Teaching English to Speakers of Other Languages - Spelling, Vocabulary, Grammar and Composition - Research Proposal Example

A Research Proposal Teaching English to Speakers of Other Languages -- Spelling, Vocabulary, Grammar and Composition Introduction Language skills canbe divided into macro language skills and micro language skills. Macro skills include listening, speaking, reading, and writing, while micro skills are grammar, vocabulary, pronunciation, and spelling (Authors and Editors Language Learning). According to Cervin (2), learning of the second language has become a lengthy and tedious process due to certain misconceptions. One of the leading misconceptions is that children’ and adults’ language learning process is identical. Other misconception is that adults can learn grammar and vocabulary by their own, as they need no formal teaching help to be experts of the second language. On the contrary, it is a fact that English grammar or vocabulary is quite complicated for non-native English speakers. To teach English as a second language, it needs distinct training in linguistics, phonology, grammar, and teaching methodology. Bloomfield advocated the importance of listening and copying the native speakers in language learning, which is an oral approach of learning language skills. In Britain, Firth and Chomsky favoured situational approaches by stressing on ‘the context of situation’. Chomsky’s perception made language learning a ‘natural approach’ (Rost 7-8; ch. 1). TESOL History The history of TESOL has been relatively shorter as a discipline. TESOL has been a concurrently active area with new possibilities emerging still. The emergence of new knowledge about the teaching and learning of English for the speakers of other languages is surely happening and will possibly be the recognition of TESOLs subjective maturation (Hinkel 109). Problem Statement The learning of English language skills is equally important from the teacher and student perspectives for the speakers of other languages. ESL students take admissions in English language courses, coming from different countries. These students have different academic experiences of the English language, as taught to them in their domicile country. Students speaking languages other than English feel hesitant in writing assignments of English although their grammar skills are good. Standard of English language in non-English speaking countries varies from country to country, affecting their writing performances due to their poor experience in vocabulary, grammar, spelling and comprehension. The purpose of this research proposal is to find the gap and check whether this gap can be bridged due to the difference of standards between acquired knowledge of the micro-skills of the English language in students’ country of origin, the speakers of other languages, and the desired degree of these micro skills, required to write flawless English. Theoretical and practical implications of this gap gain importance, as literature also indicates the existence of a gap between what the theory states and what the teachers teach to improve students’ performance in these skills, which primarily include vocabulary, grammar, spelling, and comprehension. My problem statement refers to these gaps only. Research Question The primary research question is to find out the possibility of a gap between theory and practice of TESOL so that the gap could be bridged. The related sub question is to check whether classroom based research is more relevant and helpful to students than what theorists have propounded in this field. Importance of this Research This research is very important to help students from non-English speaking countries. As medium of teaching is English, they always find themselves crippled due to their lack of command in delivering and performing better through the English medium. Teachers also find it difficult to teach students of other languages, as they cannot comprehend their language needs fully to help them learn to write and read fluently. All these complexities add to the importance of this research. This research will provide an opportunity to study what has already been written in literature on this topic. An attempt will be made through literature review to assess what academicians have already theorised on this topic and check whether theoretical explanations of the problems faced by speakers of other languages match with the actual classroom experiences of the teachers and students. Various teaching and learning methods related to four writing skills will be assessed to check their effectiveness in advancing the speaking, reading and writing standard of non-English background students. The importance of research questions also carries weight because TESOL has a brief history relatively as a discipline, therefore is full of dynamic activities. It is a field of education open to new possibilities and emerging of new outlooks. New insights are still being made in TESOL to help students and teachers of L2. Learning is sure to happen by researching over some aspects of TESOL, as commented by Hinkel (1), helping this new discipline to grow with the increasing needs of both the students and teachers of L2. Summary Introduction starts with brief insight of the language skill types, macro and micro, to reach to the targeted English language skills. General perceptions and misconceptions regarding language learning are hinted to remove the misconceptions over language learning skills. History of TESOL is mentioned, contrasting it with past writers, such as Chomsky, preferring the ‘natural’ approach to language learning. The problem statement describes the concurrent scenario faced by speakers of other languages, the problems faced by them in writing skills due to their poor grip of the micro language skills like grammar, spelling, vocabulary and comprehension to reach to the problem statement of the existence of a gap between theories of learning and practical issues in the classrooms. The research question primarily relates to finding to check whether such a gap exists, as mentioned in literature, taking along the sub question of giving more importance to classroom-based language learning than to learning theories. Relevance of the significance of this issue of English language learning by the speakers of other languages is elaborated, as TESOL has gained additional significance to help the students and teachers fill the gaps because of the newness of the discipline of TESOL. Literature Review Allwright draws a clear-cut line between the importance of scholastic research and actual classroom teaching and learning experience when remarking that ‘academic research has its own ultimate value for practice, but it is of negligible value to current classroom participants’ (qtd. in Tavakoli and Michael 231). Other writers also support this view that for the last ten years, the difference between research and practice has been very much evident in learning institutes. This gap between researchers and teachers has been repeatedly pointed out through published magazines with the sole aim of reducing the gap and making available the concurrent research to the teachers (Tavakoli and Michael 231). Tavakoli and Michael (229) elaborate over the gap between second language (L2) research and teaching method, quoting from Stern (1982, 23) that ‘writers on language pedagogy have been aware of the discrepancy between theory and practice’, and reiterate this gap by quoting McDonough and McDonough (1990, 108) who contended that there was ‘a mismatch between the demands and opportunities of teachers and the demands and opportunities of researchers – a mismatch which currently acts to the detriment of an advance in our knowledge of the language teaching/learning process’. Highlighting the need of working together by researchers and teachers to fill this gap, Tavakoli and Michael (231) support such strides as ‘classroom-based research’ and ‘teacher as researcher’ over various academic subjects. In the area of TESOL, exploratory practice and action research are two examples of a response to the urgency of bridging this gap. Explaining exploratory practice as a central design for practitioner research in the language classroom, Allwright (2005, 27), as qtd. in Tavakoli and Michael (231) argued that ‘academic research has its own ultimate value for practice, but it is of negligible value to current classroom participants’. It has also been the leading aim of publications and universities as well to fill the gap between research and practice. The aim of this research is also to approach this gap via teachers’ perspectives of this issue and develop an insight for various academic interest holders’ views on the accomplished research and its relevance in actual teaching, particularly in the selected problem areas of spelling, vocabulary, grammar, and composition (Tavakoli and Michael 231). Let’s analyse how the micro skills of the English language are being taught to its L2 learners. Comprehension Background: Comprehension Comprehension, according to August (14) is a complicated cognitive activity for college students. It requires various skills, such as eliciting new information, deriving meaning, fixing validity, testing contestations, relating with other sources, deciding how the tone and style of writing impresses communication, appreciating the writers mood, developing viewpoints, and developing a personal impression of the given reading comprehension. August (14) discusses comprehension for helping in attaining meaning from written word. Academicians view reading comprehension as one of the most important skills for success against the background reality that students lack good reading skills. Importance of comprehension derives from the scholarly research done in California, indicating that 83% of the teachers considered poor analytic reading skills added to students failure rate. Vocabulary Knowledge, Words, and Spelling Skills A reading comprehension cannot be understood without knowing correct spellings of a word. The comprehension task requires the reader to at the minimum be knowledgeable of the words used. The level of proficiency in comprehending meanings of the words should be 90% to 95%. Past 50 years research and review of literature has established the need to understand meaning of the words for comprehension (Muter, Hulme, Snowling, & Stevenson, 2004; Nation & Snowling, 2004; Poe, Burchinal, & Roberts, 2004). Research with college students having more robust vocabulary base shows that they performed better than students poorer in vocabulary (Braze, Tabor, Shankweiler, & Menci, 2007, as qtd. in August 15). According to Brummitt-Yale (1) to learn spelling skills, students need to move from Reading to Spelling. They need to use Reading to Build Spelling Skills through Phonetic Spelling and Spelling Sight Words. Research firmly establishes the interrelation between vocabulary, spelling, grammar, and reading comprehension; vocabulary affects comprehension, therefore, creating the need to learn new words to identify them later in another context of their use. New words get stored mentally for future use. The knowledge of spelling helps in word storage in the memory when required to be used. Spelling is the “fully specified memory of a word,” (Moats 2010, p. 6, as qtd. in August 15). Thus, correct spelling adds to the fluency level of reading comprehension. Composition Writing Selection of a comprehension topic by the teachers is very important, as keeping in mind the cultural and language differences and nuances of speakers of other languages. Such topics help students that add to their comfort level in writing (Han 10). Vocabulary Teaching Strategies Brummitt-Yale (1) mentions a number of dependable vocabulary teaching strategies that include Explicit and Implicit Vocabulary Instructions. Explicit vocabulary instructions include Pre-teaching Vocabulary Words, Repeated Exposure to Words, Keyword Method, Word Maps, Root Analysis, and Restructuring Reading Materials. Implicit Vocabulary Instructions include Incidental Learning, and Context Skills. According to El-Koumy (43), various researches in vocabulary acquisition indicate that no single approach is fully effective, as neither direct instruction nor incidental learning is enough for vocabulary enrichment. As such these methods together can help in attaining a higher proficiency level rather than working singularly on either of them. A complete approach demands that words should not be selected for learning without context; they should be learned rather in proper contexts. New words should also be included for learning by the teachers as well as asking students to find more words from context. Jenkins, Stein and Wysocki also evaluate the hypothesis that new vocabulary can be attained through incidental learning from context. Their research over fifth class students proves that better readers could avail more from context than readers with marginal reading skills. Their conclusion was that “perhaps combinations of informal vocabulary instruction and incidental learning boost vocabulary learning above the levels that occur with either alone” (qtd. in El-Koumy 46). Favouring this outlook and deriving from their own research into limitations of vocabulary learning, Beck and McKeown reasoned, “No one method has been shown to be consistently superior.... and there is advantage from methods that use a variety of techniques” (qtd. in El-Koumy 47). One can derive from the above perspectives of different academics that an all-inclusive approach to teaching vocabulary needs to be pursued, including direct teaching as well as contextual learning. Summary Literature Review focuses on leading research questions, stating the difference between class room teaching techniques and theoretical assumptions. Quoting Allright, academic research and its value in the classroom teaching is questioned by Tavakoli and Michael. It is affirmed that there is sure a gap that needs to be bridged. Viewpoints of various academicians and scholars like Stern and McDonough and McDonough are quoted to support the presence of a gap between theory and practice. Tavakoli and Michael propose the idea of ‘teacher as researcher’ and ‘classroom based research’. Stress is given on exploratory practice in the class-room. Stress is given on the need of all stakeholders of this issue to work together in the niche areas of spelling, vocabulary, grammar and comprehension. Starting with comprehension, its background is provided, considering its importance in writing, quoting August with certain stats, how poor comprehension skills are the leading cause of students’ failures. The importance of comprehension skills is related to spelling usage, which plays a critical role in answering questions on comprehension. August quotes a number of past researchers to pinpoint the need of correct spelling in comprehension. Vocabulary and grammar skills also come into focus, sharing the experience of students performing better due to their rich vocabulary and grammar skills. Academic literature is reviewed that connects these learning and writing skills, making the comprehension skill better if spelling and vocabulary skills are robust. Theoretical Perspective Theoretical Background In this section, some theories will be reviewed on second language acquisition; particularly the theories of vocabulary teaching and learning will be evaluated. Second Language Acquisition is the way of learning a language other than the native. Language learning can be in the classroom or out of a classroom. The leading perspective in second language acquisition has been in the context of research by Krashen, called Krashen’s Input Hypothesis (Xia 8). Self-regulated Strategy Development Model Glaser and Joachim (297) discuss S. Graham and K. R. Harriss (2003)) self-regulated strategy development model in the context of improving the composition skills of 4th graders. A comparison of students taught self-regulation processes and students not getting similar instructions was made with another set of students who got didactic lessons in composition. Test outcomes favoured students who have learned self-regulation procedures. There are clear hints that by following the self-regulated strategy, elementary school children composition skills can be enhanced through pre-test, post-test, and follow-up test framework. Researchers discuss the Monitor model of composition writing that specifies three kinds of mental exercises, including planning, translating, and reviewing. According to the model, Monitor is a meta-cognitive power that manipulates writing activities so that they function in collaboration for fulfilling the writer’s purpose. Theoretically, self-regulation processes can help students in the active overview of their own learning process so that they may chalk out their newly attained, strategic behaviour to easily adapt their cognitive skills to various composition situations. This self-regulated strategy development (SRSD) model developed by Graham and Harris can help school-going children in learning genre-particular strategies for composition. The SRSD model includes six instructional levels that offer routine instructions to students for developing a strategic method to learn the composition processes. In a review of 26 such SRSD researches, it has been found that upper elementary and middle school students’ composition writing improved after grasping the SRSD model (Glaser and Joachim 297). Summary Theoretical perspective on language acquisition covers the Self-regulated Strategy Development Model propounded by S. Graham and K. R. Harris and the Monitor model of composition writing. Methodology Teachers of English language use different teaching skill methods for teaching their students the correct usage of spelling. There has been a practice of teaching the phonetic system and the rules of English in colleges since the time of “Dick and Jane”. According to Riggs Institute, it needs an actual synchronization of global speech designs with the English spelling system. Research indicates the significance of the grapheme over the phoneme. Teaching instructions help in integrating grammar and syntax, composition writing skills, and vocabulary memorising. Teachers of the English language use roots, prefixes, suffixes, homophones and homographs, antonyms, synonyms and graphic organizers, offering learners a high standard, skills-based, comprehensive language arts method framed to include any vocabulary. Lesson plans are set daily in ascendant order, helping both the teachers and parents to add creativity to the learning program to be used by them (The Riggs Institute 1). Research methodology will be based on secondary methods, as already so much has been written on the complexities of teaching language skills to non-natives and speakers of other languages. Secondary research method will discuss a case study, which is a qualitative method, but empirical data may also be included wherever available. As case study needs to be based on the problems faced by speakers of other languages, it will be based on any Korean, Chinese, or other students for various or any of the learning skills problems of other students. For example, Han analyses the compositional skills of Koran students of university standard. These students face problems related to grammar. Their aim is gain perfection in the right use of grammatical skills, which cannot be attained altogether. One niche element of grammar is suggested for paying focus, but it has its own drawbacks, which need to be analyzed in detail through case study method. Speakers of other languages need to expand their writing skills by going beyond the grammar and sentence level writing to writing paragraphs and complete the whole comprehension. Problem with other language speakers and writers of English is that they follow a pattern of writing as based on their distinct cultures, like each language has a specific syntax of its own (Han 6). Another methodology feature will be to include such secondary and qualitative research that supports and is based on learners of ‘critical age’ in-between seven years to twelve years. Beyond that age, elements other than age play a deciding role in students’ learning skills capabilities (Han 9). Case study will review Rrashen’s Monitor Model theory, as it is based on the biological aspect of creating L1 like efficiency in English language till a specific age. As per the Monitor Model theory, it is not possible to inculcate language skills after the age of twelve. Rules of language can be efficiently grasped when read knowingly (Han 10). All this is qualitative in approach, which will be researched through the Monitor Model. A 6-year-old can be guided to attain listening and/or spoken wider vocabulary levels, which are in the range of 4,000 and 24,000 words. Phonics guideline helps students to spell, write, and then read what they have listened earlier. Thus, linguistics can help the primary school students very much in imbibing the nuances of English (The Riggs Institute 1). Away from the theoretical reasoning of learning the English language skills, the professional learning programs based on cognitive development offer the possibility of self-training to teachers and parents as well to teach various English language skills, including the usage of correct spelling rules, vocabulary, composition, and grammar among others (The Riggs Institute 1). Practical Approach of Language Teaching While talking about language teaching methods used by teachers, their shared experiences can help better in bridging the gap between theoretical aspects of learning English language and the practical approaches used by teachers. A teacher named Tarık İnce, teaching English at Pazar Atatürk Anadolu Lisesi, advocates the Grammar Translation Method (GTM). The GTM is based on learning theory, focusing on deductive learning. Ince (1) stresses on written language relatively to spoken language, as it helps students to learn the design of their own native language. In GTM, students memorise the rules and additional vocabulary with their meanings in the native language. With regard to vocabulary teaching, rules are explained by matching and contrasting the native language grammar and teaching language grammar. Translation is used as a tool to elucidate the meanings of the new grammar designs in the teaching language. A specific technique of translation is used, translating from English to the native language. It helps students to focus on vocabulary and grammar. In comprehension, information questions are replied at first, followed by inference questions, and lastly questions that include students’ own experiences in answers. Vocabulary is taught through photos and actual examples. For grammar, examples and exercises help students in memorising rules through yes - no question (Ince 1). Ince (1) discusses another method called Audio-Lingual Method (ALM), where grammar rules are not stated explicitly. For vocabulary teaching, students learn the meaning straight way. They are not allowed to use native language. Major techniques are dialog memorisation, grammar games. Summary An overview of methodology used by teachers in the classroom is given. Secondary method of research is indicated to be used. It is primarily based on qualitative approach. Case study approach may be made, selecting any of the leading speakers of other languages like Chinese and Korean. It speaks of the cultural bounds of the students belonging to non-English speaking countries, presenting hurdles in the learning of these skills. It informs of applying the Monitor Model Theory, as it caters to the biological perspective of learning a language skills at an early age. The linguistics angle is also introduced, helping teachers and students in teaching and learning the intricacies of the language. Practical language teaching methods are proposed so that the leading research question of bridging the gap between theory and practice is resolved. It is proposed to take teachers’ experiences into consideration, which can help students more than theory-based techniques. GTM method is recommended by a teacher, Tarik Ince in this regard. Translation method is suggested to help students in vocabulary and grammar. ALM is yet another method, recommended by Ince. Conclusion This proposal document for TESOL indicates the possibilities of searching various relevant ways that are classroom based and are recommended by English language teachers. Research highlights the reality of the existence of such a gap between theory and practice that needs to be bridged. Cultural aspects of the speakers of other languages need to be considered to help the students to overpower their deficiencies that come in the way of mastering the English language skills of grammar, vocabulary, spelling and composition. As TESOL has not been an old discipline, new knowledge and insight of the English language teachers of the speakers of other languages can play a relatively better and productive role than depending solely on old theories, if the gap is to be bridged. Works Cited August, Gail. "Spelling Facilitates Good ESL Reading Comprehension." Journal of Developmental Education 35.1 (2011): 14,16,18,20,22,24. ProQuest. Web. 21 Aug. 2014. Authors and Editors Language Learning. “Language Skills (Reading & Writing, Speaking & Listening, Grammar).” 2014. 19 August 2014 . Brummitt-Yale, Joelle. “Using Reading to Build Spelling Skills.” 2014. K12 Reader. 19 August 2014 . Brummitt-Yale, Joelle. “Effective Strategies for Teaching Vocabulary.” 2014. K12 Reader. 19 August 2014 . Cervin, Richard S. “English and ESL -- What’s the Difference? Fact Sheet. 19 August 2014 . El-Koumy, Abdel Salam Abdel Khalek. Teaching and Learning English as a Foreign Language: A Comprehensive Approach. Suez Canal University, Egypt. Educational Resources Information Center (ERIC), USA, 2004 . Glaser, Cornelia, and Joachim C. Brunstein. "Improving Fourth-Grade Students Composition Skills: Effects of Strategy Instruction and Self-Regulation Procedures." Journal of educational psychology 99.2 (2007): 297-310. ProQuest. Web. 20 Aug. 2014. Han, InSun Chung. "Composition Skills for ESL Students: A Focus on Korean Students." Order No. 1416394 Pacific Lutheran University, 2003. Ann Arbor: ProQuest. Web. 20 Aug. 2014. Hinkel, Eli. "Current Perspectives on Teaching the Four Skills." TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect 40.1 (2006): 109. Web. 20 Aug. 2014. Ince, Tarik. “Language Teaching Approaches and Methods.” 30 October 2013. 19 August 2014 . Rost, Michael. Listening” Chapter 1. Ed. Carter Ronald and Nunan David. The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge University Press, 2001. Tavakoli, Parvaneh, and Michael J. Howard. "Teaching English to Speakers Of Other Languages Teachers’ Views On The Relationship Between Research And Practice." European Journal Of Teacher Education 35.2 (2012): 229-242. Professional Development Collection. Web. 21 Aug. 2014. The Riggs Institute. “Welcome to the Riggs Institute.” 19 August 2014 . Xia, Jue. “Communicative Language Teaching in Vocabulary Teaching and Learning in a Swedish Comprehensive Class.” The School of Teacher Education English Ⅳ. Kristianstad University, 2010 Read More