DIVERSE PERSPECTIVES AND APPROACHES IN FOREIGN LANGUAGE EDUCATION

The need to learn a foreign language arises for various reasons within the framework of many different factors from past to present. To make basic classifications based on factors such as international education within a country, the necessity of foreign education abroad, migration to a foreign country for various reasons, the receiving country, foreign language proficiency measurement exams within the country, reasons for learning for communication purposes in the field of international relations in the field of trade and economy. It is possible. But of course, needs and purposes diversify with their subclasses as well as various groupings that occur. In this regard, foreign language education is important both in all around the globe, and through various organizations; For example, the number of foreign language education opportunities offered by foreign language courses, the establishment of new foreign language education departments, and language education centers operating outside these departments within universities is increasing day by day.

Depending on the need to learn the language, the range of diversity in the use of methods and method-related materials in foreign language education and teaching is quite wide. Richards also focuses on the importance of requirements for the purpose of learning the language, based on this range of diversity in his study. It reveals the importance of determining the “learning purpose” of those who will learn a foreign language, the method to be applied, and the importance of this determination in achieving the goal. As an expert on the subject, his explanations and suggestions regarding the implementation of European language standards for effective teaching and learning with weekly learning periods, which he mentioned in the introduction of the study, are very important. These suggestions are about the successful and long-term acquisition of four basic skills in language teaching. It guides to raise the standard of language education with the view that in order to acquire these skills in the education system, foreign language education given in secondary school, high school and university should be complementary rather than repetitive. In this context, another important issue touched upon by Richards is that foreign language courses are different from the classical course structure in terms of requirements, functions and processability. At this point, he emphasizes that foreign language education courses should be evaluated independently of the purpose of language learning and pedagogically as a type of education. In the section where Richards discusses the history of foreign language learning and teaching (pp. It underlines that the actors who undertake the teaching are, according to the primary assumptions, bilingual people. However, as he stated, bilingual people have different experiences such as migration, marriage, duty, wandering, etc. There may be people who learned the language in natural conditions for various reasons. It is important that the method used by these people as a language teaching method automatically emerged as a translation-oriented teaching, a fact that cannot be ignored today.

People from different profiles who have not received training in language education programs also provide language education in the organizations or institutions they are part of. In addition, young people who graduate from language and literature departments, as is known, work as “foreign language teachers” in various educational institutions, even though they have not received pedagogical training. Lack of training in language teaching techniques automatically pushes these people to a “translation-oriented” approach. The importance of studies that will guide teachers in language teaching techniques, especially in this field, is increasing day by day.

In this context, Richards classified the methods applied for foreign language teaching in 22 separate sections by naming them under method titles. He discussed each of the methods under the headings -Method – Method and Technique – Course Material – Benefits of the Method – Criticisms of the Method. This method of presenting information about the subject makes it easier, especially for teacher candidates, to receive information and distinguish data. On the other hand, some details in the method of handling the subject are also remarkable. For example, under the title of “Method”, rather than the theoretical structure of the method, the history of its use is first mentioned, and therefore the reason for its emergence and function are discussed. This approach provides basic information about the relationship between “purpose and function” to the person who will teach a foreign language. Thus, it makes the information given under other subheadings more understandable. It is also instructive that the titles of the methods are given in German and English at the beginning of the text, so that the reader can conduct comprehensive research for his purpose. As in many scientific fields, naming concepts and phenomena other than German and English can sometimes cause conceptual and semantic confusion. This method of Richards makes it possible to both translate the methods into other languages and learn them in German and English.

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. Nunan, D. (2015). Language Teaching Methodology: A Textbook for Teachers. Cambridge University Press.

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