APPROACHES TO TEACHING SECOND LANGUAGES: BALANCING TRADITIONAL METHODS WITH MODERN INNOVATIONS TO ADDRESS CHALLENGES AND OFFER SOLUTIONS
27.03.2024
International Scientific Journal "Science and Innovation". Series B. Volume 3 Issue 3
Abstract. This article delves into the methodology of teaching foreign languages, examining the interplay between traditional practices, innovative approaches, challenges faced by language educators, and potential solutions to enhance language instruction. Traditional methods, such as grammar-focused instruction and vocabulary memorization, are juxtaposed with innovative practices, including technology integration and communicative approaches, aimed at fostering active learning and communicative competence. The article addresses the diverse challenges encountered by language educators, such as resource constraints and adapting to evolving educational landscapes, and proposes strategies like blended learning, interactive technologies, and student-centered approaches to overcome these obstacles. By embracing a balanced approach of tradition and innovation, language educators can create engaging learning environments that cultivate language proficiency, intercultural competence, and lifelong language skills development.
Keywords: language teaching methodology, traditional methods, innovative practices, language learning challenges, solutions in language education
References:
1. Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
2. Brown, H. D. (2007). Principles of language learning and teaching. Pearson Education.
3. Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching. Oxford University Press.
4. Nunan, D. (2003). Practical English language teaching. McGraw-Hill.
5. Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Routledge.
6. Celce-Murcia, M., & Olshtain, E. (2000). Discourse and context in language teaching: A guide for language teachers. Cambridge University Press.
7. Harmer, J. (2007). The practice of English language teaching. Pearson Education.
8. Scrivener, J. (2011). Learning teaching: The essential guide to English language teaching. Macmillan Education.
9. Lightbown, P. M., & Spada, N. (2013). How languages are learned. Oxford University Press.
10. Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. Routledge.
11. Ellis, R. (2005). Principles of instructed language learning. System, 33(2), 209-224.
12. Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J.P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97-114). Oxford University Press.
13. Long, M. H. (2015). Second language acquisition and task-based language teaching. John Wiley & Sons.
14. Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation. Routledge.
15. Gass, S. M., & Mackey, A. (2015). Stimulated recall methodology in second language research. Routledge.
![](images/google_scholar.png)
![](images/cyberleninka_logo.png)