Language Teaching Method or Second Language Teaching Practice - Research Proposal Example

APPROACH, DESIGN, AND PROCEDURE APPROACH, DESIGN, AND PROCEDURE Language Teaching Method or Second Language Teaching Practice Specifically Aimed at Developing Communication ESSAY ON RICHARDS AND RODGERS 3 LEVELS OF METHOD EVALUATION Titus Rock Manickam Order No. 205840 07 May 2008 Table of Contents: 1. Introduction3 2. Learning methods...3 3. Approach, Design and Procedure...4 3.1 Approach...4 3.1.1 Structure, Function and Interactions...5 3.2 Design5 3.3 Procedure...6 4. Learning Theories....6 5. Conclusion...8 References...10 APPROACH, DESIGN, AND PROCEDURE Language Teaching Method or Second Language Teaching Practice Specifically Aimed at Developing Communication 1. Introduction Language teaching and learning are made possible through the effective use and application of methods. Over the years, various methods have been tried by linguistic theorists and psychologists aiming to develop good communication skills to the learners especially focused on second language learning. In the early years of language education, learning is a process of natural observation and imitation of words, sentences and sounds. (Seth Lindstromberg, March 03). Early language education is based mostly on the first language acquisition beliefs - or the acquisition of a native language. Normally, people learn their first language through the natural inputs of hearing, seeing and observations in their daily life experiences. It was only after the emergence of psychology as a branch of science that interest on the evolution of methods based on the research findings of how human acquire learning and how they respond to different modes of teaching took a paradigm shift. And as part of a changing world system, the methods have also evolved to become more effective over the years. (Anthony, E.M. 1963). 2. Learning methods Most of us learn to speak at least two languages. Our first language (L1) is known as our native language, and is acquired from our childhood years. The Second Language (L2), also known as foreign language, is acquired as taught in schools, or by living in a state where another language is spoken. Acquiring the first language in most situations is as effortless as learning normal routines. We learn it because we are exposed to it most of the time. On the other hand, learning another new language calls for greater effort and dedication, and persistent application of the trial and error methodology. The emphasis on this type of language teaching is on how an individual can successfully grasp a second language over a given period of time. It is suitable for the classroom as well as the individual student, because every student who wants to learn a new language has different learning needs, and the instructor has to choose the right method to be used in teaching the classroom which can be easily understood by everyone and does not alienate any student in the class. (JoAnn (Jodi) Crandall, p.3). 3. Approach, Design and Procedure Richards and Rodgers developed a three levels framework to help instructors effectively teach second language. The three levels: Approach, Design, and Procedure, are interrelated to each other as the content of each level directly affects the contents of the other levels. Richards and Rodgers implied that in order to select the best method, we should look at each method as a separate series of theories and applications, and that the methods can be evaluated by comparing and coordinating the three interrelated levels. Now let us define the three levels first. (Richards, J. and T. Rodgers. 2001). 3.1 Approach No methods exist alone unsupported by theoretical views, and that is why methods and theories must be viewed together. The methods that are to be utilized for the purpose of language grasp have their orientation in well tested and defined theories. The system or method used is first split into units of components comprising the whole. These units are then employed as components of the language, viz. grammar, vocabulary, comprehension, etc. These are also supplemented with appropriate environment conducive to learning. The pre-requisites for language learning are geared towards environment suitable for the purpose and mindset attuned to the learning goals to be achieved. 3.1.1 Structure, Function and Interactions Structural component defines the composition of the language. It provides the framework of a language which includes grammar rules and units, phonology, and other lexical issues. Functional component provides that any form of language has meaning - semantic. It implies that language does not exist only to support a single stream of thought but rather of various meanings or thought process that correspond to different situations where it is being used. Richards and Rodgers explain the functionality or usage or these structurally related elements such as phrases and clauses, crucial to every language learner in their participation in any communication process. Interactive component provides the use of linguistic system composed of structurally related elements derived from the study of the patterns of human actions, movements or behavior in a conversational process categorized according to its functionality. Most learners are initially comfortable with standard phrases, clauses and sentences. They are more likely to begin with their favorite lines and proverbs, use of subject-verb agreements, tenses, prepositions, punctuations, and other grammatical forms. (Richards, J. and T. Rodgers. 2001). 3.2 Design Design comprises the selection and organization of the whole syllabus. It centers on the types of lessons to be learnt, and the degree of control the learner can be expected to gain over the syllabus. It also provides for the pattern of group learning and the influence the group has over the individual learner. It also sets the learner in her or his role as an influence over the group and the contribution she or he effectively makes in the group. The material used for language learning must be such that it helps promote easy learning. Textbooks, workbooks and visuals are integral components of the Richards and Rodgers framework. Their content and contribution have some bearing on the functions of the teachers and students. (Richards J.C., & Rodgers, T.S. 2001) Design is the creation of specifications based on the coherent views of the learning theories. An appropriate design can be done after the theories supporting the methods are finalized. 3.3 Procedure After the approach and design level are through, the procedure level specifies the step-by-step actions or activities that are designed to attain the learning need. The procedure level is the outcome of the approach and design levels; that is, it is the level where the theories and design are applied or cohesively put together in the form of a complete course. (Skehan, P. 1998). Procedures refer to the translated version of approach and design in a form of systematic or step-by-step activities that will be prevalent throughout the course. (Seth Lindstromberg, Skehan's proposals). Procedure is the execution of the learning and teaching process in terms of time, space and resource. It is the utilization of the strategies and resources by the teacher, and the subsequent interaction between the teacher and students, and interactions among the students themselves. (Richards J.C., & Rodgers, T.S. (2001)) 4. Learning theories Apart from linguistic theory, another source we must consider is the learning theory. As said earlier, different learners have different learning preferences. And learning effort consists of both personal and psychological processes. Therefore a successful learning effort is one where there are practical and determined involvements towards completion of a well-designed instructive course based on the approach, design and interaction criteria. The Richards and Rodgers framework shows the specification and details of the instructional system components which is influenced directly by the linguistic and learning theories identified in the approach level. These are the components of the instructional system: Objectives, Selection and Organization of Content, Learning activities, Roles of learners, teachers, and materials. Objective specifies what subject matter will be taught and how it should be taught. Selection and organization specifies what should be taught first and what follows, and is influenced by the selected method. Roles of materials specifies what types of tools will be used to facilitate learning. Role of teacher and learner specifies how they interact with each other in the classroom, and where and when the teacher and the taught spend more time instructing or practicing. This framework could be used to evaluate one or more methods by going deeper into the methods at all the three levels of approach, design, and procedure. Since our main focus is the identification of the method which best suits the need, we need to look at the method from every angle in relevance to the three levels. Finally, by way of output, we can tell the differences or similarities of: approach-learning and linguistic theories where the method is based on design-specifications of the method, procedure-learning task and activities. We begin by looking at methods by using the three levels, and look at it as a whole. Richards and Rodgers created this framework as a tool of method evaluation. (Richards, J. and T. Rodgers. 2001). The Richards and Rodgers framework proves the important role communication and interactions play in language learning. It helps us compare and contrast and see the similarities and differences between this framework and other existing methods. It is important to understand the differences because it shows the amount of crucial material left out in language learning process. Apart from this, it helps to identify whether the intended learners needs are met. For example, encouraging students to talk unobtrusively in the class will enable the instructor to monitor the degree to which the students have adapted to the teaching procedures applied. Conclusion The CLT approach makes language a habit almost from the beginning of the classroom instruction. The more it becomes a habit the more we get exposed to the language. The favorable learning environment affords the observers a good idea of the strong and weak points of the classroom instruction procedures, and gives the students the opportunity to adjust with the learning patterns to meet with their own needs. (Woodward, T. 1999). Another thing is one could easily make any adjustment to any method once the three levels have been explained. Furthermore, if we want to adopt a method but are unable to provide the materials, we can choose any replacement or supplementary materials and procedures to facilitate learning. We can constructively look at the efficacy of all components of the learning process as stated above: the role of linguistic system, role of learners and teachers, role of materials, role of learning theories, and so on. Ultimately, a regular use of these components will effectively finalize the applicability of different methods to various situations in learning efforts. The framework itself is easy to use. However it requires the mastery of the method evaluator to the linguistic and learning theories. Perhaps this is the only drawback of this framework. (Woodward, T. 1991). However, it is very clear that this framework can help explore any method and make it more feasible. The framework has received wide acceptance by teaching practitioners although criticized by those who were not able to grasp the concept of approach, design and interactions in language learning. This framework encourages us to search among different viewpoints and provides us a more detailed insight of what needs to be done in different situations with focus and fortitude. References: Anthony, E.M. 1963. 'Approach, method, technique'. English Language Teaching, 17: 63-67, JoAnn (Jodi) Crandall, Language Teacher Education, Annual Review of Applied Linguistics (2000), http://userpages.umbc.edu/crandall/Language_Teacher_Education.pdf. Richards, J. and T. Rodgers. 1982. 'Method: approach, design, procedure'. TESOL Quarterly, 16: 153-68. Richards, J. and T. Rodgers. 1986. Approaches and Methods in Language Teaching University of Cambridge Press. Richards J.S., & Rodgers T.S. (2001), The nature of approaches and methods in language teaching, Approaches and methods in language teaching (2nd edition, pp. 18-35), Cambridge University Press. Seth Lindstromberg, Making sense of the approach, method and a few neighboring terms, HLT Magazine, March 03, http://www.hltmag.co.uk/mar03/lind.htm. Seth Lindstrombert, Skehan's proposals for task design in Task Based Learning/Teaching, HLT Magazine, July 03, http://www.hltmag.co.uk/jul03/mart2.htm. Skehan, P. 1998. A Cognitive Approach to Language Learning. Oxford University Press. Strain, J.E. 1986. 'Method: design-procedure versus method-technique'. System, 14/1: 287-94. Woodward, T. 1991. Models and Metaphors in Language Teacher Training. Cambridge University Press. Woodward, T. 1999. 'A way of getting from classroom tactics to talk of beliefs and values'. The Teacher Trainer, 14/2: 8-10. Read More