Learning Vocabulary for Saudi Arabian Students Research Proposal

Learning Vocabulary for Saudi Arabian Students - Research Proposal Example counseling on the modes of didactics the English language, verbiage was disregarded and reduced, while grammar and pronunciation were given more stress (Al-Jabri, 2005). concord to Harmer (2007), teachers be very unsure of how to determine a suitable method acting of teaching English because of the variety of different approaches and methods available. They can gradually, with experience, create their own method of teaching. This could be the most appropriate method they can use according to the context they teach in (Scrivener, 2005). Students usually choose a low-effort scheme when they are required to do a task (Krashen, 1987). They seem to prefer translation of new vocabulary rather than getting their meanings from the contexts or from doing pair-works (Prince, 1996). It is significant to shed light on the trenchantness of the English teaching methodologies in order to increase the awareness of En glish teachers to re-evaluate their teaching methods, considering the applicability of these methods on the social and heathenish situations. Based on my teaching experience, therefore, I propose to investigate whether the Grammar- Translation method is more effective than CLT approach at the vocabulary level.Much has been said and talked about the traditional shipway of teaching. One of the ways is the Grammar Translation Method which dates back to the 17th, 18th, and 19th centuries when foreign language learning was associated with the learning of Latin and Greek. In the process of teaching and learning English, translation is used in the Grammar Translation Method. According to Boey (1970) the student is prototypic required to learn the vocabulary lists consisting of L2 words and its equivalent L1 words. L1 is used to teach the grammatical rules of L2. Thereafter, practice exercises are given to students where they have to translate the L1 sentences into L2 sentences by applyi ng the grammatical rules to the vocabulary learnt.On the other hand, the main labor of the Communicative speech Approach (CLT) is to produce churn out students who are communicatively competent. In this method, the teacher initial gives a presentation and thereafter, students are made to use the language through activities, such as games, exercise plays and problem solving tasks. (Larsen, 1987)According to Maleki (2005), the main purpose of these two languages - GTM and CLT was to promote the intellectual skills of its speakers. Therefore, it was extremely significant to focus on sentence structure, grammatical rules, learning of vocabulary and translation of literary texts.The other method which is now more prevalent for teaching is the Communicative Language Approach. Wen Wu (2008) stated that Communicative Language Approach is mainly based on the idea that the primary function of language use is communication. According to Al-Shabbi (1994), due to its emphasis on fluency ove r accuracy approach, the Communicative Language Method has not paid much attention to spelling in the EFL (English as a Foreign Language) classroom.Even the neat appeal of Communicative Language Teaching has not been able to overcome the psychological barriers which becomes a checkout in the learning process. Though its unfortunate, that CLT is quite in use,