Different Methods in English Language Teaching An Overview

Different Methods in English Language Teaching An Overview Nicholas Bradley

The Japanese EFL Context. Take 5 minutes – think of some of the contextual features of Japanese EFL classes. n Typical student characteristics / educational norms / classrooms / and so on……. Goal – To get a list of characteristics which describe the stereotypical English class in Japan. n

English in Japan n n n Often teaching low level English. Low motivation. English dominated by preparation for university entrance exams. MEXT guide vs. reality. English seen as an academic subject Basic classrooms / difficult layout Infrequent classes / short classes L 1 often used in class / textbooks. Often little exposure to instruction in English.

Certain dichotomies that need to be kept in mind when considering English teaching methods. L 1 only instruction - L 2 only instruction n High control Free n Sentence level - Discourse level n Teacher centered - Student centered n Focus on accuracy - Fluency n Contrived materials - Authentic materials n

Grammar Translation n n Originally used to teach “dead languages” (Latin / ancient Greek etc) Does exactly what it says. A grammar point is presented and then drilled. Grammar explanations are usually extensive and feature multiple examples. Drilling through various exercises : passage / sentence translations reading comprehension questions antonym / synonym searches fill in the blanks Vocabulary is presented in list form and learned in the grammar practice sentences and passages.

Got Issues? n n n n n No place for speaking or listening. Superiority of literary language. Motivation? Accuracy seen as vital. Mistakes? Texts are only tools for grammar instruction. Vocabulary is isolated in list form. Is it teaching language? Collection of words Teacher centered. L 1 instruction and discussion. Easy for the teacher? – little planning / L 2 proficiency

The Direct Method n n n Developed by Maximilian Berlitz in reaction to the grammar translation method. Practicality is central. Everyday vocab and sentences. Syllabus based on situations and topics not linguistic structures. Language is understood through action, pantomime and demonstration. (Hence direct) Grammar is taught inductively through examples, illustrations, demonstrations. Vocab is taught through demonstration, realia, pictures, miming.

The big changes n n n n No L 1! L 2 use helps language learning. Teachers should not explain. Associate the meaning through action and demonstration. Speaking and listening taught. Pronunciation given a greater emphasis. Teacher-student. Student-student activities (dictation, Q&A exercises). Still a rather simplistic view of language. Only for low-level learners? Patronizing?

Audiolingualism “Thinking is for bedwetters. Tell me what to say!!” Connected to the concept of behaviourism n Stimulus- response- reinforcement n Substitution used so students constantly learn Teacher: There’s a pen on the desk. Students: There’s a pen on the desk. Teacher: pencil Students: There’s a pencil on the desk. Teacher: textbook Students: There’s a textbook on the desk. on-under-next to table-floor-shelf n

Audiolingualism Issues Are we having fun yet? n Still focus is at the sentence level n Grammar teaching is inductive n Mistakes? What are mistakes? n Accuracy focused n Teacher centered n

PPP Presentation – Practice – Production n Presentation - Attempts to place language in context. Pictures and elicitation. n Practice – Through accurate reproduction techniques: choral drills, cue-response drills, pair-drills n Production – Students use the language to make sentences of their own n

Timing Aims 8 mins Lead in to set the context for the lesson and generate interest 7 mins 10 mins 12 mins Lexis to introduce vocabulary for listening stage Listening to practice listening for gist Presentation • to introduce target language • to manipulate form • to provide restricted practice in using target language and standardize pronunciation Activity • Ss look at photos of children doing things • Ss discuss whether or not they did these things in the past and whether or not they do them now • Ss write three things they did as a child but don’t do now and give them to T • Ss look at coffee, cigarettes, chocolate and a PC • Ss discuss whether or not they use these things, how often, and whether they can stop • T elicits addict, addicted, addiction, to quit, to give up, to cut down on, willpower • Ss listen to four people describing their addictions: Does the person have the same addiction as you? If not, what are they addicted to; Have they given up? • Feedback on board • T elicits target language: - Did he smoke in the past? Yes - Once or many times? Many times - Does he smoke now? No “He used to smoke” • T repeats with other examples and elicits negative and question • T drills target language Focus S-S-S S-S T-Ss S Ss-T

10 mins 3 mins 10 mins Less restricted practice to give students restricted practice in using target language Less restricted written practice to provide a written record of the target language Authentic practice to give students authentic practice in using target language • T writes on board one thing that each student used to do as a child • Ss circulate, asking each other questions to find out who used to do what • Feedback Sts write 2 sentences about themselves and two about other sts using target language • T gives handout with prompts – last house, last job, appearance 10 years ago • Ss circulate and ask and answer questions based on prompts T-Ss S-S-S Ss-T S S-S-S

PPP Problems and Development Learning in a straight line? n Doesn’t reflect the nature of language n Teacher centered n Many variations on PPP in response. n “Deep-end strategy” – immediate production n Engage – Study - Activate n

Communicative Language Teaching n n n n If teachers engage students “in solving communication problems in the target language, then language will take care of itself”. Places a great importance on the functions of language. Purpose for language is central. Learning from increased exposure to language and opportunities to use it. Learn something by doing it / using it. Use of realistic communication where communication itself is at least as important as accuracy Role play, posters, information gap activities, interviews Materials should not dictate what language students useactivities should replicate real communication (use a variety of language, not just one structure) Teacher sets activities, facilitates, monitors and provides feedback.

An Example from Japan n n Objective- For students to express their meaning when they don’t know the word. Opening discussion. What countries have you been to? What problems with language did you encounter there? How can you explain a word that you don’t know? Karuta – Cards with target vocab / idioms etc. Teacher describes and students choose the card. As a class / group – students describe to another student. Can follow up with a role play. Review- how did they describe the words? What language was used?

CLT Issues Uncontrolled language favours native speaker teachers n Fluency at the expense of accuracy? n Is it any more real? A real communicative purpose? n Is the teacher teaching? n

Task Based Learning A focusing of communicative language teaching. Attempts to make the classroom truly communicative – not talking for the sake of it. Classes are based on real world tasks where the outcome of the task is paramount.

What is a task? “The more confidently we can answer yes to each of these questions the more task-like the activity. ” - Willis & Willis (2007) n n n Does the activity engage learners’ interest? Is there a primary focus on meaning? Is there an outcome? Is success judged in terms of the outcome? Is completion a priority? Does the activity relate to real world activities?

An example of TBL n Task – experiment to test the proverb “beauty is in the eye of the beholder”. Pre-task. -Ask students who they think the best looking man / woman is in the world. Invite students to say why they think so – write any appearance related vocab they use on the board. -Ask students why people have different answers. -Introduce “beauty is in the eye of the beholder” and explain. -Tell students about the task (to rank ten photos of men and ten photos of women in order of attractiveness). Ask students for / teach any extra language that may be needed for the task.

Task. Students work together to rank the photos. Students then inform the class of their results and any problems they found or if they quickly came to a decision. Once all groups have presented their findings and they have been recorded. Students analyze the results to see if beauty really is in the eye of the beholder or universal. Post task. Feedback on task performance. Discussion of the findings.

TBL Issues Can doing some tasks be a complete methodology? Is it enough? n Free but limited. Task language only? n Increase the command of what is known at the expense of new language n I don’t have time!!! n

And the rest n n n Many other methods which can be used. Here a couple more: Test – Teach - Test Dogme – materials and technology free teaching CLIL – Content and Language Integrated Learning. Intercultural communication / IC Awareness English is a global language – students need to be culturally aware as well as linguistically prepared.

English in Japan n n n Often teaching low level English. Low motivation. English dominated by preparation for university entrance exams. MEXT guide vs. reality. English seen as an academic subject Basic classrooms / difficult layout Infrequent classes / short classes L 1 often used in class / textbooks. Often little exposure to instruction in English.

“We look on past ages with condescension, as a mere preparation for us…but what if we are only an afterglow of them” J. G. Farrell, ‘The Siege of Krisnapur’.

Which is best for me? No method is inherently better than any other. But certain methods do seem to be more suitable for different students, teachers, subjects and institutions. A teacher needs to consider many things n BANA-TESEP – problems of method transfer. n What are you there to teach? n How about your students ? How about you? n Classroom and school realities. n “…teachers too are very important participants in the classroom. They possess a great deal of knowledge about their students within a social context. It is with them that the research necessary to find truly appropriate methodologies must lie”

Some useful sources of info. n n n n http: //www. onestopenglish. com/ Adrian Holliday (1993) The House of TESEP and the communicative approach. 203. 72. 145. 166/ELT/files 48 -1 -1. pdf Harmer (2007) The Practice of English Language Teaching. De. Capua & Wintergest (2010). Crossing Cultures in the Classroom. Edward Hall (1959) The Silent Language. Thornbury (2005) How to Teach Speaking. Willis & Willis (2007) Doing Task Based Teaching.