SlideShare une entreprise Scribd logo
1  sur  2
Télécharger pour lire hors ligne
IOSR Journal of Humanities and Social Science (IOSRJHSS)
ISSN: 2279-0845 Volume 1, Issue 1 (July-August 2012), PP 38-39
www.iosrjournals.org


              ELT with specific regard to Humanistic Approach
                                  Prabhavathy.P 1, Dr.S.N.Mahalakshmi2
                              1
                               (Research Scholar English, Bharathiar University, India)
                        2
                            (Humanities and Science, Anna University of Technology, India)

Abstract: By learning a language we acquire knowledge and absorb facts about the language.
Correspondingly, its experiential emphasis refers as much to awareness of emotional feelings as to direct, active
involvement in real contexts of learning. Such attributions and self-efficacy beliefs may work in both positive
and negative ways. This paper is intended for practicing teachers as well as for the future teachers. A brief
overview of the importance of the use of appropriate methodologies like ‘The Silent way’, ‘Community
Language learning’ , ‘Suggestopaedia’ and ‘Total Physical Response’ involving in Humanistic Approach of
language teaching and learning at college level includes several strategies such as drafting reports and
proposals, language games and puzzles, small-group work, role-play, content-based instruction, cultural and
global awareness, etc.,
Keywords- Humanistic Approach, Language, Methodologies, strategies, Teaching and Learning

                                              I.        INTRODUCTION
           Other research traditions in psychology and education underline the importance of taking into account
and catering for learners' motivation, various findings in social psychology show how values permeate
psychological processes, often quite unconsciously. Particularly as a result of previous alternative practices and
lack of opportunity for active autonomous engagement, learners' resistance to the uncertainty and threats of
freedom and autonomy may be considerable, requiring subtle and well- coordinated strategies carried out over a
period of time.
           This emphasis on first-order motivational satisfaction has its echoes in otherwise rather different
theories. The same doubtless applies to teachers and their motivation to try methods which change their role
heavily in the classroom environment. The humanistic approach is one which has been advocated by Mario
Rinvolucri for many years. Humanistic approach is the latest and most thought-provoking language-teaching
method [3].The methodologies being discussed under the humanistic approaches were almost all developed by
people outside the language-teaching profession. Humanistic “theories” of learning tend to be highly value-
driven and hence more like prescriptions (about what ought to happen) rather than descriptions (of what does
happen). It emphasizes the “natural desire” of everyone to learn.
           So the teacher relinquishes a great deal of authority and becomes a facilitator. From 1970s, humanism
in education has attracted more and more people‟s attention. According to its theories, the receiver in education
is first a human being, then a learner. If a person cannot satisfy his basic needs physically and psychologically,
he will surely fail to concentrate on his language learning whole-heartedly. Affect is not only the basic needs of
human body, but also the condition and premise of the other physical and psychological activities. So language
learning and the affect are closely connected and have aroused many theoretical educators‟ interests to do
research in this field. [1, 4]
                                                 II.      HEADINGS
1. Humanistic Methodologies:-
The humanistic approach tends to see language learning as a process which engages the whole person and not
just the intellect. It takes into account the emotional and spiritual needs of an iIndividual too. The four methods
which are generally considered to reflect the philosophy of thehumanistic approach in the fullest measure is
explained below:-
1.1 The Silent Way: - his was evolved by Caleb Gattengo, a mathematician. This method uses Fidel charts etc.,
     the teacher is just a facilitator and speaks very little.
1.2 Community Language Learning:-This method was proposed by Charles Curran, a priest, psychologist
     and counselor who wanted learning to take place in an anxiety-free atmosphere. He proposed that the
     teacher take an unobtrusive role and just aid the learners to learn the language. The learners form a
     community, and they help each other to learn the target language.
1.3 Suggestopaedia:-This method was developed by George Lazanov of Bulgaria. As he was a psychiatrist, he
     used a suggestion as an anxiety-reducing and barrier-removing tool. His classes include fine arts (especially
     music) as an integral part of the lesson. The functional aspect of the target language is emphasized.
1.4 Total Physical Response:-This was evolved by James Asher, an experimental psychologist, who believed
     that much of the way in which a child learnt the mother tongue could be duplicated in a foreign language

                                               www.iosrjournals.org                                      38 | Page
ELT with specific regard to Humanistic Approach
    situation. His method consists of commands which are followed by learners – learners do not speak until
    they are ready too. [1]
         An explosion of new and radical approaches to learning a language came to light in the 1970s. These
methodologies are often grouped under the title of Humanistic Approach of language teaching due to their
method of concentration, touching on the innate ability and capacity that all learners are presumed to possess.

2.   Practices in the classroom:-
            Posters, charts, music are used as aids. The classroom usually has comfortable chairs, in which
learners can relax. Learners are asked to close their eyes and do some relaxation exercises (like breathing
exercises). Learners are given new identities. They are either delegate at a conference; tourists are people trying
to get a role in a play or film. Some introductory work is done by a teacher who uses mime and actions to briefly
sketch out the new identities of the learners. Next, a dialogue, based on functions, is distributed. The dialogue is
in two columns – one column having the dialogue in the target language and the other having the translation in
the mother tongue of the learner. There are also some comments in the mother tongue about the use of certain
vocabulary items and grammatical structures in the dialogue.
           Questions are asked in the target langue about the dialogue. Some translation work too is done.
Learners do peer work using the same technique. After this, other activities will be done: games, role play,
creative language work, etc. Active participation helps in the learning of new material. Role play (fantasy)
reduces threat and so barriers to learning can be overcome.
           The above mentioned activities are some of the practices of four humanistic methodologies which can
be performed among the learners of language skills in the classroom atmosphere. One of the strongest reasons
for supporting humanistic education is that, when done effectively, students learn language very effectively.

                                                        III.      RESULTS
         The methods which had been practiced for two semesters (duration of six months each) in the first year
of B.E/ B.Tech programme (academic year – 2011 -2012) in Coimbatore district, India was found that the
students/learners underwent the greatest metamorphosis in their abilities to independently interact in English
during the first semester. Whereas, in the second semester their initial reactions to the courses, pronunciation,
evaluation of student/learner progress, the link between input and acquisition, teacher silence and the cultivation
of communicative confidence and their performance etc., were analyzed in the form of sample questionnaire and
rated accordingly. The results were found to be very effective and also enhanced the spirit of motivation in
teaching and learning a language skill humanistically. [Researcher]

                                                    IV.        CONCLUSION
          To conclude, studies also show that humanistic education can lead to fewer discipline problems in and
out of the classroom interactions. The results do show that humanistic education is a valid educational approach
that deserves serious attention and respect. This means that humanistic language teachers need to have a
thorough grasp of both how people learn and what motivates them to learn. The atmosphere, the material,
methods and techniques should aim at „infantilization‟ so that learners have a childlike (open-minded) attitude to
learning.

                                                       REFERENCES
Books:-
[1] Nagaraj Geetha, English Language Teaching Approaches, Methods and Techniques 2nd (Ed) Orient Blackswan Private Limited, 2010.55-
     67
[2] Krashen, Stephen D, Practical applications of research Psycholinguistic Research ACTFL yearbook Lincolnwood, Illinois‟
    National textbook, 1983.
Web Resources:-
[3] http://www.lotofessays.com/viewpaper/1682820.html
[4] http://www.tjtaylor.net/english/teaching-method-humanistic-techniques




                                                            www.iosrjournals.org                                         39 | Page

Contenu connexe

Tendances

Learning Language Theories
Learning Language Theories Learning Language Theories
Learning Language Theories Self-employed
 
Suggestopedia Method of Teaching
Suggestopedia Method of TeachingSuggestopedia Method of Teaching
Suggestopedia Method of TeachingSabilla Ramadhani
 
Metodos cuadro comparativo
Metodos   cuadro comparativoMetodos   cuadro comparativo
Metodos cuadro comparativoDesirée Krr
 
Te 7- METHODS OF TEACHING ENGLISH AND THE THE POST METHOD
Te 7- METHODS OF TEACHING ENGLISH AND THE THE  POST METHODTe 7- METHODS OF TEACHING ENGLISH AND THE THE  POST METHOD
Te 7- METHODS OF TEACHING ENGLISH AND THE THE POST METHODMagdy Aly
 
A Review of Teaching English as a Foreign Language
A Review of Teaching English as a Foreign LanguageA Review of Teaching English as a Foreign Language
A Review of Teaching English as a Foreign LanguageGholamabbass Shahheidaripour
 
The Natural Approach | Methods and Approaches of Language Teaching
The Natural Approach | Methods and Approaches of Language Teaching The Natural Approach | Methods and Approaches of Language Teaching
The Natural Approach | Methods and Approaches of Language Teaching Mr. Robin Hatfield, M.Ed.
 
The Nature of Approaches and Methods in Language Learning
The Nature of Approaches and Methods in Language LearningThe Nature of Approaches and Methods in Language Learning
The Nature of Approaches and Methods in Language LearningImtiaz Ahmad
 
History of language teaching methodology
History of language teaching methodologyHistory of language teaching methodology
History of language teaching methodologyACorrea58
 
Approaches in language teaching
Approaches in language teachingApproaches in language teaching
Approaches in language teachingPedro Quimbiurco
 
HISTORY METHODS AND APPROACHES
HISTORY METHODS AND APPROACHESHISTORY METHODS AND APPROACHES
HISTORY METHODS AND APPROACHESOven Pérez Nates
 
Communicative activities
Communicative activities Communicative activities
Communicative activities ACorrea58
 
Language teaching methodology
Language teaching methodologyLanguage teaching methodology
Language teaching methodologyAnnasta Tastha
 
Clt savignon
Clt savignonClt savignon
Clt savignonACorrea58
 
Language basic concepts, theories and pedagogy
Language basic concepts, theories and pedagogyLanguage basic concepts, theories and pedagogy
Language basic concepts, theories and pedagogyKomal Shahedadpuri
 
English teaching methods
English teaching methodsEnglish teaching methods
English teaching methodsGemma
 
TIKA WAHYU LESTARI (16108810038)
TIKA WAHYU LESTARI (16108810038)TIKA WAHYU LESTARI (16108810038)
TIKA WAHYU LESTARI (16108810038)TikaWahyuLestari
 
The Multiple INtelligences
The Multiple INtelligencesThe Multiple INtelligences
The Multiple INtelligencesanonrumkor
 
Language teaching methodology
Language teaching methodologyLanguage teaching methodology
Language teaching methodologyFaculdade Eniac
 
A critical view of ELT history
A critical view of ELT history A critical view of ELT history
A critical view of ELT history Fariba Chamani
 

Tendances (20)

Learning Language Theories
Learning Language Theories Learning Language Theories
Learning Language Theories
 
Suggestopedia Method of Teaching
Suggestopedia Method of TeachingSuggestopedia Method of Teaching
Suggestopedia Method of Teaching
 
Metodos cuadro comparativo
Metodos   cuadro comparativoMetodos   cuadro comparativo
Metodos cuadro comparativo
 
Te 7- METHODS OF TEACHING ENGLISH AND THE THE POST METHOD
Te 7- METHODS OF TEACHING ENGLISH AND THE THE  POST METHODTe 7- METHODS OF TEACHING ENGLISH AND THE THE  POST METHOD
Te 7- METHODS OF TEACHING ENGLISH AND THE THE POST METHOD
 
English language teaching methodology
English language teaching methodologyEnglish language teaching methodology
English language teaching methodology
 
A Review of Teaching English as a Foreign Language
A Review of Teaching English as a Foreign LanguageA Review of Teaching English as a Foreign Language
A Review of Teaching English as a Foreign Language
 
The Natural Approach | Methods and Approaches of Language Teaching
The Natural Approach | Methods and Approaches of Language Teaching The Natural Approach | Methods and Approaches of Language Teaching
The Natural Approach | Methods and Approaches of Language Teaching
 
The Nature of Approaches and Methods in Language Learning
The Nature of Approaches and Methods in Language LearningThe Nature of Approaches and Methods in Language Learning
The Nature of Approaches and Methods in Language Learning
 
History of language teaching methodology
History of language teaching methodologyHistory of language teaching methodology
History of language teaching methodology
 
Approaches in language teaching
Approaches in language teachingApproaches in language teaching
Approaches in language teaching
 
HISTORY METHODS AND APPROACHES
HISTORY METHODS AND APPROACHESHISTORY METHODS AND APPROACHES
HISTORY METHODS AND APPROACHES
 
Communicative activities
Communicative activities Communicative activities
Communicative activities
 
Language teaching methodology
Language teaching methodologyLanguage teaching methodology
Language teaching methodology
 
Clt savignon
Clt savignonClt savignon
Clt savignon
 
Language basic concepts, theories and pedagogy
Language basic concepts, theories and pedagogyLanguage basic concepts, theories and pedagogy
Language basic concepts, theories and pedagogy
 
English teaching methods
English teaching methodsEnglish teaching methods
English teaching methods
 
TIKA WAHYU LESTARI (16108810038)
TIKA WAHYU LESTARI (16108810038)TIKA WAHYU LESTARI (16108810038)
TIKA WAHYU LESTARI (16108810038)
 
The Multiple INtelligences
The Multiple INtelligencesThe Multiple INtelligences
The Multiple INtelligences
 
Language teaching methodology
Language teaching methodologyLanguage teaching methodology
Language teaching methodology
 
A critical view of ELT history
A critical view of ELT history A critical view of ELT history
A critical view of ELT history
 

En vedette (12)

G0145458
G0145458G0145458
G0145458
 
I0114549
I0114549I0114549
I0114549
 
H0124246
H0124246H0124246
H0124246
 
H0114044
H0114044H0114044
H0114044
 
B0120610
B0120610B0120610
B0120610
 
F0144153
F0144153F0144153
F0144153
 
F0134249
F0134249F0134249
F0134249
 
Dylan Thomas
Dylan ThomasDylan Thomas
Dylan Thomas
 
Dylan thomas
Dylan thomasDylan thomas
Dylan thomas
 
BBecker Poetry Analysis
BBecker Poetry AnalysisBBecker Poetry Analysis
BBecker Poetry Analysis
 
Dylan Thomas
Dylan ThomasDylan Thomas
Dylan Thomas
 
Fern hill - Dylan Thomas
Fern hill - Dylan ThomasFern hill - Dylan Thomas
Fern hill - Dylan Thomas
 

Similaire à G0113839

Behaviorism and-mentalism-and-language
Behaviorism and-mentalism-and-languageBehaviorism and-mentalism-and-language
Behaviorism and-mentalism-and-languageSarah Saadna
 
Fashions in language teaching methodology
Fashions in language teaching methodologyFashions in language teaching methodology
Fashions in language teaching methodologyThe Mackay School
 
A Study On Second Language Learning And Motivation
A Study On Second Language Learning And MotivationA Study On Second Language Learning And Motivation
A Study On Second Language Learning And MotivationSean Flores
 
The nature of approaches and methods
The nature of approaches and methodsThe nature of approaches and methods
The nature of approaches and methodsRaadMohammed5
 
Summary of approaches and methods in language teaching
Summary of approaches and methods in language teachingSummary of approaches and methods in language teaching
Summary of approaches and methods in language teachingNasrin Eftekhary
 
Approach, method and Technique in Language Learning and teaching
Approach, method and Technique in Language Learning and teachingApproach, method and Technique in Language Learning and teaching
Approach, method and Technique in Language Learning and teachingElih Sutisna Yanto
 
English Language Teaching Methods
English Language Teaching MethodsEnglish Language Teaching Methods
English Language Teaching MethodsHala Nur
 
Methods approaches 1
Methods approaches 1Methods approaches 1
Methods approaches 1millantenorio
 
Modern methods of teaching foreign languages to the university
Modern methods of teaching foreign languages to the universityModern methods of teaching foreign languages to the university
Modern methods of teaching foreign languages to the universitySubmissionResearchpa
 
1, History of language teaching methods.pptx
1, History of language teaching methods.pptx1, History of language teaching methods.pptx
1, History of language teaching methods.pptxMoLiu10
 
the nature of approaches and methods in language
the nature of approaches and methods in languagethe nature of approaches and methods in language
the nature of approaches and methods in languageSane Alexander
 
Methods approaches filang311_lesson1_oct_2008
Methods approaches filang311_lesson1_oct_2008Methods approaches filang311_lesson1_oct_2008
Methods approaches filang311_lesson1_oct_2008ICPNA Cusco
 
Language teaching methods p.pptx
Language teaching methods p.pptxLanguage teaching methods p.pptx
Language teaching methods p.pptxSubramanian Mani
 
Book review on approaches and methods in language teaching
Book review on approaches and methods in language teachingBook review on approaches and methods in language teaching
Book review on approaches and methods in language teachingMotaher Hossain
 
The Designer Methods
The Designer MethodsThe Designer Methods
The Designer MethodsZetup13
 
ReceivedRevisedAcceptedISSN 1307-9298Copyr.docx
ReceivedRevisedAcceptedISSN 1307-9298Copyr.docxReceivedRevisedAcceptedISSN 1307-9298Copyr.docx
ReceivedRevisedAcceptedISSN 1307-9298Copyr.docxdanas19
 
Psychology and Language Learning (I Bimestre)
Psychology and Language Learning (I Bimestre)Psychology and Language Learning (I Bimestre)
Psychology and Language Learning (I Bimestre)Videoconferencias UTPL
 

Similaire à G0113839 (20)

Behaviorism and-mentalism-and-language
Behaviorism and-mentalism-and-languageBehaviorism and-mentalism-and-language
Behaviorism and-mentalism-and-language
 
Fashions in language teaching methodology
Fashions in language teaching methodologyFashions in language teaching methodology
Fashions in language teaching methodology
 
Methodology
MethodologyMethodology
Methodology
 
A Study On Second Language Learning And Motivation
A Study On Second Language Learning And MotivationA Study On Second Language Learning And Motivation
A Study On Second Language Learning And Motivation
 
The nature of approaches and methods
The nature of approaches and methodsThe nature of approaches and methods
The nature of approaches and methods
 
Summary of approaches and methods in language teaching
Summary of approaches and methods in language teachingSummary of approaches and methods in language teaching
Summary of approaches and methods in language teaching
 
Approach, method and Technique in Language Learning and teaching
Approach, method and Technique in Language Learning and teachingApproach, method and Technique in Language Learning and teaching
Approach, method and Technique in Language Learning and teaching
 
English Language Teaching Methods
English Language Teaching MethodsEnglish Language Teaching Methods
English Language Teaching Methods
 
Methods approaches 1
Methods approaches 1Methods approaches 1
Methods approaches 1
 
Modern methods of teaching foreign languages to the university
Modern methods of teaching foreign languages to the universityModern methods of teaching foreign languages to the university
Modern methods of teaching foreign languages to the university
 
1, History of language teaching methods.pptx
1, History of language teaching methods.pptx1, History of language teaching methods.pptx
1, History of language teaching methods.pptx
 
the nature of approaches and methods in language
the nature of approaches and methods in languagethe nature of approaches and methods in language
the nature of approaches and methods in language
 
Methods approaches filang311_lesson1_oct_2008
Methods approaches filang311_lesson1_oct_2008Methods approaches filang311_lesson1_oct_2008
Methods approaches filang311_lesson1_oct_2008
 
Methods
MethodsMethods
Methods
 
Language teaching methods p.pptx
Language teaching methods p.pptxLanguage teaching methods p.pptx
Language teaching methods p.pptx
 
Book review on approaches and methods in language teaching
Book review on approaches and methods in language teachingBook review on approaches and methods in language teaching
Book review on approaches and methods in language teaching
 
The Designer Methods
The Designer MethodsThe Designer Methods
The Designer Methods
 
ReceivedRevisedAcceptedISSN 1307-9298Copyr.docx
ReceivedRevisedAcceptedISSN 1307-9298Copyr.docxReceivedRevisedAcceptedISSN 1307-9298Copyr.docx
ReceivedRevisedAcceptedISSN 1307-9298Copyr.docx
 
Psychology and Language Learning (I Bimestre)
Psychology and Language Learning (I Bimestre)Psychology and Language Learning (I Bimestre)
Psychology and Language Learning (I Bimestre)
 
suggestopedia
suggestopediasuggestopedia
suggestopedia
 

Plus de iosrjournals (20)

G0135059
G0135059G0135059
G0135059
 
G0123541
G0123541G0123541
G0123541
 
F0122934
F0122934F0122934
F0122934
 
F0112937
F0112937F0112937
F0112937
 
E0143640
E0143640E0143640
E0143640
 
E0133641
E0133641E0133641
E0133641
 
E0112128
E0112128E0112128
E0112128
 
D0142635
D0142635D0142635
D0142635
 
D0133235
D0133235D0133235
D0133235
 
D0121720
D0121720D0121720
D0121720
 
D0111420
D0111420D0111420
D0111420
 
C0141625
C0141625C0141625
C0141625
 
C0132131
C0132131C0132131
C0132131
 
C0121116
C0121116C0121116
C0121116
 
B0140815
B0140815B0140815
B0140815
 
B0130820
B0130820B0130820
B0130820
 
B0110508
B0110508B0110508
B0110508
 
A0140107
A0140107A0140107
A0140107
 
A0130107
A0130107A0130107
A0130107
 
A0120105
A0120105A0120105
A0120105
 

G0113839

  • 1. IOSR Journal of Humanities and Social Science (IOSRJHSS) ISSN: 2279-0845 Volume 1, Issue 1 (July-August 2012), PP 38-39 www.iosrjournals.org ELT with specific regard to Humanistic Approach Prabhavathy.P 1, Dr.S.N.Mahalakshmi2 1 (Research Scholar English, Bharathiar University, India) 2 (Humanities and Science, Anna University of Technology, India) Abstract: By learning a language we acquire knowledge and absorb facts about the language. Correspondingly, its experiential emphasis refers as much to awareness of emotional feelings as to direct, active involvement in real contexts of learning. Such attributions and self-efficacy beliefs may work in both positive and negative ways. This paper is intended for practicing teachers as well as for the future teachers. A brief overview of the importance of the use of appropriate methodologies like ‘The Silent way’, ‘Community Language learning’ , ‘Suggestopaedia’ and ‘Total Physical Response’ involving in Humanistic Approach of language teaching and learning at college level includes several strategies such as drafting reports and proposals, language games and puzzles, small-group work, role-play, content-based instruction, cultural and global awareness, etc., Keywords- Humanistic Approach, Language, Methodologies, strategies, Teaching and Learning I. INTRODUCTION Other research traditions in psychology and education underline the importance of taking into account and catering for learners' motivation, various findings in social psychology show how values permeate psychological processes, often quite unconsciously. Particularly as a result of previous alternative practices and lack of opportunity for active autonomous engagement, learners' resistance to the uncertainty and threats of freedom and autonomy may be considerable, requiring subtle and well- coordinated strategies carried out over a period of time. This emphasis on first-order motivational satisfaction has its echoes in otherwise rather different theories. The same doubtless applies to teachers and their motivation to try methods which change their role heavily in the classroom environment. The humanistic approach is one which has been advocated by Mario Rinvolucri for many years. Humanistic approach is the latest and most thought-provoking language-teaching method [3].The methodologies being discussed under the humanistic approaches were almost all developed by people outside the language-teaching profession. Humanistic “theories” of learning tend to be highly value- driven and hence more like prescriptions (about what ought to happen) rather than descriptions (of what does happen). It emphasizes the “natural desire” of everyone to learn. So the teacher relinquishes a great deal of authority and becomes a facilitator. From 1970s, humanism in education has attracted more and more people‟s attention. According to its theories, the receiver in education is first a human being, then a learner. If a person cannot satisfy his basic needs physically and psychologically, he will surely fail to concentrate on his language learning whole-heartedly. Affect is not only the basic needs of human body, but also the condition and premise of the other physical and psychological activities. So language learning and the affect are closely connected and have aroused many theoretical educators‟ interests to do research in this field. [1, 4] II. HEADINGS 1. Humanistic Methodologies:- The humanistic approach tends to see language learning as a process which engages the whole person and not just the intellect. It takes into account the emotional and spiritual needs of an iIndividual too. The four methods which are generally considered to reflect the philosophy of thehumanistic approach in the fullest measure is explained below:- 1.1 The Silent Way: - his was evolved by Caleb Gattengo, a mathematician. This method uses Fidel charts etc., the teacher is just a facilitator and speaks very little. 1.2 Community Language Learning:-This method was proposed by Charles Curran, a priest, psychologist and counselor who wanted learning to take place in an anxiety-free atmosphere. He proposed that the teacher take an unobtrusive role and just aid the learners to learn the language. The learners form a community, and they help each other to learn the target language. 1.3 Suggestopaedia:-This method was developed by George Lazanov of Bulgaria. As he was a psychiatrist, he used a suggestion as an anxiety-reducing and barrier-removing tool. His classes include fine arts (especially music) as an integral part of the lesson. The functional aspect of the target language is emphasized. 1.4 Total Physical Response:-This was evolved by James Asher, an experimental psychologist, who believed that much of the way in which a child learnt the mother tongue could be duplicated in a foreign language www.iosrjournals.org 38 | Page
  • 2. ELT with specific regard to Humanistic Approach situation. His method consists of commands which are followed by learners – learners do not speak until they are ready too. [1] An explosion of new and radical approaches to learning a language came to light in the 1970s. These methodologies are often grouped under the title of Humanistic Approach of language teaching due to their method of concentration, touching on the innate ability and capacity that all learners are presumed to possess. 2. Practices in the classroom:- Posters, charts, music are used as aids. The classroom usually has comfortable chairs, in which learners can relax. Learners are asked to close their eyes and do some relaxation exercises (like breathing exercises). Learners are given new identities. They are either delegate at a conference; tourists are people trying to get a role in a play or film. Some introductory work is done by a teacher who uses mime and actions to briefly sketch out the new identities of the learners. Next, a dialogue, based on functions, is distributed. The dialogue is in two columns – one column having the dialogue in the target language and the other having the translation in the mother tongue of the learner. There are also some comments in the mother tongue about the use of certain vocabulary items and grammatical structures in the dialogue. Questions are asked in the target langue about the dialogue. Some translation work too is done. Learners do peer work using the same technique. After this, other activities will be done: games, role play, creative language work, etc. Active participation helps in the learning of new material. Role play (fantasy) reduces threat and so barriers to learning can be overcome. The above mentioned activities are some of the practices of four humanistic methodologies which can be performed among the learners of language skills in the classroom atmosphere. One of the strongest reasons for supporting humanistic education is that, when done effectively, students learn language very effectively. III. RESULTS The methods which had been practiced for two semesters (duration of six months each) in the first year of B.E/ B.Tech programme (academic year – 2011 -2012) in Coimbatore district, India was found that the students/learners underwent the greatest metamorphosis in their abilities to independently interact in English during the first semester. Whereas, in the second semester their initial reactions to the courses, pronunciation, evaluation of student/learner progress, the link between input and acquisition, teacher silence and the cultivation of communicative confidence and their performance etc., were analyzed in the form of sample questionnaire and rated accordingly. The results were found to be very effective and also enhanced the spirit of motivation in teaching and learning a language skill humanistically. [Researcher] IV. CONCLUSION To conclude, studies also show that humanistic education can lead to fewer discipline problems in and out of the classroom interactions. The results do show that humanistic education is a valid educational approach that deserves serious attention and respect. This means that humanistic language teachers need to have a thorough grasp of both how people learn and what motivates them to learn. The atmosphere, the material, methods and techniques should aim at „infantilization‟ so that learners have a childlike (open-minded) attitude to learning. REFERENCES Books:- [1] Nagaraj Geetha, English Language Teaching Approaches, Methods and Techniques 2nd (Ed) Orient Blackswan Private Limited, 2010.55- 67 [2] Krashen, Stephen D, Practical applications of research Psycholinguistic Research ACTFL yearbook Lincolnwood, Illinois‟ National textbook, 1983. Web Resources:- [3] http://www.lotofessays.com/viewpaper/1682820.html [4] http://www.tjtaylor.net/english/teaching-method-humanistic-techniques www.iosrjournals.org 39 | Page