Language Teaching Method - Essay Example

Titus Rock Manickam Order No. 186540     16 October 2007 Language Teaching Method The Richards and Rodgers (2001) framework provides just the modulerequired to serve the purpose for both the English language teacher, as well as the student. The framework is particularly impressive because it traces the origins of teaching English as a Second Language (ESL) from the 1970s when the growing influence of the English language began to be perceptibly felt in most countries for business purposes and career prospects. The framework goes into the methodology generally used in teaching ESL in the 1970s, its strength and shortcomings, its inadequacy in addressing the socio-cultural, political as well as religious concerns in the belief that learning English entailed adopting the western culture and social practices, and the fear that the predominance of English could prove to be detrimental to the mother tongue of the home country. The framework deals with the problems and prejudice by focusing on the English language alone and delinking it from the western culture or customs. In fact, it goes a step further and reiterates in no uncertain terms that English has now firmly entrenched universally as a global language, making way for pronunciation of English words and sentences clearly and distinctly in the local phonetics rather than emphasize on the European or American accent, and also makes a case for the desirability of synthesizing the language with the local phonemes. This serves to give special status to the culture as well as the language by branding it as ‘Korean English,’ ‘Nigerian English,’ and so forth. APPROACH Language teaching came into its own as a profession in the last century. Central to this process was the emergence of the concept of methods of language teaching. The method concept in language teaching-the notion of a systematic set of teaching practices based on a particular theory of language and language learning-is a powerful one, and the quest for better methods preoccupied teachers and applied linguists throughout the 20th century. That search was not only for better methods but ideally a single method generalized across widely varying audiences, that would successfully teach students a foreign language in the classroom. People have approached language learning in many ways over the years. The self directed language learner or language teacher may well ask What approach should I use? Such a person might ask " What method should I use ? Whats the difference between an approach, a technique and a method ? In 1963, applied linguist Edward Anthony defined the terms "approach,""method" and "technique " as they apply to language teaching and his ideas had a great impact on teachers and those who guide them. In his ground-breaking work, Anthony suggested that an approach is the large system of ideas and thought behind a teacher s lesson plans. Method refers to specific ways to teach English, and each method uses a variety of specific techniques. Here is what Anthony actually said: "The arrangement is hierarchical. The organizational key is that techniques carry out a method which is consistent with an approach …. •"…An approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An approach is axiomatic. It describes the nature of the subject matter to be taught…. •"…Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural …..Within one approach, there can be many methods…. •"A technique is implementational - that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must be consistent with a method, and therefore in harmony with an approach as well. " In a review of Anthonys ideas, two later thinkers - Jack Richards and Ted Rodgers > - suggest a rethinking of this hierarchy. Anthony s package can be improved, they suggest., The two men sum up their revised model with the words: "…a method is theoretically related to an approach, is organizationally determined by a design, and is practically realized in a procedure." . They refined Anthonys ideas and extended what Anthony calls method and technique - their terms: approach, design, procedure 1. approach a. a theory of language: at least 3 different theoretical views of language and its nature exist that explicitly or implicitly or implicitly inform current approaches and methods in language teaching. 1) structuralist view (most traditional) a) "language is a system of structurally related elements for the coding of meaning" b) learning a language is equated with mastering these elements (phonology, grammar, lexicon) 2) functional view (notional-functional) a) "language is a vehicle for the expression of functional meaning" semantic and communicative aspects emphasized rather than merely the grammatical language learning includes topics, notions and concepts a learner needs (that are relevant to him) 3) interactional view a) "vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals" language content may be specified in terms of moves in conversational exchanges (greetings, apologies, etc.) - language as tool for creation and maintenance of social relations. Focus on patterns of moves, acts, negotiation and interaction found in conversational exchanges b. a theory of language learning 1) "what are the psycholinguistic [psychological aspects of language learning] and cognitive [mental abilities] processes involved in language learning?" process-oriented (build on learning processes, such as habit formation, induction, inferencing, hypothesis testing) 2) "what are the conditions that need to be met in order for these learning processes to be activated?" condition-oriented (emphasize nature of human and physical context in which language learning takes place) learning theories associated with method at level of approach may emphasize either one or both language theory (model of language competence + basic features of linguistic organization and language use) language learning (central processes and conditions of language learning principles may or may not lead to "a" method theory does not dictate a particular set of teaching techniques and activities what links theory with practice : design 2. Design for an instructional system is needed if approach is to lead to a method a. the objectives of the method are specified different theories of language and language learning influence the focus of a method, ie. they determine what a method sets out to achieve specification of particular learning objectives, however, is a product of design, not of approach (some methods focus primarily on oral skills saying that reading and writing are secondary and derive from oral skills; some focus on communicative skills, etc) b. method of selection of language content (syllabus) when teaching a target language, one has to decide what to talk about (subject matter) and how to talk about it (linguistic matter) ESP subject-matter focus; AL linguistic focus Traditionally the term syllabus used to refer to the form in which linguistic content is specified in course or method - it s less frequently used in process-based methods (language content considerations secondary) c. types of learning and teaching activities the activity types that a method advocates often serve to distinguish methods ex: AL: extensive use of dialog and pattern practice; Communicative LT tasks involving "info gap " or "info transfer"; Silent Way: problem solving activities, etc. since methods make different assumptions about learning processes, syllabuses, and learning activities, they also attribute different roles and functions to teachers, learners, and instructional materials d. role of learner a method reflects explicit or implicit responses to questions concerning the learners contribution to the learning process > this is seen in: types of activities learners carry out degree of control learners have over content patterns of learner groupings that are recommended or implied degree to which learners influence the learning of others the view of the learner as a processor, performer, initiator, problem solver, etc. e. role of teacher teacher roles are similarly related ultimately both to assumptions about language and language learning at level of approach some methods are totally dependent on the teacher as a source of knowledge and direction; others see the teacher s role as catalyst, consultant, guide, and model for learning, etc. teacher roles in methods are related to those issues: a. types of functions teachers fulfill b. degree of teacher influence over learning c. degree to which the teacher determines the content of learning d. types of interaction between teachers and learners f. role of instructional materials within a method or instructional system will reflect decisions concerning: a. the primary goal of materials (e.g. to present content, to practice content, to facilitate communication between learners, to enable learners to practice content without the teachers help) b. the form materials take (e.g. textbooks, audiovisuals, computer software) c. the relation of materials to other sources of input (i.e., whether they serve as the major source of input or only as a minor component of it) d. the abilities of the teacher (e.g., their competence in the language or degree of training and experience) 3. Procedure a. "encompasses the actual moment-to-moment techniques, practices, and behaviors that operate in teaching a language according to a particular method" there are three dimensions to a method at level of procedure a. use of teaching activities (e.g., drills, dialogues, information-gap activities, etc.) to present new language and to clarify and demonstrate formal, communicative, or other aspects of the target language b. the ways in which particular teaching activities are used for practicing language c. the procedures and techniques used in giving feedback to learners concerning the form or content of their utterances or sentences   One of the major advantages in the approach to the teaching of the English language is the proliferation of English Speaking classes in countries like India. There are a large number of enterprising individuals and outfits offering aspiring students the benefits of learning English in a short time span. The Richards and Rodgers approach could work wonders among these classes and its students. Efforts must be made to apprise these classes of the Richards and Rodgers approach so that students are able to get the benefits of the approach, design and techniques. (John Klapper).1 The students must be encouraged to unequivocally devote themselves to the task during the course. There can be no substitute for hard work, clear purpose, strong will, and discipline. (Rebecca L Oxford).2 Coming back to the framework, it is widest in its range in the sense that it goes threadbare on issues like curriculum and content. Its focus is on the need of the teachers of ESL to determine the curriculum of the best order to suit their purpose of reaching out to their students in the best possible manner to secure a Communicative Learning (CL) approach rather than the method-based approach. The framework is clear, unfettered, without any commitment to a set pattern to help make a choice out of a range of instruments. Naturally, the idea is to make the approach and the curriculum as flexible as possible for a student-friendly classroom where the learners are encouraged to involve in self-learning skills and activities. It enlightens the pedagogue on the most effective variables for instilling confidence in the students with regard to their own capability as well as the curriculum. The important factor that the teacher plays a very critical role in instilling confidence, purpose, discipline, facilitation is also thoroughly highlighted as it should be enabling the student to place their implicit trust in their teachers. The method-oriented approach of the 1970s had the advantage of a clear syllabus, but it lacked the instrument of an individual student approach. The Richards and Rodgers approach scores on all accounts that is, the syllabus, the student, and the teacher. The method-oriented approach produced more dropouts than the flexible one the framework is now encouraging. Again, with its clarity on the syllabus, the role of the student as well as the teacher, the Richards and Rodgers approach seeks to plug all the loopholes to make Also, this approach aptly deals with classroom settings, number of students, age group, their educational and intelligence levels, and their occupation. (Developing a New Course for Adult Learners).4 Globalization has catapulted the English language to an extent which has baffled experts and the repercussion is being felt so much in non-English speaking countries that it is time ESL is considered as crisis phenomenon and finds top place for scrutiny and treatment in educational as well as business institutions. (Hetty Roessingh).5 DESIGN The Richards and Rodgers (2001) framework is clear on the design aspect of ESL where it has stressed that the ESL teacher has a pivotal role in organizing the syllabus and provides the areas that needs to be looked into to break up the entire course into a set of books and activities that enhance interest and efficiency. The basis for designing the course may be varied depending upon the social outlook, business compulsions, personal needs, or simple communication skills such as interacting with customers, colleagues or over the phone. Once the goals and needs are streamlined, the exercise of designing the course becomes easy and manageable. In India, at the national level, the activity of designing a comprehensive ESL course becomes more complex. This is because even within a nation the culture, customs, political and religious practices vary from region to region, making lingual proclivities wax and wane according to the ideological viewpoints and religious or political situation in the nation as a whole and the regions in particular. Whatever the situation, the important factors to consider must not deflect with short term changes politically or any other reason and must remain firmly rooted to the principles of good education. That is, the core design must not suffer because of political differences and interference. Unfortunately, this is so prevalent in some countries that educational institutions run by the government are found lacking in credibility and efficacy. In some countries, the government just winks at copyright piracies. In such circumstances, genuine institutions and students suffer for lack of availability of good material and other sources. The Richards and Rodgers (2001) framework is also commendable in its approach to grammar and vocabulary, and the use of informal environment in the classroom. The curriculum suggested is student-friendly and comfortable enough for the class to work on by means of study exercises or live dialogues, games included. The content is activity based which makes learning faster and easier to grasp. (Materials & Methods (ESL).6 PROCEDURE In order to address diversity of the students’ backgrounds, the procedure has been made student-friendly enough for each pupil to grasp his or her individual requirement. The procedure is two-pronged; formal and informal. In the formal part of the procedure the teacher addresses the entire class; the informal process is where the teacher sits down to attend to each student individually. Initially it may be time consuming. Once the teacher has grasped every individual need, the class may be divided into several micro-groups, each group consisting of students with identical needs. The informal student-teacher session not only serves as a vital link to meeting individual needs but also goes a long way in boosting the confidence and appreciation of the student along with the entire class. The full course need not last longer than 10-12 weeks, but it provides the students with a morale booster which sets their sights high and energizes them not only to complete the course but to be willing to undertake further advanced courses. Map Reading Picture Reading Look at the above picture and allow two students to discuss on issues related to the environment in the scenario. The first two lines have been written down for guidance: Student 1: This is a beautiful picture. I like the bridge. Student 2: Oh yes, it is indeed a lively scene! S1: (Does this picture remind you of any particular place?) S2: (Yes! It is similar to one I had seen when I had gone on a tour in Europe!) For the tutor: The conversation given in brackets is for the tutor’s information only. They must not be shown to the students who must continue with their own form of discussion. Connecting with the student To begin with, the procedure satisfactorily connects with the students’ needs and problems. Teachers training must precedes the actual course. The success of the curriculum and the procedure depends on how thoroughly the teachers have been trained and adapted to the course. (Jack C Richards).7 The course is comprehensive with just enough of the portion of language and literature to get the students started with a fair understanding of the language and capability to communicate. Beginning with words, sentences, phrases, clauses, and silent alphabets, enough time has been given for grammar. That is out of the morning and afternoon sessions, one session must be devoted to grammar during the first 2-3 weeks. In these sessions for grammar, coverage is made of the tenses, parts of speech, direct indirect speech, active and passive voice, question tags, highlighting upon prepositions and conjunctions. These are carried on in the duration of the rest of the course and grammar linked to conversational exercises, picture reading, and composition comprising essays, reports, dialogues and letters. Time is allotted for solving the students’ problems. It may be too much to handle the problems of the whole class of students. Try handling questions on a few specific issues at the end of a session. Use of Communicative Language Ideally, the procedure is simple and close to any natural communication between two or three persons. Use of dialogues and interviews from textbooks serves the purpose. It is made lively by awarding grades and highlighting the positive aspect of each participant while suggesting solutions where the student is lagging. For instance, a student may be a gifted speaker, but he may not be watchful about grammar or the sequence of the conversation. For the record, the full course is modeled on whole time or part time basis. In the case of part time, the course could be stretched proportionately, that is, if the whole time 12 weeks course has two sessions per day, the part time course could be stretched to 24 weeks with one session in a 5-day week program. (Prof Jorge H Cubillos).8 The ESL curriculum is designed for teachers and students. The procedure begins with the teacher. The commencement of the course with the students brings the process to the threshold of completion. The process comprises oral instructions, oral interactions, written exercises, textbooks and computer aided learning software. (Phil Hubbard).9 Conclusion While the course is underway, the students are encouraged to continue pursuing studies in English by enrolling in appropriate classes, institute, or correspondence course. They are equipped with continuing sources like novels, magazines, news channels, so that they continue to remain in touch with the language and improve their knowledge and vocabulary on a daily basis. The ESL curriculum, using the Richards and Rodgers approach, is absolutely the most appropriate launching pad to provide them with the necessary skills to begin conversing in the language.. (Gail August).10 Contents 1) John Klapper, University of Birmingham, Taking Communication to Task? A Critical Review of Recent Trends in Language Learning, Language Learning Journal, Summer 2003, No 27, 33-42. 2) Rebecca L Oxford, University of Maryland, Task-Based Language Teaching and Learning, An Overview, Asian EFL Journal, English Language Teaching & Research Articles, www.asian-efl-journal.com/Sept_06_ro.php. 3) Montha Songsiri, School of Education, Faculty of Arts, Education and Human Development, Victoria University, wallaby.vu.edu.au/adt-VVUT/uploads/approved/.../public/02whole.pdf, 14 October 2007. 4) Developing a New Course for Adult Learners, www.tesol.org/s_tesol/sec_document.asp?CID=326&DID=7610, 14 October 2007. 5) Hetty Roessingh, Faculty of Education, University of Calgary, Canada, Framework for Curriculum Design, pdf, 12 October 2007. 6) Materials & Methods (ESL), pdf, 13 October 2007. 7) Jack C Richards, Questions & Answers, www.professorjackrichards.com, 13 October 2007. 8) Prof Jorge H Cubillos, University of Delaware, Department of Foreign Languages & Literatures, FLLT 421/621: Methods of Foreign Language Teaching, Course Syllabus, Spring 2005. 9) Phil Hubbard, Linguistics 189/289 – Stanford University, Linguistics and the Teaching of English as a Second/Foreign Language, CALL Mini-Course. 10) Gail August, Hostos Community College, City University of New York, Academic Exchange Quarterly, Summer 2004, Volume 8, Issue 2, rapidintellect.com/AEQweb/nov2707.htm, 14 October 2007. 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