Teach English in Wujing Zhen - Weifang Shi

While the audio-lingualism method for teaching second language learners has largely fallen out of use, it is still used occasionally, even in the current day (I am speaking from personal experience with the university I attended for a beginning language course, which used an audio-lingual approach based on the textbook, "Japanese: The Spoken Language" published by Yale Language Press). Having experienced multiple teaching methods in a variety of beginning language classes, I wanted to explore both the possible benefits and hindrances of the audio-linguistic method in contrast to the more contemporary method of ESA. Audio-lingualism is very different from other teaching methods in that it prioritizes listening ability, and speech production over written language and reading with the underlying idea that if one is a good speaker and listener, then therefore, they should be a good reader and writer as well (Abu-Melhim 2009 43). It also sacrifices emphasis on vocabulary acquisition through discovery and context, for intensive, repetitive drilling practice of specific and pre-set grammatical patterns. The target language is also the primary vehicle of instruction, and the student's first language is employed on a minimal basis. Depending on the goals of the student during a language course, there are some potential advantages to the audio-lingual method; especially if the aforementioned goal is simply to be able to speak the language relatively early on. One of the biggest advantages that students could probably take away from a class using this method would be both pronunciation and intonation. Any potential errors that students may make in this regard are corrected early on by the teacher and do not become ingrained into the student. This could be quite helpful especially if the student's native language is very different from the target language. (This proved to be very true in my situation with Japanese). Another potential advantage would be that it can help students to gain some confidence, and get over any initial fear of speaking the language, as they are almost constantly practicing speaking. The major disadvantage to the AL method would be that it is too scripted, and becomes boring and dull with the endless repetition of drills. This is also a major detractor to motivation and is more likely to encourage the student to drop studying the language rather than to continue on. Another disadvantage is the lack of attention to the study of vocabulary. One of the most frustrating aspects of this method is that one has learned a number of grammatical structures, but very little vocabulary in context which one can practice using in those structures. In contrast, the ESA method (Engage Study Activate) is very different from the AL method, although on occasion some drilling of a particular grammar pattern during the study session may be employed. The ESA method encourages freer communication (especially during the activate stage) and is much more student centric. The teacher tries to engage the interests of the student more, and thereby motivate the student to continue on with their studies. This method also allows for a great deal more flexibility during class for the teacher to adjust to the needs to the students. When introduced to new grammar or other aspects of a language, the student learns more by discovery of new patterns, with the assistance of the teacher. This creates more engagement on the part of the student in class, and aids in retention later on. Another benefit of the ESA method, is the usage of role-plays, that are written by or produced by students during the activate stage, after they have been shown an appropriate model by the teacher. This also aids in retention of key language patterns as well, and is more interesting for the student. One potential pitfall of the ESA method may involve not spending enough time on pronunciation practice and intonation unless the teacher makes it a priority in their syllabus or curriculum. The same can be similarly said for writing, as it is often an aspect of language study that is neglected (just as in the AL method). This is especially true if teachers don't have enough time to include it in their lesson plans and need to devote more time to oral practice if they have limited facetime with students, or if students are too overburdened with other studies to do a written homework assignment. But this is not really truely the fault of the method itself but rather the teacher or other circumstances. In conclusion, no one skill should be emphasized at the expense of other skills in the classroom, as with the AL method; nor should one method should be used in the classroom either. "Practice activities should involve meaningful learning and language use" and "learners should be encouraged to use their innate and creative abilities" in the classroom (Richards & Rogers 2016 73). Students can benefit from aspects of both of the teaching methods discussed above, in addition to other methods not discussed in this paper. It is the responsibility of the teacher to be flexible and to try new ideas in the classroom that have been proven to be effective. Citations Abu-Melhim, Abdel-Rahman. “Re-Evaluating the Effectiveness of the Audio-Lingual Method in Teaching English to Speakers of Other Languages.” International Forum of Teaching and Studies, vol. 5, no. 2, Dec. 2009, pp. 39–45. Richards, Jack C., and Theodore S. Rodgers. Approaches and Methods in Language Teaching. Cambridge University Press, 2016.