Issues about pedagogic design - Essay Example

Pedagogic Design Number and Number Number of Words: 670 Activity As a language learner and a language teacher, my main teaching style is “communicative” teaching styles. Using role-plays or information gap, communicative style of language teaching encourages the students to socially interact with one another using the second language within and outside the classroom. This type of teaching style assumes that the students will effectively learn the second language by regularly communicating with other students.

Eventually, the students will become more conscious with the way they speak the words including the use of correct grammar. Therefore, teacher is assumed to be the organizer rather than the main source of knowledge. After browsing Allwright and Hank (2009) “Method and the Learner”, I realized that my teaching style is similar to the teaching approach, design and procedure of socio-psychological approach to community language learning (CLL). CLL encourages the students to interact with one another to help them develop their ability to use a second language.

Instead of leaving the leaving the learning and teaching process to the students, the second language teacher can also act as the teacher whereas the students are treated as learners. By showing the proper way of using a second language, teachers will be able to make the students apprehend the proper pronunciation of a word aside from making them learn the basic construction of grammar. My teaching style is closely related to Richards and Rodgers (2001) communicative language teaching in the sense that this approach and method in language teaching is focused on increasing the students’ communicative abilities.

Increasing the students’ knowledge on second language is totally different from making them able to speak the language in public. Therefore, my greatest strength in my teaching style lies behind my ability to increase the students’ confidence level in using the second language in order to communicate with other people. However, the use of pure communicative style in language teaching lacks the use of effective communication strategies. Activity 5 Focusing on meaning in form, structural-oral-situational (SOS) is a form of teaching and learning technique that exemplifies distinction between two or more examples.

The problem with purely dependent over the use of SOS is that this strategy uses a wrong way of linguistic description. Although second language teachers who use SOS approach is able to make the students understand what a given word means, the second language teacher failed to make use of actual communicative way of describing the word. For instance: Second language teacher may demonstrate a pencil by pointing on a pencil in front of the students. Similar to SOS, the use of present-practice-produce (PPP) approach is also considered a weak form of communicative language teaching since most of the second language teachers who adopts the PPP approach fail to reach the third ‘P’.

It is a common practice to use flashcards that introduces new word to the students followed by applying the word in situations. Through repetition of words, the students may recall the word but failed to apply it in real-life situations. Although task-based learning teaching (TBLT) aims to improve the students’ fluency over the use of second language. Since TBLT assumes that the students could learn a second language by giving them specific and short-term tasks, the use of this approach provides the students with less academic intervention.

Likewise, TBLT does not give the students the opportunity to use of the new word(s) when communicating with other people. Task-based syllabus requires the students to learn a set of vocabulary words followed by examining their ability to use these words through oral and/or written pre- and post-tests a day after the teacher introduced new vocabulary words inside the classroom. Since the use of this approach may hinder the students’ freedom to express themselves using the second language because of fear of being corrected or laugh at by their friends, this approach tend to be ineffective in improving the students’ ability to speak a second language.

Considering my teaching style, TBLT approach is more appropriate in terms of requiring the students to participate in role-plays. Appendix I – What is your style of language teaching