TESL 0110 Unit 2 Reflection

(Source: https://vivaling.com/language-teaching-methodologies-changed-matter/ )

English grammar is notoriously difficult to learn for both native and second-language speakers. There are so many intricacies, obscure rules, and exceptions that it comes as no surprise that different generations of teachers have used various approaches to teaching grammar.

In this unit,I learned about a few grammar teaching methods such as grammar translation, direct method, audio-lingual, Communicative language teaching, and task-based learning. Every method is beneficial in certain situations and has its own disadvantages as well. 

I would like to discuss the direct method and Task-based learning.

The direct method of teaching was developed as a response to the Grammar-Translation method. It sought to immerse the learner in the same way as when a first language is learned. All teaching is done in the target language, grammar is taught inductively, there is a focus on speaking and listening, and only useful ‘everyday' language is taught. The weakness in the Direct Method is its assumption that a second language can be learned in exactly the same way as a first, when in fact the conditions under which a second language is learned are very different.

As we know that English grammar is very complex, and all its intricacies cannot truly be learned by rote, they must be really understood – and understanding is most easily achieved when students are engaged, interested and having fun during a lesson. Task-based learning offers the student an opportunity to do exactly this. In a task-based lesson, the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it. 

Following are the characteristics of a task-based learning:

-Students are encouraged to use language creatively and spontaneously through tasks and problem solving

-Students focus on a relationship that is comparable to real-world activities

-The conveyance of some sort of meaning is central to this method

-Assessment is primarily based on task outcome

-Task-based learning is student-centered

Resources:

Thornbury, S. (1999). How to teach grammar, Chapter 2: Why teach grammar? pp. 21-27. Essex, England: Pearson Education Limited.

A Task-based approach. (June, 2014). British Council. Retrieved from: https://www.teachingenglish.org.uk/article/a-task-based-approach

Direct Method. (July, 2008). British Council. Retrieved from: https://www.teachingenglish.org.uk/article/direct-method