module elt (methodology)

7/28/2019 Module Elt (Methodology)

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TSL3103 ELT METHODOLOGY

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TOPIC 1 LANGUAGE ACQUISITION AND LEARNING – KEY CONCEPTS AND ISSUES

1.0 SYNOPSIS

Topic 1 introduces you to the key concepts and issues related to language

acquisition and learning. It provides insights to the nature of language, language

learning process, and characteristics of the effective language learner. It also

makes a distinction between language acquisition and language learning.

1.1 LEARNING OUTCOMES

By the end of Topic 1, you will be able to:

define the nature of language

describe the language learning process in early childhood

list the learner characteristics that affect second language learning

differentiate between language acquisition and language learning

1.2 FRAMEWORK OF TOPICS

LanguageAcquisition

and Learning – Key Concepts

and Issues

Nature of Language

LanguageLearner

Acquisitionversus

Learning LanguageLearning

Process




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CONTENT

SESSION ONE (3 Hou rs)

1.2.1 Language Acquisition and Learning – Key Concepts and Issues

It is important for you to develop an awareness of the properties of language and

an understanding L1 language development in children. Your understanding of

what language is and how the learner learns will determine to a large extent, your

philosophy of education, and how you teach English: your teaching style, your

approach, methods and classroom technique. In short, this knowledge of the

nature of language and the language learning process would enable you to teach

your learners to learn a second language more effectively.

1.2.1 Nature of Language

Exercise 1: What is your definition of language?

Write down in twenty-five-words-or-less a definition of language.

Share your definition with another friend or in a small group.

Compare differences and similarities.

What is Language? There are many ways in which we could describe language.

Your definition of language (in the above) probably yield something that sounds

similar to the following composite definition: A language is considered to be a

system of communicating with other people using sounds, symbols and words inexpressing a meaning, idea or thought. This language can be used in many

forms, primarily through oral and written communications as well as using

expressions through body language.




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Language is defined as "a systematic means of communicating ideas or feelings

by the use of conventionalized signs, sounds, gestures or marks having

understood meanings." (Webster New International Dictionary of the English

Language, 654), and "is a tool for communication" (Emmet, 22). In most

common use of language, these signs are the words which we employ in such a

way that they may communicate ideas or feelings.

There are many possible theoretical positions about the nature of language.

Commonly, three different views are explicitly or implicitly reflected in current

approaches to language learning. They are:

The structural view of language

The structural view of language is that language is a system of structurally

related elements for the transmission of meaning. These elements are

usually described as:

phonological units (phonemes)

grammatical units (phrases, clauses, sentences)

grammatical operations (adding, shifting, joining or transforming

elements) lexical items (function words and structure words)

The target of language learning, in the structural view, is the mastery of

elements of this system.

The communicative view of language

The communicative view of language is the view that language is a vehicle

for the expression of functional meaning. The semantic and

communicative dimensions of language are more emphasized than the

grammatical characteristics, although these are also included. The target

of language learning is to learn to express communication functions and

categories of meaning.

http://www.sil.org/lingualinks/languagelearning/prepareforlanguagelearning/TheStructuralViewOfLanguage.htm

http://www.sil.org/lingualinks/languagelearning/prepareforlanguagelearning/TheStructuralViewOfLanguage.htm




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The interactional view of language

The interactional view of language sees language primarily as the means

for establishing and maintaining interpersonal relationships and for

performing social transactions between individuals. The target of

language learning in the interactional view is learning to initiate and

maintain conversations with other people.

Tutorial Task:

Language can be likened to an ocean. Like the ocean, language is never still. It

has many moods and shapes. It seems to be endless. It carries people and their

goods. Can you suggest another metaphor to describe language?

What is your image of language?

Make a simple sketch or drawing of your image of language.

Then, write down all the ways in which language reflects the image you

see.

Share your image with a friend.

Note features of your images which you have in common.

Note significant differences between your images.

Now, take a break before you move on to the next topic.




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1.2.2 Language Learning Process

Children go through a number of different stages as language develops, from the

earliest stage of producing cooing sounds through being able to produce

complex, multi-word sentences.

Babbling

first stage of language development

known as the pre-linguistic, babbling or cooing stage

period typically lasts from the age of three to nine months

babies begin to make vowel sounds such as oooooo and aaaaaaa

by five months, infants typically begin to babble and add consonant

sounds to their sounds such as ba-ba-ba, ma-ma-ma or da-da-da.

Single Words

second stage is known as the one-word or holophase stage of language

development

around the age of 10 to 13 months

children will begin to produce their first real words

only capable of producing a few, single words at this point, but important

to realize that they are able to understand considerably more

infants begin to comprehend language about twice as fast as they are able

to produce it

Two Words

third stage begins around the age of 18 months

children begin to use two word sentences

sentences usually consist of just nouns and verbs

E.g. “Where daddy?”

"Puppy big!"




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Multi-word Sentences

around the age of two

children begin to produce short, multi-word sentences that have a subject

and predicate

E.g. a child might say "Mommy is nice"

or "Want more candy“

As children age, they continue to learn more new words every day. By the time

they enter school around the age of five, children typically have a vocabulary of

10,000 words or more.

Developmental Sequences

Developmental sequences reflect linguistic elements in children’s

cognitive understandings

Examples

Grammatical Morphemes

Negations

Questions

Grammatical Morphemes

Roger Brown’s longitudinal study (1973)

Present progressive –ing

Plurals –s

Irregular past forms

possessive ’s

Copula

Articles the and a

Regular past –ed

Third person singular simple present –s

Auxiliary be




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Acquisition of Grammatical morphemes

e.g., “wug test” –

i. Here is a wug. Now there are two of them. There are two ______.

ii. John knows how to bod. Yesterday he did the same thing.

Yesterday, he_______.

Through the tests, children demonstrate that they know the rules for the

formation of plural and simple past in English.

By generalizing these patterns to words they have never heard before,

they show that their language is not just a list of memorized word pairs

such as ‘book/books’ and ‘nod/nodded’.

Acquisition of Negation

Lois Bloom’s study (1991) – four stages

Stage 1: ‘no’ – e.g., “No go”. “No cookie.”

Stage 2: subject + no – e.g., “Daddy no comb hair.”

Stage 3: auxiliary or modal verbs (do/can) + not

(Yet no variations for different persons or tenses)

e.g., “I can’t do it “, “He don’t want it.”




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Stage 4: correct form of auxiliary verbs (did/doesn’t/is/are) + not

e.g., He didn’t go. She doesn’t want it.

But sometimes double negatives are used

e.g., I don’t have no more candies.

Acquisition of Questions

By the age of 4:

Most children are able to ask questions, give commands, report real

events, and create stories about imaginary ones with correct word order

and grammatical markers most of the time.

They have mastered the basic structures of the language or languages

spoken to them in these early years.

They begin to acquire less frequent and more complex linguistic structures

such as passives and relative clauses.

They begin to develop ability to use language in a widening social

environment.

The six stages of children’s question-making can be illustrated as follows:

Stage 1: using single words or single two- or three-word sentences with

rising intonation

(“Mommy book?” “Where’s Daddy?”)

Stage 2: using the word order of the declarative sentence (“You like this?”

“Why you catch it?”)

Stage 3: “fronting” - putting a verb at the beginning of a sentence

(“Is the teddy is tired?” “Do I can have a cookie?”)

Stage 4: subject-auxiliary inversion in yes/no questions but not in wh-

questions

(“Do you like ice cream?” “Where I can draw?”)




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Stage 5: subject-auxiliary inversion in wh-questions, but not in negative

wh-questions

(“Why can he go out?” “Why he can’t go out?”)

Stage 6: overgeneralizing the inverted form in embedded questions

(“I don’t know why can’t he go out.”)

Then, share your thoughts with a friend.


Reflect on your own language learning experience

First 3 years

Pre-school years

School years




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1.2.3 Language Learner

A lot of research has been carried out into what makes a good language learner.

Here is a brief summary of the latest theories:

The good language learner thinks about how she is learning. She tries to

find out what works for her and what doesn't. If she doesn't understand the

purpose of a particular exercise, she asks the teacher.

The good language learner is willing to experiment and take risks. For

example, she will try out different ways of learning vocabulary until she

finds the way that suits her best. She is also not afraid of making mistakes,

because she knows that these will help her.

The good language learner is realistic. She knows that it will take time

and effort to become proficient in English, and that there will periods

where she does not seem to be making much progress.

The good language learner is independent. She does not expect to learn

English just by sitting in the classroom, and does not rely on the teacher to

totally direct her learning.

The good language learner is organized and active. She uses her time

to learn English sensibly, and is always looking for opportunities todevelop her language both inside and outside of the classroom.

The good language learner has a balanced concern for communication

and accuracy. Some students are experts at communicating their thoughts

but do not care that they make many mistakes in doing so. The good

language learner, on the other hand, is concerned with both

communicating and doing so as accurately as possible.

Although these are the qualities that have been found in the most efficient

language learners, there are still many other factors that influence how quickly a

child will learn English.

Source: © Copyright Paul Shoebottom (1996-2011) The Good LanguageLearner. Retrieved 8 December 2011, from http://esl.fis.edu

http://esl.fis.edu/info/infofiles/master.htm

http://esl.fis.edu/

http://esl.fis.edu/

http://esl.fis.edu/info/infofiles/master.htm




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Factors affecting language learning

There are various factors that affect successful language learning. They could

stem from the learner’s own mind (internal factors) or from the environment he

lives in (external factors).

Internal factors are those that the individual language learner brings with him or

her to the particular learning situation, for example, age of the learner,

personality, motivation, experiences, cognition abilities and his native language.

External factors are those that characterize the particular language learning

situation,some of which include the curriculum in use, mode of instruction, and

the opportunity to interact with native speakers both within and outside of the

classroom.




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Now check your answers below.

Answers:

1S, 2F, 3E, 4S, 5S, 6E, 7F, 8E, 9S, 10S, 11E, 12S, 13E, 14E, 15S

Tutorial Task:

In your experience, as an English learner:

i. Are there personal characteristics that make you more successful than

another learner?

ii. Which characteristics seem to you most likely to be associated with

success in L2 acquisition?

Iii, Share your opinion with your group members. Find three most important

and three least important learner characteristics.

Individual Differences

Research findings reveal that every person has a learning style; therefore, there

is no particular teaching or learning method that can suit the needs of all learners.Learning styles are also value-neutral; that is, no one style is better than others.

Learning styles exist on wide continuums, although they are often described as

opposites. Learners should therefore be encouraged to “stretch” their learning

styles so that they will be more empowered in a variety of learning situations.

Age is only one of the characteristics which affects the learner’s L2 learning. The

opportunities for learning (i.e., context - both inside and outside the classroom),

the motivation to learn, and individual differences in intelligence , aptitude ,

personality , and learning styles have also been found to be important

determining factors in both rate of learning and eventual success in learning.




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1.2.4 Acquisition versus Learning It is sometimes thought that acquisition and learning refer to the same processes.

According to linguists there is an important distinction between language

acquisition and language learning.

Language Acquisition

Acquisition occurs passively and unconsciously through implicit learning.

Experts suggest there is an innate capacity in every human being to acquire

language. Language acquisition in children just seems to happen. Children do

not need explicit instruction to learn their first languages but rather seem to just

‘pick up’ language in the same way they learn to roll over, crawl and walk.

Language acquisition, therefore, is the process whereby children acquire their

first language. As you may well have noticed, children acquire their mother

tongue through interaction with their parents and the environment that surrounds

them. Their need to communicate paves the way for language acquisition to take

place. rather seem to just ‘pick up’ language in the same way they learn to roll

over, crawl and walk.

Language Learning

As opposed to acquisition, learning occurs actively and consciously through

explicit instruction and education. Language learning is the process whereby

humans past the critical period learn second languages. In other words, older

children and adults need explicit teaching to learn their second languages. It is

the result of direct instruction in the rules of language. In language learning,

students have conscious knowledge of the new language and can talk about that

knowledge. However, studies have shown that knowing grammar rules does not

necessarily result in good speaking or writing.

We should not ignore the differences between language acquisition and

language learning. While all children before the critical period can innately




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acquire their first languages, most older children and adults past the critical

period must learn second languages through explicit education and instruction.

L1 and L2 acquisition are quite complicated processes. To understand these

processes will enable the language teacher to be more sensitive to the factors

involved. While L1 and L2 acquisition reveal some similarities, they also show

differences. Similarities in First and Second Language Acquisition theories are of

great interest to teachers and learners as they can be utilized to improve

language teaching and learning methods.

Nature vs Nurture

Much debate has taken place concerning the importance of nature (what is

innate) and nurture (environmental factors) in the acquisition of language. Is

language acquisition and development innate or taught? The debate about

nature versus nurture in language acquisition has drawn heated testimony from

both sides.

The following chart compares nature and nurture in language acquisition.

Nurture

FormalTeachers

Syllabus

Classroom

Systematic

Learning

Nature

InformalParents & Society

Experiences

Environment

Exposure

Acquisition




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Tutorial Task:

Comparing First and Second Language Acquisition

Activity 1:

There are similarities and differences in first and second language acquisition. It

is clear that a child or adult learning a second language is different from a baby

acquiring a first language in terms of personal characteristics and conditions for

learning. Language teachers must have theoretical knowledge of how

languages are acquired.

How is learning a second language like learning a first?

How is it different?

How will this knowledge help you plan classroom experiences?

Write a paper (4-6 pages) citing at least four research articles to support

text reading.

Activity 2: As teachers, it is our duty to make sure that our students ‘acquire’ rather than

‘learn’ the language. Discuss.




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TOPIC 2 THEORIES OF LANGUAGE LEARNING

2.0 SYNOPSIS

Topic 2 provides you with an overview of four influential learning theories that underlie the

instruction of a teacher’s classroom practice. More specifically, it examines in detail the key

principles of Behaviourism, Cognitivism, Social Constructivism and Humanistic orientations

to language learning.


By the end of this Topic, you will be able to:

define terms relevant to some theories of language learning

explain the main principles of each language learning theory

distinguish the application of behaviourist, cognitivist, constructivist and

humanist principles in the classroom





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CONTENT

SESSION ONE (3 Hour s)

2.2 Theories of Language Learning

The main goal of any teaching is to bring about learning. Generally, we

have not been able to say with certainty how people learn languages although

a great deal of research has been done into this subject. Various theories have

emerged over the years to study the process of language acquisition. The four

main schools of thought which provide theoretical paradigms in guiding the

course of language acquisition are: behaviourism, cognitivism, social

constructivism and humanism.

2.2.1 Behaviourism

The behaviourist approach in studying learning can be traced to the

philosophic traditions of Aristotle, Descartes and Locke. The founders and

proponents include John B. Watson in the early 20 th century, Ivan Pavlov,

B.F.Skinner, E.L. Thorndike, Bandura and others. They argued that behavior

can be conditioned by altering the environment. In other words, by manipulating

and giving a certain stimulus, a certain response can be produced. Motivation to

learn was assumed to be driven by drives such as hunger, rewards and punish.

General perception is that there is no difference between the way one

learns a language and the way one learns to do anything else. According to

the psychologist Skinner, language is a ‘conditioned behaviour’: the stimulus

response process (Stimulus Response Feedback Reinforcement). The popular

view is that children start out as clean slates and language learning is the

process of getting linguistic habits printed on these slates through positive and

negative reinforcement or punishment. Both positive reinforcement and

negative reinforcement increase the probability that the antecedent behavior




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will happen again. On the other hand, punishment decreases the likelihood

that the antecedent behavior will happen again.

Learners are essentially viewed as passive and learn language step by

step, i.e. Imitation - Repetition - Memorization - Controlled drilling -

Reinforcement. They learn to speak by imitating the utterances heard around

them and strengthen their responses by the repetitions, corrections, and other

reactions that adults provide. Therefore, language is practice based. The

main focus is on inducing the child to behave with the help of mechanical drills

and exercises. Learning is controlled by the conditions under which it takes

place and that, as long as individuals are subjected on the same condition,

they will learn in the same condition. In summary, the behaviourist is notconcerned with how or why knowledge is obtained, but rather if the correct

response is given. Learning is defined as nothing more than the acquisition of

new behaviour.

The following is a list of behaviourist principles quite often applied in

teaching and learning in the classroom:

Use a system of rewards to encourage certain behaviours and learning.Provide immediate and frequent feedback for complex and difficult

concepts

Provide practice, drill and review activities to enhance mastery of facts

Break down complex task into smaller and manageable subskills

Sequence material from simple to more difficult to enhance

understanding

Model the behaviour students are to imitate and repeat demonstrations

when necessary

Reinforce when students demonstrate the modeled behaviour

State the learning outcomes desired for the benefit of both teachers and

students




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Establish a contract with students on the work to be done and what

rewards will be given

Critics of behavioural methods point to two basic problems that may arise in

the classroom. Some teachers fear that rewarding students for all learning will

cause students to lose interest in learning for its own sake. Using a reward

system or giving one student increased attention may have a detrimental effect

on other students in the classroom. Also, another problem with this view of

learning includes the fact that imitation does not help the learner in real-life

situations. Learners are continually required to form sentences they have

never previously seen. A finite number of pre-practiced sentences are not

enough to carry on a conversation.

Exercise 1

Which of the behaviourist principles listed in the above do you think are widely

practised in the classrooms? Give specific examples.


2.2.2 Cognitivism

In the 1950’s there was a realization that behaviourism did not fully explain

human learning. Although behaviourism emphasized learning that was

observable and measurable, they did not account for what goes on in the minds

of the learner when he or she is learning or thinking. Cognitivists felt that it was

necessary to investigate how learners make sense of what they learn even

though such mental events are difficult to observe and measure objectively.




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The term cognitivism refers to a group of psychological theories which

draw heavily on the work in linguistics of Noam Chomsky. It replaced

behaviourism in 1960’s as a dominant paradigm. Cognitive theories of learning,

based on empirical evidence, indicate that learning is a multi-faceted, complex

and dynamic process. Cognitivism focus on the mind or ‘black box’ and attempt

to show how information is received, assimilated, stored and recalled.

According to the cognitivists, people are not ‘programmed animals’ that

merely respond to environmental stimuli. People are rational beings that require

active participation in order to learn, and whose actions are a consequence of

thinking. Changes in behaviour are observed, but only as an indication of what is

occurring in the learner’s head. Cognitivism uses the metaphor of the mind as

computer: information comes in, is being processed, and leads to certain

outcomes.

Cognitivists view learning is as a process of relating new information to

previously learned information, In other words, learning is defined as a change in

the learners’ schemata. Learning is most likely to occur when an individual can

associate new learning with previous knowledge. Unlike in behaviourism,

learners are not passive receivers of environmental conditions. Rather, they are

actively involved in the learning process and can have control over their own

learning. Errors are also accepted as part of the learning process.

In contrast to behaviourism, the cognitivst perspective focus more on the

learner as an active participant in the teaching-learning process. It believes that

teachers can be more effective if they know what prior knowledge the student

already possesses and how information is processed and structured in the

learner’s mind. Therefore, it is important that teachers provide effective

instruction to help the learner acquire knowledge more effectively by teaching

students how to learn, remember, think and motivate themselves.




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The following is a list of cognitivist principles quite often applied in


Present information in an organized manner

- Show a logical sequence to concepts

- Go from simple to complex when presenting new material

Bring to mind relevant prior learning

Provide for review and repetition of learning

Provide opportunities for students to elaborate on new information, e.g.

inquiry-oriented projects

Help students process information in meaningful ways so that they can

become independent learners (Staged scaffolding)

Like Behaviourism, Cognitivism is also not without its critiques. It has

been criticized for not accounting enough for individuality and for giving little

emphasis on the affective characteristics of the learners.

The following table sums up very briefly what we have discussed so far:

Behaviourist vs. Cognitivist

Focus Bahaviourist Cognitivist

View about the

mind

A blank slate.

Basically alike’

An active organizer.

Varied, with multiple

intelligences and learning

styles.

S-T Roles

Teacher plans and sets

goals for learning.

One ‘best’ way of

teaching.

Students participate in

planning and goal-setting.

Teacher teaches with variety.

Motivation Reward is motivation. Learning is a motivator.




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Curriculum Content

Students are taught ‘what’. Students are taught ‘what’

and ‘how’

Assessment

Teacher assess.

Product is important.

Students are involved in peer

and self-assessment.

Product and process are

important

Source: Diaz-Rico, L.(2008). Strategies for Teaching English Learners, (2nd

edn.) Boston: Pearson Education, Inc.

Exercise 2

Which of the cognitivist principles listed in the above do you think are being

practiced in the classrooms? Give specific examples.

CONTENT

SESSION TWO (3 Hou rs)

2.2.3 Social Constructivism

Just as Cognitive Learning Psychology began replacing the predominant

Behavioural Psychology in the 1970’s, Constructivist Learning Psychology has

been challenging the cognitive approach from the 1990’s. A reaction to didactic

approaches, constructivism states that learning is an active, contextualized

process of constructing knowledge rather than acquiring it. Constructivism is a

perspective of learning that has its origins in the works of Bruner, Piaget and

Vygoysky. It is Vygotsky’s social development which is one of the foundations

for constructivism.




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Constructivists emphasize that learning is a social activity. They believe

that often it is social experiences rather than what is taught in schools which

accounts for much of the variation in student learning. Cooperative, collaborative

and group investigation methods allow students to discuss ideas, beliefs and

values with their peers and teachers. They also argued that the responsibility of

learning resides with the learner. Learners interpret what they hear, read and

see based on their previous learning, habits and experiences. Students who do

not have appropriate background knowledge will be unable to to accurately ‘hear’

or ‘see’ what is before them. Unlike previous educational viewpoints where the

responsibility rested with the teacher to teach and where the learner played a

passive role, social constructivism emphasizes the importance of the learner

being actively involved in the learning process with the teacher playing the role

as facilitator. Learning is enhanced when students learn how to learn, engage in

serious discussion, and have shared responsibility for applying what they know to

new situations.

What does this mean for classroom learning? As active learners exploring

and going beyond the information given, thus students should be provided with

authentic and challenging projects that encourage them to work together with

one another. Authentic settings would provide learners with opportunities to see

a problem from different perspectives as well as negotiate and generate solutions

through sharing and exchange of ideas. In an authentic environment, learners

assume responsibilities for their own learning. The aim is to create a situation

more closely related to collaborative practice in the real world.

The following is a list of constructivist principles quite often applied in


Encourage student autonomy and initiative

- Students take responsibility for their own learning

- Respect students’ ideas and encourage independent thinking




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Promote higher order thinking amongst students

- Ask questions that will influence student response

- Challenge students to analyze, justify and defend their ideas

Engage students in meaningful learning

- Provide students opportunity to express their ideas

- Involve students in real-world situations

The main critique of Social Constructivism is that it is often seen as

being less rigorous than traditional approaches to instruction.

Exercise 3

Discuss some problems related to implementing constructivist principles in the

classroom. Describe with specific examples.


2.2.4 Humanism

Humanism refers to a movement in psychology which emerged in the

1960’s and 1970’s. Humanism has its roots in counseling psychology and

focuses its attention on how individuals acquire emotions, attitudes, values and

interpersonal skills. Perhaps the most well-known applications of humanism in

ELT are those of Gattegno (1972) and Curran (1976).




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Humanistic psychologists believe that how a person feels about learning is

as important as how the person thinks or even behaves. They describe

behaviour not from the viewpoint of the teacher as do behaviourists but rather

from the vantage point of the student who is performing the activity.

Humanists, led by such famous authors as Abraham Maslow and Carl

Rogers, are especially concerned with the idea of self-actualization, the growth of

a person to achieve whatever degree of individual satisfaction they are capable

of achieving. Learning is not an end in itself: it is the means to progress towards

self-development. A student learns because he or she is inwardly driven (self-

motivation), and derives his or her reward from the sense of achievement that

having learned something affords. Hence, much of a humanist teacher’s effort

would be put into developing a student’s self -esteem. This form of education,

known as student-centred, is typified by the student taking responsibility and

owning their learning.

The humanist teacher is a facilitator and not a disseminator of knowledge.

He or she creates an educational environment that fosters self-development,

cooperation, positive communications, and personalization of information. In

particular, the humanist teacher needs to have a thorough grasp of both how

students learn and what motivates them to learn. Participatory and discovery

methods would be favoured instead of traditional didacticism. As well as the

student’s academic needs the humanist teacher is also concerned with the

student’s affective or emotional needs. Feeling and thinking are very much

interlinked. Humanists believe that feeling positive about oneself facilitates

learning.

The following are some principles in the classroom based on humanistic

principles:




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Establish a warm, democratic, positive and non-threatening environment

for the students to work in.

Provide learning experiences that will lead to the development of habits

and attitudes that teachers want to foster.

Teachers should be role models and set good examples for students to

emulate.

Students are given choices (with limitations) and freedom (with

responsibilities) to plan and carry out activities.

Teacher facilitates the learning process and share ideas with students.

Learning is based on life experiences, discovery, exploring and

experimenting.

Respect student’s feelings and aspirations.

Provide opportunity for success.

De-emphasize rigorous, performance-oriented, test-dominated

approaches.

Students are allowed to set their own goals and follow their own pace

Experiential learning is encouraged.

Exercise 4

To what extent do you think schools give attention to the affective (emotions,

feelings) aspects of learning? Discuss by citing specific examples.

Summary.

What conclusions can we draw from this discussion of various theories of

learning? Instructional learning theories are centred on the major schools of

educational psychology. From these so-called schools have evolved modern

thinking and practice about how learning occurs and how your instruction in the

classroom ultimately affects that learning. Each has its own merits and each has




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shortcomings that may make them inappropriate in certain learning situations.

Your understanding of the basic principles and assumptions of Behaviourism,

Cognitivism, Constructivism and Humanism is critical to your approach to

classroom teaching. However, looking back over the current practices in our

classrooms, it becomes abundantly clear that they are a composite of the many

different theories we have learnt.

Tutorial Task

Based on what you have read in this unit, compare the four major theoreticalperspectives explaining human learning. Then, in your view as a teacher, state

your personal beliefs about the teaching-learning process.




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TOPIC 3 SECOND LANGUAGE LEARNING THEORIES (I)

KRASHEN’S MONITOR MODEL

3.0 SYNOPSIS

Topic 3 provides input on a predominant Second Language Learning Theory

called Krashen’s Monitor Model. There are five components or hypotheses

which form the basis of the model. These are Input Hypothesis, Affective Filter

Hypothesis, Acquisition Learning Hypothesis, Monitor Hypothesis and Natural

Order Hypothesis. The topic also deals with the implications of this model for

teaching.


By the end of this session, you will be able to:

1. demonstrate an understanding of Krashen’s Monitor Model

2. explain the five hypothesis of the Monitor Model

3. identify the relationship between the five hypothesis of the Monitor Model

4. explain the implications of this model for teaching.




30


CONTENT

SESSION THREE (6 Hou rs)

3.3 Krashen’s Monitor Model

Second language acquisition theory seeks to explain how and by whatprocesses individuals acquire a second language. A predominant theory of

second language acquisition was developed by Steven Krashen from the

University of Southern California. Krashen is a specialist in language acquisition

and development and his influential theory is widely accepted in the language

learning community.

The following are some quotes from Krashen (1982) about language

acquisition.

"Language acquisition does not require extensive use of conscious

grammatical rules, and does not require tedious drill."




31

"Acquisition requires meaningful interaction in the target language -

natural communication - in which speakers are concerned not with the

form of their utterances but with the messages they are conveying and

understanding."

“ The best methods are therefore those that supply 'comprehensible input'

in low anxiety situations, containing messages that students really want to

hear. These methods do not force early production in the second

language, but allow students to produce when they are 'ready',

recognizing that improvement comes from supplying communicative and

comprehensible input, and not from forcing and correcting production."

"In the real world, conversations with sympathetic native speakers who are

willing to help the acquirer understand are very helpful."

Krashen explains five fundamental components - which he calls

hypotheses - as the basis for his language teaching model. Each of the

components relates to a different aspect of the language learning process. The

five components are as follows:

1. The Input Hypothesis

2. The Affective Filter Hypothesis

3. The Acquisition Learning Hypothesis

4. The Monitor Hypothesis

5. The Natural Order Hypothesis

3.3.1 Input Hypothesis

Krashen believes that the main factor in acquisition is not language use

but language input, in other words what the learner hears and reads. The most

useful form of input has to be understandable and it should be just a little




32

beyond the learner's present capacity. If it is too far beyond, the learner will not

pay attention to the input, and if it is not far enough, the learner will learn nothing.

The learner improves and progresses along the 'natural order' when he/she

receives second language 'input' that is one step beyond his/her current stage of

linguistic competence. If a learner is at a stage 'i', acquisition takes place when

he/she is exposed to 'comprehensible input' that belongs to level 'i + 1‘. Here “i”

refers to the current language level the learners are at. “i + 1” means a level

higher than the level the students are at or the next level along the natural order.

Natural communicative input is the key to designing a syllabus, thus ensuring

that each learner will receive some 'i + 1' input that is appropriate for his/her

current stage of linguistic competence.

Karshen suggests that teachers should give rough-tuned input and a wide

variety of materials, supported by visual cues and realia which gives it a

context within which the learner may guess at the content. As such,

language teachers must make input comprehensible by contextualizing it.

Evidences for the input hypothesis can be found in the following situations:

Effectiveness of caretaker speech from an adult to a child/ people speak

to children acquiring their first language in special ways.

Adults speaking to children modify their language in order to aid

comprehension. Adults roughly-tune to child’s level of linguistic

competence. These include use of baby-talk and short simple sentences.

Teacher-talk from a teacher to a language student.

Teachers simplify their language to make L2 learners understand or go

down to L2 learners’ comprehension.

Foreigner-talk from a sympathetic conversation partner to a language

learner or acquirer




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Some of the ways a foreigner talks to a language learner include slower

pronunciation, omission of features of connected speech, heavier stress

on key words, short responses, use of gestures and demonstrations.

L2 learners often go through an initial Silent Period.

A learner is silent to build up competencies in 2nd language via listening.

Speaking only emerges after the learner has enough competence in the

language.

Krashen indicates that the comparative success of younger and older

learners reflects provision of comprehensible input. The more comprehensible

input the greater the L2 proficiency. The lack of comprehensible input delays

language acquisition. As such teaching methods work according to the extent

that teachers use comprehensible input. One finds that immersion teaching is

successful because it provides comprehensible input. As for bilingual

programmes, they succeed to the extent teachers provide comprehensible input

3.3.2 Affective Filter Hypothesis

This hypothesis describes external factors that can act as a filter thatimpedes acquisition. These factors include motivation, self-confidence, and

anxiety. If a learner has very low motivation, very low self-confidence, and a high

level of anxiety, the affective filter falls into place and inhibits the learner from

acquiring the new language. On the other hand, learners who are motivated,

confident, and relaxed about learning the target language have more success

acquiring a second language.

Barriers to learning can also be found in any negative feelings that a learner has

about the language, the method used, the institution or the teacher. These

feelings become a kind of filter, which keeps the input out. Hence, the teacher's

job is to make language learning free of stress and enjoyable.




34

3.3.3 Acquisition-Learning Hypothesis

Krashen elucidates two systems of language acquisition that are

independent but related namely the acquired system and the learned system.

The acquired system relates to the unconscious aspect of language

acquisition. When people learn their first language by speaking the language

naturally in daily interaction with others the acquired system is at work. Here

speakers are more concerned with the act of communicating meaning than the

structure of their utterances.

On the other hand, the learned system relates to formal instruction where

students engage in formal study to acquire knowledge about the target language.

One example of the learned system is the studying the rules of syntax.

The differences between acquisition and learning are depicted in Figure 1

below:

Acquisition Learning

implicit, subconscious explicit, conscious

informal situations formal situations

uses grammatical 'feel' uses grammatical rules

depends on attitude depends on aptitude

stable order of acquisition simple to complex order of

learning

Fig. 1: Differences between acquisition and learning




35

3.2.4 Monitor Hypothesis

The monitor hypothesis seeks to explain how the learned system affects

the acquired system. According to Krashen, the formal rule system acts as the

Monitor in the acquired system. When second language learners monitor their

speech, they apply their understanding of learned grammar to edit, plan, and

initiate their communication. This action can only occur when speakers have

ample time to think about the form and structure of their sentences.

The Monitor is best used when:

we have to be very careful

when language is necessarily formal

e.g. writing letters of application, speaking to a hierarchical superior in a

formal situation.

There are three conditions required by the Monitor:

Time

The learner must have time to use the monitor. Using the monitor

requires the speaker to slow down and focus on the form of language. Focus on correctness of form

The learner must be focused or thinking about the form of language. A

learner may find it difficult to focus on meaning and form at the same time.

Knowledge of rules

The learner must know the rules. This means that the speaker must have

had explicit instruction on the language form that he or she is trying to

produce.

There three types of monitor users – over-users, under-users and optimal-

users. Monitor over-users try to always use their monitor, and are so concerned

with correctness that they cannot speak with any real fluency. Monitor under-

users have not consciously learned or choose not to use their conscious




36

knowledge of the language. Error correction by others has little influence on them,

as they can often correct themselves based on a "feel" for correctness.

Teachers should aim to produce optimal monitor users, who use the

monitor when it is appropriate and when it does not interfere with communication.

They do not use their conscious knowledge of grammar in normal conversation,

but will use it in writing and planned speech. Optimal monitor users can

therefore use their learned competence as a supplement to their acquired

competence

Krashen suggests that we should leave the monitor unemployed most of

the time, and concentrate upon the meaning that we wish to convey, rather than

on the form of our utterances.

3.2.5 Natural Order Hypothesis

According to this hypothesis there is a natural order to the way second

language learners acquire their target language. Krashen states that there is a

natural order in which learners pick up a language and this order is roughly

the same for all learners regardless of their linguistic background.

Research shows that this natural order seems to go beyond age, the

learner's native language, the target language, and the conditions under which

the second language is being learned.

Mistakes made by learners are a necessary part of language learning.

These mistakes are not random, but are very similar to the errors that

children make when learning their first language. The mistakes that students

make through time lie in a rough sequence.




37

In addition, the sequence of errors for acquired language is not the same

as the sequence of learned grammar items. Some grammatical morphemes

which appear simple from the learning point of view are in fact acquired late - the

's' of PTS. Chinese learning English make the same mistakes, and will learn in

more or less the same order as the French. According to Krashen, this indicates

that there is a natural order in which learners pick up a language. In

addition, these mistakes will be made in the same order whether the

learners have been taught the grammar or not, and that teaching grammar

will not help them change the order.

The combined model of acquisition and production is shown in the

diagram below.

Combined model of acquisition and production

3.2.6 Implications for Teaching

Krashen’s Monitor Model has its implications for ESL/EFL teaching. Input

hypothesis focuses on comprehensible input at “i + 1” level. To enable learners

to advance in language acquisition, teachers need to expose them to large

amounts of authentic language. The language need not be specifically graded in

terms grammatical progression, but adapted to the students’ interests and




38

purposes for learning the language. A wide variety of input, supported by

visual cues and realia should be contextualized in a way that the learner can

understand a large amount of spoken or written language.

According to Krashen comprehension precedes production. As such, L2

learners often go through an initial Silent Period. Teachers should provide time

for silent period to allow learners to build up acquired competence in a language

before they begin to produce it.

In line with the Affective Filter Hypothesis, language acquisition should be

done in relaxing and friendly conditions. Affective-humanistic activities such as

dialogues, interviews, personal charts and tables are encouraged.

Tutorial Task

How does the Krashen’s Monitor Model help a teacher better to understand how

his/her second language students learn?

Design materials and tasks suitable for primary school learners in relation to

Krashen’s Monitor Model

Relax and move on to the next topic when you are ready.




39

TOPIC 4 SECOND LANGUAGE LEARNING THEORIES (II)

4.0 SYNOPSIS

Topic 4 introduces you to Noam Chomsky’s Universal Grammar(UG), reasons

why it is termed as such and what does it consists of. It also aims to show how

UG relates to first language and second language acquisition. It also discusses

its implications for English language teaching.


By the end of this Session, you will be able to:

define Universal Grammar

explain why it is termed Universal Grammar

explain what Universal Grammar consist of

relate Universal Grammar and first language acquisition

relate Universal Grammar and second language acquisition

identify and discuss implications for teaching


IMPLICATIONS FOR TEACHING

UNIVERSAL

GRAMMAR

PRINCIPLES PARAMETERS

UG AND FIRST LANGUAGE

ACQUISITION

UG AND SECOND LANGUAGE

ACQUISITION




40

CONTENT

SESSION FOUR (3 Hours)

4.2.1 What is Universal Grammar?

Universal Grammar (UG) is “the system of principles, conditions,

and rules that are elements or properties of all human languages”.

(Chomsky, 1969)

This means that a native speaker of a language knows a set of principles that

can be applied to all languages and parameters that vary from one language to

another. It also refers to an innate, genetic endowment of language-specific

knowledge consisting of the principles and parameters of language.

4.2.2 Why it is named ‘Universal Grammar’?

Chomsky named this innate capacity as Universal Grammar . ‘Universal’ imply that it is

universal to all human beings and human languages and ‘grammar’ signify the facts

about grammar (language rules) that humans are born knowing.

Before the 1960s, the Structuralist Model was very dominant. It was simply descriptive of

the different levels of production, namely: phonology, morphology, syntax and semantics.

This model did not provide any model or frame work for understanding how the actual

learning takes place.

Language was usually understood from a behaviourist perspective, suggesting that

language learning, like any other kind of learning, could be explained by a succession of

trials, errors, and rewards for success. In the late 1950s, Skinner constructed his

cognitive learning model: behaviorism which correlates with the notion.

Stimulus → response→ reinforcement and habit formation




41

According to Skinner, the mind is a blank slate at birth. Children learn the language their

mother tongue by simple imitation, listening to and repeating what adults said.

Thus in 1960s Linguist Noam Chomsky puts forward that the human brain contains a

limited set of rules for organizing language. He there is an assumption that all languages

have a common structural basis. This set of rules is known as universal grammar .

There are three main points of critique of Skinner by Chomsky:

1. Poverty -of-the-stimulus

Speakers proficient in a language know what expressions are acceptable in their

language and what expressions are unacceptable. How speakers should come to know

the restrictions of their language is a mystery, since expressions which violate those

restrictions are not present in the input, indicated as such. This absence of negative

evidence—that is, absence of evidence that an expression is part of a class of the

ungrammatical sentences in one's language—is the core of the poverty of stimulus

argument. For example, in English one cannot relate a question word like 'what' to a

predicate within a relative clause (1):

(1) *What did Dan meet a man who build?

Such expressions are not available to the English language learners, because they are,

by hypothesis, ungrammatical and unacceptable for speakers of that language.

Universal grammar offers a solution to the poverty of the stimulus problem by making

certain restrictions universal characteristics of human languages. Language learners are

consequently never tempted to generalize in an illicit fashion. The logical problem of

language acquisition is that the input is ungrammatical and incomplete and the output

are grammatically acceptable. Children only hear a finite number of sentences but they

are able to learn the abstract rules and principles of the language and produce an infinite

number of sentences.

http://en.wikipedia.org/wiki/Linguistics

http://en.wikipedia.org/wiki/Noam_Chomsky

http://en.wikipedia.org/wiki/Human_brain

http://en.wikipedia.org/wiki/Poverty_of_stimulus

http://en.wikipedia.org/wiki/Poverty_of_stimulus

http://en.wikipedia.org/wiki/Human_brain

http://en.wikipedia.org/wiki/Noam_Chomsky

http://en.wikipedia.org/wiki/Linguistics




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2. Constraints and principles cannot be learned

Chomsky believes that the reason that children so easily master the complex operations

of language is that they have innate knowledge of certain principles that guide them in

developing the grammar of their language. His theory on language learning is facilitated

by a predisposition that our brains have certain structures of language. Children, without

having had any formal instruction, can consistently produce and interpret sentences that

they have never encountered before even before the age of 5. At age 6, no one has the

cognitive ability to understand the principles of grammar as a system. It is this

extraordinary ability to use language despite having had only very partial exposure to the

allowable syntactic variants that led Chomsky to formulate his “poverty of the stimulus”

argument, which was the foundation for the Universal Grammar hypothesis that he

proposed in the early 1960s.

3. Patterns of development are universal

When children develop their language, they learn the various aspects of language in a

very similar order. If children only learned what they are taught, the order of what they

learned would vary in different environments. But Brown (1973) found that there is a very

specific order of MORPHEME acquisition. Morphemes are the smallest syntactic units

that can carry a meaning such as the following examples:

a) Prefixes “un” and suffix “-ed” in the word “unlimited”

b) Present progressive –ing ( Daddy jumping)

c) Plural –s ( as in ‘books’)

d) Irregular past forms ( I run – I ran)

Chomsky further explains that human languages exhibit remarkable similarities or

principles. These patterns are called universals. We can find these similarities on many

linguistic levels:

i. Phonological universals: Consonants, for example, are distinguished also

according to the location of their production, that is, after the various organs of

the vocal tract. With the help of this detailed information we can now refer to




43

every consonant by its location and manner of articulation; [f], for example, is a

voiceless, labiodentals fricative.

ii. Syntactic universals: Most of existing languages have verbs, nouns, adjectives

and pronouns.

iii. Semantic universals: One semantic universal regards our notion of color . There

exist eleven basic color terms: black, white, red, green, blue, yellow, brown,

purple, pink, orange, and grey.

4.2.3 What does Universal Grammar consist of?

Universal Grammar exists in the child’s mind as a system of principles and parameters.

The amount of all the principles cover grammar, speech sounds, and meaning that

heredity builds into the human language organ. Principles of Language are rules of the

language or abstract principles that permit or prohibit certain structures from occurring in

all human languages. It is the properties that all languages possess. For example, the

principle of structure dependency asserts that knowledge of language relies on the

structural relationship in a sentence rather than on the sequence of the words. To

illustrate this, we need to establish the concept of phrase structure in the English

Language. Study the following example:

(English) The artist drew an eagle.

(Bahasa Melayu) Pelukis itu melukis seekor burung helang.

This sentence breaks up into a noun phrase (NP) “the artist” and verb phrase(VP) “drew

an eagle”. These phrases also break up into smaller constituents. The (NP) “the artist”

consists of a determiner (Det or D) ‘the’ and a Noun (N) artist, while the NP “an eagle’

consists of a determiner ‘an’ and a Noun ‘eagle’.

Sentence

Noun Phrase Verb Phrase

Determiner Noun Verb Noun Phrase

The artist drew Determiner Noun




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an eagle

The above example shows the existence of UG allows a speaker to follow certain rules

of grammar (a sentence has to have a subject) to correctly construct a sentence in that

language.

Whereas Parameters of Language are systematic ways in which human languages

vary which determine the syntactic variability amongst languages. For example, the use

of past tense in English and Arabic which is non-existent in Bahasa Melayu. Look at the

following example:

i. I went to the market yesterday. English ( change in verb ‘go’ to ‘went’)

ii. Semalam saya pergi ke pasar. B. Melayu ( no change in verb ‘ pergi’)

Chomsky (1986) reiterates that UG is part of the human genetic endowment and is

coded in the Language Acquisition Faculty(LAF). LAF is an innate component of the

human mind that yields a particular language through interaction with presented

experience, a device that converts experience into a system of knowledge attained:

knowledge of one or another language.

Tutorial TaskPrepare your answer to the following questions for your tutorialsession.

Exercise 4.1

a) In your own words, define Universal Grammar.

b) Why did Chomsky named this innate component of the human mindas ’Universal Grammar’?

c) Explain briefly with your own examples what is meant by ’principles’ in UG.

d) Explain briefly with your own examples what is meant by ’parameters’ inUG.

e) List and describe briefly the 3 points of critique by Chomsky on Skinner’sBehaviourist Model.




45

Reflection

Do you agree with Chomsky?

Take a break before you move on to the next topic.

SESSION TWO (3 Hours)

4.2.4 Universal Grammar and first language acquisition

The main questions are how UG is used and what other procedures (knowledge,

methods) play a role in the acquisition process.

Before we proceed, answer the following question.

In your own words, what does language acquisition refer to?

Let’s check your answer.

Language acquisition usually refers to first language acquisition, which studies infants'

acquisition of their native language. It is the process by which humans acquire the

capacity to perceive and comprehend language, and to produce and use words to

communicate. This is different from second language acquisition, which deals with the

acquisition (in both children and adults) of additional languages.

Can you describe the various stages of language acquisition of a child?

You may check your answers in Session 2 and references listed in the

bibliography about First language acquisition.

The processes in each stage of development show that children are able to learn the

"superficial" grammar of a particular language unconsciously because all intelligible

languages are founded on a "deep structure" of grammatical rules that are universal and

that correspond to an innate capacity of the human brain. Stages in the acquisition of a

native language can be measured by the increasing complexity and originality of a

child's utterances. As illustrated by the example, goed (meaning went), children at first

http://en.wikipedia.org/wiki/Word

http://en.wikipedia.org/wiki/Second_language_acquisition

http://en.wikipedia.org/wiki/Second_language_acquisition

http://en.wikipedia.org/wiki/Word




46

may overgeneralize grammatical rules for a form they are unlikely to have heard,

suggesting that they have intuited or deduced complex grammatical rules (here, how to

conjugate regular verbs) and failed only to learn exceptions that cannot be predicted

from a knowledge of the grammar alone.

Although children usually learn the sounds and vocabulary of their native language

through imitation, grammar is seldom taught to them explicitly whereby they could

acquire the ability to speak grammatically. This supports the theory advanced by Noam

Chomsky and other proponents of transformational grammar.

He claims that children are biologically programmed for language and that language

develops in a child in just the same way that other biological functions

develop(Lightbown and Spada, 1999). As one of humans’ biological functions, walking,

does not have to be taught. Most children learn to walk at about the same age as long

as adequate nourishment and reasonable freedom of movement are provided. Similarly

language acquisition develops progressively naturally according to age due to the

existence of the principles and parameters of UG. Exposure to language triggers the

parameters to adopt the correct setting.

Besides, language is said to be innate because it has the following characteristics:

i. Maturationally controlled

This is because language emerge before they are critically needed and cannot

be forced before scheduled. A child follows a sequence of stages before she is

able to speak.

ii. Do not appear as the result of a conscious decision.

A child does not decide to consciously acquire certain skills such as walking or

learning a language.

iii. Do not appear due to a trigger from external events.

What would prompt a child to begin speaking?

iv. Are relatively unaffected by direct teaching and intensive practice.

Although we correct children’s errors, it does not help them learn the rules.




47

v. Follow a regular sequence of ‘milestones’ in their development.

In spite of different backgrounds, locations, and upbringings, most children follow

the same milestones in acquiring language.

vi. Generally observe a critical period for their acquisition.For first language acquisition, there seems to be a critical period of the first five

years, during which children must be exposed to rich language input. There is

also a period, from about 10 – 16 years, when acquisition is possible, but not

native-like.

Among Chomsky’s arguments for his claim that children have this innate capacity,

Universal Grammar, are as follows (Lightbown and Spada, 1999):

1. Virtually all children successfully learn their native language as a time in life when

they would not be expected to learn anything else so complicated. Children who

are profoundly deaf will learn sign language if they are exposed to it in infancy,

and their progress in language acquisition is similar to that of hearing children.

Even children with very limited cognitive ability develop quite complex language

systems if they are brought up in environments in which people talk to them and

engage them in communication.

2. Children successfully master the basic structure of their native language or

dialect in a variety of conditions: some which would be expected to enhance

language development (for example, caring, attentive parents who focus on the

child’s language) , and some which might be expected to inhibit it( for example,

abusive or rejecting parents). Children achieve different levels of vocabulary,

creativity, social grace, and so on, but virtually all achieve mastery of the

structure of the language spoken around them. This supports the hypothesis

that language is separate from other aspects of cognitive development and m,ay

even be located in a different part of the brain. The term ‘modular’ is sometimes

used to represent the notion that the bra in has different ‘modules’ which serve

different kinds of knowledge and learning.




48

3. The language children are exposed to does not contain examples(or, in any case,

not very many examples) of all the linguistic rules and patterns which they

eventually know.

4. Animals – even primates receiving intensive training from humans – cannot learnto manipulate a symbol system as complicated as the natural language of a three

– or four-year-old human child.

5. Children seem to accomplish the complex task of language acquisition without

having someone consistently point out to them which of the sentences they hear

and produce are ‘correct’ and which are ‘ungrammatical’.

The above evidences show that direct teaching and correcting of grammar

could not account for children’s utterances because the rules of grammar children were

unconsciously acquiring are already endowed in the brain.

Thus, Universal grammar forms the foundation of all human language. A

universal grammar can be equated with computer languages. There are many kinds of

computer languages, but they all have some fundamental similarities. Children learn

language by applying this unconscious universal grammar to the sounds they hear.

Studies have point out how remarkable it is that human children, by the age of three and

four, without explicit teaching, and without over reinforcement, create new and complex

sentences never spoken and never heard before.

Tutorial Task

Prepare your answer to the following questions for your tutorial session.

Exercise 4.2

Do you agree with Chomsky?

If you agree / disagree , what are your reasons?

Elaborate your reasons with suitable examples.

Take a break before you move on to the next session.




49

4.2.5 Universal Grammar and second language acquisition

The study of second language learning examines how second languages are learned;

how learners create a new language system with limited exposure to a second language;

why most second language learners do not achieve the same degree of proficiency in a

second language as they do in their native language; and why some learners appear to

achieve native-like proficiency in more than one language. The main distinction between

first and second or foreign language learning is what is learned and how it is learned. In

this context, you are going to look into the following question:

To what extent UG is available in second language acquisition?

There are different positions that have been defended by various linguists ranging from

complete availability of UG to complete unavailability.

Can you recall how second language is acquired?

Learners acquire a second language by making use of existing knowledge of the native

language, general learning strategies, or universal properties of language to internalize

knowledge of the second language. These processes serve as a means by which the

learner constructs an interlanguage (a transitional system reflecting the learner’s currentL2 knowledge).Communication strategies are employed by the learner to make use of

existing knowledge to cope with communication difficulties.

One of the factors that affect L2 acquisition is individual differences. Individual

differences may include: (1) the rate of development and (2) their ultimate level of

achievement. Learners differ with regard to variables relating to cognitive, affective and

social aspects of a human being.

Besides that, fixed factors such as age and language learning aptitude are beyond

external control. Variable factors such as motivation are influenced by external factors

such as social setting and by the actual course of L2 development.




50

Another factor that affects L2 acquisition is cognitive style. Cognitive style refers to the

way people perceive, conceptualize, organize and recall information. Learners who are

field dependent operate holistically. They like to work with others. Field independent

learners are analytic and prefer to work alone.

Furthermore, there are strategies that learners use to make language learning more

successful, self-directed and enjoyable. These deliberate behaviors or actions that

learners use are called learner strategies. Among the strategies used are cognitive,

metacognitive and social. Cognitive strategies relate new concepts to prior knowledge.

Metacognitive strategies are those which help with organizing a personal timetable to

facilitate an effective study of the L2.Social strategies include looking for opportunities to

converse with native speakers.

Chesterfield & Chesterfield (1985) identified a natural order of strategies in the

development of a second language.

1. repetition (imitating a word or structure);

2. memorization (recalling songs, rhymes or sequences by rote);

3. formulaic expressions (words or phrases that function as units i.e. greetings);

4. verbal attention getters (language that initiates interaction);

5. answering in unison (responding with others);

6. talking to self (engaging in internal monologue);

7. elaboration (information beyond what is necessary);

8. anticipatory answers (completing another’s phrase or statement);

9. monitoring (self-correcting errors);

10. appeal for assistance (asking someone for help);

11. request for clarification (asking the speaker to explain or repeat); and

12. role-playing (interacting with another by taking on roles).

As a set of principles and parameters that constrain all human languages, UG is part of

the human genetic endowment and is encoded in the Language Acquisition

Faculty(LAF). LAF is “ an innate component of the human mind that yields a particular

language through interaction with presented experience, a device that converts

experience into a system of knowledge attained: knowledge of one or another




51

language.”(Chomsky, 1986). An example of a principle of UG is the principle of structure

dependency. And an example of a parameter is the null subject parameter.

According to the principle of structural dependency, grammatical rules do not depend on

the linear ordering of the words in the sentence, but on how these words are structured

within the constituents of specific types. For example, subject-auxiliary inversion in

English:

a) She will laugh.Will she laugh?

b) The student who is taking good notes will get an A.Will the student who is taking good notes will get an A.

Whereas a null-subject language is a language whose grammar permits an

independent clause to lack an explicit subject. Such a clause is then said to have a null

subject. Typically, null subject languages express person, number, and/or gender

agreement with the referent on the verb, rendering a subject noun phrase redundant. In

the principles and parameters framework, the null subject is controlled by the pro-drop

parameter , which is either on or off for a particular language.

For example, in Italian the subject "she" can be either explicit or implicit:

Maria non vuole mangiare. lit.[Maria not want [to]-eat], "Maria does not want to

eat".

Non vuole mangiare. lit.Subject not want [to]-eat], "[She] does not want to eat."

The subject "she" of the second sentence is only implied in Italian. English and French,

on the other hand, require an explicit subject in this sentence (Wikipedia ,30 October

2011).

The logical problem of language acquisition is that, the linguistic input available to

children underdetermines the linguistic competence of adults. Thus children acquire

properties of language that are not immediately obvious and that are not explicitly

taught.If the child possesses only some cognitive ability to make generalizations from

input, many features of the adult language cannot be acquired.

If the child comes to the acquisition come to the acquisition solely equipped with abilities

to make generalization from the input data, it would seem impossible to arrive at he

http://en.wikipedia.org/wiki/Language

http://en.wikipedia.org/wiki/Grammar

http://en.wikipedia.org/wiki/Independent_clause

http://en.wikipedia.org/wiki/Subject_%28grammar%29

http://en.wikipedia.org/wiki/Grammatical_person

http://en.wikipedia.org/wiki/Grammatical_number

http://en.wikipedia.org/wiki/Grammatical_gender

http://en.wikipedia.org/wiki/Agreement_%28linguistics%29

http://en.wikipedia.org/wiki/Coreference

http://en.wikipedia.org/wiki/Noun_phrase

http://en.wikipedia.org/wiki/Principles_and_parameters

http://en.wikipedia.org/wiki/Italian_language

http://en.wikipedia.org/wiki/Literal_translation


http://en.wikipedia.org/wiki/English_language

http://en.wikipedia.org/wiki/French_language

http://en.wikipedia.org/wiki/French_language

http://en.wikipedia.org/wiki/English_language


http://en.wikipedia.org/wiki/Literal_translation

http://en.wikipedia.org/wiki/Italian_language

http://en.wikipedia.org/wiki/Principles_and_parameters

http://en.wikipedia.org/wiki/Noun_phrase

http://en.wikipedia.org/wiki/Coreference

http://en.wikipedia.org/wiki/Agreement_%28linguistics%29

http://en.wikipedia.org/wiki/Grammatical_gender

http://en.wikipedia.org/wiki/Grammatical_number

http://en.wikipedia.org/wiki/Grammatical_person


http://en.wikipedia.org/wiki/Independent_clause

http://en.wikipedia.org/wiki/Grammar

http://en.wikipedia.org/wiki/Language




52

correct generalizations without a great many errors. in addition, the child appears to get

little or negative evidence because adults react to meaning ad sociolinguistic

appropriateness not to errors of form .Therefore knowledge about what is and is not

possible in adult language stems in part from an innate universal grammar, containing

principles and parameters which constrain grammar in various ways.

What would constitute evidence for UG in SLA?

A learners’ knowledge of L2 goes beyond what could be induced from the

input.

A learners’ knowledge of L2 goes beyond what could be reconstructed from

the L1 (e.g., resetting parameters).

There are no violations of UG in interlanguage ( no “wild grammars”).

Shachter, J.(1989) tested the availability of UG in adult SLA. The principle of

subjacency is a constraint on movement, for example, the movement of wh- elements is

cyclical. It may not take place over more than one bounding node at a time.

1. What did he say that he was reading?

2. What does he believe that he said that he was reading?

3. What are they claiming that she believes that he said that he was reading?

4. What do you think that they are claiming that she believes that he said thathe was reading?

In the above examples, there are two theories about the derivation of wh- movement.

1. Cyclic: Each successively higher clause(=CP) forms a separate cycle in th e

derivation of the question. Each cycle leaves an intermediate trace.

What did he say [t that he was reading t ?]

2. Noncyclic:Derivation occurs in one fell swoop.

What did he say that he was reading t ?]

Thus, the fact that there are barriers to wh- movement shows that derivation must be

cyclic.




53

i. Barriers to wh- movement: sentential subject

That Tom got an ‘A’ on his first exam pleased him.

That Tom got an ‘A’ on his first exam pleased him.

*What did that he got on his first exam please Tom?

ii. Barriers to wh- movement: noun complement

The fact that you didn’t send your resume shows your lack of interest.

The fact that you didn’t send your resume shows your lack of interest.

*What does the fact that you didn’t send prove your lack of interest.

iii. Barriers to wh- movement: relative clause

Bill found a principle that solves the problem of equilibrium .

Bill found a principle that solves the problem of equilibrium.

*Which problem did Bill find a principle that solves?

iv. Barriers to wh- movement: embedded question

They don’t know why Sue tolerates Larry.

They don’t know why Sue tolerates Larry.

*Who don’t they know why Sue tolerates?

The above examples proved that L2 learners know about subjacency constraints on wh-

movement in English. This knowledge comes from L1. If there is no movement in L1,

then the knowledge of adult second language learners must be innate, that is, adult

second language learners have access to UG.

But in another test on syntax that Schachter (1989) has carried out on native speakers,

Indonesians, Chinese and Koreans the results are mixed. He concluded that UG is

unavailable or of limited access in SLA. Bley-Vroman, Felix & Ioup (1988) also tested L2

learners knowledge of subjacency violations. They concluded that UG must still be

active. White (1988),in a study of native speakers of French acquiring English a second

language, found that the low-intermediate group had not reset the parameter, while a

high-intermediate group did.




54

Flynn (1996), Shachter (1988), Felix (1985), Clahsen and Muysken 1989) presents four

hypotheses or positions to explain the role of UG in SLA (logical problem):

i. “No Access” Hypothesis

UG is totally inaccessible to the adult L2 learner; learning takes place in terms of

non-linguistic learning strategies

ii. “Partial Access” Hypothesis

UG is partially available to the learner so adult L2 learner may be able to reset L1

parameters by means of general learning strategies. Only those parametric

values characterising the L1 grammar are available, but the learning principles

are not.

iii. “Full Access” Hypothesis/ Complete Access

UG is fully available so L2 learner have full access to UG principles. L1 provides

learner with a ‘quick setting’ for the L2 parameter if the value is the same,

otherwise the L2 learner proceeds in the way as the L1 learner. The differences

in patterns of acquisition between L1 and L2 learners and the lack of

completeness can be accounted for in other ways.

iv. Dual access

L2 learners have access to UG but this is partly blocked by the use of general

learning strategies.

Furthermore there are problems with UG as a theory of SLA.

1. There is no learning theory in UG. How does a learner identify particular bits of

language as relevant to the setting of certain parameters?

2. UG only applies to “core “ grammar, but there is much more grammar to be

learned than just the core. And what about the learning of lexicon, phonology,

semantics, sociolinguistic competence, discourse structures, etc?

3. In order to test UG we must find extremely rare grammatical structures.

4. Even if we concede that the solution to the logical problem of language

acquisition requires innate knowledge, need that knowledge be in the specific

form of UG?




55

5. Evidence in UG studies is obtained from grammatical judgments, since these are

supposed to reflect competence. But there are many problems with grammatical

judgments: they are just another kind of performance, learner’s judgments are

unstable, and individual differences among learners are ignored.

Another approach is to think of UG as the theory of the language faculty and also of the

initial state. Initial state is to be understood as having a set of finite discrete principles

available at any language specific ‘event’. This definition leads to two possible models of

LA:

Maturation Model: UG over time becomes the language specific grammar, i.e. UG and

L1 are indissociable from each other UG is only fully available until L1 is fully acquired.

Strong Continuity Hypothesis: UG remains distinct from the language specific

grammar and remains constant over time and is available continuously.

Revisions in linguistic theory, proposing a Minimalist Program, shed a new light on the

role of UG in SLA. It seems though, that this new theory is compatible with the approach

to language acquisition embracing the principle and parameter setting model (into which

also the SCH fits in). Minimalist Theory proposes that languages are based on simple

principles that interact to form often intricate structures. The Language faculty is not

redundant and can still be the basis for grammatical mapping integration of UG

principles in the grammar of the specific TL.

4.2.6 Implications for teaching

The discussion on how Universal Grammar relate to both L1 acquisition and L2 learning

will give language teachers an idea on how to play their roles in the teaching-learning

process in the classroom. Although it is argued that learning and acquisition are quite

distinct processes, a language teacher should consider the possibility that extensive

practice in the classroom can lead to acquisition. However, it should be kept in mind that

not everything taught becomes acquired. So, expectations regarding the quality of

learning should be set realistically.




56

Based on the similarities and differences between L2 and L1 acquisition, the role of

developmental sequences in the cognitive development of learners is very crucial. The

first stage is termed the silent period for learners to process language input whereby it

promotes immature production. This may be the reason why some learners resist or

avoid to produce the language taught. The second stage is the formulaic speech

whereby learners are exposed to sample of useful and frequently phrases for learners to

refer to in communication. And the last stage of developmental sequence is the

application of semantic simplifications to the learners’ language. This will help teachers

understand the production of imperfect language with errors related to their L1.

Another issue to be considered is the acquisition order of language learning. By knowing

which structures are learned prior to others, teachers may be able to sequence the order

of content in the English Language syllabus to suit the learners. Knowledge of learners’

L1 may help teachers put in more time and effort on certain features of the TL that are

not present in L1 when planning lessons. Moreover teachers will have the insight into

why some learners fail to learn or have difficulty in learning certain features of the TL.

Language teachers are the main source of input to learners in the classroom. The

teacher plays an important role in the selection of comprehensible input to suit learners’

level. In order to select the appropriate input, teachers have to be equipped with the

knowledge and skills of teaching methodology.

Furthermore, the ZPD or Zone of Proximal Development is another issue related to the

similarities of L1 and L2 acquisition. Teachers have to assist their learners as much as

possible by providing them with language necessary to pass to the next level of

language competence. To provide appropriate activities that promote language learning,

teachers have to consider the level of learner’s development, the cultural and social

environment. Thus the role of tests should be viewed as vital to gauge learners’ abilities.

The Critical Period hypothesis is one of the key differences leading to the variations in

L1 and L2 acquisition. By knowing that children are better in pronunciation, whereas

adults are faster and better learning in rules and pragmatics, teachers will give more

practice on pronunciation for adult learners. Besides, affective factors are related to the

critical period. While it does not cause a problem in L1 acquisition, the learners of L2 are

faced with inhibition and attitudes. The affective states of our learners are very important




57

since these are the major factors intervening in language learning. Adult or young adult

language learners need to be relaxed and comfortable to create positive attitudes to the

language and the language learning process. In addition, teachers need to free their

learners from inhibitions so that learners can freely interact and use the language. This

can only be possible if they build up trust and understanding between themselves and

their learners. More positive than negative feedback, more praise than criticism might be

the first step.

Fossilization is another issue only attributable to L2 acquisition. While all L1 learners

reach full competence in the target language, some forms in the target language of the

L2 learners might be fossilized. Teachers can prevent fossilization by correcting

repeated errors of their learners or they can practise problematic language more than

non-problematic language. One should be aware that once fossilization takes place, it is

very difficult to get rid of. Thus, teachers should act with caution and help their learners

to prevent fossilization.

Finally, social issues should be considered by teachers. Second language learners may

choose to learn a language variety other than the standard form depending on the

speech community they are taking as a reference. Therefore, it is the teacher's

responsibility to decide on which variety of the target language to take as the norm. It is

important to make learners aware of the different varieties of the target language, but in

terms of teaching, there should be consistency. In Malaysia, British English is the TL.

Tutorial Task Prepare your answer to the following questions for your tutorialsession.

Exercise 4.3

1. List the issues to be considered when teaching English language toMalaysian primary school learners.

2. What are your roles as English language teachers of L2learners in relation to Universal Grammar.

Check your answers with your peers and tutor.





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TOPIC 5 OVERVIEW: APPROACHES, METHODS ANDTECHNIQUES – ELT METHODS

5.0 SYNOPSIS

Topic 5 will provide the definition of three concepts: approach, method and

technique and their relationship. It will introduce to you seven methods of English

language teaching. Each method will be discussed briefly with regards to basic

principles, key features, techniques, strengths, limitations of each method,

learner-teacher interaction, and their implications for syllabus design. Besides

you will be provided with suggested techniques to plan activities for each method.



define and explain the relationship between the concepts: approach, method,

technique;

state the basic principles of each method;

list and describe the features of each method;

illustrate the techniques employed in each method;

describe the strengths and limitations of each method;

describe learner-teacher interaction;

describe the implications for Syllabus Design; and,

plan activities for each approach/method




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CONTENT

SESSION FIVE (6 Hours )

2.2 Overview: Approaches, Methods, and Techniques – ELT Methods

Harmer, J. (2007) defines the concept of approach to refer to theories about the nature

of language and language learning which are the source of the way things are done in

the classroom and which provide the reasons for doing them. An approach describeshow language is used and how its constituent parts interlock – it offers a model of

language competence. It also describes how people acquire their knowledge of the

language and make statements about the conditions which will promote successful

language learning.

Overview: Approaches, Methods,and Techniques – ELT Methods

Grammar-Translation Method

Direct Method

Audio-Lingual Method

Silent Way

Suggestopedia

Community Language Learning

Total Physical Response




60

Harmer, J.(2007) also defines ‘method’ as the practical realization of an approach. It

describes the types of activities, roles of teachers and learners and kinds of materials

and various procedures and techniques which will be helpful for language learning.

However if a method takes procedures and techniques from a wide variety of sources, it

is difficult to describe it as a ‘method’. A teaching method refers to ways of teaching

(instruction) that are based on systematic principles and procedures, that is, which is an

application of views on how a language is best taught and learned. It varies depending

on what information or skill the teacher is trying to convey through class participation,

demonstration, recitation and memorization. Methods are decided according to students

(background knowledge, environment, and learning goals) which contribute towards the

success of teaching-learning in the classroom.

‘Technique’ refers to a particular procedure or activity used to accomplish a particular

objective(Richards and Rodgers (1986).

The use and mis-use of terms such as ‘approach’ or ‘learning’ to describe a method can

make discussions of methodology confusing. This maybe due to new insights of how the

method has been developed. However the main question for a teacher is “ Does each

method achieve what it set out to achieve?

5.2.1 Grammar-Translation Method

The Grammar-Translation Method is one of the most traditional methods, dating back

to the late nineteenth and early twentieth centuries. It is originally used to teach 'dead'

languages (and literatures) such as Latin and Greek, and this may account for its heavy

bias towards written work to the virtual exclusion of oral production.

Key Features

1. Classes are taught in the students' mother tongue as a medium of instruction.

Very little

teaching in Target Language(TL);

2. Vocabulary is taught in the form of isolated word lists;

3. Elaborate explanations of vocabulary / grammar are always provided;

4. Reading of difficult texts is begun early in the course of study;




61

5. Little or no attention is paid to speaking or listening skills;

6. Often the only drills are exercises in translating disconnected sentences;

7. Literary language is superior to spoken language;

8. Authority of class is the teacher;

9. Primary skills to be improved : reading & writing;

10. Focus on accuracy NOT fluency;

11. Little or no attention is given to pronunciation.

Strengths

1. TL is quickly explained because translation is the easiest way of explaining

meanings or words and phrases from one language into another.

2. An effective way for application of grammar and sentence structure.

3. Few demands on teachers as they do not have to be fluent in the TL.

4. Least stressful for students as they answer comprehension questions in the

mother tongue.

Limitations

1. Shows the wrong idea of what language is /unnatural method of lang. learning –

starts with teaching of reading

2. Speech is neglected

3. Often little contextualization of the grammar

4. The type of error correction can be harmful to the students’ learning processes.

5. Less learners’ motivation

6. Create frustration for learners

7. No class time is allocated to allow students to produce their own sentences.

Learner-teacher Interaction

Most of the interaction in the classroom is from teacher to the learners. There is little

learner initiation and little learner-to-learner interaction. Learners listen, copy rules and

write out exercises and correct them from the blackboard. The average learner has to

work hard at what he considers laborious and monotonous chores, without much feeling

of progress in the mastery of the language, and with very little opportunity to express

himself through it. He has a passive role in the classroom. He absorbs and then repeats

what he has absorbed to satisfy his teacher.




62

Application : Typical Techniques

1. Translation of a Literary Passage

2. Reading Comprehension Questions

3. Deductive Application of Rule

4. Cognates (words fr. same origin)

5. Fill-in-the-blanks

6. Antonyms/Synonyms

7. Memorization

8. Composition

9. Use Words in Sentences

Although there are various limitations of this method, it may appeal to learners who

respond well to rules, structure and correction. This method implies that the teacher

should be a ‘walking dictionary’ and proficient in both learners’ language and the target

language.

Before we move on to the next teaching method, try the following quiz.

Quiz 5.1

Put a (T) for statements which are true and put an (F) for false statements.

1 GTM is originally used to teach 'dead' languages (and literatures) such as Latin andGreek.

2 GTM is emphasized more on oral work.

3 Classes are taught in the students' mother tongue.

4 Vocabulary is taught in the form of isolated word lists

5 Elaborate explanations of vocabulary / grammar are always provided.6 Reading of difficult texts is begun early in the course of study.7 A lot of attention is paid to the content of texts8 The only drills are exercises in translating disconnected sentences 9 Pronunciation is given little or no attention

10 An effective way for application of grammar and sentence structure.

11 GTM gives the correct idea of what language is.12 A lot of error correction may be harmful to students.13 As GTM does not allow students to produce their own sentences, they are less motivated

to learn the language.14 GTM often provide little contextualization of the grammar. 15 Fill-in-the-blanks and memorization are techniques that illustrate GTM.

SCORE

To find out how you fare, check your answers.




63

5.2.2 Direct Method

The Direct Method, which arrived at the end of the nineteenth century, is a reaction to

the grammar-translation approach in an attempt to integrate more use of the target

language in instruction and in authentic situations. The teacher and learners have to

interact with one another by relating the grammatical forms that they were studying to

objects and pictures to establish meaning.

Key Features

1. Instruction is conducted in the target language; no translation.

2. Learners should be actively involved in using the language in realistic everyday

situations as the vocabulary and sentences are ordinary, everyday language.

3. Students are encouraged to think in the target language.

4. Oral and listening comprehension are taught. Oral communication skills are

organized with the emphasis on speaking styles and correct pronunciation.

5. Grammar is taught implicitly. New items are taught through modeling and

practice.

6. Concrete vocabulary is taught through demonstration, objects, and pictures

whereas abstract vocabulary is taught through association of ideas.

Strengths

1. An effective way in creating learners to be competent in using the target

language

communicatively because it makes the learning of English interesting and lively

by establishing direct bond between a word and its meaning.

2. It is an activity/method facilitating alertness and participation of the pupils.

3. Psychologically it is a sound method as it proceeds from the concrete to the

abstract.

4. Can be usefully employed in both the best and weakest class.

5. It is the quickest way of getting started in learning a language because in a few

months over 500 of the commonest English words can be learnt and used in

sentences. This serves as a strong foundation for further learning.

6. Learners are able to understand what they learn, think about it and then express

their own ideas in correct English about what they have read and learnt.




64

7. Fluency of speech, good pronunciation and power of expression are properly

developed.

Limitations

1. Not all teachers were proficient enough in the foreign language.

2. It is designed with the assumption that L2 should be learned in way in which L1

was acquired - by total immersion technique.

3. It rejects the use of the printed word - but this objection is illogical since L2

learner has already mastered his reading skills.

4. Need a lot of time and effort to prepare teaching materials (selection, grading or

controlled presentation of vocabulary and structures) to suit learners.

5. Since in this method, grammar is closely bound up with the reader, difficulty is

experienced in providing readers of such kind.

6. In larger classes, this method could not be properly applied and teaching in this

method does not suit or satisfy the needs of individual students.

Guidelines of Direct Method for teaching oral language

• Demonstrate

• Act/modelling

• Practice

• Ask questions

• Correct errors

• Use sentences

• Make students speak much

• Use lesson plan

• Follow plan

• Keep the pace of the students

• Speak normally

•Speak naturally

• Use of pictures

• Use of objects/ realia

Learner-teacher interaction

The initiation of the interaction goes both ways, from teacher to learners from learners to




65

teacher, although the latter is often teacher-directed. Learners converse with one

another as well. Learners read texts aloud together. The classroom is continually filled

with the sound of the foreign language, and all activity is closely linked with its use in

speech and writing. The teacher and the learners are thought of as partners in the

teaching and learning process.

Application: Typical Techniques

1. Question and Answer Exercise

2. Reading Aloud

3. Student Self-Correction

4. Conversation Practice

5. Fill-in-the-blank Exercise

6. Dictation7. Paragraph Writing

8. Map Drawing


Quiz 5.2


1 An attempt to integrate more use of the target language in instruction as areaction to GTM.

2 Only use the target language in class.

3 The learner should be actively involved in using the language in realisticeveryday situations.

4 Students are encouraged to think in the target language.

5 Reading is taught first and then speaking only and writing.

6 An effective way in creating learners to be competent in using the targetcommunicatively

7 A lot of time and effort is needed to prepare teaching materials (selection,grading or controlled presentation of vocabulary and structures) to suit

learners.8 DM does not require teachers to be proficient in the foreign language.

9 DM encourages students to speak normally and naturally.

10 Reading Aloud is a technique that illustrates DM.

SCORE





66

5.2.3 Audio-Lingual Method

The Audio-Lingual Method or Army Method was founded during World War II for military

purposes in the USA. It was popular in the 1960s but died out in the 70s.This method is

based on the principles of behavioral psychology and structural linguistics. From

behavioral psychology it borrows the theory that constant repetition of behavior leads

to habit formation. From structural linguistics it borrows the theory that language can be

separated into different segments(e.g. tense, pronouns) and studied in small ‘chunks’.

It adapted many of the principles and procedures of the Direct Method, in part as a re-

action to the lack of speaking skills of the Reading Approach. It focuses on students’

pronunciation, and train their ability of listening by dialogues and drills.

Key Features

1. Dependence on mimicry and memorization of set phrases.

2. Teaching structural patterns by means of repetitive drills.

3. Little or no explicit grammatical explanation because learners are supposed to infer

grammatical rules.

4. Skills are sequenced in the following order: listening, speaking, reading, writing.

5. Learning of vocabulary in context but limited.

6. Use of tapes, language labs and visual aids

7. Focus on native-like pronunciation - “habit-forming”

8. Some use of mother tongue by teachers is permitted, but learners are not allowed

to use it at all.

9. Immediate reinforcement (praise/reward) of correct responses

10. Cultural background of target language is stressed

Strengths

1. Controlled drills may encourage shy students to speak.

2. Because ALM lessons and drills tend to go very quickly, they may help create a

sense of fluency for some students.

Limitations

1. Learners who need the written word to reinforce their speaking and listening may

find ALM very confusing.




67

2. ALM frequently uses non-authentic language.

3. Some learners may be unable to make the transition from controlled drills to

more open-ended and creative language use.

4. Basic method of teaching is repetition, speech is standardised and learners turn

into parrots who can reproduce many things but never create anything new or

spontaneous. Learners became better and better at pattern practice but were

unable to use the patterns fluently in natural speech situations.

5. Mechanical drills of early Audio-Visual approach criticised as being not only

boring and mindless but also counter-productive, if used beyond initial

introduction to new structure.

6. Audio-Visual materials were open to same sort of misuse. Tendency to regard

audio-visual materials as a teaching method in themselves, not as a teaching aid.

7. Series of classroom studies threw doubt on claims made for language laboratory.

Showed that this costly equipment did not improve performance of 11+ beginners,

when compared with same materials used on single tape-recorder in classroom.

8. Soon became clear to teachers that audio-visual approach could only assist in

presentation of new materials. More subtle classroom skills were needed for

pupils to assimilate material and use it creatively. This final vital phase was often

omitted by teachers. New technology caught publishers and text-book writers

unprepared - very few commercial materials were available in the early stages.

Those that did exist stressed oral skills and didn't develop reading and writing

skills.

9. New materials necessitated extensive use of equipment with all associated

problems of black-out, extension leads, carrying tape-recorders from classroom

to classroom. Some schools set up Specialist- Language rooms, but teachers still

had to set up projectors and find places on tape. Equipment could break down,

projector lamps explode, tapes tangle - not sophisticated equipment of today.

Hardware involved extra time, worry and problems, and, for these reasons alone,

its use gradually faded away.


There is learner-to-learner interaction in chain drills and when learners take different

roles in dialogues, but this interaction is teacher-directed. Most interaction is between

teacher and learners and is initiated by the teacher. The teacher is like an orchestra




68

leader, directing and controlling the language behaviour of her learners. She is

responsible for providing her learners with a good model for imitation. Learners are

imitators of the teacher's model or the tapes she supplies of model speakers. They

follow the teacher's directions and respond as accurately and as rapidly as possible.

Application:Typical Techniques

1. Dialogue MemorizationLearners memorize an opening dialog using mimicry and applied role-playing.

2. Backward Build-up (Expansion Drill)Teacher breaks a line into several parts, learners repeat each part starting at theend of the sentence and "expanding" backwards through the sentence, addingeach part in sequence.

3. Repetition Drill

Learners repeat teacher's model as quickly and accurately as possible.

4. Chain Drill Learners ask and answer each other one-by-one in a circular chain around theclassroom.

5. Single Slot Substitution Drill Teacher states a line from the dialog, then uses a word or a phrase as a "cue"that students, when repeating the line, must substitute into the sentence in thecorrect place.

6. Multiple-slot Substitution Drill

Same as the Single Slot drill, except that there are multiple cues to be substitutedinto the line.

7. Transformation DrillTeacher provides a sentence that must be turned into something else, for example a question to be turned into a statement, an active sentence to beturned into a negative statement, etc.

8. Question-and-answer DrillLearners should answer or ask questions very quickly.

9. Grammar Games

Various games designed to practise a grammar point in context, using lots of repetition.

10. Use of Minimal Pairs Using contrastive analysis, teacher selects a pair of words that sound identicalexcept for a single sound that typically poses difficulty for the learners topronounce and differentiate the two words.




69

11. Complete the DialogueSelected words are erased from a line in the dialogue - learners must find andinsert.

12. Dictation


Quiz 5.3


1 Founded during World War II for military purposes in USA.

2 Based on the principles of behavior psychology.

3 Focus on learners’ pronunciation, and train their ability of listening by dialogues anddrills.

4 Dependence on mimicry and memorization of set phrases.

5 There is little or no explicit grammatical explanation.

6 Vocabulary is taught in context.

7 Focus on native-like pronunciation.

8 Learners are not allowed to use mother tongue at all.

9 Correct responses are not given immediate reinforcement (praise / reward).

10 Cultural background of target language is stressed.

11 Flashcards are used widely.

12 Use of repetitive drills to teach structural patterns.SCORE


5.2.4 Silent Way

The Silent Way is one of new methods developed in the 70s to highlight the cognitive

domain in language learning. Caleb Gattegno, the founder of the Silent Way, of Egypt,

although he repeatedly insisted that "the Silent Way is not a method at all", devoted his

thinking to the importance of problem solving approach in education. He contends that

the method is constructivist and leads the learners to develop their own conceptual

models of all the aspects of the language. The best way of achieving this is to help

students to be experimental learners.




70

The use of the word "silent" is also significant, as Silent Way is based on the premise

that the teacher should be as silent as possible in the classroom in order to encourage

the learner to produce as much language as possible. As far as the presentation of

language is concerned, Silent Way adopts a highly structural approach, with language

taught through sentences in a sequence based on grammatical complexity, described by

some as a "building-block" approach(Bowen, T. (2011).

Key Features

The Silent Way (SW)is characterized by its focus on discovery, creativity, problem

solving and the use of accompanying materials. Richards and Rodgers

(1986:99) summarized the method into three major features.

1. Learning is facilitated if the learner discovers or creates. The SW belongs tothe tradition of teaching that favors hypothetical mode of teaching (as opposed to

expository mode of teaching) in which the teacher and the learner work

cooperatively to reach the educational desired goals(Bruner, 1966). The learner

is not a bench bound listener but an active contributor to the learning process.

2. Learning is facilitated by accompanying (mediating) physical objects. The

SW uses colorful charts and rods (cuisinere rods) which are of varying length.

They are used to introduce vocabulary ( colors, numbers, adjectives, verbs) and

syntax (tense, comparatives, plurals, word order …) 3. Learning is facilitated by problem solving involving the material to be

learned. This can be summarized by Benjamin Franklin’s words:

“Tell me and I forget

Teach me and I remember

Involve me and I learn”

A good SW learner is a good problem solver. The teacher’s role resides only in

giving minimum repetitions and correction, remaining silent most of the

times, leaving the learner struggling to solve problems about the language and get a

grasp of its mechanism.




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Strengths

1. Learning through problem solving looks attractive especially because it fosters

creativity, discovery, increase in intelligent potency and long term memory.

2. The indirect role of the teacher highlights the importance and the centrality of the

learner who is responsible in figuring out and testing the hypotheses about how

language works. In other words teaching is subordinated to learning because

good learning demands that any language learner carefully observe his or her

own speech.

Limitations

1. The SW is often criticised of being a harsh method. The learner works in isolation

and communication is lacking badly in a Silent Way classroom because it does

not provide learners the language for everyday situations.

2. Neither the learners work with authentic, culturally based materials nor they hear

authentic speech in the instruction.

3. Minimum help on the part of the teacher because she offers neither praise nor

criticism and does not allow questions makes learning inefficient.

4. The material (the rods and the charts (called ‘Fidels’), which are difficult to get,

used in this method will certainly fail to introduce all aspects of language. Other

materials will have to be introduced.

Learner-teacher interaction

For much of the learner-teacher interaction, the teacher is silent. He is still very active,

however, setting up situations to "force awareness", listening attentively to students'

speech, and silently working with them on their production. When the teacher does

speak, it is to give clues, not to model the language. Learner-learner verbal interaction

is desirable and is therefore encouraged. The teachers' silence is to allow for this. The

teacher constantly observes the learners and helps them overcome negative feelings

which might interfere with learning.




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Application:Technique ( Leela Mohd. Ali, 1989)

Learners learn the language through its sounds. The color-coded Fidel Charts are used

to help learners learn spellings that correspond to sounds and progress to reading and

pronouncing words correctly. The teacher sets up situations that focus learner attention

on structures, and provides a vehicle for learners to perceive meaning. The teacher uses

the learners' errors to ascertain the language the learners are unclear about, and

determines what to work on based on this. Learners receive a great deal of practice with

a structure without repetition for its own sake. They gain autonomy in the language by

exploring it and making choices. Learners take responsibility for their own learning. (For

lessons using Silent Way search on youtube.com).


Quiz 4.4


1 The Silent Way emphasizes the importance of problem solving approach ineducation.

2 The teacher constantly observes and interferes by correcting errors all thetime.

3 SW is based on the premise that the teacher should be as silent as possiblein the classroom in order to encourage the learner to produce as muchlanguage as possible.

4 In SW, learning is facilitated if the learner discovers or creates, accompaniedby(mediating) physical objects or by problem solving involving the material tobe learned.

5 The strength of SW is that the learner is given more importance and thecentrality because he is responsible in figuring out and testing the hypothesesabout how language works.

6 Learners work with authentic, culturally based materials and hear authenticspeech in the instruction.

7 In SW, communication is lacking badly as it does not provide learners thelanguage for everyday situations.

8 In the SW when the teacher does speak, it is to give clues, not to model thelanguage.

9 The teacher role is to set up situations that focus learner attention onstructures, and provides a vehicle for learners to perceive meaning.

10 The teacher uses the learners' errors to ascertain the language the learnersare unclear about, and determines what to work on based on this.





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5.2.5 Suggestopedia

Suggestopedia is a teaching method which is based on a modern understanding of how

the human brain works and how we learn most effectively. It was developed by the

Bulgarian doctor and psychotherapist Georgi Lozanov who believes that “Learning is a

matter of attitude, not aptitude”.The term 'Suggestopedia', derived from suggestion and

pedagogy, is often used loosely to refer to similar accelerated learning approaches.

However, Lozanov reserves the title strictly for his own method, and he has his own

training and certification facilities. Suggestopedia was originally applied mainly in foreign

language teaching, and it is often claimed that it can teach languages approximately

three times as quickly as conventional methods (Lozanov, G.,1978).

This method includes elements such as the use of relaxing music, art and the additional

importance that is given to the learning environment as well as the authoritative

behaviour of the teacher (Richards & Rodgers, 2001). The most distinguishing feature of

Suggestopedia, however, is the aim to “help the students achieve [...] childlike

openness, plasticity and creativity” by putting them into a state called “infantalization”

(Stevick, 1976, p. 156). This act of lowering a learner 's "affective filter " - in other words

by removing distractions or negative feelings which may inhibit language learning.

Application: Technique

The key elements of Suggestopedia include a rich sensory learning environment

(pictures, colour, music, etc.), a positive expectation of success and the use of a varied

range of methods: dramatised texts, music, active participation in songs and games, etc.

Suggestopedia adopts a carefully structured approach, using four main stages as

follows:

Presentation

A preparatory stage in which learners are helped to relax and move into a positive

frame of mind, with the feeling that the learning is going to be easy and fun.

First Concert - "Active Concert"

This involves the active presentation of the material to be learnt. For example, in a

foreign language course there might be the dramatic reading of a piece of text,

accompanied by classical music.

http://www.jwelford.demon.co.uk/brainwaremap/brain.html


http://www.jwelford.demon.co.uk/brainwaremap/ltheor.html


http://www.jwelford.demon.co.uk/brainwaremap/accel.html


http://teflpedia.com/Learner



http://teflpedia.com/Affective_filter



http://teflpedia.com/Language



http://www.jwelford.demon.co.uk/brainwaremap/music.html













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Second Concert - "Passive Review"

The learners are now invited to relax and listen to some Baroque music, with the

text being read very quietly in the background. The music is specially selected to

bring the learners into the optimum mental state for the effortless acquisition of the

material.

Practice

The use of a range of games, puzzles, etc. to review and consolidate the learning.

There are two phases incorporated in this approach:

Learners learn new information very quickly and efficiently in a state of light relaxation

accompanied by Baroque or classical music. This new material which has been acquired

3 to 5 times faster than with traditional learning techniques, is now stored passively in

the brain. It is then activated by means of creative, interactive and communicativelearning techniques, i.e. grammar games, role play, etc. which contribute not only to

recall and retention but also to the communication skills and personality development of

the students.

Strengths

It deals with the learners own often quite harmful and often quite negative feelings about

their own abilities. It sets up a non-evaluative classroom atmosphere; thus it also avoids

both criticizing and praising. The processes of desuggestion and resuggestion requires

the teacher to make deliberate and skillful use of the general learning atmosphere.

Teachers need to be lively, cheerful, and efficient (Leela M. A., 1989).

Limitations

Teacher needs to be well-trained and have the right personality; otherwise, this method

will not be completely effective. It is unclear how successful this method would be with

younger children(ibid, 1989).


The teacher initiates interactions with the whole group of learners and with individuals

right from the beginning of a language course. Initially, the learners only respond

nonverbally or with a few target language words they have practised. Later the learners




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have more control of the target language and respond more appropriately and may

initiate interaction themselves. Learners interact with each other from the beginning in

various activities directed by the teacher. The teacher is the authority in the classroom.

The learners must trust and respect her in order for the method to succeed.


Quiz 4.5


1 Suggestopedia is a teaching method which is based on a modernunderstanding of how the human brain works and how we learn most

effectively. 2 The use of games in this method is for fun only.

3 Learners do not interact with each other from the beginning in variousactivities directed by the teacher.

4 “Infantalization” refers to the act of lowering a learner's "affective filter" byremoving distractions or negative feelings which may inhibit languagelearning.

5 The are four main stages of Suggestopedia : Presentation; First Concert -"Active Concert";Second Concert - "Passive Review" and Practice.

6 Second Concert - "Passive Review" is the second stage where the learnersare now invited to relax and listen to some Baroque music, with the text beingread very quietly in the background.

7 By avoiding both criticizing and praising, Suggestopedia provides a non-evaluative classroom atmosphere.

8 Teacher need not be well-trained and have the right personality completelyeffective.

9 The teacher initiates interactions with the whole group of learners and withindividuals right from the beginning of a language course.

10 The teacher is the authority in the classroom.

SCORE


5.2.6 Community Language Learning

Community Language Learning(CLL) takes its principles from the “Counseling Learning

Approach” developed by Charles A. Curran. It was created especially for adult learners

who might fear to appear foolish ; so the teacher becomes a Language Counselor , who

understands them and leads them to overcome their fears. It follows Krashen’s Monitor














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Theory (Affective Filter Hypothesis) and the Cognitive Theory where the human mind is

active (Stevick, 1980).

Key Features (Open University Malaysia, 2002)

1. Learning is more important than teaching. Learning develops itself, and thelearners only need occasional help.

2. CLL provides learners with opportunities to guide their own learning to decide

what they want to learn, and to learn at their own pace. The teacher is not in

control of the class.

3. Cooperation is important. Small group activities encourage interaction among

learners. Learning is achieved through cooperation, not competition.

4. Focus is on fluency rather than proficiency. The purpose of using language is to

convey messages and develop creative thinking. Grammatical correctness is lessimportant.

5. The teacher does not correct errors immediately. When a learner produces an

incorrect utterance, the teacher provides a model by producing he correct

utterance.

Leela (1989) summarizes this method using the formula SAARRD: S-Security, A-

Assertion, A-Attention, R-Reflection, R-Retention, and D-Discrimination. Learners are

viewed as whole persons; thus, the relationships and understanding among learners asa "knower-counselor" and the learner as a learner are responsible for bringing their own

unique resources to the learning experience.

Strengths

1. Learners appreciate the autonomy CLL offers them and thrive on analysing their

own conversations.

2. CLL works especially well with lower levels who are struggling to produce spoken

English.

3. The class often becomes a real community, not just when using CLL but all of the

time. Learners become much more aware of their peers, their strengths and

weaknesses and want to work as a team (Bertrand, J.,2004).




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4. By having the learners work with the content of their own choosing and creation,

they are intimately involved with the material. Meanwhile, the teacher attends

more closely to the structuring of the class and to the highlighting of the

materials. By listening to the learners in structured feedback sessions, the

teacher establishes an atmosphere of security which helps minimize behaviour

problems( Leela, 1989).

Limitations

1. In the beginning some learners find it difficult to speak on tape while others might

find that the conversation lacks spontaneity.

2. We as teachers can find it strange to give our learners so much freedom and

tend to intervene too much.

3. In your efforts to let your learners become independent learners you can neglect

their need for guidance.

4. If the teacher lacks emotional or intellectual sensitivity or lacks skill at teaching,

this method will be rendered ineffective. The teacher needs to be very good at

both languages.


It is neither learner-centered not teacher-centered but rather teacher-learner centered

with both making decisions in the class. Building a relationship with and among learnersis very important. In a trusting relationship, the threat that learners feel is reduced, and

non-defensive learning is promoted. Learners learn from their interaction with the

teacher. A spirit of cooperation, not competition must prevail. At times the teacher

facilitates the learners' ability to express themselves, and at times the teacher is in-

charge and providing direction. Thus the nature of learner-teacher interaction changes

within the lesson and over time.

Application : Techniques

At the beginning learners speak in the native language and the teacher helps them

express what they want to say by supplying them with the target language translations in

chunks. The chunks which the learners produce are recorded, and when replayed sound

like a conversation. Later a transcription is made and it becomes the "text" with which

learners work. Various activities are then conducted (e.g. examination of a grammar




78

point, working on the pronunciation of a particular phrase, or creating new sentences

with words from the transcript) that allow the students to further explore the language

they generated. During the course of the lesson, learners are invited to say how they feel.


Quiz 4.6


1 CLL takes its principles from the “Counseling Learning Approach” : a teacher is the counselor who understands learners and leads them to overcome their fears.

2 CLL provides learners with opportunities to guide their own learning to

decide what they want to learn, and to learn at their own pace. 3 CLL encourages competition rather than cooperation.

4 Focus is on fluency rather than proficiency

5 The teacher does not correct errors immediately but provides a model byproducing he correct utterance when a learner produces an incorrectutterance.

6 CLL works especially well with lower levels who are struggling to producespoken English.

7 The nature of learner-teacher interaction changes within the lesson and over time.

8 The teacher have to be emotionally or intellectually sensitive for learning tobe effective.

9 The teacher translates chunks of language from learners’ native language tothe target language.

10 Creates a trusting relationship between teacher and learner because thethreat that learners feel is reduced, and non-defensive learning is promoted. SCORE


5.2.7 Total Physical Response

Total Physical Response (TPR), developed by Dr. James Asher in 1977 is based upon

principles of child language acquisition, in which the child gives physical responses

when listening to language. TPR’s ultimate instructional goal is to teach oral proficiency

and conversational fluency. The emphasis is not on text or other media, but initially on

voice, action and gestures. Instruction is given in target language only. TPR recognizes

the value of language being associated with physical responses.




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Follows a grammar-based view of language that focuses on meaning , not form.

Based upon principles of child language acquisition, which proposes that the

human brain has a set pattern for learning language.

Assessment types compatible with the method include evaluation of learner

actions and gestures when given non-written prompt, eventually moving towards

learner composition.

Key Features

According to Asher, the language learning theories are similar to those of other

behavioral psychologists. The principals that help elaborate his idea are:

1. Second language learning is parallel to first language learning and should reflect

the same naturalistic processes.

2. Listening should develop before speaking.

3. Once listening comprehension has been developed, speech develops naturally

and effortlessly out of it.

4. Adult learners should use right-brain motor activities, while the left hemisphere

watches and learns.

Strengths

1. Allows learners to get up and move while learning and encourages a more

relaxed learning environment that can easily incorporate humour.2. Helps retention by associating movement with words.

3. It is fun and easy. Learners will enjoy getting up out of their chairs and moving

around.

4. Simple TPR activities do not require a great deal of preparation on the part of the

teacher. However, some other more complex applications might.

5. "TPR is aptitude-free". It is inclusive working well with a mixed ability class.

6. It is good for kinesthetic learners who need to be active in the class.

7. It is a good tool for building vocabulary.8. It is memorable. Actions help strengthen the connections in the brain.

9. Class size need not be a problem.

Limitations

1. Not as effective in higher levels of language learning.




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2. Does not promote independent language use outside of oral work modeled by

teacher in classroom.

3. Learner needs for unrehearsed language not always met.

4. While it can be used at higher levels TPR is most useful for beginners. It is also

at the higher levels where preparation becomes an issue for the teacher.

5. Learners are not generally given the opportunity to express their own thoughts in

a creative way.

6. It is easy to overuse TPR. "Any novelty, if carried on too long, will trigger

adaptation." "No matter how exciting and productive the innovation, people will

tire of it."

7. The teacher may find that it is limited in terms of language scope. Certain target

languages may not be suited to this method.

8. It can be a challenge for shy learners.

Learner-Teacher Interaction

The teacher interacts with the whole group of learners and with individual learners.

Initially, the interaction is characterized by the teacher speaking and the learners

responding nonverbally. Later on, the learners become more verbal and the teacher

responds nonverbally. Learners perform actions together or individually. Learners learn

from each other. As learners begin to speak, they issue commands to, their peers as

well as to the teacher.

Application: Techniques

In the first phase of the lesson, the instructor issues commands to learners, then

performs the actions with them. In the second phase, learners demonstrate that they

understand the commands by performing them on their own. The teacher then combines

elements from different commands to allow learners to develop flexibility in

understanding unfamiliar utterances. After learning to respond to oral commands, the

learners learn to read and write them. When learners are ready to speak they issue the

commands. Learners speak only when they are ready to do so; this avoids anxiety.





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Quiz 4.7


1 The emphasis in TPR is initially on voice, action and gestures.2 TPR follows a grammar-based view of language that focuses on meaning , not

form.3 Speaking should develop before listening.

4 It works well with a mixed ability class especially for kinesthetic learners.

5 Helps retention by associating movement with words because actions helpstrengthen the connections in the brain.

6 Does not promote independent language use outside of oral work modeled byteacher in classroom.

7 Learners are given the opportunity to express their own thoughts in a creativeway.

8 Interaction occurs between the teacher and learners and learners with other learners.

9 From the beginning the instructor issues commands to learners and theyperform the actions without any modeling.

10 Learners speak only when they are ready to do so to avoid anxiety.

To find out how you fare, check your answers with your peers or tutor.

Tutorial Task 4. 8

I. Create a GO to compare and contrast the 7 teaching methods with regards to :

- Background- Principles- Key features- Roles of student and teacher - Techniques- Strengths- Limitations

II. Choose one teaching method. Discuss your rationale for choosing the methodwith regards to its strengths and how would you overcome t its weaknesses?

III. For each method, list the implications for English language teaching.





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TOPIC 6 ELT METHODS: COMMUNICATIVE APPROACH

6.0 SYNOPSIS

Topic 6 introduces you to key concepts of Communicative Approach or presently

known as Communicative Language Teaching. It provides insights into the

principles and techniques, strengths and limitations of the approach. You will

also look into the role of the teacher, learners and resources in this approach.



5. explain the principles of the Communicative Approach

6. identify the techniques used in the Communicative Approach

7. list the strengths and limitations of the approach

8. explain the role of the teacher, learners and resources in the

Communicative Approach





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CONTENT

SESSION SIX (3 Hours )

6.2.1 Concept of Communicative Approach

The Communicative Approach which emerged in the early 1970s can be

traced to the work of Chomsky in the 1960s. Chomsky reacted against the

prevalent audio-lingual method and its views. He proposed the two notions of

'competence' and 'performance' which were related to language learning. These

two concepts were later developed by Hymes, into the term 'communicative

competence'. According to Hedge (2000) communicative competence refers to

the psychological, cultural and social rules which discipline the use of speech. It

concerns not only the knowledge of language but also ability to put that

knowledge into use in communication, in other words, knowing when and how to

say what to whom. Dimensions of communicative competence include linguistic

or grammatical competence, sociolinguistic or pragmatic competence, discourse

competence and strategic competence (Richards & Rogers, 1986; Hedge, 2000)

and fluency (Hedge, 2000).

According to Bygate (2001), the communicative approach provides learners

with an opportunity to use language for communication purposes without

focusing on accuracy. The aims of the communicative approach are:

‘to make communicative competence the goal of language teaching ’

‘develop procedures for the teaching of the four language skills that

acknowledge the interdependence of language and communication’

(Richards and Rodgers, 1986)

The communicative approach is a learner-centred approach to language

learning. Since the main aim of the approach is to prepare learners for

meaningful communication, errors made by learners are tolerated.




84

6.2.2 Principles of Communicative Approach

Below are some of the principles of the Communicative Approach.

Authentic language/language used in real context is introduced.

Communicative approach seeks to use authentic resources as they are

more interesting and motivating. In the language classroom, authentic

texts serve as partial substitute for a community of native speakers.

Newspapers and magazine articles, poems, manuals, recipes, telephone

directories, videos, news bulletins, discussion programmes can be

exploited in variety of ways.

Part of being communicatively competent is figuring out speaker’s or

writer’s intention.

The target language is a vehicle for classroom communications not just

the object of study. The target language is used as the medium for

classroom management and instruction.

Classroom activities maximise opportunities for learners to use target

language in a communicative way through meaningful activities. Emphasis

is on meaning (messages they are creating or task they are completing)

rather than form (correctness of language and language structure).

A variety of language forms are presented together with the emphasis on

the process of communication.

Students work with language at the discourse/suprasentential level –

learn about coherence and cohesion.




85

Games are important because they have certain features in common with

real communicative events—there is a purpose for the exchange. The

speaker receives immediate feedback from the listener on whether or not

he or she has successfully communicated

Teaching is more learner-centered. Students are more involved, rather

than only listening to the teacher. Students are given opportunities to

express their ideas and opinions and to contribute as much as possible.

Errors are tolerated and seen as a natural outcome of the development of

communication skills. Learners doing their best to use the language

creatively and spontaneously are certain to make errors. As such constant

correction is deemed unnecessary and sometimes even counter-

productive. Hence, activities focus on fluency where the teacher does not

correct the student, but simply notes the error, which he will return to at a

later point. Thus, the form of language becomes secondary.

One of the teacher’s major responsibilities is to establish situations likely

to promote communication. Teachers should provide opportunities for

rehearsal of real-life situations and provide opportunity for realcommunication. Emphasis should be on creative role-plays/ simulations/

surveys/ projects/ playlets which produce spontaneity and improvisation

and not mere repetition and drills

Communicative interaction encourages cooperative relationships among

students. It gives students an opportunity to work on negotiating meaning.

The use of pair-work and group-work activities is common as well asindividual and also teacher-led activities. Varied types of interaction are

encouraged. Learners hear more types of language from different

sources, interact with more people and use language in context which

further helps to build confidence in the students.




86

The social context of the communicative event is essential in giving

meaning to the utterances. Language is viewed and learned within its

social and cultural context whereby learners need to develop knowledge

of t h e l a n g u a g e in order to develop appropriate language use, for

example talking to friends, facilitating a meeting, or writing letters.

The teacher acts as a facilitator in setting up communicative activities

and as an advisor during the activities.

In communicating, a speaker has a choice not only about what to say, but

also how to say it.

Both fluency and accuracy are important as learning to use language

forms appropriately is an important part of communicative competence.

Grammar is necessary for communication to occur, but not sufficient by

itself. The grammar and vocabulary that the students learn follow from

the function, situational context, and the roles of the interlocutors.

Students need grammatical explanations, drills and exercises, when and

only when they are appropriate.

Students should be given opportunities to listen to language as it is used

in authentic communication. They may be coached on strategies for how

to improve their comprehension.

The use of visual stimuli or resources is important to provoke practical

communicative languages as they help to motivate and focus pupils'

attention.

Both spoken and written languages are important. Reading, writing,

speaking and listening are all necessary parts of communicative

competence.




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Tutorial Task:

What are the implications of the principles above in your teaching context?

Do you have other principles that support your teaching?

6.2.3 Techniques of Communicative Approach

Communicative Approach uses almost any activity or technique that

allows students to be engaged in authentic communication. Littewood has

distinguished two major activity types:

functional communication activities: these activities are aimed at

developing certain language skills and functions, but which involve

communication, such as language games , scrambled sentences , picture

strip story, puzzles

social interaction activities include activities such as conversation and

discussion sessions, dialogues and role plays, simulation, information-gap

activity

6.2.4 Strengths and Limitations of Communicative Approach

Communicative Approach like the other language teaching methods has

its strengths and limitations. Below are some of the strengths of Communicative

Approach:

There is greater focus on the role of learners with a shift from teacher-

centered instruction to learner-centred instruction.

There is greater attention on the process of learning rather than the

products that the learners produce.




88

There is greater attention on the social nature of learning rather than

looking at learners as separate, decontexualized learners.

There is greater focus on the diversity of learners and looking at the

differences not as obstacles but as resources.

Helps to promote holistic learning.

Emphasis on the importance of meaning rather than drills and other forms

of rote learning.

Views learning as a life-long process rather than being exam-oriented.

Below are some of the limitations of Communicative Approach:

The communicative approach focuses on the use of language in everyday

situations, or the functional aspects of language, and less on the formalstructures. However, critics believe that there needs to be some sort of

"bridge" between the two in order for effective language learning.

The approach relies extensively on the functional-notational syllabus

which places heavy demands on the learners.

The various categories of language functions are overlapping and not

systematically graded like the structures of the language.

A major premise underlying this approach is its emphasis on learners'

needs and interests. This implies that every teacher should modify the

syllabus to correspond with the needs of the learners.

The approach gives priority to meanings and rules of use rather than to

grammar and rules of structure. The latter are taught by means of

functions and notions. Such concentration on language behavior may

result in negative consequences in the sense that important structures

and rules may be left out.

The requirements are difficult: availability of a classroom that can allow for

group work activities and for teaching aids and materials.




89

6.2.5 Role of teacher, learners and resources

6.2.5.1Role of teacher

The teacher facilitates communication in the classroom. In this role, one

of his major responsibilities is to establish situations likely to promote

communication. During the activities he acts as an adviser, answering students’

questions and monitoring their performance. He might make note of their errors

to be worked on at a later time during more accuracy-based activities. At other

times he might be a ‘co-communicator’ engaging in the communicative activity

along with students (Littlewood, 1981).

6.2.5.2 Role of learners

Students are communicators. They are actively engaged in negotiating

meaning—in trying to make them understood and in understanding others.

Since the teacher’s role is less dominant than in a teacher -centered method,

students are seen as more responsible managers of their own learning

6.2.5.3 Role of resources

One of the principles of Communicative Approach is the use of authentic

resources. Communicative approach seeks to use authentic resources as they

are more interesting and motivating. Authentic resources are used to:

Provide cultural information about the target language

Provide exposure to real language

Relate more closely to learners’ needs

Allow for a more creative approach to teaching




90

Tutorial Task:

How useful are authentic resources in your classroom?

What difficulties do you encounter when you use authentic resources?

How do you prepare your students to achieve communicative competence?





91

TOPIC 7 ELT METHODS

7.0 SYNOPSIS

Topic 7 provides input on three different ELT methods namely the Lexical

Approach, Eclectic Approach and Task-Based Learning.



9. explain what is Lexical Approach

10. explain what is Eclectic Approach

11. explain what is Task-Based Learning





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CONTENT

SESSION SEVEN (3 Hour s)

7.2.1 Lexical Approach

The Lexical Approach develops many of the principles advanced by the

Communicative Approach. It was proposed by Dave Willis in 1990 and

popularised by Michael Lewis in 1993.The most important difference is the

increased understanding of the nature of lexis in naturally occurring language,

and its potential contribution to language pedagogy. The lexical approach to

second language teaching is seen as an alternative to grammar based

approaches.

The lexical approach focuses on developing learners’ proficiency through

lexis, or words and word combinations. According to Lewis (1993) an important

part of language acquisition is the ability to comprehend and produce lexical

phrases as unanalyzed wholes, or “chunks,” and that these chunks become the

raw data by which learners perceive patterns of language traditionally thought of

as grammar. Lexis is deemed as central in creating meaning. As such, language

instruction focuses on relatively fixed expressions that occur frequently in spoken

language, such as, “I’m sorry,” “I didn’t mean to make you jump,” or “That will

never happen to me,” rather than on originally created sentences .

Lewis (1993), who termed the phrase lexical approach, has suggested the

following:

• Lexis is the basis of language.

• Lexis is misunderstood in language teaching because it is assumed that

grammar is the basis of language and as such mastery of the

grammatical system is a requirement for effective communication.

• The key notion of a lexical approach is that “language consists of

grammaticalised lexis not lexicalised grammar.”




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• One of the central organizing principles of any meaning centered

syllabus should be lexis.

Lewis (1997) has also suggested the following taxonomy of lexical items:

• words (e.g., book, pen)

• polywords (e.g., by the way, upside down)

• collocations, or word partnerships (e.g., community service, absolutely

convinced)

• institutionalized utterances (e.g., I’ll get it; We’ll see; That’ll do; If I were

you . . .; Would you like a cup of coffee?)

• sentence frames and heads (e.g., That is not as . . . as you think; The

fact/suggestion/problem/danger was . . . ) and even text frames (e.g., In

this paper we explore . . .; Firstly . . .; Secondly . . .; Finally . . .)

Below are the key principles of the Lexical Approach:

Language consists of grammaticalised lexis, not lexicalised grammar.

The grammar/vocabulary dichotomy is invalid; much of language

consists of multi-words 'chunks'.

A vital element of language teaching is raising students' awareness of,

and developing their ability to 'chunk' language successfully.

Although structural patterns are known as useful, lexical and

metaphorical patterning are accorded appropriate status.

Collocation is integrated as an organising principle within syllabuses.

The central metaphor of language is holistic.

It is the co-textual rather than the situational element of context which is

of primary importance for language teaching.

Grammar as a receptive skill, involving the perception of similarity and

difference, is prioritised.

Receptive skills, particularly listening, are given enhanced status.

The Present-Practice-Produce paradigm is rejected, in favour of a

paradigm based on the Observe-Hypothesize-Experiment cycle.




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Activities used to develop learners’ knowledge of lexical chains

include the following:

Intensive and extensive listening and reading in the target language.

•

First and second language comparisons and translation arecarried out chunk-for-chunk rather than word-for-word and this

is aimed at raising language awareness.

• Repetition and recycling of activities, such as summarizing a text

orally one day and again a few days later a r e d o n e to keep

w ords and expressions that have been learned active.

• Guessing the meaning of vocabulary items from context.

• Noticing and recording language patterns and collocations.

• Working with dictionaries and other reference tools.

The language activities carried out with a lexical approach must be

directed toward language occurring naturally. What is important is

raising learners’ awareness of the lex ical nature of language. The

logical implication of this premise is that we should spend more time

helping learners develop their repertoire of phrases, and less time on

grammatical structures.

Tutorial Task:

Do you think the Lexical Approach can be implemented in your classroom?

What possible challenges to do foresee in the implementation of the approach?




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7.2.2 Eclectic approach

The eclectic approach is the label given to a teacher's use of techniques

and activities from a range of language teaching approaches and methodologies.

The teacher decides what methodology or approach to use depending on the

aims of the lesson and the learners in the group. Most course books have a

mixture of approaches and methodologies.

A typical lesson might combine elements from a variety sources such as

Total Physical Response (TPR), Task-Based Learning (TBL), the communicative

approach , e.g. in opinion gap activities; the lexical approach, e.g. focusing on

lexical chunks in a reading text; and the structural-situational approach, e.g.

establishing a context for the presentation of new structures.

The following is an example of a lesson using the eclectic approach.

The class begins with an inductive activity with the students asked to identify the

different uses of synonyms of movement based on a reading text. They then

practise these using Total Physical Response (TPR). In the next lesson the input

is recycled through a task-based lesson, with the students instructed to produce

the instructions for an exercise manual.

7.2.3 Task-Based Learning (TBL)

Originally developed by N Prabhu in Bangalore, Southern India, it is based

on the belief that students may learn more effectively when their minds are

focused on the task, rather than on the language they are using.

A task-based approach aims to provide learners a natural context for language

use with the primary focus of classroom activity being the task and language is

the instrument which the students use to complete it. The task is an activity in

which students use language to achieve a specific outcome. The activity reflects

real life and learners focus on meaning; they are free to use any language they




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want. Relevant and authentic tasks include playing a game, solving a problem or

sharing information or experiences. More recently, tasks have included projects

for producing posters, brochures, pamphlets, oral presentations, radio plays,

videos, websites and dramatic performances. The characteristic of all these tasks

is that rather than concentrating on one particular structure, function or

vocabulary group, these tasks exploit a wider range of language. In many cases,

students may also be using a range of different communicative language skills.

In TBL an activity in which students are given a list of words to use is not

considered as a genuine task. A role play which does not contain a problem-

solving element or where students are not given a goal to reach is also not

considered an authentic task.. In many role plays students simply act out their restricted role. For instance, a role play where students have to act out roles as

sales person. However, if the role play has a goal to it for example the students

must come to an agreement or find the right solution within the given time limit

then the role play can be considered a genuine task in TBL.

In task-based lessons, the tasks will generate their own language and

create an opportunity for language acquisition. The belief is that if the focus is

taken away from form and structures, teachers can develop the students’ ability

to do things in English. This does not mean there will be no attention paid to

accuracy, work on language is included in each task and feedback and language

focus have their places in the lesson plans. Teachers have a responsibility to

enrich their students’ language when they see it is necessary bu t students should

be given the opportunity to use English in the classroom as they use their own

languages in everyday life.

Many task-based lessons follow the task structure proposed by Jane Willis

(1996), in her book ‘A Framework for Task-Based Learning’, which outlines a

model for organizing lessons.




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Figure 1: The Willis TBL Framework (1996)

Figure 1 shows that each task will be organized in the following way:

Pre-task activity an introduction to topic and task

Task cycle: Task > Planning > Report

Language Focus and Feedback

Task-based learning (TBL) is typically based on the three stages of Willis’s

Model. The first of these is the pre-task stage, where the teacher introduces and

defines the topic and the learners engage in activities that either helps them to

recall words and phrases that will be useful for the main task or to learn new

words and phrases that are essential to the task. This stage is followed by the

"task cycle". Here the learners perform the task, which can be a reading or

listening exercise or a problem-solving exercise, in pairs or small groups. They

then prepare a report for the whole class on how they did the task and what

conclusions they have reached. Finally, they present their findings to the class in

spoken or written form. The final stage is the language focus stage, during which

specific language features from the task are highlighted and worked on.

Feedback on the learners’ performance at the reporting stage may also be

appropriate at this point. A balance should be kept between fluency, which is

what the task provides, and accuracy, which is provided by task feedback.




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The main advantages of TBL are that language is used for a genuine

purpose meaning that real communication should take place and that at the

stage where the learners are preparing their report for the whole class, they are

forced to consider language form in general rather than concentrating on a single

form unlike the PPP model. The aim of TBL is to integrate all four skills and to

move from fluency to accuracy plus fluency. The range of tasks available such as

reading texts, listening texts, problem-solving, role-plays, questionnaires, etc.

offers a great deal of flexibility in this model and should lead to more motivating

activities for the learners.

Learners who are used to a more traditional approach based on a

grammatical syllabus may find it difficult, but if TBL is integrated with a

systematic approach to grammar and lexis, the outcome can be a

comprehensive approach that can be adapted to meet the needs of all learners.

Task-based learning can be very effective at intermediate levels and beyond, but

many teachers question its usefulness at lower levels. In general, the

methodology requires a change in the traditional teacher's role.

Tutorial task:

Which of the approaches above can you adapt to your own teaching context?

What are the possible problems you may encounter in using the aboveapproaches?





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TOPIC 8 SYLLABUS DESIGN – MALAYSIAN PRIMARYSCHOOL ENGLISH CURRICULUM

8.0 SYNOPSIS

As you already know about the Kurikulum Bersepadu Sekolah Rendah(KBSR)

2001, Topic 8 introduces you to the Kurikulum Standard Sekolah Rendah (KSSR)

2011. As education plays a very important role in achieving national unity, the

KBSR was developed to attain national identity and unity. The national education

policy is based on the Razak Report 91956) and the Rahman Talib Report(1960).

These reports formed the bases of the Education Ordinance 1957 and the

Education Act 1961 respectively.

In introducing KSSR, this unit will also help you to recap your knowledge of the

aims and objectives and features of KBSR. The discussion include the curriculum

content: learning outcomes, language content and educational emphases of the

KBSR. Pedagogical approaches which are employed in the teaching of English

will also be taken into account.

You will be exposed to the principles of KSSR, its aims and objectives and

curriculum documents. Furthermore the modular approach will be explained.



1. state the aims and objectives in the KBSR English language Syllabus;2. identify and categorise the language components and skills by listing their

reference numbers;

3. state the goals and principles of the KSSR;

4. list and briefly describe the curriculum transformation;

5. explain the modular approach in teaching English in the primary school.




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CONTENT

SESSION EIGHT (3 Hours)

8.3 Syllabus Design - Malaysian Primary School English Curriculum

- Principles

- Techniques

- Strengths/Limitations

- Role of Teacher, Learners, and Resources

Let’s recap what you know about KBSR.

You have to read the extract of the KBSR English language

Syllabus and answer all the questions that follow.

KURIKULUM BERSEPADUSEKOLAH RENDAH 2001

KBSR

KURIKULUM STANDARDSEKOLAH RENDAH 2011

KSSR

LEARNINGOUTCOMES

CURRICULUMSPECIFICATION

LANGUAGECONTENT

EDUCATIONALEMPHASES




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TASK 8.1

State whether each statement is TRUE or FALSE in the spaces provided.

1 English Language is taught as second language in all

government-assisted schools.2 The key feature in KBSR is the integration of skills and topics in

the teaching-learning process.

3 The aims of the English language syllabus for the primaryschool is to equip pupils with basic skills and knowledge of theEnglish language to enable them to communicate, both orallyand in writing, in and out of schools.

4 Moral values should be inculcated in the teaching-learningprocess.

5 By the end of Year 6, primary school pupils will be able to listenand understand simple spoken English in given contexts.

6 By the end of Year 6, pupils will be able to speak and respondclearly and appropriately using simple language.

7 By the end of Year 6, primary school pupils will be able to readand understand different kinds of texts for enjoyment andinformation

8 Teachers are encouraged to use a variety of texts, both verbaland non-verbal in their lessons.

9 Proper pronunciation and the use of appropriate register arealso emphasised in the development of oral skills.

10 Through the reading component, study skills will be developedto enable pupils to locate and extract information from varioussources.

Check your answers with your tutor.

TASK 8.2

Complete the grid below with reference to your KBSR Englishlanguage syllabus.

LanguageSkills

Listening

Numbering

No.of skills tobe taught





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TASK 8.3

Fill in blanks in the grid below.

Ref

no.

Skills Language

Component

Scope

1.2 Developing auditorymemory.

Listening Repeating sounds, numbers andsentences.

Ask for and giveinstructions.

3.3

To identify, to refute, to describe,to explain.

4.7

Use the dictionary

activities, processes

2.8

4.10

Perform a variety of functions in a socialcontext.

to get the appropriate meaning incontext


TASK 8.4

State whether each statement is TRUE or FALSE.

No Statement T/F

1 The KBSR syllabus emphasized that language skillsbe taught in an integrated manner.

2 The listening skill allows the development of inferencing skills.

3 Pronunciation is taught through listening as well asthe speaking component of the syllabus.

4 There is provision for teaching pre-writing skills.

5 Teachers are encouraged to use authentic texts in theclassroom.




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6 There is a scope for acquiring word attack skills inboth the listening and reading skills components.

7 Pupils are taught to use correct conventions of writing

for different purposes.

8 Problem-solving skills are developed through thereading component of KBSR syllabus.

9 Pupils are exposed to the skills of filling in forms in thewriting component.

10 Besides the language skills, the sound system,grammar and word lists have to be acquired by pupilsby the end of Year 6.


8.4 The 2011 PRIMARY ENGLISH LANGUAGE CURRICULUM or better

known as the Kurikulum Standard Sekolah Rendah (KSSR)

8.4.1

KBSR ENGLISH 2001

Educational Emphases

Multiple IntelligencesThinking SkillsContextualismConstructivism

Values and Citizenship

Grammar

Sound System

Vocabulary

Listening

W r i t i n g

Reading

S p e ak i n g

Social skills

IT skills




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CURRICULUM GOAL

By the end of primary schooling, thecurriculum aims to produce a learner

who is:

• articulate

• confident

• of good character

• knowledgeable

8.4.2

P R I M A R Y

Language Focus Language Arts

LEVEL 2(YEARS 4, 5 & 6)

Skills - Listening, Speaking,Reading & Writing

Vocabulary(includes Science & Maths themes

as well as Grammar )

Readers+

(Literature)English at Play:

Music, Poetry & Drama

LEVEL 1(YEARS 1,2 & 3)

Skills - Listening, Speaking,Reading & Writing

VocabularyGrammar (Year 3)

(phonics & penmanship)

Readers- Big Books

-Lady Bird SeriesMusic, Poetry & Drama

STRAND 1 STRAND 2

Pre-school

PROPOSED NEW CURRICULUM MATRIX




105

8.4.3

PRESENT & FUTURE

2003 SYLLABUS

One syllabus (SK and SJK)

Curriculum Specifications(different for SK and SJK)

Focus on 4 language skills through3 broad areas:-

World of SelfWorld of StoriesWorld of Knowledge

3 levels of skillsIntegration of skills

Educational Emphasis and ICT skills

Grammar in context

Sound System

2011 STANDARDS-BASED SYLLABUS

Content Standards and Learning Standards

(Common for SK and SJK)

Focus on 4 language skills including language

arts and gramm a r through 3 broad areas.

A modular approach with focus on language

skills, grammar, & language arts

Phonics in Years 1 and 2.

Reinforcement of generic skills across languages;

e.g. penmanship and decoding

Grammar introduced formally from Year 3. Taught

in context .

Educational Emphases and ICT skills

Assessment - a combination of formative and

summative methods.

8.4.4

PRINCIPLES

• Back to basics – building a strong foundation of competencies in basic literacy skills;

reading through phonics, penmanship, basic listening and speaking

• Learning is fun, meaningful, purposeful

– activities are contextualized, meaningful and purposeful; fun-filledactivities

– Integration of skills

• Teaching is learner-centred – learner’s needs and salient learner factors (envir onment, family,

language use contexts, entry behaviour)

• Integration of salient new technologies – use of ICT to facilitate and encourage meaningful language practice




106

– creative and innovative use of the new technologies by pupils toenhance language learning in the classroom

• Character-building infused – inculcating moral values

8.4.5

CURRICULUM TRANSFORMATION

Modular approach

Curriculum StandardsContent Standards

Learning standards

Assessment – school-based, authentic

Teaching and learning focusLanguage SkillsLanguage ArtsPhonicsGrammar

8.4.6

GENERAL AIMS

Primary ( exit after Year 6)The English Language Curriculum for Primary Schools aims toequip pupils with basic language skills to enable them tocommunicate effectively in a variety of contexts that’s appropriateto the pupils level of development

Secondary (exit after Form 5)Pupils will be able to communicate effectively, read and respond totexts independently, produce well-structured written texts, enjoyand respond to literary works and make confident presentations.




107

8.4.7

OBJECTIVES

By the end of Year 6, pupils should be able to:

communicate with peers and adults confidently and appropriatelyin formal and informal situations;

read and comprehend a range of English texts for information andenjoyment;

write a range of texts using appropriate language, style and formthrough a variety of media;

appreciate and demonstrate understanding of English languageliterary or creative works for enjoyment; and

use correct and appropriate rules of grammar in speech andwriting.

8.4.8

CONTENT AND LEARNING STANDARDS

LISTENING & SPEAKING

1.1 Pupils will be able to pronounce words and speak confidently with thecorrect stress, rhythm and intonation.

1.1.1 Able to listen and respond to stimulus given with guidance:(a) environmental sounds(b) instrumental sounds(c) body percussion

(d) rhythm and thyme(e) alliteration(f) voice sounds(g) oral blending and segmenting

1.1.2 Able to listen to and enjoy simple stories.1.1.3 Able to listen to, say aloud and recite rhymes or sing songs with

guidance.1.1.4 Able to talk about a stimulus with guidance.




108

1.3 Pupils will be able to understand and respond to oral texts in avariety of contexts.1.3.1 Able to listen to and demonstrate understanding of oral texts by:

(a) giving Yes/No replies(b) answering simple Wh-Questions

READING

2.1 Pupils will be able to apply knowledge of sounds of letters torecognise words in linear and non-linear texts.2.1.1 Able to identify and distinguish the shapes of the letters in the

alphabet.2.1.2 Able to recognise and articulate initial, medial and the final sounds

in single syllable words within given context:(a) s a t p(b) i n m d(c) g o c k

(d) ck e u r (e) h b f,ff l,ll ss(f ) j v w x(g) y z,zz qu

2.1.3 Able to blend two to four phonemes into recognisable words andread them aloud.

2.1.4 Able to segment words into phonemes to spell.

2.2 Pupils will be able to demonstrate understanding of a variety of linear and non-linear texts in the form of print and non-printmaterials using a range of strategies to construct meaning.

2.2.1 Able to read and apply word recognition and word attack skills

by matching words with :(a) graphics(b) spoken words

2.2.2 Able to read and understand phrases in linear and non-linear texts.2.2.3 Able to read and understand sentences (3-5 words) with guidance.2.2.4 Able to read a paragraph of 3 – 5 simple sentences.2.2.5 Able to apply basic dictionary skills using picture dictionaries.

2.3 Pupils will be able to read independently for information andenjoyment.2.3.1 Able to read simple texts with guidance:

(a) fiction(b) non-fiction

WRITING

3.1 Pupils will be able to form letters and words in neat legible printincluding cursive writing.




109

3.1.1 Able to demonstrate fine motor control of hands and fingers by:(a) handling objects and manipulating them.(b) moving hands and fingers using writing apparatus(c) using correct posture and pen hold grip(d) scribbling in clockwise movement(e) scribbling in anti-clockwise movement

(f) drawing simple strokes up and down(g) drawing lines from left to right(h) drawing patterns

3.1.2 Able to copy and write in neat legible print:(a) small (lowercase) letters(b) capital (uppercase) letters( c) numerals(d) words(e) phrases(f) simple sentences

3.2 Pupils will be able to write using appropriate language, form and stylefor a range of purposes.

3. 2.1 Able to complete with guidance:(a) forms with personal details(b) lists

3.2.2 Able to write 3-5 word sentences with guidance.3.2.3 Able to punctuate correctly:

(a) capital letters(b) full stop

(c ) question mark

3.3 Pupils will be able to write and present ideas through a variety of media.

3.3.1 Able to create simple non-linear texts using a variety of media withguidance:(a) greeting cards(b) lists

8.5

LANGUAGE ARTS

4.1 Pupils will be able to enjoy and appreciate rhymes, poems andSongs through performance.

4.1.1 Able to listen to and enjoy nursery rhymes, jazz chants and actionsong through non-verbal response.




110

4.1.2 Able to listen to and recite nursery rhymes, jazz chants and singaction songs with correct pronunciation and rhythm.

4.2 Pupils will be able to demonstrate understanding of and expresspersonal response to literary texts.

4.2.1 Able to listen to and talk about stories with guidance:(a) book covers

(b) pictures in books

4.3 Pupils will be able to plan, organize and produce creative works for enjoyment.

4.3.1 Able to produce simple creative works with guidance based on:(a) nursery rhymes(b) action songs(c) jazz chants(d) stories

4.3.2 Able to take part with guidance in a performance based on:(a) nursery rhymes(b) action songs(c) jazz chants(d) stories

8.6

GRAMMAR

5.1 Pupils will be able to use different word classes correctly andappropriately.

5.1.1 Able to use nouns correctly and appropriately:(a) common nouns(b) proper nouns(c) singular nouns(d) plural nouns

5.2 Pupils will be able to construct various sentence types correctly.

5.1.2 Able to construct declarative sentences correctly.




111

8.7

Theme 1

Theme 2

Theme 3

Theme 4

Theme 5

Theme 6

Theme 7

Theme 8

Theme 9

CONTENT CONFIGURATION

L I S T E N I N G & S P E A

K I N G

R E A D I N G

WR I T I N G

GR A MMA R

L A N G U A GE A R T

S

D1 D2 D3 D4 D5

8.8

A MODULAR APPROACH

LISTENING AND SPEAKING MODULE

READING MODULE

WRITING MODULE

LANGUAGE ARTS MODULE

GRAMMAR MODULE

STAGE ONE(YEARS 1 – 3)

STAGE TWO(YEARS 4 – 6)

YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6




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8.9 Scheme of Work – Weekly, Semester

WEEKLY LESSON STRUCTURE

WK

THEME/

TOPIC

DAY ONE DAY TWO DAY THREE DAY FOUR

LISTENING &SPEAKING

READING WRITING LANGUAGE ARTS

1 WORLD OF

SELF,

FAMILY &

FRIENDS

- E.g.

- Six Satay

Sticks

1.1.1 Able to listen

and respond

to stimulusgiven with

guidance:

a. environmental

sounds

1.1.4 Able to talk

about a

stimuluswith

guidance.

2.1.2 Able to recognize

and articulate initial,

medial and the finalsounds in single

syllable words

within given contexts:

a) s

2.2.1 Able to read and

apply word

recognition andword attack skills

by matching words

with:

a) graphicsb) spokenwords

3.1.2 Able to

copy

andwrite in

neat

legible

print:a) small

(lowercase)

letters

4.1.1 Able to enjoy

nursery

rhymes , jazz chants

and action

songs

throughnon- verbal

response.

4.1.2 Able to recitenursery rhymes

and jazz chants,

sing action

songs withcorrectpronunciation

and rhythm.

8.9.1

SAMPLE LESSON STRUCTURE

Listening to environmental sounds.

Talking about a stimulus.

Listen to rhymes/songs.

Listen to stories.

Repeat song or rhyme after the teacher.

PRE-LISTENING

WHILE-

LISTENING

Recite or sing rhymes/songs.

Sequence pictures.

Match pictures with phrases.

Fill in the blanks with suitable words.

POST-LISTENING

( Source : Curriculum Development Division, 2011)




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Tutorial Task

TASK 8.5

1. Draw up suitable graphic organizers to compare and contrast betweenKBSR and KSSR.

2. Explain briefly the educational emphases included in the KBSR.

3. Briefly describe the importance of pronunciation in KSSR.

4. Explain with your own examples what you understand by Language

Arts.

5. What is the teaching approach employed by KSSR?

6. Is there any difference between the lesson structure proposed by

KBSR and KSSR? Elaborate with concrete examples.

Check your answers with your peers and tutor.





114

TOPIC 9 SECOND LANGUAGE LEARNING IN THE

CLASSROOM

9.0 SYNOPSIS

Topic 9 introduces you to some issues of second language learning pertaining to

audiolingualism. It also introduces the PPP procedure in language learning.


By the end of this session, you will be able to:1. identify some issues of second language learning pertaining to

audiolingualism

2. explain the different stages in the PPP procedure

3. devise a teaching plan using the PPP procedure





115

CONTENT

SESSION NINE (3 Hours )

9.2.1 Issues of Second Language Learning

The issues that will be discussed here are related to audiolingualism as it

were these issues that resulted in the introduction and use of the PPP Approach

or procedure in the Communicative Language Teaching Method.

Exercise 1:

1. What is the language learning theory that audiolingualism is

based on?

2. State the principles of audiolingualism.

3. Name three techniques used in audiolingualism.

4. What are some of the shortcomings of audiolingulism?

You would have gone through in detail about audiolingualism or the audio-

lingual method in Topic 4. What we will discuss here briefly are the issues

related to audiolingualism which resulted in the use of PPP Approach.

Audiolingualism which is based on Behaviourist Learning Theory relied

heavily on drills to form habits in language learning. Emphasis on accuracy of

the language through repetition of correct utterances was supported by positive

reinforcement. However much of the audio-lingual method of language learning

remained at sentence level. There was limited placing of language in real-life

context. Hence, there grew a need to place language in clear situational context.

This lead to introduction of the PPP Approach.




116

9.2.2 The PPP Approach

The "Three Ps" procedure is a variation of the audiolingual method. PPP

stands for presentation, practice and production. It is based on structural-

situational teaching where the focus is to place language in clear situational

contexts. It is very important to understand what "Presentation", "Practice"

and "Production" really are, and to see how they work in together to create

effective communicative language learning.

Presentation is the beginning or introduction to learning language, with

production being the end product of the learning process, whereby a learner

becomes a "user" of the language in contrast to a "student" of thelanguage. Practice is the process that helps a learner to progress from the initial

stage through to the final one.

This is how it works. At the beginning of a lesson, the teacher introduces

a situation which contextualizes the new language to be taught. Then the

language or linguistic "model" is presented. With this "model" in mind, the

students practise the new language through a variety of "controlled" activities

such as coral repetition, individual repetition and cue-response drills. After

sufficient practice, the students move into "productive" activity, where a situation

calls for the language to be used naturally without correction or control. For

example the students can construct their own sentences. In general, for

communicative language learning to be most effective, the three stages need to

occur and flow smoothly from one stage to the next.

PRESENTATION

This is the first and the most crucial stage of the language learning

process. Presentation involves the building of a situation requiring natural and

logical use of the new language. When the students recognize and understand

the "situation", they will then start building a conceptual understanding of the




117

meaning behind the new language, and why it will be relevant and useful to

them. When the situation surrounding the new language and the conceptual

meaning of it has been achieved, the new language is introduced through a

linguistic "model". It is this linguistic model or language presented that the

students will go on to practise and achieve naturally during a productive activity

without help.

It is important for the teacher to build on whatever English the students

have already learned or have some access to when introducing a situation and

getting the students to build the concept underlying the new language. At

primary levels, using pictures and body language are common ways of

presenting new language. Dialogues and text can also be used when thestudents have progressed.

There are a various ways in which new language items or linguistic

‘models’ can be presented. What is important is that these presentations should

have at least some of the following features: meaningful, memorable and realistic

examples; have logical connection; contextualized; clear models; sufficient

meaningful repetition; are brief and can be recycled

PRACTICE:

The practice stage is the important middle stage to communicative

language teaching. Sometimes this stage is “over-done" or used ineffectively.

This may be due to a poor or no presentation stage. In some cases it is not used

as a natural progression or step towards production.

The type of practice activities should be appropriate to the language beinglearned as well as the level and competence of the students. Practice is done to

ensure that the students get the accurate language as well as to get the students

to be familiar with the language. Hence an effective practice stage is one where

repetition leads to competence and accuracy.




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Practice activities need to be clear and understandable and should

promote a degree of confidence in the students. A well planned practice activity

will generate the students' motivation. Practice activities should be challenging,

but within the reach of the students.

Practice activities usually involve moving the students from the individual

drills to pair work such as chain pair-work, closed pair-work and open pair-

work. It is this communicative practice that leads to final stage of production.

PRODUCTION:

The production stage is the most important stage of communicative

language teaching. A good indicator of a successful production is when students

move from being "students" or learners of the language to "users" of the

language.

The production stage involves creating a situation which requires the

students to use the language that was introduced in the presentation stage

independently. The situation should allow the students produce more

personalized language. A successful production stage depends on an effective

practice stage. This is because if the practice stage is not able to build the

students’ confidence in the language then they will naturally be hesitant to

independently "use" it in the production stage.

One of the most important things you have to remember is that production

activities should not "tell" the students what to say. In the practice stage, the

students have most or all of the information required, but in the production stage

they do not have the information and therefore must think. As such it would begood if ‘real life" situations are given in the production stage. Getting students

engaged in productive classroom activities can require a certain level of cognitive

ability. Hence, as teachers you should prepare well thought out and planned

activities.




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Some good examples of effective production activities include situational

role-plays, debates, discussions, problem-solving, narratives, descriptions,

quizzes and games.

The following demonstrates the use of the PPP procedure:

PRESENTATION:

The teacher shows the students the following picture and elicits some facts about

it.

The teacher points to the man carrying the Malaysian flag to elicit the sentence

“He is carrying the Malaysian flag” by asking “What’s the man doing?”

The teacher then models the sentence “The man is carrying the Malaysian flag”.

This is repeated with the other people in the picture.

PRACTICE:

The teacher gets the students to repeat the sentences in chorus.

The teacher picks individual students to repeat the sentences.

The teacher gives a cue (woman in yellow) and gets the students to respond.

PRODUCTION:

The teacher asks students to construct their own sentences e.g. think about what

their family members are doing at the moment.




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Tutorial Task

Devise a teaching plan to show your understanding of the PPP procedure.





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TOPIC 10 SECOND LANGUAGE LEARNING IN THE

CLASSROOM

10.0 SYNOPSIS

Topic 10 provides you with input on alternatives to Presentation, Practice, and

Production. It also deals with the teaching implications of these alternatives in

the primary ELT classroom.



1. name the alternatives to Presentation, Practice, and Production

2. explain the alternatives to Presentation, Practice, and Production

3. explain the teaching implications of the alternatives in the primary ELT

classroom





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CONTENT

SESSION TEN (3 Hou rs)

10.2.1 Alternatives to Presentation, Practice and Production

The PPP Approach or procedure in the Communicative Language

Teaching Method which was introduced in the mid 1960’s came under criticism in

the 1990’s.

Exercise 1:

1. Do you use the PPP procedure in your classroom? Why?

2. What are the strengths of the PPP procedure?

3. What are the shortcomings of the PPP procedure?

One of the main criticisms of the PPP procedure is that it is teacher-

centred. This is in contrast with the humanistic and learner-centred approach that

was prevalent in the 1990’s. The fact is that the PPP procedure assumes

learners learn ‘in straight lines’, that is, starting from no knowledge, thr ough very

structured sentence-based patterns straight to instantaneous production was not

favourable to many. According to Woodward (1993) language cannot be broken

down into small bits and pieces to learn as it is full of ‘interlocking variables and

systems’. Lewis (1993) was not in favour of the PPP approach as he felt that it

did not reflect neither the nature of language nor the nature of learning. It could

also be a waste of time and demotivating especially if you might be teaching

what the students already know.

One of the first people to suggest an alternative to the PPP procedure was

Keith Johnson in 1982. His suggestion called the ‘deep-end strategy’ was a

variation of the PPP procedure. He encouraged students into immediate




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production, in other words throwing them in the deep end. The teacher can see if

and where the students have difficulties in the language in the production stage.

The teacher goes back to either the presentation or practice stage after the

production stage if deemed necessary.

Byrne (1986) had similar views as Johnson. However, he joined the three

stages of presentation, practice and production into a circle. Here teachers and

students can decide at which stage to begin the procedure. Figure 1 below

shows Byrne’s alternative approach.

.

Figure 1: Byrne’s Alternative Approach

Harmer (2007) suggested ESA: Engage, Study and Activate as an

alternative to the PPP procedure. E is for engage. Getting the students

emotionally engaged with what is going on is important to ensure effective

learning. S stands for study. Here the focus of the teaching and learning

process is on how something is constructed. The study may focus on forms of

the language such as relative clauses, specific intonation patterns, developing a

paragraph etc. The teacher can draw the attention of students to the form of the

language during a communicative task or the students themselves may notice

the form of the language. A stands for activate. At this stage students are

encouraged to use all or any of the language they know. Teachers can plan

communicative activities to activate students’ knowledge. Reading for pleasure

or interest also helps students activate their language knowledge.




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There are three basic lesson procedures in ESA. The first is the ‘Straight

Arrows’ lesson procedure. This procedure is sequential in nature. The teacher

engages the students via the presentation of situations, pictures or other means.

The study stage involves the explanation of meanings and forms of the language

by the teacher. The teacher models the forms of the language and the students

repeat and practise them. Activation of the new language is done when students

use the language to form their own sentences.

The second basic lesson procedure is called the ‘Boomerang’ procedure.

The order here is EAS. First the teacher gets the students emotionally engaged

with the lesson. Then the teacher gets the students to do a task for example a

written task, a simulation activity or a communicative game. After the activity, the

students study some aspects of the language that were incorrectly used by them

or what they lack.

The final procedure is known as the ‘Patchwork’ lesson procedure. Here

the teacher may follow various sequences. The teacher may get the students

engaged first, followed by activating their knowledge before studying some

language forms before moving on to other activation activities. These may be

followed by re-engaging the students and ending with more study on language

forms.




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Figures 1 to 3 depicts the different lesson procedures of ESA.

Exercise 2:

1. List the alternatives to PPP procedure.

2. Explain the ESA procedure.

3. Discuss the similarities and differences between the three

lesson procedures of ESA.

10.2.2 Teaching Implications of the Alternatives in the Primary School

Classroom

The various frameworks suggested as alternatives for the PPP procedure

such as Johnson’s ‘deep-end strategy’, Byrne’s alternative approach andHarmer’s ESA imply that teachers should shift from a sequential, teacher -

centred approach to a more humanistic and leaner-centred approach. Teachers

should bear in mind that getting students emotionally engaged is vital for

effective learning. As such, teachers should minimize their criticism and

encourage their young learners to be engaged in what is going on in the




classroom. Students should have positive feelings about what and how they are

learning.

The teacher should be well-versed in the forms of the language. There

would be teachable moments where the teacher needs to focus on the forms of

the language. This is something that the teacher must be prepared for. In other

words preparing for eventualities for the study phase.

The teacher should be creative to design communicative tasks that will

activate students’ language knowledge. Activities prepared should encourage

students to use of much knowledge of the language that they have. These

activities should develop a desire for the students to communicate.

Tutorial Task

Devise a teaching plan using any of the alternative frameworks discussed above.

What are the possible challenges you might face in carrying out the teaching plan?

module elt (methodology)

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