the reading aloud of a specially graded text which introduces the lesson's vocabulary and grammatical structure. Practice follows with exercises such as guided conversation, where the teacher asks questions on the text and the students answer using full sentences. Students will then ask each other similar questions. Other practice exercises include filling-in-the-blanks, dictation, controlled composition or listening comprehension exercises. Grammar is taught inductively, that is to say, language patterns are presented and practiced, but the rules are not explicitly given. The Direct Method teacher uses mime, demonstration, realia, and visual aids to help students understand grammar and vocabulary.The "No
SCIENTIFIC PROGRESS VOLUME 2 I ISSUE 1 I 2021
ISSN: 2181-1601
Translation" rule can become an issue. Teachers complain that it is sometimes time consuming to mime vocabulary, when a simple translation would do. And some words are difficult to mime. Students become frustrated when some members of the class do not understand the teacher's explanations and when the whole class is held up until the meaning becomes clear to all. While monitoring carefully the amount of your students' native language you use in class, you should use your common sense in this question of translation. If you judge that your students are not getting the point, or the meaning of a particular word, if you think that your lesson is straying from its objectives, and if you know the word in your students' language, then give a translation and get on with your lesson. Many of the textbooks based on the Direct Method, most of which are by now quite dated, were written for Western school children. This can be problematic since the method is heavily dependent on the text, and the texts are not guaranteed to be culturally accessible. A textbook used in Francophone Africa describes children having cornflakes for breakfast, putting on their Wellington boots because it is raining, and catching a double-decker bus to go to school. It is not difficult to transfer this lesson into a cultural context that your students will understand, but it is an additional barrier for your students to overcome. And your role in this process will be to provide the necessary cultural translation.
REFERENCES
[1] Brown H.D. (2001). Teaching by principles: An attractive approach to language pedagogy. New York: Longman
[2] Scott W.A., & Ytreberg, L.H. (2000). Teaching English to children. New York: Longman
[3] Rodrieguez R.J. & White, R.N. (2003) From role play to the real world. Rowley, MA: Newbury House Publishers, Inc.
[4] Traditional and modern foreign language teaching methods Horner & McGinley, 2000
[5] Berer, Marge and Frank, Christine and Rinvolucri, Mario. Challenge to think. Oxford University Press, 2002
[6] Amanova, N. (2019). Genre and stylistic features of the structure and dynamics of the development of modern Uzbek pop music. Eurasian music science journal., 1(1), 121-137.
