APTET English Pedagogy

Approaches of Teaching English
An approach is a set of correlative assumptions dealing with the nature of language teaching and learning” – Edward Anthony
An approach refers to the actual nature of the language. It describes the kind of subject matter to be taught and how best do pupils learn It. It states a point of view, a philosophy or an assumption which one believes but can not necessarily prove.
The main approaches used in teaching English are Structural- Oral- Situational Approach (S-O-S) and Communicative Approach.

The Structural- Oral- Situational Approach
Historical Background: This approach is other wise known as ‘S-O-S’ Approach. It is believed to be an alternative to the direct method of teaching English. This approach is an outcome of the experiments
carried out in language teaching in the army camps in World War-II.

Charles Fries, the director of first English language institute in the USA applied structural linguistic principles to teaching of language and developed structural approach. For Charles Fries
grammar of structure was the starting point in teaching language.

Similarly, the British linguists evolved the oral approach to teaching of English. They believed that a structure or word should not be presented in isolation. It has to be introduced and practiced
in context. Situationally, Harold Palmer and A.S. Hornby were the two most important advocates of this approach.

Distinctive Features of S-O-S Approach
The structural Approach to English is teaching the learner certain structures in a certain order. – C.S.Bhandari

A) AIM: Presentation and practice of carefully selected and graded structures is the motto of structural approach.

B) Unit of Teaching: Structure is the unit of teaching. According to ML Tickoo in learning foreign language mastery of structure is more important than acquiring vocabulary.

C) Syllabus: i) About 250-300 carefully selected and graded structures
ii) 2500-3000 words (Vocabulary)

D) Selection of Structures: i) Useful to pupils (utility oriented): The structures which frequently occur in both spoken and written
language should be selected.
e.g.: The verb ‘have’ has more than one meaning.
I have two hands.
She has a Car.
India have won the world cup.
ii) Simple and easily comprehendible (simplicity): Simple structures like…I am walking, you are playing – can be selected for the asier understanding of the pupils.
iii) Easily teachable and learnt(Teachability): The teachable structures should be selected and taught in the beginning. For example ‘I am standing’ is an easy structure when compared to ‘I am honest (or) I am thinking’
iv) Yield results (productivity): The structures selected should be productive. It means that one structure should be able to produce more structures. For example ‘I drink milk’ is a productive structure with which we can connect more links such as you drink… they drink…, we drink…

E) Procedure of teaching: In S-O-S approach every structure is taught separately.
Generally the following five steps are involved:
i) Presentation of structure in appropriate situation by the teacher
ii) Oral drill by the students of the situations created in step-I
iii) Presentation of item/structure in some new situation
iv) Oral drill by the students of situations created in step-III
v) Over all drill

F) Language Perception:
i) Language is primarily speech. So oral work plays a vital role
ii) Language is a set of habits. So language drills take a vital position. Use of drill is the central technique here.

G) Adoption of other approaches: Structural approach goes with situational approach. Structural approach in India The structural approach made its advent in India in 1952.
Tamilnadu was the first state in India to agree to use S-O-S approach.
The British Council helped the Tamilnadu Government in framing the structural syllabus and producing necessary materials.
Advantages : 1. Structural approach gives importance to speech or oral aspect of the language which enables the learner to acquire fluency.
2. Habits of correct pronunciation of English words are developed because of its emphasis on oral practice.
3. Structures are grasped permanently as result of repeated use by
the students.
4. Drills and repetition minimise the mistakes.
5. As situational teaching is the hall mark of this approach, students learn the language in meaningful situations. This could help them to perform better in the life situations

Limitations/Disadvantages : 1. This approach suits lower classes.
The students of higher classes dislike monotonous drills. They take the drills as fun.
2. Situations either real or contrived (artificial) can not be created for each and every structure.
3. Complete knowledge of grammar can not be obtained.
4. It is time consuming approach.
5. It does not suit to the over crowded classes. This is not helpful in teaching poetry, descriptive and narrative writing.

Key points of the topic
1. An approach deals with the nature of language.
2. S-O-S Approach came into practise as an alternative to direct method.
3. Charles Fries developed structural approach in the USA.
4. According to Fries structure should be the starting point in Language teaching.
5. Harold Palmer and A.S. Hornby were the two British linguists evolved oral approach. They said that the structure should be introduced and practiced in a meaningful context.
6. Practising selected structures in a meaningful context is the distinctive feature of this approach.
7. S-O-S approach gives prominence to oral work and intensive drills.
8. S-O-S suits lower classes.
9. Situations can not be created for the teaching of each and every structure.
10. This approach is least effective in teaching poetry, descriptive and narrative writing.

1. The hallmark of structural approach is ……….
1) forming speech habits
2) mastery of selected structures in meaningful situations.
3) memorisation of vocabulary
4) repetition and drills

2. The structural approach is an alternative to ……….
1) Bilingual method
2) Grammar-Translation method
3) Direct method 4) Reading method

3. Something that deals with the nature of language is ……….
1) a technique 2) an approach 3) a method 4) a strategy

4. Contextual and situational practice of structures was proposed by……….
1) Charles Fries 2) Hornby 3) Michael West 4) C.J. Dodson

5. Selecting frequently occurred structures in S-O-S approach denotes ……….
1) The utility oriented aspect
2) The simplicity principle
3) The productive oriented aim
4) The easily teachable feature

6. The technique used in structural approach is……….
1) Questioning 2) Drilling 3) Brain storming 4) Memorisation

ANSWERS: 1)2 2)3 3)2 4)2 5)1 6)2 .

‘Language is used to achieve a communicative purpose.’ – Widdowson

Language is a means of communication. Mere mastering of structures would not be helpful to communicate. In the words of Keith Johnson the Structural Approach makes the learner ‘structurally competent but communicatively incompetent.’

The Structural Approach helps the child to receive a strong foundation in grammar and rules of language. But language is not structural alone it is functional also. If the user of a language has only the knowledge of language rules and form, then he is said to have ‘linguistic competence’ and if he also has the knowledge that enable him to communicate functionally and interactively, then he is said to have ‘communicative competence’.

The goal of language teaching is therefore to develop ‘Communicative competence’. The term Communicative competence was coined by Dell Hymes, an American Anthropologist. This was developed in contrast to Chomsky’s theory of ‘competence’ which emphasises on the mastery of grammatical rules. In Hymes view a person who acquires Communicative
competence acquires both knowledge and ability for language use. According to Cannale and Swain there are four dimensions of
Communicative competence.

Dimensions of Communicative Competence
Grammatical Competence : the ability to use grammar, syntax, vocabulary
Socio-linguistic Competence : the ability to use right and appropriate words according to the topic/ setting
Discourse Competence : the ability to participate effectively in speeches/ conversations
Strategic Competence : the ability to solve communication problem

So it is clear from the above diagram that Communicative competence is an ability not only applies to the grammatical rules of a
language in order to form grammatically correct sentences but also to know when and where to use these sentences and to whom.

Chief Characteristic Features of Communicative Approach or Communicative Language Teaching (CLT)
1. Goal/ Aim: The goal of Language Teaching is to develop Communicative Competence among the learners. This implies both
syntactic and semantic use of language.

2. Prime Focus on the Learner: The CLT approach focuses on the learner. Learner is the pivot here as it is learner centred. It takes
into account the priorities of the learner . The learner is constantly faced with the problems of how to learn English and chooses his own route to the solution. He learns by discovery.

3. Syllabus: CLT often uses a functional notional syllabus. The model syllabus was first proposed by Wilkins in 1976. He called it
a Notional Syllabus. The syllabus of CLT gives priority to the students’ interests. Its interest is on how language is used for
communication. The Functional-Notional categories may be like greeting, introducing people, expressing joy, extending and
accepting invitations, making appointments, agreeing and disagreeing making apologies, giving suggestions etc.

4. Teacher’s Role: Communicative Language teaching is task based. This means the teacher gives many tasks to the students in
the process of language learning. The teacher acts as a facilitator.
He is the manager of the class room. He creates umpteen situations that are likely to promote communication. During these activities
the teacher acts as an advisor answering students’ questions and monitoring their performance. At other times he might be a Co-
Communicator (little wood).

5. Class room Activities/ Tasks: In CLT numerous exercises can be executed. Class room activities are designed to focus on completing tasks. Information gap activities, Role Play, Interview, Pair work are some of the activities used in the process of language learning. The following are some tasks which generate language:
a) making requests for something.
b) making a phone call.
c) inviting somebody’s attention.
d) greeting and introducing the people.
e) booking a room in a hotel or guest house.
f) making a reservation of the railway ticket.

6. Use of Mother Tongue: Careful use of Mother Tongue or translation is allowed in this approach. The use of mother tongue altogether can not be banished as in the Direct method. Judicious use of mother
tongue or LI will ensure effective use and learning of the target language.

7. View of errors: Errors among the learners are tolerated and treated as natural in the development of language. Trial and Error
method is followed here because language is created by the learner
through trial and error. There is no stress on rules of grammar or syntax initially.

8. Testing: Testing the learner’s knowledge or the text is not the
goal; testing the learner’s ability to use the language is crucial in this approach.
Advantages : 1. Student’s inhibition is driven out. Student feels encouraged.
2. This approach envisages more practical type of learning the language.
3. Students acquire fluency, accuracy and appropriacy in the use of
language.
Limitations : 1.Communicative approach needs specially trained and
skilled teachers to teach english. An average teacher finds it difficult to use this approach.
2. It is quite unmanageable to organise group activities and pair work in the over crowded classes.
3. It is some what difficult to evaluate language competence of a student when the learner is involved in the problem solving task.

KEY POINTS
1. Developing Communicative competence is the prime goal of CLT.
2. The term Communicative competence was coined by Dell Hymes
3. Learner is the pivot and this approach is known as learner centred approach.
4. The Language material whatever useful to learners is the syllabus of this approach. The first model syllabus known as notional syllabus was proposed by Wilkins.
5. In communicative language teaching teacher is the facilitator. He creates an environment feasible for language learning.
6. Information gap activities, role plays, life based exercises are the tools for language generation.
7. Errors made by the learners in the course of learning are tolerated.
8. Fluency, accuracy and appropriacy in the use of language are the chief tenets of this approach.
9. Judicious use of mother tongue is allowed.

1. The term ‘Communicative competence’ was coined by –
1) Wilkins 2) Chomsky 3) Hymes 4) Hornby
2. CLT Approach emphasises on learning by –
1) imitation 2) repetition 3) use 4) playing
3. Identify the correct statement.
1) large strength class is not feasible for CLT approach
2) Structures are presented and practiced rigorously
3) Translation is used extensively
4) All are correct statements.
4. Which of the following is significant in CLT approach?
1) Fluency 2) Accuracy 3) Appropriacy 4) all
5. Notional syllabus was proposed by …….
1) Halliday 2) Wilkins 3) Hymes 4) Chomsky

ANSWERS:1)3 2)3 3)1 4)4 5)2.