The importance of learning foreign languages led teachers to devise new ways of teaching them. In addition to simply learning vocabulary and grammar rules, students must develop the ability to interact with other members of their social group, share information and negotiate meaning, and use language skills functionally and strategically to achieve the desired effect. To this end, the teacher simultaneously pursues a variety of aspects and skills, so that vocabulary and grammar, listening and speaking, reading and writing are taught in an integrated way. Therefore, in the practice of language teaching there are a multitude of methods that have been and are used, some more efficient, others less effective.
Of the traditional ones I will focus on the Grammar Translation Method, which is the most well-known of the traditional ones, albeit controversial, the Audio-lingual Method and the so-called Presentation, Practice and Production method. The modern method chosen is The Direct Method, which can be used by a variety of teachers who teach English. Of course, the selection of these methods is subjective, the criteria according to which they are chosen being their efficiency and degree of popularity.
The Grammar Translation Method is a method of teaching foreign languages derived from the classical (sometimes called traditional) method of teaching Greek and Latin. It is based on reading and translating literary texts whose goal was to receive the written message while mastering the elements of grammar through a deductive approach.
The following techniques are only part of the whole range of these associated with the grammar-translation method. However, these ones are described by Larsen-Freeman (2000: 19) as useful in this method:
1) Translation of the literary passage
Students are given a reading passage, and they are asked to translate it from the target language into their native language. Students᾽ translation doesn’t have to be only written; they can translate the passage orally.
2) Reading comprehension questions
After reading and understanding the reading passage students are asked to answer questions, written in the target language, based on the given text.
3) Synonyms / Antonyms
The set of words is given to the students, and they are asked to find antonyms or synonyms, depending on what the set of words contains, in the given text.
4) Deductive application of rules
Examples of the grammar structures and the grammar rules are presented together. Exception is given to each grammar rule. When the rule is understood by students, they are asked to use it in other examples.
5) Fill-in-the-blanks
Some words in sentences are missing. They can appear in brackets. Students have to insert correct grammar structure or write some parts of speech like prepositions, adverbs or adjectives.
6) Memorization
Students’ obligation is to remember all the possible lists they get from their teacher. Lists can contain vocabulary, which is given in the target language and its equivalents in the native language of the students, or grammatical paradigms (i.e., verb conjugations).
7) Use words in sentences
Students create completely new sentences using new vocabulary or grammar structures.
8) Composition
Writing about a topic using the target language. Students are given particular topic by the teacher. The topic should be suitable for the lesson.
The chosen modern method is the Direct Method. The inventor of the method is C. Berlitz. Its main objective is to teach students to communicate in a foreign language. Translation is not allowed, the teacher uses real world, images, pantomime to suggest meaning. The mother tongue is not used at all. Grammar is taught inductively. Students practice vocabulary in context. All four dimensions of language teaching are developed: the ability to express oneself orally, the ability to receive the oral message, the ability to receive the written message and the ability to express oneself in writing. The techniques used are conversation, reading aloud, exercises, compositions, rehearsals. The teacher’s role is to be the student’s partner. The interaction takes place between teacher and students, but also between students and students. Self-assessment is often used. There is no formal evaluation; this is done in the form of an interview and the writing of a written text.
The target language is the only one which should be used in the classroom. What is more, the meaning is directly conveyed through visual aids and the demonstrations. “Teachers must encourage direct and spontaneous use of the foreign language in the classroom” (Richard et al. 1986: 9). The teacher can use the already known words, mime, demonstrations and pictures to present or explain new vocabulary rather than teach using analytical procedures, mostly based on explanation of grammar structures and rules. That means that students are obliged to figure out the rules on their own using the presented examples; teachers can never give the students explicit grammar.
Using new vocabulary and grammar structures is practiced in complete sentences. Nonetheless, all four skills (writing, reading, listening, speaking) occur from the beginning, speaking skill is emphasized over the rest of them. As far as oral communication is concerned, teaching vocabulary is really important. According to Komorowska, this method is considered to be suitable for adolescents because they usually value dynamic interactive activities, which are typical of communicative approach, however, they also accept entertaining elements of TPR and the naturalness of the Direct Method.
As a conclusion, combining traditional and modern teaching methods is crucial because they each offer unique strengths that, when used together, create a more comprehensive and effective learning experience for English language students. Traditional methods provide a strong foundation, while modern approaches enhance engagement and practical application. This hybrid model prepares students for both the academic demands of the language and its practical application in the real world.
Bibliography
Crystal, D. 2003. English as a Global Language, 2nd edition, Cambridge: Cambridge University Press
Harmer, J. 2004. The Practice of English Language Teaching. London: Longman
Komorowska, H. 2005. Metodyka nauczania języków obcych. Warszawa: Fraszka Edukacyjna
Larsen-Freeman, D. 2000. Techniques and Principles in Language Teaching. 2nd edition, Oxford: Oxford University Press
Richards, J. C., Rodgers, T. S. 1986. Approaches and Methods in Language Teaching, Cambridge: Cambridge University Press