Approaches to Teaching Grammar - Article Example

Approaches to Teaching Grammar (Use of Vowels and Consonants) TEACHING CONTEXT Target situation and the status of English language in Syria In Syria, we find the linguistic situation, not very complicated, as most of the people speak Arabic beside few other languages. Baker and Jones (1998, p.429) say "Arabic is the language of education and administration." Once when French ruled Syria, Official language was French. Exposure to English is just through media and technology since "Syria has a positive pro-Arabic stance'" say Baker and Jones (1998, p.429). Higher studies like medicine and science are also taught in Arabic. But now there is a changing trend toward English language learning. English is the language everybody wants to learn for several purposes. The demands of technology, media and internet, makes it certain for everyone to consider careful language education aim. The realization is also becoming stronger that the world continues to shrink with the onset of the communication revolution and relentless advances in communication technology. English, the primary vehicle of international communication even among non-native speakers, is also a passport to international cultural and metropolitan citizenship. In the simplest cases, when both of the parents are monolingual, speakers of a single language, Arabic, only a strong outside pressure will cause them to speak any other language. One of the most effective pressures is the belief that ignorance of the other language will block their social and economical progress. Fluency in English in Syria is being equated with the highest level of social and economical success. High positive attitudes and high motivational intensity to learn English is obvious in my situation. The Institution Students at this school already have had twelve years of English language teaching, and yet not able to speak the language, accurately and fluently. The institution is a Public school, where there are large classes of students having 30 boys in the class. The teaching is teacher-centered and students feel bored. In this institute, language is considered as structures and emphasis is only on the form not on the meaning. So, the approaches used were grammar translation and structurally orientated techniques to language teaching. The apparent limitation of the syllabus was that students were not involved in learning the language due to the monotonous nature of activities. Secondly, adults feel that the language they are learning is not preparing them for the world. The skills of language; reading, writing, speaking and writing were taught in isolation and in a very set manner. Since, we use more than one skill at a time, learners were forced to focus on one skill and the integration of skill development was missing. Speaking was ignored like in any traditional classroom, due to its difficult nature of assessment and requires a competent teacher. All the focus is on writing as it is considered the most important academic skill. The main reason for learning English language is instrumental. Like other countries, this country is also facing recession and employment rates are constantly fluctuating rather deteriorating. Students want to learn the language to seek new opportunities around the world. When this Institution will activate my syllabus, they have to consider that it is learner centered where adults come to discuss debate, interact socially and philosophically and begin to work in teams. The main aim of the course is to make it motivating and interesting for the students. Target Learners First thing to be kept in mind is that the students are a part of society and we have to touch English in the manner it is appropriate. Culture of target language will also be exposed to students to a certain degree. Learning English for my target students is not a total new experience as they have completed their twelve years of education, where weekly 120 minutes were given to language teaching. But the medium of instruction remains Arabic. Language development is to the extent where the students understand instructions and follow them appropriately, but with some emphasis on repetition of instructions. The students can read and comprehend with the teacher's help. Teacher is always in control and there aren't many opportunities for learners to talk about their lives, opinions and experiences. Teacher takes most of the time explaining the learners how to go about the written activities. Learners listen to the teacher and do accordingly; obviously repetition of instructions is in demand. Learners have very less room for creativity and expression. Activities are monotonous and last for the whole period. All the activities revolve around making the leaner write in the end. Learners feel bored and there is no excitement as the classes have routine and learners know what is going to happen next. The learners do not find authentic language to use it outside the class but they are able to write an application, letters and etc. What they lack is confidence in talking in English along with the experience. Instrumental purposes and for better living are the motivational forces behind the learning of English language. The adults who want to learn English in this classroom clearly know the purpose why they are learning it. My activities will be closer to real life and make them feel that they are learning English for a purpose, which is being fulfilled through this syllabus. My activities will be small and interesting and will keep the learners involved. To develop successfully the learners need to be satisfied mentally, socially as well as linguistically and I would like to pay equal attention to all of the aspects. The aim of my paper is to design a syllabus, where this institution becomes determined to give purposeful and better education for the learners. The basic aim is to provide a good well-rounded education for its students. In this situation, the aim of language learning is affected by several social and linguistics pressures. Low employment rates are also motivating the learners to learn English as it opens the new horizons. Beside this, learners also come across English language through media. They watch movies from Hollywood but can comprehend very less. Their listening skills need a lot of more practice so that they are able to enjoy and understand the language used in movies. The learners are also interested in foreign magazines and newspapers written in English although their reading skills need a lot of polishing and exposure to this kind of language. Internet is another interest area which most of the boys are motivated to use. They need a vast exposure to the English language to develop and master their English skills. So keeping all of this in mind I would like to fulfill the course aim of language learning and make the whole process appealing and motivating for the students.' TEACHING AN ASPECT OF GRAMMAR Use of Vowels and Consonants Rationale A chosen aspect of grammar that will be emphasized in this program is the proper use of vowels and consonants. Some of the sub-topics that will be taken up in order to teach the proper use of vowels and consonants in pronunciation of appropriate sentences would be: Rules of Form - This highlights basic syllable rules, basic phonic rules and basic accent rules. These could include rules such as "two vowel letters together in the last syllable of a word often indicates an accented last syllable" or "When a syllable ends in any vowel and is the only vowel, that vowel is usually long" Rules of Use - The rules of using 'a', 'an' or 'the' and the use of vowels based on pronunciation - e.g. 'a university' or 'an university', 'a umbrella' or 'an umbrella', these example will have to be discussed in teaching the use of vowels and consonants appropriately. Function: The functions of the vowels and consonants are studied by understanding the differences between phonetic, phonological, and orthographic vowels and consonants. Defining relationships between vowels, consonants and syllables also helps defining the functions Pronunciation: The difference in pronunciation between U sounding vowels and analyzing minor differences in vowel and consonant sounds due to change of context could be explored. Pronunciation is almost the most important aspect of using vowels and consonants and the focus is on using vowels or consonants within a contextual sentence. 3. Methods Excellent spoken language mostly manifests itself into good written work, (Lyons J, 1992). Instead of waiting for mistakes from speaking to appear in tests and written assignments, it is imperative that the teacher intervenes at the oral level and identifies student difficulties in appropriate usage of vowels and consonants. There are a number of methods that I intend to use to carry out the necessary intervention and the intervention is necessarily in this case at the speaking level as the grammatical speech errors are to be corrected or modified. Direct Approach Method: First of all, the use of a Direct Approach of teaching helps learners master the language much faster. The direct approach was developed to integrate use of the target rather than the first language in instruction. Lessons begin with a dialogue in a contemporary style in the target language. Material is first presented with actions orally or by using pictures without using the mother tongue at all. Questions, dialogue and anecdotal narratives are used frequently to keep the learners busy, lively and active. Grammar is taught inductively with rules emerging directly from the practice and the special emphasis is on identifying how vowels and consonants could be pronounced differently in different contexts. At a more advanced level, students read literature inferring language constructions from their reading. As the language becomes more developed, the culture of its native speakers is systematically introduced into the learning content which helps in faster learning through association. Total Physical Response Method: The use of the Total Physical Response method in which one combines information and skills using kinesthetic sensory system is a viable way out, (Asher, 1979). This combination of skills allows the student to assimilate information and skills at a rapid rate which lead to a high degree of motivation. It is a sequence that allows the student to understand the spoken language and especially the specific use of vowels and consonants before developing the skills of speaking. The student is not forced to speak until such a time as she spontaneously begins to do so by herself. This only comes when she has developed the requisite confidence and comfort in understanding and producing utterances. The technique involves the teacher saying commands and performing the actions of those commands himself as the first step. The next step involves the teacher saying the commands while the students join him in performing the actions. At the third level it's only the students who perform the actions after the teacher says the command. Next the students are picked one by one to perform the actions of the teacher's commands. After that, roles are reversed such that it is a given student who gives the commands to the teacher and the class. Finally the teacher and students allow for command expansion with new sentences being produced and innovative use of the vowels and consonants with action words such as 'walk' or 'wait'. Here it is necessary to highlight differences in pronunciation despite the fact that both the words have the similar vowels. Audio Lingual Method: Another method closely related method of intervention is the Audio Lingual Method. This is a method based on the principles of behavioral psychology. It adopted many ideas from the Direct Approach. In using the Audio Lingual method the teacher must be careful to ensure that all the utterances students make are within the practiced pattern. The teacher should also ensure correct stress, intonation and juncture patterns in the use of words and in the pronunciation of vowels and consonants in the sentences spoken, since the students will pick them up directly. Drill materials should always be meaningful with any strange words being explained and the drills could focus either on vowels or on consonants or how both could be adequately used in sentences but with different stress or intonations (Mora, 2008, p.47-50). To avoid fatigue and boredom, short drills of about ten minutes should be interspersed with other activities such as exercises. Drilling Method: Drills typically take the following steps. First, Create focus by writing on the wall or showing a picture to the class. Then, Exemplify, by speaking model sentences and sounds. Explain terminology to be used as necessary. Carrying out the Drills and Moving Around the classroom in order to stand next to as many students as possible to spot check where follow up assistance on production is needed during individual drilling. This involves the repetition of the longer words using a list of words showing where vowels and consonants are appropriately used and how they are related to pronunciation patterns. For example: Teacher: blue, blunt, Students: blue, blunt, Teacher: blue, blunt, blood, block Students: blue, blunt, blood, block Teacher: blue, blunt, blood, block, bite, bin Students: blue, blunt, blood, block, bite, bin And so on. Finally, the teacher should present drills in the order of Increasing Complexity of student response. The amount of decision making and internal organization the student is involved in to make a response in the drill should be taken into consideration with the simpler tasks coming first, (McGuinness, Diane 2004). Remote Language Teaching Another interesting method useful in teaching speaking and pronunciation is through use of the internet. The success of this approach depends entirely on whether or not the learners involved have regular access of the internet at home. In the case of my students, some have that access. The program I am considering for use is the Remote Language Teaching (ReLaTe) project. This is a project that was originally developed by the Universities of Exeter and London, funded jointly by British Telecom and Joint Information Systems Committee (JISC) SuperJANET initiative. It has an integrated system of multimedia conferencing with audio, video and shared workspace tools. The system is unique in that it is designed to run across low-cost shared packet networks on the internet and supports multi-casting such that users from different locations can join in simultaneously. Equipped with video conferencing facilities, it allows for practicing of listening and speaking skills as well as reading and writing. It also enables users to undertake grammar tests including gap filling exercises Mathews J (1996, p.63-64). The white board as it is known has rapidly become central to tutorials with both tutors and students routinely interacting directly with material on it. This method provides hands on approach to the use of words and appropriate pronunciation of similar written words. SUITABILITY OF THE APPROACH This programme is particularly useful for EFL students. To begin with, it allows them to interact with the language in a less formal environment outside the classroom in a relatively relaxed atmosphere. This is very important for rapid stress-free acquisition of the language. Secondly, they get the opportunity to express themselves in English and be in an environment in which the language is used after school hours. Thirdly, once students master how to use the programme, it is a do it yourself situation which fully employs the students faculties enhancing their concentration. Finally, it helps to supplant casual and colloquial language which is common in the register of regular media presenters, (Quirk, Randolph 1981). The methods above are specifically aimed at developing use of vowels and consonants and the focus on pronunciation will have to be combined with emphasis on normal spelling, reading, comprehension, composition and grammar drills to be effective. Materials such as normal grammar, composition and comprehension texts are therefore part and parcel of the process of teaching, since English must be taught and learnt holistically, (Ogden, Charles K. 1934). Other necessary materials include pictures, videos, wall charts, play scripts, story books, poetry books, dictionaries as well as the white-board, markers, manuals and exercise books. All these basic materials help the students not only to exercise regularly with words and pronunciation of words for the sake of reinforcement, but also build up their general cognition of the world around them. For instance, the picture of a train will reinforce the meaning of the word train without any need for translation and meanings could be necessary in developing a better grasp of pronunciation and correct use of vowels and consonants. The direct and audio lingual approaches are the preferred methods of use here because it instills knowledge of English as a language on its own. This is as opposed to the language translation method in which the target language is taught through explanations of in the first language. The use of internet network technology such as ReLaTe or Pronunication software (ACCENT School) and use of aids such as online dictionaries with pronunciation cues is an important development in language learning that should be fully utilized by teachers. Such technology has the power to stimulate, excite and motivate learners beyond what they get from the teacher. They involve creativity through and host of activities that enable learners to come up with innovative ideas on overcoming certain language barriers. This is achieved through broadening students' horizons and contacts for a wide ranging consultation and interaction experience with other users of the network. They respond positively to opportunities to explore ideas, exchange information, ask questions and meet diverse electronic 'friends' without the immediate fear of teacher reprisals or peer pressure, (Little D and Brammerts H 2001, p.79). The success of such programmes depend on whether the learners perceive as realistic the tasks set for them and whether the topics and issues are introduced with clear instructions in a manner that is easy to understand. However, such programmes cannot be regarded as a panacea for learning. The teacher still remains the center of learning as far as the students are concerned. Learners must therefore, still retain the right to consult the teacher on the programmes they use for clarification and guidance on program use. In any case, if the teachers disassociate themselves from the programme then learners may be plagued with doubts about their importance and relevance, and eventually lose interest in them altogether. There is also a tendency by students to get bored and divert to other things available on the internet. The teacher must constantly check what the students have done to ensure that their focus skills are fully developed, (van Ek, J.A. and Alexander, L.G. 1980, p.110-113). Conclusion When all the approaches above are combined with normal classroom pedagogy, the results are amazing. My own 5 year teaching experience has proved that the teacher will end up with a highly enthusiastic class fully ready to learn more and more while appropriately enjoying themselves. By the end of the course, there should be a marked difference in levels of correct vowel and consonant use and pronunciation and confidence among the students. APPENDIX: Designing the Lessons: Factors to be considered: 1. Number of teaching periods per week (3 lessons) 2. Duration of teaching periods (lesson is 40 minutes each) 3. Access of English outside the institution (EFL context - English is not found in society but through the media) 4. Type of institution and its place in the educational system of your country or region (Public - secondary: 3rd year) 5. Is English the only subject on offer in the institution or are other subjects taught' (No, there are other subject being taught) 6. Availability of resources (Limited library - no language laboratory) 7. Ages of learners (Homogeneous age group: 18 year old boys) 8. Assumed prior learning (Yes - Intermediate level) 9. Learners' linguistic background (Homogeneous: Arabic - the Roman alphabet is not used) 10. Number of learners in a class (30 students) 11. Kind of assessment (Formative & summative assessment: Tests are given during the course and at the end of it) 12. Setting (Syria) Scheme of work. Class: ___English - Vowels and Consonants__ Teacher: ____________________ Students: __Secondary - 3rd year ____ Background: _____Arabic__________ Age of Learners: _________18 years________ No of Learners: __________30 Students______ Week Lesson Topic Objectives T/L Activities T/L Materials Teacher's Comments. 1 1 40 minutes Identifying vowels and consonants and Understanding difference of vowels and consonants By the end of the lesson learners should be able to understand the difference between vowels and consonants and identify vowels and consonants in sentences and words. 1. Teacher provides words with vowels and consonants 2. Teacher briefly explains the meaning of these words. 3. Teacher guides students to identify use of vowels and consonants in phrases 4. Teacher briefly notes down identified words and sentences. 5. Students are asked to write as many vowels and consonants they can think of. 1. White board and marker. 2. A last of vowels and consonants and teacher notes with paper, notebook, pen. Correct, Incorrect, not complete, to be repeated, to be continued, etc. 2 40 minutes Sentence and phrase construction using vowels and consonants; appropriate use of vowels and consonants. By the end of the lesson, students should be able to understand how vowels and consonants could be used appropriately 1. Teacher asks students to construct short sentences using different vowels and consonants and writes them on the board. 2. Teacher introduces differential use of vowels and consonants for different contexts. 3. Gives example then asks students to construct sentences or phrases with vowels and consonants 4. Teacher also gives a homework assignment. 1. White board and marker. 2. Suitable text book to guide students 3 40 minutes Pronunciations of words with vowels and consonants By the end of the lesson, students should be able to be able to pronounce words correctly even if words have similar vowels and are pronounced differently or dissimilar vowels and have similar pronunciation 1. Teacher gives a brief introduction to the rules for pronunciation. Students are then encouraged to polish their pronunciation by taking help of the internet and pronunciation software. 2. Teacher shows the students the differences in pronunciation with the same vowels and consonants (e.g. a University, an Umbrella) and how this is related to context of the sentences used. 1. Computer with internet modem and pronunciation software or even online dictionaries with pronunciation aids (such as software Accent School)could be used. References Asher James J. (1979), Learning Another Language Through Actions, AccuPrint, San Jose, California: Baker and Jones (1998) Curran, Charles A. (1976), Counseling-Learning in Second Languages, Apple River Press, Apple River, Illinois. Finocchiaro, M. & Brumfit, C. (1983). The Functional-Notional Approach_. New York, NY: Oxford University Press. Gattegno Caleb (1972), Teaching Foreign Languages in Schools: The Silent Way. Educational Solutions New York City Lyons John (1992), Grammar of the English Language, CUP, Cambridge. Little, D., Brammerts, H.(2001)(Eds),A Guide to Language Learning in Tandem via the Internet, Centre for Language and Communications Studies, Trinity College, Dublin. Mathews John (1996), The ReLaTe Program, Centre for Language and Communications Studies, Trinity College, Dublin. McGuinness, Diane (2004). Early Reading Instruction Cambridge: MIT Press 41. Mora Jill Kerper (2008), Second-Language Teaching Methods, San Diego State University, San Diego. New Oxford English Dictionary (2002), OUP, Oxford. Ogden, Charles K. (1934), The System of Basic English, Harcourt, Brace & Co, New York. Phonics, Syllable and Accent Rules (2009) http://english.glendale.cc.ca.us/phonics.rules.html Quirk, Randolph (1981), International Communication and the Concept of Nuclear English, Macmillan, London. Smith, Larry E. (ed.), (1981), English for Cross-Cultural Communication, 151-165, Macmillan, London. Smith Irvin (2007), The English Lexicon, University Of Brisbane Press, Brisbane. van Ek, J.A. and Alexander, L.G. (1980), Threshold Level English, Pergamon, Oxford. Read More