A Study on 'English Language Teaching' (ELT) in Telugu Speaking States

The importance of the English language in the educational field is clear from the fact that many countries have made English an official language. Consequently, English language teaching (ELT) has become one of the significant growth industries around the world in recent years. The English language teaching tradition has been subject to tremendous change, especially throughout the twentieth century. Perhaps more than any other discipline, this tradition has been practised in various adaptations in language classrooms all around the world for centuries. While the teaching of Maths or Physics, that is, the methodology of teaching Maths or Physics, has, to a greater or lesser extent, remained the same, this is hardly the case with English or language teaching in general. As will become evident in this short paper, there are some milestones in the development of this tradition, which we will briefly touch upon, in an attempt to reveal the importance of research in the selection and implementation of the optimal methods and techniques for language teaching and learning.


Introduction
As indicated by academic research, linguists have exhibited that there isn't one single best method for everybody in all unique circumstances and that no onec's teaching method is inherently better than the others. Likewise, it isn't constantly conceivableor fittingto apply a similar strategy to all students, who have various targets, situations and learning needs.

Applying Appropriate Teaching Method
An experienced professional language teacher always adopts a practical and suitable approach, deciding on the most reliable techniques and applying the most appropriate methodology for that learner's specific objectives, learning style and context. Methods of teaching English have developed rapidly, especially in the previous 40 years. As a language learner, training manager or teacher, it is vital to understand the various methods and techniques so that you can navigate the market, make educated choices, and boost your enjoyment of learning a language. Each teaching method depends on a specific vision of understanding the language or the learning procedure, regularly utilizing explicit methods and materials utilized in a set grouping. for their speakers' turning out to be "scholarly?" or creating an illusion of "erudition." Late in the nineteenth century, the Classical Method came to be known as the Grammar Translation Method (GTM), which offered very little understanding into the grammatical rules going to the way toward making an interpretation of from the second to the native language.
It is widely recognized that the GTM is as yet one of the most well known and most loved models of language instructing, which has been somewhat stalwart and impenetrable to instructive changes, staying a standard and sine qua non-approach. Looking back, we could express that its commitment to language learning has been heartbreakingly constrained, since it has moved the concentration from the first language to an "analyzed body" of things, descriptive words, and relational words, doing nothing to improve an understudy's informative capacity in the foreign language.
Gouin and Berlitz -The Direct Method The last two decades of the nineteenth century ushered in a new age. In his The Art of Learning and Studying Foreign Languages (1880), Francois Gouin described his "harrowing" translation, and little if any analysis of grammatical rules and syntactic structures. In short, the principles of the Direct Method were as follows: • Classroom instruction was conducted in the target language • There was an inductive approach to grammar • The only everyday vocabulary was taught • The concrete vocabulary was taught through pictures and objects, while abstract vocabulary was taught by association of ideas The Direct Method enjoyed great popularity at the end of the nineteenth century and the beginning of the twentieth, but it was difficult to use, mainly because of the constraints of budget, time, and classroom size. However, after a period of decline, this method has been revived, leading to the emergence of the Audiolingual Method.

The Audiolingual Method
The outbreak of World War II heightened the need for Americans to become orally proficient in the languages of their allies and enemies alike. To this end, bits and pieces of the Direct Method were appropriated in order to form and support this new method, the "Army Method," which came to be known in the 1950s as the Audiolingual Method.
The Audiolingual Method was based on linguistic and psychological theory, and one of its main premises was the scientific descriptive analysis of a wide assortment of languages.
On the other hand, conditioning and habit-formation models of learning put forward by behaviouristic psychologists were combined with the pattern practices of the Audiolingual Method. The following points sum up the characteristics of the method: • Dependence on mimicry and memorization of set phrases undue attention to memorization and drilling while downgrading the role of context and world knowledge in language learning. After all, it was discovered that language was not acquired through a process of habit formation, and errors were not necessarily harmful or pernicious.

The "Designer" Methods of the 1970s
The Chomskyan revolution in linguistics drew the attention of linguists and language teachers to the "deep structure" of language, while psychologists took account of the affective and interpersonal nature of learning. As a result, new methods were proposed, which attempted to capitalize on the importance of psychological factors in language learning.
David Nunan (1989: 97) referred to these methods as "designer" methods because they took a "one-size-fits-all" approach. Let us have a look at two of these "designer" methods.'

Suggestopedia
Suggestopedia promised great results if we use our brainpower and inner capacities.
Lozanov (1979)  It stands to reason that music played a pivotal role in his method. Lozanov and his followers tried to present vocabulary, readings, role-plays and drama with classical music in the background and students sitting in comfortable seats. In this way, students became "suggestible." Of course, suggestopedia offered valuable insights into the "super learning" powers of our brain, but it was demolished on several fronts. For instance, what happens if our classrooms are bereft of such amenities as comfortable seats and Compact Disk players?
Yes, this method is insightful and constructive and can be practised from time to time, without necessarily having to adhere to all its premises. A relaxed mind is an open mind, and it can help a student to feel more confident and, in a sense, pliable.

The Silent Way
The Silent Way rested on cognitive rather than affective arguments and was characterized by a problem-solving approach to learning. Gattegno (1972) held that it is in learners' best interests to develop independence and autonomy and cooperate in solving language problems.
The teacher is supposed to be silent -hence the name of the method -and must disabuse himself of the tendency to explain everything to them. The Silent Way came in for an onslaught of criticism. More specifically, it was considered very harsh, as the teacher was distant and, in general lines, the classroom environment was not conducive to learning.

Teaching of English -Orthodox Manner
In the present days, English is taught in a very orthodox manner. The primary teaching is needed. Teaching the alphabets and the formation of the words is essential and a must. Nevertheless, there is something that is even more important. The children must be able SMART MOVES JOURNAL IJELLH e-ISSN: 2582-3574 p-ISSN: 2582-4406 VOL. 8, ISSUE 3, MARCH 2020 www.ijellh.com 284 to speak the words and understand their meaning before writing them down. The foundation to teach English can only be taught using the orthodox methods of teaching the alphabets and the words and the rules. However, then teaching only the rules is found to be annoying by most students, and it is because of this that they lose interest in learning the language. Even though it is highly unlikely other than the conventional one to show the fundamentals of the language, these strategies must be changed a piece in order to speak to the students. When it comes to teaching English to students of higher classes who already know the basics the traditional methods generally tend to yield more mediocre results that innovative methods. It has already been proven by methods implemented like the use of stories, poems, movies, books and newspapers. These methods help the students learn the language better without them realizing and also it keeps their interest. Thus it could be concluded that it is impossible to arrive at the perfect approach or technique for language learning in the Indian context.
Language learning is such a complex process that it is impossible to offer a single solution to all our problems. Perhaps the best method is the one which works, and this varies from context to context. Any method which creates conditions for learning to take place is suitable.
It should enable the learner to acquire the strategies of learning rather than merely equipping him with knowledge. What is essential for the teacher, therefore, is to find out what approach and what method will enable him to realize a particular objective.

Conclusion
Therefore, English has been considered as a significant foreign language in India since independence. As the world is getting globalized, there has likewise been a feeling of English as a universal language, not only a language of the USA or the UK. Although English was considered as a significant foreign language in India, Indians in different contexts are more likely to have witnessed, or experienced benefits of having more competence than