Effective and Creative Lesson Plans ! For Teachers By Teacher

  THE AUDIO-LINGUAL METHOD FOR THE SPEAKING AND LISTENING SKILLS IN ENGLISH LANGUAGE TEACHING Background: The audio-lingual method, like the direct method just discussed, has a very different purpose than the grammatical translation method. The audio-linguistic method was developed in the United States of America during World War II. At that time, it was necessary for people to learn foreign languages ​​quickly for military purposes. As we have seen, the grammatical translation method did not prepare people to use the target language. While communication in the target language was the goal of the direct method, exciting new ideas about language and learning were emerging at this time from the disciplines of descriptive linguistics and behavioral psychology. These ideas led to the development of the audio-linguistic method. Some of the principles are similar to the direct method, but many are different because they are based on conceptions of the language and on learning these two

THE READING METHOD IN ENGLISH LANGUAGE TEACHING “The reading method was a theory of language teaching which deliberately restricted the goal of language instruction to one of practical attainable utility.” Michel West was convinced that the total adoption of the Direct Method was not suited to the conditions as they obtained in Pakistan. As far back as 1921 ‘West’ realized the importance of “Reading” in second language learning. He recommended an emphasis on reading not only because he regarded it as the most useful skill to acquire in a foreign language but also, as Stern(1983:460) points out, “It was the easiest skill with the greatest surrender value for the student in the early stages of language learning”. West viewed language teaching programme as a whole and gave each skill its legitimate place. He believed that “the initial stage of learning a foreign language should, we believe, be to learn to read it---even in the case of the student who aims at complete mastery (reading, wri

PLACE OF MOTHER-TONGUE IN TEACHING ENGLISH LANGUAGE Now the question is arises: What is the place of mother-tongue in teaching English? Unfortunately this question has failed to provoke a unanimous answer. Some educationists are of the opinion that mother-tongue should be strictly avoided while teaching the target language; class-room should be converted into a little ‘language island’ where nothing but the target language (English0 is used for all the purposes. On the contrary, some experts maintain that mother-tongue can be usefully employed for teaching a second language like English. DIFFERENCE BETWEEN LEARNING THE MOTHER-TONGUE AND A FOREIGN LANGUAGE: The learning of the mother-tongue differs from learning the foreign language in number of ways. Some of these points of difference are the following: 1.       The learning of the mother tongue is a natural process. The child has the strongest motivation to learn it. It is because he/she wants to express his/her needs and wa