A Research On English Teaching Methods In ESL Classes In Salem And College English Classes In NUC

Foreign language teaching method is the result of a long evolutionarydevelopment of foreign language teaching. From the very beginning ofGrammar Translation Method to the recent Content-based Approach, foreignlanguage teaching methods have been gradually modified through a history ofmore than100years, and adapted to meet changing needs and conditions. Byanalyzing and comparing the basic internal elements of each method andapproach, we found that the relationship between methods is a spiral growingprocess. There is a general trend in the development of foreign languageteaching methods, which is foreign language teaching should basically followthe development of human beings and human needs. This trend is the rightorientation of foreign language teaching.As more and more international students pursue higher education in UnitesStates, many education institutes and universities carry out a pre-preparelanguage course, English as Second Language, for those new comers. Americanteachers adopted blended methods in their ESL classes to motivate those students. and some of them do a great job on this. It might be a great referencefor English teachers in China, especially for College English teachers.Yet firstly it is necessary to answer these three questions: what methods areused in American ESL class? What the status quo in a College English class inChina? Why the teachers adopt different methods?This empirical study, based on classroom observation and teacherinterview from both American and Chinese side, tracks down the developmentof the language teaching methods and matches the characteristics with theclasses observed. Observation critique and interview answers are given toanswer the previous three questions. It is found that: ESL teachers like to useblended methods, most of which are communicative methods in the classroom.The main method used by most EFL teachers in College is still the GrammarTranslated Method. They read the text, paraphrase the text and explain thegrammar or vocabulary points to students. The reasons why they choosedifferent methods in the class are summed up as following three: basicculture/environmental differences, educational system policies and the goalsetting of the class. Based on the findings of this study, some suggestions are given as areference, aiming to show more choices and possibilities in an Englishclassroom.