The Usefulness of Methods in Language Teaching Essay -- Education, Tea

IntroductionRecently a big debate has been aroused on the issue of teaching methods and their public utility company to the actual practice in classroom. approximately writers start to claim that methods atomic number 18 dead and argon no time-consuming considered in the teaching/ culture process such as Brown(2002) . Whereas slightly others like Bell (2007) think that method still play a vital role in the teaching learning process. This essay testament examine both views with relation to my own experience as a teacher and teacher trainer. First I will kick down a summary of both points of view then will review the usefulness of methods in relation to my profession and context. Summary of the two points of viewsBrown (2002) claims the shoemakers last of methods signaling the post-method era where there is no place for formulas in the assist language teaching. Basing his literature in the linguists findings about the failure of methods to solve the learning/teaching problem s. The main attack over the methods is that Methods are too prescriptive, they are laden with interested knowledge and they cant be empirically proved to work in authoritative classroom. He goes towards the Principles Approach to language teaching with its twelve principles and the three stages of the crafted process of diagnosis, intercession and assessment to match the different contexts and situations.However, the particular of the uselessness of methods seem to be effective in the theoretical phase of it, and as a debate among the linguists harmonize to Bell (2005). David Bells conducted a survey study to measure the extent to which methods are/are not considered in practice in classrooms as an try out to investigate Blocks claim that Whereas the notion of method no longer plays a significant role in the thinking of applied... ...ot depart from the books they were typed in. How can I - as a teacher- develop certain unknown techniques based on unclear principles? Approac hes are always ambiguous specially to the less trained or experienced teachers Richards & Rodgers (2001). We as teachers will always need prescribed methods, not to follow rigidly, but to have more choices. It is always a fact that there is never was and probably never will be a method for all Nunan(1991 228). And there are always aspects of all methods which might usefully be incorporated into ones classroom practice( Ibid248). ConclusionTo conclude, though methods do not give one-one solution to the problems of teaching and learning, they always give us a rich source of solutions to adapt, modify and develop in our own contexts. We may not be able to claim their death, uncomplete now, nor in the near future.