Teaching methods – which method? [Archives:2004/730/Culture]

By Ahmed Taher
Language Centre Taiz

The last three decades have witnessed the rapid increase of international communication in many different respects, such as trade, travel, tourism, etc. Many people have begun to develop an interest in modern languages, such as English. English has become the language of international communication.
In our country, English in used as a foreign language for limited purposes. The Ministry of Education exerted significant efforts in teaching English. But the teaching of English in Yemeni schools is not satisfactory.
One of the reasons for this is the methodology of teaching English. The materials are based on the communicative approach, but do the English teachers implement the approach? The true answer will be “No”. There is a great gap between the approach and the practice. The real reasons for this gap are as follows:
Most teachers are fed up with such methods of teaching of the language. So for them it is easy to follow the traditional method, namely the Grammar Translation Method. Teaching methods are notational variants of one another. Moreover, what is commendable in one is self-defeating in another. This creates confusion for the teacher. He/she hesitates to choose which method and how to teach. As we know, every method has its own limitations, so it is difficult to say that this method is totally the best method or that that method is totally bad. To illustrate, the communicative approach is suitable for teaching some topics, especially those involving communicative activities. The traditional method also suitable for teaching grammar. So there is not only one method which is the best to be followed. The use of this method or that depends on many factors, such as the level of the learners and the classroom situation. In large classes, oral interaction is limited to one exchange at a time whether teacher-pupil or pupil-pupil. The ideal teacher will solve the problem.
The experienced teacher will vary the use of different methods. He/she always thinks of what is the best method to achieve the aims of the lesson. He/she can create his own method which leads to the achievement of the aims properly. The ideal teacher will not wait till someone guides him to the best method. A final word to the English language teacher: “Be a methodologist when necessary, and focus on your aims. Then you will be a successful teacher.”
——
[archive-e:730-v:13-y:2004-d:2004-04-19-p:culture]