NAME :

FARMAN ULLAH
ID 0000146876
CODE 9060
LEVEL BS ENGLISH
ELT Methodology

ASSIGNMENT : 1

Q1. Explain the difference among Approach, Method, Procedure and Technique. Provide concrete
examples.

ANSWER

Approach, method, procedure, and technique are terms commonly used in various fields to describe
different aspects of processes or ways of doing things. Although they are related and sometimes used
interchangeably, they have distinct meanings and nuances. Here’s an explanation of each term with
concrete examples:

1. Approach:

An approach refers to a broad perspective or strategy used to tackle a problem or achieve a goal. It is a
general orientation or mindset that guides the overall direction of an endeavor. Approaches are often
flexible and can involve multiple methods or techniques. They provide a conceptual framework for
problem-solving.

Example:

In educational research, a researcher might choose a qualitative approach to study student engagement.
This approach may involve gathering in-depth data through interviews, observations, and document
analysis, aiming to understand the subjective experiences of students.

2. Method:

A method refers to a specific set of techniques, tools, or procedures used to conduct research, solve a
problem, or perform a task. It is a systematic way of approaching and organizing activities to achieve a
desired outcome. Methods are often more structured and standardized than approaches.

Example:
In scientific experiments, the scientific method is commonly used. This method involves a series of steps
such as making observations, formulating hypotheses, designing experiments, collecting data, analyzing
results, and drawing conclusions. Each step has predefined procedures and techniques to ensure the
rigor and reliability of the experiment.

3. Procedure:

A procedure refers to a prescribed sequence of steps or actions to be followed in a particular order to

accomplish a task. Procedures are more detailed and specific than approaches or methods, providing a
clear roadmap for carrying out activities. They often involve precise instructions and guidelines.

Example:

In a hospital setting, a surgical procedure for removing an appendix involves specific steps, including pre-
operative preparations, administering anesthesia, making incisions, removing the appendix, and closing
the incisions. Each step must be executed in a precise order and according to established protocols.

4. Technique:

A technique refers to a specific skill or method used to perform a particular task or achieve a specific
outcome. Techniques are practical and often focus on the application of specialized knowledge or
expertise. They can be used within broader methods or procedures.

Example:

In painting, the technique of pointillism involves applying small dots or strokes of pure color to create an
image. Artists use this technique to achieve a desired visual effect and create intricate patterns or
textures through the accumulation of individual dots.

In summary, the main difference among approach, method, procedure, and technique lies in their
scope, level of specificity, and purpose. Approaches are broad strategies, methods are systematic
frameworks, procedures are prescribed sequences of steps, and techniques are specific skills or
methods applied within broader contexts.

Q2. A teacher plays the role of controller, prompter, assessor, resource, and so on. Explain a
teacher’s role in the classroom and comment on how the teacher is required to play a different role in
the 21st century?
 ANSWER

In the traditional classroom setting, a teacher’s role was primarily that of a controller. The teacher would
stand at the front of the classroom, deliver lectures, and control the flow of information to the students.
However, in the 21st century, the role of a teacher has evolved significantly, and they are now expected
to fulfill multiple roles to cater to the changing needs of students and the demands of modern
education.

1. Facilitator: A teacher acts as a facilitator who guides and supports students in their learning
journey. Rather than being the sole source of information, the teacher helps students explore
and discover knowledge, encouraging critical thinking and problem-solving skills.

2. Mentor: Teachers serve as mentors, providing guidance, inspiration, and motivation to their
students. They create a positive and nurturing environment that fosters personal growth and
development. Teachers also act as role models, instilling values and ethics in their students.

3. Coach: Teachers take on the role of a coach, helping students identify their strengths and
weaknesses and providing constructive feedback for improvement. They assist students in
setting goals, monitoring progress, and developing strategies to achieve those goals.

4. Collaborator: In the 21st century, collaboration and teamwork are crucial skills. Teachers
facilitate collaborative learning experiences, encouraging students to work together, share
ideas, and solve problems collectively. They promote effective communication and interpersonal
skills necessary for success in today’s interconnected world.

5. Technologist: With the rapid advancement of technology, teachers need to embrace digital
tools and incorporate them into their teaching practices. They should be proficient in using
educational technology to enhance learning, engage students, and create interactive and
dynamic classroom experiences.

6. Assessors: Teachers play a crucial role in assessing students’ progress and understanding. They
design assessments that go beyond traditional tests and exams, incorporating various evaluation
methods such as project-based assessments, portfolios, presentations, and discussions. They
provide timely and meaningful feedback to help students improve their learning outcomes.
 7. Lifelong Learner: In the 21st century, knowledge is constantly evolving, and teachers need to be
lifelong learners themselves. They must stay updated with the latest research, educational
trends, and innovative teaching strategies. Continuous professional development is essential to
adapt to the changing educational landscape and meet the diverse needs of students.

Overall, the teacher’s role in the 21st century extends beyond being a controller of information. They are
expected to be flexible, adaptable, and responsive to the individual needs of students. The emphasis is
on creating student-centered learning environments, fostering critical thinking, creativity, collaboration,
and digital literacy. The teacher is not the sole authority but a facilitator who guides, supports, and
empowers students to become lifelong learners and active participants in the global society.

Q3. What is the significance of English language teaching in Pakistan and what challenges are the
teachers faced with? Explain with reference to your local context.

ANSWER

In Pakistan, English language teaching holds great significance due to its status as an official language
and its importance in various domains such as education, government, business, and international
communication. English proficiency is often considered a key factor for personal and professional
success in Pakistan.

One of the primary challenges faced by English language teachers in Pakistan is the linguistic diversity
among students. Pakistan is a multilingual country with numerous regional languages spoken across
different provinces. Students often come from diverse linguistic backgrounds, and their varying
proficiency levels in English present a challenge for teachers to effectively cater to their individual needs.

Another challenge is the scarcity of resources and inadequate infrastructure in many educational
institutions, particularly in rural areas. Limited access to quality textbooks, audiovisual aids, and
technology can hamper the teaching and learning process. Teachers often have to rely on outdated
materials and improvised teaching methods, which can hinder the development of students’ English
language skills.

Additionally, the traditional teaching methods prevalent in Pakistan, which often focus on rote
memorization and grammar translation, pose a challenge for English language teachers. These methods
do not emphasize communicative competence, which is crucial for students to effectively use English in
real-life situations. Shifting from these traditional approaches to more student-centered and
communicative methods requires training and support for teachers.
Furthermore, the shortage of qualified and trained English language teachers is a significant hurdle.
Many teachers in Pakistan have limited training in English language teaching methodologies and lack
proficiency in English themselves. This lack of expertise can hinder the quality of instruction and impede
students’ language development.

Socio-cultural factors also play a role in English language teaching challenges. English is often perceived
as a language of privilege and elitism in Pakistan. This perception can lead to a lack of motivation and
self-confidence among students, especially those from disadvantaged backgrounds. Overcoming these
psychological barriers and promoting a positive attitude towards learning English can be demanding for
teachers.

In conclusion, English language teaching in Pakistan is significant due to its status and relevance in
various domains. However, teachers face challenges such as linguistic diversity among students, limited
resources, outdated teaching methods, shortages of trained teachers, and socio-cultural factors.
Addressing these challenges requires a comprehensive approach that includes training programs for
teachers, the development of appropriate teaching materials, and efforts to create a positive learning
environment for students.

Q4. English is being taught in Pakistan as a subject, and not as language. What is your opinion?
How do you think it should be taught, as a subject or as a language? Provide reasons of your stance.

ANSWER

Teaching English in Pakistan, or any country for that matter, can be approached in different ways: as a
subject or as a language. Both approaches have their merits and drawbacks, and the choice depends on
various factors, including educational goals, resources, and cultural context.

Teaching English as a subject typically involves focusing on grammar, vocabulary, and literature. This
approach emphasizes understanding the technical aspects of the language, such as syntax and grammar
rules. It aims to develop reading, writing, and analytical skills related to English. However, this approach
may not prioritize spoken fluency or practical communication skills, which are crucial for real-life
situations.

On the other hand, teaching English as a language places more emphasis on practical usage, including
listening, speaking, reading, and writing skills. This approach aims to develop students’ ability to
communicate effectively in English, enabling them to engage in conversations, understand and express
ideas, and navigate English-speaking environments. This method often involves interactive activities,
role-plays, and real-life language situations.

Ideally, a balanced approach that combines both methods could be beneficial. By incorporating
elements of English as a subject and English as a language, students can gain a comprehensive
understanding of the language. This hybrid approach would involve teaching grammar, vocabulary, and
literature while also providing ample opportunities for practical application and oral communication.

Additionally, the availability of resources and qualified teachers is crucial for effective language learning.
Language labs, multimedia tools, and interactive learning materials can enhance the teaching and
learning experience. Training and support for teachers in adopting modern teaching methodologies and
incorporating communicative language teaching strategies can also be beneficial.

Moreover, considering the cultural context is essential. Understanding and appreciating Pakistani
culture and its relationship with the English language can help create a more meaningful learning
experience. Integrating local content, literature, and cultural references into English language lessons
can foster a sense of relevance and engagement among students.

Ultimately, the decision on whether to teach English as a subject or as a language in Pakistan or any
other country should be based on a comprehensive analysis of the educational objectives, available
resources, cultural considerations, and the desired outcomes for students.

Q5. Grammar Translation Method is not suitable in Pakistan context. Provide evidence or refute
with solid arguments.

ANSWER

The Grammar Translation Method is a traditional approach to language teaching that focuses on the
explicit teaching of grammar rules and translation of sentences between the target language and the
native language. While this method has been widely used in the past, it is not suitable in the context of
Pakistan for several reasons. Here are some solid arguments to support this claim:

1. Communicative Competence: The Grammar Translation Method does not prioritize the
development of communicative competence, which is essential for effective communication in
real-life situations. In Pakistan, where English is taught as a second language, the emphasis
 should be on developing speaking, listening, reading, and writing skills to enable learners to use
the language confidently in various contexts. The Grammar Translation Method’s heavy focus on
grammar rules and translation does not adequately address these skills.

2. Limited Vocabulary Expansion: This method often relies on memorization of vocabulary lists
without providing learners with meaningful contexts to understand and use the words. In
Pakistan, where English is primarily learned as an academic subject, it is crucial to build a rich
vocabulary that is relevant to different fields of study, professional settings, and everyday life.
The Grammar Translation Method falls short in this aspect, as it tends to prioritize translation of
isolated sentences rather than meaningful vocabulary acquisition.

3. Lack of Authentic Language Use: The Grammar Translation Method does not expose learners to
authentic language use, such as natural conversations, real-world texts, or multimedia
resources. This method typically relies on artificial sentences constructed for the purpose of
grammar practice, which may not reflect the actual language usage in Pakistani society or in
international contexts. Language learners in Pakistan need exposure to authentic materials to
develop their language skills and cultural understanding.

4. Limited Oral Proficiency: The Grammar Translation Method does not provide ample
opportunities for learners to practice speaking and develop their oral proficiency. Speaking skills
are crucial for effective communication, especially in a country like Pakistan where English is
often used as a lingua franca among people from diverse linguistic backgrounds. By focusing
primarily on translation and written exercises, the Grammar Translation Method neglects the
development of oral fluency and confidence.

5. Outdated Approach: The Grammar Translation Method is considered an outdated approach to

language teaching. Modern language teaching methodologies, such as the communicative
approach, task-based learning, and content-based instruction, have gained prominence globally
for their effectiveness in developing learners’ communicative skills. Pakistan should align its
language teaching methods with these modern approaches to ensure that learners are
equipped with the necessary language skills for the 21st-century world.

In conclusion, the Grammar Translation Method is not suitable in the context of Pakistan due to its lack
of emphasis on communicative competence, limited vocabulary expansion, lack of exposure to authentic
language use, limited oral proficiency development, and its outdated nature. Pakistani language learners
would benefit more from approaches that prioritize communication, vocabulary acquisition, authentic
materials, and oral fluency to meet the demands of the modern world.