Effect of Teaching Methods on Language Learning

Effect of Teaching Methods on Language Learning

Introduction

Language learning process among the learners of a new language entails multiple interventions. The approach could be more demanding if the learners are not native speakers and learn the language as a second language (Liu & Shi, 2007). Therefore, such instance calls for multiple interventions to be put in place to improve the language learning process and effectively ensure the learning outcomes are realized. In teaching language, a teacher-centered or learner-centred approach could be put in use. The teacher-centred approach entails lecturing, drilling, dictating, and other methods that revolve around the teacher (Liu & Shi, 2007). In this approach, the teacher dictates terms and decides what they feel is better for the learners. Again, the learner becomes a passive body in the learning process, and their input is less recognized. On the other hand, the student-centred approach in language learning takes into account the needs of the learners (Celce-Murcia, 2001). It allows the learners to be actively involved in the language learning process, and the learners learn the language through involvement in multiple learning processes. The learning approach entails the use of discussions, role play, debating, and other interventions that revolve around the learner (Celce-Murcia, 2001). In this respect, the learner’s involvement characterizes the learning process and other improvements needed. Therefore, as opposed to taking into account all the language learning interventions in place, the study will determine the effects of various teaching methods in language learning.

Purpose of the Research

The purpose of the research is to establish the effects of the teaching strategies commonly applied in language learning of among the learners of a language. Through the investigation of various aspects of language learning, the study would aim at identifying the impacts of such teaching approaches in language learning to ascertain their effectiveness. Thus, methods such as student-centred learning will be subject of an investigation to highlight how effective they are as far as language learning is concerned.

The Research Questions

1. What are the impacts of student-centred teaching approaches in the language learning process?
2. How effective are the teacher-centered teaching approach in learning a language among the language learners?

Research Hypothesis

Student-centred learning approaches are effective in language learning among the learners of a given language.

Significance of the Study

Currently, several teaching interventions are in place in a bid to improve language learning among the learners of a particular language. In that regard, the teachers have devised several teaching approaches to ensure that language teaching remains effective and impactful in various aspects (Celce-Murcia, 2001). However, there is an ongoing debate on the best teaching intervention that could be applicable in language learning and how such interventions are vital in enhancing the learners’ abilities to facilitate retention. Thus, the study would give critical shareholders an insight into what other studies suggest as far as language learning gets accounted for in the learning process. It would shed light on the best-suited approach in the language learning process and other vital aspects in that regard.

Review of the Literature

Several scholars have conducted multiple studies regarding the effectiveness of the student-centred teaching approaches in language learning. In that regard, the studies have delved on the impacts of debating, discussion, role play, and other essential components of student-centred approaches in language learning. The following are some propositions that the scholars made in their studies regarding the effectiveness of the student-centred teaching approach and how it facilitates language learning.

First, role play is a teaching mechanism under the student-centred approach, and it involves using multiple real-life situations in class during a learning process. In this approach, the students learn and assume roles in class, making them interact with each other seamlessly in class (Celce-Murcia, 2001). The learners create a fictional situation and assume the role of different personalities in a classroom environment as they have decided or through the aid of the teacher. In language learning, several studies have shown that the approach is relatively positive in various aspects. Doff (1988) highlights that role play in language learning enhances motivation among learners as it gives them the liberty to use language in both the formal and informal contexts. Based on this approach, the students often improvise and creatively use language in a manner that befits the role that they assume. Though in most cases, the learners could face difficulty and use language incoherently in their roles, Doff (1988) notes that such occurrences motivate the learners to desire to know more in language learning. It does not discourage most learners as the learners creatively look for various ways that they can use to communicate effectively. Thus, the role of teachers is to offer directions and prompts that would facilitate the creative use of language. The teachers also encourage the correct articulation of terms among learners. Thus, role plays as a form of language learning enhances creativity and remains to a great extent, impactful in learning a given language.

On the other hand, questions and dialogue responses help in improving speaking skills among learners. It entails the learners involved in responding to several questions raised in class. In most instances, the questions always require a yes or no response, short answers or open-ended answers when issuing responses. According to Carter (1996), those responses that elicit elaborate reactions from the students are vital in stimulating their mental development as far as language learning is concerned. In that regard, the learners often search for appropriate structure of sentences and words and subsequently use them in a correct structure. Such event helps the student with the memory of the wording structure and allow them to practice language use in various contexts (Carter, 1996). The method is also achievable through enabling the students to orally present their assignments and other reports in class, events that could be effective through the presentation of the question and answer session. Thus, as a student-centred approach, question and answer approach gives the learners the liberty to creatively use words and promote the use of language during their interactions on their day-to-day activities in class.

Similarly, debates as a form of discussion under the student-centred approach permit the learners to use language with freedom during their context. During deliberations, the learners engage in a constructive debate that is meant to either oppose or counter any assertions made by an individual in various topics (Cox, 1999_. During such instances, the learners must use language that suits that given context and ensure that communication is achievable. In that regard, the individual learners must verify various aspects of language use such as semantics, syntax, and all the morphological elements that characterize a given language. Through the feedback from the teacher or any other instructor present in such cases, the individual learners realize an improved use of language in different contexts (Cox, 1999). Thus, the approach gives the learners a platform for expressing themselves without hurdles and also acts as an avenue for developing their speaking skills.

However, several scholars opine that the teaching method adopted in language learning must be multifaceted. According to Sreehari (2012), various parameters should be given consideration when selecting appropriate teaching methods to be put in use. The teaching methods adopted must be in line with the teacher’s ability, meet the threshold for their knowledge of the subject content and interests and remain realistic. Additionally, such approaches must stimulate the learning process, achieve both the verbal and psychomotor ability of the learners as well as ensure that the learning process is realistic (Sreehari, 2012). The teaching methods adopted must be premised on the reading, writing, listening and speaking of the language that is subject to learning (Sreehari, 2012). Therefore, in language learning, regardless of the teaching approach adopted, the plan must be in line with various aspects that cater to the learning ability of the learners.

As opposed to the assertions on the student-centred approach, Decoo (2001) notes that a lecture method is an essential approach that plays a vital role in stimulating listening skills among the learners of a given language. Through the lecture methods, the learners listen to various linguistic terms and subsequently memorize them for communicative purposes. Further, listening helps the learners to internalize and synthesis different concepts that constitutes the language learning process (Decoo, 2001). Again, in the listening process, the learner can effectively get involved in a question-oriented model that will entail engaging the instructor through questions, and the interactive platform that comes with such model enhances language learning among individual learners.

Conclusion

Though several teaching methods can effectively enhance the language learning process, the student-centred approach remains the most efficient. Several studies have shown that through debates, question-answer sessions, and discussions the language learners freely engage in the language learning process. The learners take control of the sessions and constructively use language based on a given context. The teacher’s role remains passive and only moderates the sessions as well as providing prompt feedback on the language developments of the learners. However, some studies emphasize the need for using a multifaceted approach in teaching language for the desired learning outcomes to be achievable. Therefore, based on the above assertions by several scholars, the teaching approach used in language learning should be structured in a manner that it best suits the learners. The teachers or instructors must adopt a teaching approach that would significantly involve the learners and encourage their participation in the language learning process.

References

Carter, R (1996), Linguistics and the teacher. London: Rouledge

Celce-Murcia, M. (2001). Language teaching approaches An overview. Teaching English as a second or foreign language, 2, 3-10.

Cox, C. (1999). Teaching language arts: A student-and response-centred classroom. Allyn and Bacon, PO Box 10695, Des Moines, IA 50336-0695.

Decoo, W. (2001). On the mortality of language learning methods. L. Barker Lecture.

Doff, Adrian. (1988). Teaching English -A Training Course for Teachers. Cambridge, England: Cambridge University Press

Liu, Q. X., & Shi, J. F. (2007). An Analysis of Language Teaching Approaches and Methods–Effectiveness and Weakness. Online Submission, 4(1), 69-71.

Sreehari, P. (2012). Communicative Language Teaching: Possibilities and Problems. English Language Teaching, 5(12), 87-93.