GRAMMAR TRANSLATION METHOD (1800-1900)

Advantages Disadvantages
1. This method is useful in the class in which 1. No oral work takes place in the class room
there are a large no of students. due to this method. Only teacher speaks.
2. It is beneficial to use in the class where there 2. The main focus remains only on the mother-
are students of various levels - very tongue and the target language remains
intelligent and not-so-very intelligent. ignored.
3. It helps teacher much to clear the meaning of 3. No Speaking in the target language is
a word and sentence to the students easily possible. The only thrust remains on the
by translating them in to the mother tongue. reading.
4. The students understand the things very 4. The students don't develop the power of
easily if taught using this method. thinking in the target language. They
5. It doesn't consume the time in finishing the become mentally lazy.
syllabus. 5. It doesn't help the students to learn correct
6. Precise pictures of things can easily be made pronunciation of English Language of the
in the minds of the learners using this target language.
method. 6. Main emphasis is given on the Rules of
7. This Method is very useful for the average Grammar.
and below-average students. 7. Students try to do everything by translating.
8. This method doesn't involve the students
mentally and it is just like story telling
method.

DIRECT METHOD (1890-1930)

Advantages Disadvantages
1. It makes the learning of English interesting 1. There are many abstract words which
and lively by establishing direct bond cannot be interpreted directly in English and
between a word and its meaning. much time and energy are wasted in making
2. It is an activity method facilitating alertness attempts for the purpose.
and participation of the pupils. 2. This method is based on the principles that
3. According to Macnee, “It is the quickest way auditory appeal is stronger that visual. But
of getting started”. In a few months over 500 there are children who learn more with
of the commonest English words can be visual than with their oral- aural sense like
learnt and used in sentences. This serves as a ears and tongue.
strong foundation of further learning. 3. The method ignores systematic written work
4. Due to application of the Direct Method, and reading activities and sufficient
students are able to understand what they attention is not paid to reading and writing.
learn, think about it and then express their 4. Since in this method, grammar is closely
own ideas in correct English about what they bound up with the reader, difficulty is
have read and learnt. experienced in providing readers of such
5. Psychologically it is a sound method as it kind.
proceeds from the concrete to the abstract. 5. There is dearth of teachers trained and
6. This method can be usefully employed from interested in teaching English in this
the lowest to the highest class. method.
7. Through this method, fluency of speech, 6. This method may not hold well in higher
good pronunciation and power of expression classes where the Translation Method is
are properly developed. found suitable.
7. In larger classes, this method is not properly
applied and teaching in this method does
not suit or satisfy the needs of individual
students in large classes.
 STRUCTURAL METHOD (1930-1960)
Advantages Disadvantages
1. It has emphasis on the four fundamental 1. It is suitable for lower class students.
skills, such as, listening, understanding, 2. Continuous teaching of structures and their
speaking, reading and writing. repetition make the atmosphere dull.
2. It facilitates the learning of English by 3. Reading and writing ability of the students
imparting knowledge of its structures. are neglected.
3. It promotes everyday English. 4. It is very difficult to get skilled teachers for
4. It enables the students to speak English this purpose.
correctly. 5. It is not suitable for the higher classes.
5. By the learning of the structure of sentence
the child automatically learns grammar,
word order and use of words.

READING METHOD (1920-1950)

Advantages Disadvantages
1. Reading method can be used in a big class. 1. Since reading method is only focused on
2. In reading method, students can know much writing and reading skill, this method is lack
vocabulary because they have to read the in speaking skill.
passage. 2. Reading method is oppressive approach
3. Students focus what they are studying because the vocabularies and grammar are
because they only learn grammar. controlled.
4. The reading method requires little teaching
skill since the lesson-form is a standardized
and fixed procedure.
5. The reading method is economical of time
since the pupils all read simultaneously.
6. The reading method does not demand deep
knowledge of the language on the part of the
teacher, since the teacher does not have to
compose the sentences and questions:
everything is supplied in the book.

AUDIOLINGUAL METHOD (1950-1970)

Advantages Disadvantages
1. All students active in the classroom. 1. The behaviorist approach to learning is now
2. The state of the class more interesting and discredited. Many scholars have proved its
lively. weakness.
3. Listening and speaking skills are emphasized 2. It does not pay sufficient attention to
and, especially the former, rigorously communicative competence.
developed. 3. Only language form is considered while
4. The use of visual aids is effective in meaning is neglected.
vocabulary teaching. 4. Equal importance is not given to all four
5. The method is just as functional and easy to skills.
execute for larger groups. 5. It is a teacher-dominated method.
6. Correct pronunciation and structure are 6. It is a mechanical method since it demands
emphasized and acquired. pattern practice, drilling, and memorization
7. It is a teacher-dominated method. over functional learning and organic usage.
8. The learner is in a directed role; the learner 7. The learner is in a passive role; the learner
has little control over the material studied or has little control over their learning.
the method of study.
 SITUATIONAL LANGUAGE TEACHING METHOD (ORAL APPROACH) (1950-1970)
Advantages Disadvantages
1. The subject matter can be explained easily. 1. Teachers found it very difficult to present all
2. It helps to introduce the vocabulary including the items in appropriate situations, and this
abstract vocabulary by using rear as well as form an extra burden for teachers.
planned situation. 2. A boring teacher who is not sure about what
3. teaching becomes very effective, interesting he is teaching.
and alive instead of a burdensome process. 3. The learner has no control over the contents
4. meaning is cleaner and easier to understand, of the learning.
which facilitates the students in learning the 4. Not account for the fundamental
language knowledge by heart. characteristics of language namely the
creativity and uniqueness of individual
sentences.

COMMUNICATIVE APPROACH (1970-Present)

Advantages Disadvantages
1. Increases the teacher-student relationship. It 1. It pays insufficient attention to the context
is an interactive relation ship in which teaching and learning take place
2. Communicative approach provides the 2. The requirements are difficult. Not all
opportunity for students to be aware of their classrooms can allow for group work
abilities and exhibit them. activities and for teaching aids and
3. Communicative approach is much more materials.
student-orientated, because it is based on 3. Communicative approach focuses on fluency
students’ needs and interests. but not accuracy. The approach does not
4. Communicative approach seeks to focus on error reduction but instead creates
personalise and localise language and adapt a situation where learners are left using their
it to interests of students. Meaningful own devices to solve their communication
language is always more easily retained by problems. Thus they may produce
learners. incoherent, grammatically incorrect
5. Seeks to use authentic resources. And that is sentences.
more interesting and motivating for children. 4. It is contraversial whether it can be used in
6. Children acquire grammar rules as a every level of students.
necessity to speak so is more proficient and 5. The teacher should prepare the syllabus by
efficient. taking students’ interests and needs into
account. However, the energy and time of
the teacher are limited.