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Most efficient way of language teaching
The most efficient way of language teaching
Although there are several debates about what makes a perfect teaching technique, it cannot be easily decided what the most important elements of teaching are. Bax (2003) offer some arguments about communicative language teaching (CLT), namely that this approach is primary used in English teaching methodology; therefore contextual elements, for instance local context or other individualities of a group, are marginalized. As opposed to this way of thinking, Jeremy Harmer (2003) puts forward his interpretation of CLT that its expression is widely used among teachers and educators, but hardly does anyone know its exact meaning. Furthermore, he lays emphasis on the exercises that can very well be considered as communicative, such as role-play or dialogue-making, but without grammatical tasks, such as gap-filling exercises, learning process would lack an irreplacable part of methodology. Accordingly, the most efficient way of language teaching is to have a balanced mixture of methodology, context, and the individual characteristics of teachers.
Firstly, I am postitive that for a teacher it takes a difficult decision which exercises to use in teaching, and that is why I h3ly believe methodology is crucial. If methodology was not so important, teachers would lack their mission to teach. Harmer (2003) says:
A problem with the idea that methodology should be put back into second place is that it
threatens to damage an essential element of a teacher's make-up - namely what they believe
in, and what they think they are doing as teachers." article In addition, there is a supporting
evidence in the essay of Keith Morrow (1992), in which he claims that it is of vital
importance to have a structured set of techniques from which the educator can choose which
to apply in classrooms. This irrefutable proof shows the h3 bond between methodology
and teacher as they cannot exist without each other.(p. 3)
Secondly, there are people who think teaching techniques can be the same in different contexts, but each student has distinct characteristics, and according to the "individual student differences" (Harmer, 2003, p. 4) within a class or a cultural group educators must be aware of the context they teach in. In spite of Bax's (2003) opinion, namely that methodology and context are in opposition, it is crucial to find a compromise between the expectations of teachers and the needs of students.
Finally, in order to have an efficient work in the classroom teachers should educate in a way that it is dependent on their culture, their personality, and on their former experiences. Cultural background is a social category which everyone has, and with the help of knowing one specific background teachers have the opportunity to see learners' social situation more complex. More important is, however, the role of educators, as an understanding, enthusiastic helper to students, someone who knows "what teaching is all about" (Harmer, 2003).
In conclusion, without context, methodology, or the personality of teachers language education would be a failure because all the three components are crucial in teaching languages. The first important factor in language teaching is that methodology and context should be equally used in classrooms. In addition, teachers cannot ignore individualities of groups and of students, as well as their own personal characteristics, which can be helpful in their profession.
References:
Bax, S. (2003).The end of CLT: a context approach to language teaching. ELT Journal, 57/3, 1-10.
Harmer, J. (2003). Popular culture, methods, and context. ELT Journal, 57/3, 1-7.
Johnson, K., & Morrow, K. (Eds.). (1992). Communication in the classroom. Hong Kong: Longman.
