Comparison Grammar In Austrian And Spanish â€Myassignmenthelp.Com

Question: Discuss About The Comparison Grammar In Austrian And Spanish? Answer: Introduction. We are living in a world full of languages which assist in communicating in order to get information from other different countries and interact with them. This leads to people learning other foreign languages (Al-Humaidi). But a question arises on how to learn a different language and how to communicate with it. A research on teaching a second language and the methods used is associated with linguistics development, sociology and psychology. The methods of teaching refer to the applications of theoretical findings and position. Today, new methods of teaching are emerging at a very high rate. The methodology of language teaching has led to conflicts in the field of language teaching. The rivalry has been brought about by, on one side, the protectors of communicative teaching and on the other hand, the supporters of the Audiolingual method. The question is: which method of teaching are we supposed to use? Through urgent analysis of the teaching methods, we can deduct that every approach has both advantages and disadvantages. It is by knowing this we can have great inspiration to language teaching. Audiolingual Methodology. According to (Gabriel Tejada Molina), the audiolingual methodology is based from structural linguistics and behavioral psychology. Structural linguistics language refers to elements related structurally for encoding implying that the elements are morphemes, phonemes and syntactic (clauses, types of sentences and phrases). Levels of linguistically structure in a language are defined by structural linguists in a scientific and systematic manner (Kamhuber). Initially, people assumed that studying a language was as easy as clamming the elements and rules that govern combination of the above elements. One importance of structural linguistics is that the basic medium of communicating a language is oral. Communicative Language Teaching. The communicative language teaching (CLT) started in Britain during the 1960s to replace the initial structural methods known as Situational Language Teaching (Richards). This was partly according to Chomskys critics to the structural theory of language and partly due to theories of American sociolinguists and British Functional Linguists. During that time, communication was highly required in the continents like Europe. The approach of communicative language teaching begins from theory of language as communication. The main objective of teaching is to develop what Hymes of 1972 referred as Communicative Competence. In order for any speaker to be communicatively good in speeches, he/she needs to understand Hymes theory of Communication (Barbara Johnstone). In Barbaras book of Teaching Language as Communicative, he explained the relationship between linguistic methods and their communicative importance in texts. Definition of Audio Lingual Method and Communicative Language Teaching (CLT) The Audio Lingual Method also known as the Army Method is a method of teaching used in teaching a foreign language. This method is based on behavioral theory which claims that some characters of living things especially human beings can trained using a reinforcement system and that correct usage of trait can receive good feedback while bad usage of trait can receive bad feedback. Audio Lingual method is a procedure of teaching foreign language which stresses on listening and speaking before writing and reading. CLT uses conversations as the major form of presenting a language and drilling as the main technique of training. Communicative language Communicative Language Teaching refers to a method of teaching both second and foreign language and stresses interaction as the main way of learning a language. CLT is also known as the communicative method of teaching foreign languages. The Main Features of the Audiolingual Method and Communicative Language Teaching. The Audiolingual Method Audiolingual method has shown to form its own different characteristics according to behaviorist psychology and structural linguistic (Barbara Johnstone). The characteristics include: Separating language skills to listening, writing and reading while emphasizing on teaching listening and speaking before reading or writing. Using dialogue as the major form of language presentation. Emphasizing on practicing techniques like memorizing, pattern drilling and mimicry. Not to encourage use of vernacular or mother tongue in class. Encouraging usage of language laboratory. Audiolingual method believes that listening and speaking are the primary forms of verbal communication and therefore conclude that both reading and writing should come second after listening and speaking. Audiolingual method uses dialogue to show that language dialogue can provide language forms with a natural context (Kamhuber). The structure of the audiolingual implies that the language is a complicated system of habits and drills can of help in forming those habits. Learning foreign language result from practicing and practice can lead to language automation. Learning a language is not a challenge, practice is what becomes a challenge. Advantages In comparison with other method such as Grammar Translation Method, where writing and reading are reinforced to the extent of neglecting listening and speaking skills, Audiolingual method develops the learners oral skills (Su). Also, through Audiolingual method learners are able to competently participate in situational contexts. Disadvantages As much as the drills that are distinguishing features for Audiolingual are considered as its strength, they are also one of its major weaknesses. The Audiolingual methods drills does not allow the learners to be creative (Su). At such, they cause the students to feel bored or lose interest in the classroom. When students are not motivated, their progress on learning language is affected negatively. The Communicative Language Teaching(CLT). Characteristics The CLT method of learning was the same as an earlier method of learning known as the direct method. Just like Direct Method, CLT method insisted on students being taught the language one on one and not to use the native language of the students to explain words or grammar (Kamhuber). However, audiolingual method were not focusing on teaching vocabulary. Instead, the teacher advised the students to use grammar through drills. Teaching techniques like drilling, memorizing and pattern practicing may lead to language-like behavior, however, the techniques are not produced suitably (Richards). Instructors complain due to lack of effective techniques in the process while students complain due to boredom resulted by pattern drills which are not ending. One of the open advantages in Communicative Language Teaching is that of increasing fluency in the languages target (Richards). CLT allows students to take part in activities, sometimes related by simulating scenarios which students can relate with in day to day life. It becomes hard for the teacher to check the use of language of each student alone especially if the class has many students (Al-Humaidi). Students can give wrong answers but they are supposed to be corrected when not in the middle of conversation in order for the student not to repeat the same mistake. It is therefore not helpful if a single teacher is handling a large class alone. Conclusion. Using audio-lingual method, teachers would give correct models of sentences and students to repeat them. The instructors would then move on with the procedure by giving new words to be used in sentences by students. The objective of this would be to train the students on how to practice on different tutorials until they are able to use the correctly. Both Audio-lingual and Communicative Language Teaching are different theories of teaching and each has its own characteristics. The audio-lingual grammar and pronunciation help learners to acquire the oral skills and listening skills very fast. CLT emphasizes on learning a language through using language in communication rather than learning through practicing of language skills. Therefore, students can get strategic competency through communication. The main purpose of language as a tool is t build and maintain good relations with people. Students should know the vocabulary and grammar of the language and also know the rules governing t heir usage in a communication context. References Al-Humaidi, Majid. "Communicative Language Teaching ." Thesis. 2017. Electronic. Barbara Johnstone, William Marcellino. Dell Hymes and the Ethnography of Communication. Pittsburgh: Carnegie Mellon University, 2010. Electronic. Gabriel Tejada Molina, Mara Luisa Prez Caado, and Gloria Luque Agull. "Current approaches and teaching methods. Bilingual programmes." 2016. Electronic. Kamhuber, Philipp. Comparison of Grammar in Austrian and Spanish English Language Teaching Textbooks. Wien: Lehramt Englisch, Bewegung und Sport, 2010. Electronic. Richards, Jack C. Communicative Language Teaching Today. New York: Cambridge University Press, 2006. Electronic. Su, Lisa Kwan Li. Audiolingual Method: Discussion. Manilla: National University of Malaysia, 2010. Electronic.