There is no one-size-fits-all answer to which teaching method is most effective for learning a new language. Languages from different language families have different difficulty levels. In addition, the effectiveness of a teaching method varies depending on the language being taught. Therefore, the study at hand scrutinizes the effectiveness of different teaching methods in teaching different languages. The participants are level one students who have not had extensive prior exposure to the language. Participants are randomly assigned to one of the teaching approaches, grammar-focused instruction, communicative language teaching, task-based language teaching. Each teaching approach is standardized across the two languages and is taught by the researcher who is a teacher of both languages at a private language school. The researcher is also familiar with the different teaching approaches. The participants took a pre-test to establish a baseline of their language proficiency in the target language. Three groups of level one English learners are receiving instruction in the three different teaching approaches while three groups of level 1 Korean language learners are receiving instruction in three different teaching approaches. A post-test is administered to all participants at the end of the language courses to measure their proficiency. The results of the pre and posttests is analyzed to see if there are significant differences in language proficiency between the different teaching approaches for each language. ANOVA is used to compare the effectiveness of the different teaching approaches while controlling for other variables such as age, gender, and educational background.

Authors:
Amel Beldjenna, University of Oran 2, Algeria

About the Presenter(s)
Dr Amel Beldjenna is a University Assistant Professor/Lecturer at university of Oran 2 in Algeria

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