International Journal of Pedagogics
93
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue07 2025
PAGE NO.
93-95
10.37547/ijp/Volume05Issue07-21
The Study of English-Speaking Methodology by Harold Edward
Palmer and Other British Scholars
Shoazizova Aziza Shomurod qizi
Doctorant the Tashkent State Pedagogical University, Uzbekistan
Received:
29 May 2025;
Accepted:
25 June 2025;
Published:
27 July 2025
Abstract:
This article describes the Harold Edward Palmer’s work on the process of teaching students to speak in
a English language.
Keywords:
English language, Harold E. Palmer, Oral Method, Vocabulary Control, Applied Linguistics, Language
Teaching, Phonetics, IRET (Institute for Research in English Teaching), Pattern Practice, Communicative Approach,
Foreign Language Pedagogy.
Introduction:
The methodology of teaching spoken
English has been extensively studied by Harold Edward
Palmer and other prominent British linguists. Palmer
holds a significant place in the field of spoken language
instruction and is considered one of the pioneers of the
communicative approach in language teaching. When
viewed from a modern perspective, the contributions
of these scholars to English language education remain
substantial and influential. As evidence of this, it is
essential to highlight the work and effective teaching
methods developed by the renowned British linguist
Harold Edward Palmer. Born on March 6, 1877, and
passing on November 16, 1949, Palmer was a specialist
in phonetics and a pioneer in the field of teaching
English as a second language. His extensive work made
a lasting impact on the development of applied
linguistics in the 20th century. Palmer received his
education in France during 1892
–
1893.
After completing his studies, he moved to Belgium in
1902, where he began teaching English at the Berlitz
School. In 1903, he established his own language
school. His accumulated experience and success in
language instruction led him to begin teaching at
University College London in 1915.Throughout his
career, Palmer developed innovative teaching methods
focused on oral proficiency and active communication.
His approach emphasized the importance of repetition,
memorization, and contextual use of language. Among
his most influential works are The Scientific Study and
Teaching of Languages (1917) and English Through
Actions (1925), which remain relevant in the field of
English language teaching today. Palmer also spent
several years in Japan (1922
–
1936), where he worked
closely with the Ministry of Education to develop
national English language teaching programs. His
contributions during this period significantly shaped
English language education in Japan and further
demonstrated the effectiveness of his methodologies
on a global scale.
In a short period, Harold Edward Palmer became a
prominent figure in the field of English language
teaching. In 1922, he was invited by the Prime Minister
of Japan to help implement English language education
in Japanese schools and moved to Japan. There, he was
appointed as a “Linguistic Adviser” to the Japanese
Ministry of Education, and from that point onward, he
conducted numerous scientific and educational
research projects.
In 1923, he founded the Institute for Research in
English Teaching (IRET), which is now known as the
Institute for Research in Language Teaching (IRLT), and
served as its first director. While working at the
institute,
Palmer
provided
several
practical
contributions, including the establishment of the
institute’s official “Bulletin
.
”
Through his numerous
influential scientific works, collections of articles, and
practical research in English language teaching
methodology, Palmer achieved remarkable success. In
recognition of his contributions, in 1935 he was
awarded the D.Litt (Doctor of Literature) by the Tokyo
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
Imperial University. This honorary degree is typically
conferred upon individuals who have made a
significant contribution to the field of literature,
without necessarily following a specific curriculum. In
1936, Palmer returned to England and continued his
professional work as an adviser for Longmans, Green &
Co., a British publishing company founded in 1724 by
Thomas Longman (1699
–
1755). In 1937, he
collaborated with A.S. Hornby, the creator of the first
Advanced Learner’s Dictionary, to publish the
“Thousand
-
Word English” book.
During World War II, Palmer remained in England and
contributed to the war effort by publishing three
booklets on the French language to assist soldiers
preparing for the Normandy invasion. In 1917, Palmer,
together with Heffer and his son, developed the first
course in English phonetics, which included the scope
of phonetics as a science, a theory of sounds, a catalog
of English sounds, and several exercises in articulation,
pronunciation, and transcription. That same year, he
authored the book “The Scientific Study and Teaching
of Languages,” in which he presented various
theoretical approaches and practical methods for both
language learners and teachers. He analyzed different
methodologies that could lead to positive results and
addressed issues related to the learning and teaching
of modern languages. During this time, Palmer also
returned to London to conduct a series of scientific
seminars. His extensive engagement in English as a
foreign language instruction, coupled with his
theoretical works, textbooks, and teaching manuals,
have left an indelible mark on the global methodology
of foreign language teaching.
A number of textbooks authored by Harold E. Palmer
were published with the aim of improving English
phonetics, grammar, and spoken language skills. His
notable works on English phonetics include: Everyday
Sentences in Spoken English, with Phonetic
Transcription and Intonation Marks (for the Use of
Foreign Students) (3rd Edition), Cambridge: Heffer and
Sons, A Grammar of Spoken English on a Strictly
Phonetic Basis (1924), Tokyo: Institute for Research in
English Teaching, The Principles of English Phonetic
Notation, Progressive Exercises in the English Phones
(1925), Tokyo: Institute for Research in English
Teaching, English Intonation, With Systematic Exercises
(1922), Tokyo, A First Course of English Phonetics,
including an Explanation of the Scope of the Science of
Phonetics, the Theory of Sounds, a Catalogue of English
Sounds, and a Number of Articulation, Pronunciation
and Transcription Exercises (1928, 2nd Edition),
Cambridge: Heffer and Sons, A Grammar of Spoken
English on a Strictly Phonetic Basis (1939, 2nd Edition),
co-authored with F. G. Blandford, Cambridge: Heffer
and Sons, A Dictionary of English Pronunciation with
American Variants, in Phonetic Transcription (1929,
2nd Edition), co-authored with J. V. Martin and others,
Cambridge.
One of Palmer's key innovations was the "Aural-Oral
Method," which later became fundamental to modern
language learning methodologies. Popular in the first
half of the 20th century, this method focused on
developing auditory (aural) and speaking (oral) skills.
Palmer believed that learners should primarily acquire
the language through listening and speaking, just as
children learn their native language. This method
emphasized oral and auditory experience as the main
foundation of language acquisition, making it one of
the
cornerstones
of
modern
communicative
approaches.
Harold Palmer's Key Ideas on Developing Oral and
Written Skills
1.Superiority of the Oral Method: Palmer emphasized
oral communication as the first step in language
acquisition. According to him, people first develop
listening and speaking skills in their native language,
and only then acquire reading and writing skills.
Therefore, in English language teaching programs,
students
must
first
be
prepared
for
oral
communication. To develop oral skills, Palmer used the
following methods:
• Listening and Repetition: Students listen
to the
speech of the teacher or native speakers and repeat it,
thereby developing pronunciation and communication
skills.
• Short Dialogues and Conversations: Students use
simple, clear, and short dialogues to engage in
communication. This increases learner
s’ confidence
and encourages spontaneous speaking.
• Attention to Pronunciation and Intonation: In oral
practice, emphasis is placed on correct pronunciation
and intonation, as they enhance naturalness and
understanding in communication. This method was
introduced as an alternative to traditional grammar-
translation methods in the early 20th century and
became a key component of spoken language teaching
techniques.
practically.
Harold Edward Palmer was a pioneering figure in the
development
of
English
language
teaching
methodologies in the early 20th century. His practical
contributions, including the establishment of the
Institute for Research in English Teaching in Japan and
the implementation of the “oral method,” laid the
foundation for modern communicative approaches.
Palmer emphasized the significance of listening and
International Journal of Pedagogics
95
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
speaking skills in the initial stages of language
acquisition, which was a revolutionary departure from
the traditional grammar-translation method. His nine
principles of language learning, systematic phonetic
training, and focus on learner interest and habit
formation continue to influence second language
instruction worldwide. Furthermore, Palmer’s belief in
aural-oral
methods
and
progressive
teaching
techniques has shaped the pedagogical practices of
today’s language educators. His legacy not only
advanced English language teaching during his lifetime
but also provided theoretical and methodological
frameworks that remain relevant and effective in
contemporary language education.
REFERENCES
Palmer, H. E. (1924). Everyday Sentences in Spoken
English, with Phonetic Transcription and Intonation
Marks (for the Use of Foreign Students). 3rd Edition.
Cambridge: Heffer and Sons.
Palmer, H. E. (1925). The Principles of English Phonetic
Notation, Progressive Exercises in the English Phones.
Tokyo: Institute for Research in English Teaching.
Palmer, H. E. (1925). A Grammar of Spoken English on
a Strictly Phonetic Basis. Tokyo: Institute for Research
in English Teaching.
Palmer, H. E., Blandford, F. G. (1939). A Grammar of
Spoken English on a Strictly Phonetic Basis. 2nd Edition.
Cambridge: Heffer and Sons.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and
Methods in Language Teaching. 2nd Edition.
Cambridge: Cambridge University Press.
