Collaborative Writing
Zuhal,G ..Moussa Mahamadou and Nwe ni Hlaing
CHANGING TIMES, CHANGING METHODS
How people learn, has always been a prominent issue in view of various disciplines. The general characteristics of traditional teaching methods which are based on behaviorism can be summarized as the transmission of knowledge from the authoritarian provider (teacher) to passive learner in a static curriculum characterized by hierarchical grading of subject matter, predefined content and product (Nunan, 1999). The mainly extrinsic motivation and product-oriented evaluation are also other features of traditional teaching, which reflects deductive approach of learning that represents a more traditional style of teaching where in the grammatical structures or rules are dictated to the students first (Rivers, W.M. and Temperley, M.S., 1978: 110).
23
The search for the best method in language teaching has followed the path from traditional grammar-translation method in the 19th century to the present-day emphasis on communicative language teaching (Mckay2002). Traditional approaches up to 1960s gave priority to grammatical competence as the basis for language proficiency. The present-day language teaching methods, based on constructivism follow inductive approach that represent a more modern style of teaching where the new grammatical structures or rules are presented to the students in a real language context (Goner, P. and Walters, 1995:135). They are characterized by transformation of knowledge in a collaborative environment where facilitating teacher and active participants (students) work together to learn and construct personal knowledge through a dynamic and integrative curriculum. Emphasis on process, learning skills, self-inquiry and self-assessment are also among the distinctive features of these contemporary methods (Nunan, 1999).
The reasons for the change in language teaching methodology are closely related with the changing needs of the new global world where international interactions at both individual and communal level are inevitable. The disappearance of borders between countries as a result of the rapidly developing technology has not only encouraged but also urged people to communicate and interact constantly. Another reason for the change in language teaching methodology is due to the movement away from lesson formats, where the focus was on mastery of different items of grammar and practice thorough controlled activities such as memorization of dialogues and drills, towards the use or pair work activities, role-plays, group work activities and project work.
For the reasons above, the decision of a teacher about which method/approach is the best is closely related with the needs and the facts of the society and the world s/he and his/her students live in. The modern world of the ELT expects language teaching to reach a higher
24
professional standard. Toward this aim, pedagogical experts design new teaching methodologies, which are more effective and practical not ONLY in language acquisition but also in multiplicity of contexts.
As the EIL teachers, we adopt the experimental teaching model, which is based on the view that learners now have to participate in the classroom activities that are based on co-operative rather than individualist approach to learning. Learner moves from the known to the new by collaborative work, self-directedness and the basic human desire for self-realization in a learning environment where the mistakes are tolerated, and cultural awareness along with understanding the cultural differences are given prominence. For example, in content-based learning environment teachers will find themselves talking less and listening more becoming active facilitators of their students' learning (Larsen-Freeman, 1986). The teacher sets up the exercise, but because the students' performance is the goal, the teacher must step back and observe, sometimes acting as referee or monitor. A classroom during a communicative activity is far from quiet, however. The students do most of the speaking, and frequently the scene of a classroom during a communicative exercise is active, with students leaving their seats to complete a task. Because of the increased responsibility to participate, students may find they gain confidence in using the target language in general. Students are more responsible managers of their own learning (Larsen-Freeman, 1986).
An important aspect of communication in CLT is the notion of information gap. This refers to the fact that in real communication, people normally communicate in order to get information they do not possess. Communication that is more authentic is likely to occur in the classroom, if students go beyond practice of language forms for their own sake and use their
25
linguistic communicative resources in order to obtain information. Likewise, participatory approach prepares learners to become better citizens in critical thinking and decision-making. Autonomous learning, which requires the self-determination and self-evaluation of the learners and inclusion of what students encounter in real life to their learning contexts are also of great prominence to us. Finally, task-based learning through which both grammar and vocabulary are encountered as they are utilized, rather than being memorized or imitated in repetitive drills, is also a method used by us in suitable learning environments. Brown‟s twelve principles (Brown, 2002) which summarize contemporary language teaching approaches are what we aim to follow.
In conclusion, teacher-centered methods, like Grammar and Translation method, where grammar, vocabulary and reading are emphasized in the lead of the authoritarian teacher, not needed and Audio-Lingual method where listening, speaking, pronunciation and fluency are emphasized mainly through imitation or repetitive drills not needed have hardly been used by us. Instead, such present-day methods as Communicative Language Teaching or Content-Based Language Teaching, based on conveying ideas by using functional language in a learning environment shared by autonomous learners working collaboratively and facilitating teachers not needed, are preferred by us. On the other hand, it is also a fact that very crowded classrooms and rooted traditional teaching methods which learners are used to in countries like Turkey, Bhutan, and Myanmar may pose some difficulties in the implementation of present day methods. In order for EIL teachers to appreciate how teaching models have influence in their teaching, they should wake up and see the fact that “An approach to language pedagogy is not just a set of principles „set in stone‟. It is, in fact, a dynamic composite of energies within a teacher that changes with regard continued experience in learning and teaching.” (Brown, H.D.2002) It is for this purpose, what EIL teachers are expected to do is to take steps in not only facilitating the
26
learning process of the learners but also writing success stories in changing the rooted traditional learning habits.
References
Brown, H.D. (2002). English Language Teaching in the “post-Method” Era: Toward Better Diagnosis, Treatment, and Assessment in J.C. Richards W.A, & Renanyda. (n.d) Methodology in Language Teaching. New York: Cambridge.
Goner, P, & Walters. ( 1995). Teaching Practice Handbook: Structures: Grammar and Function. Heinemann.
Larsen-Freeman, D. (1986). Techniques and Principles in Language Teaching. Oxford University Press.
McKay, S.L.(2002). Teaching English as an International Language. NY: Oxford University Press.103-123.
Nunan, D. (1999). Second Language Teaching& Learning. Boston:Heinle&Heinle.
Rivers, W., M. & Temperley, M. S. (1978). A Practical Guide to the Teaching of English as a Second or Foreign Language: Oxford University Press
Zuhal,G ..Moussa Mahamadou and Nwe ni Hlaing
CHANGING TIMES, CHANGING METHODS
How people learn, has always been a prominent issue in view of various disciplines. The general characteristics of traditional teaching methods which are based on behaviorism can be summarized as the transmission of knowledge from the authoritarian provider (teacher) to passive learner in a static curriculum characterized by hierarchical grading of subject matter, predefined content and product (Nunan, 1999). The mainly extrinsic motivation and product-oriented evaluation are also other features of traditional teaching, which reflects deductive approach of learning that represents a more traditional style of teaching where in the grammatical structures or rules are dictated to the students first (Rivers, W.M. and Temperley, M.S., 1978: 110).
23
The search for the best method in language teaching has followed the path from traditional grammar-translation method in the 19th century to the present-day emphasis on communicative language teaching (Mckay2002). Traditional approaches up to 1960s gave priority to grammatical competence as the basis for language proficiency. The present-day language teaching methods, based on constructivism follow inductive approach that represent a more modern style of teaching where the new grammatical structures or rules are presented to the students in a real language context (Goner, P. and Walters, 1995:135). They are characterized by transformation of knowledge in a collaborative environment where facilitating teacher and active participants (students) work together to learn and construct personal knowledge through a dynamic and integrative curriculum. Emphasis on process, learning skills, self-inquiry and self-assessment are also among the distinctive features of these contemporary methods (Nunan, 1999).
The reasons for the change in language teaching methodology are closely related with the changing needs of the new global world where international interactions at both individual and communal level are inevitable. The disappearance of borders between countries as a result of the rapidly developing technology has not only encouraged but also urged people to communicate and interact constantly. Another reason for the change in language teaching methodology is due to the movement away from lesson formats, where the focus was on mastery of different items of grammar and practice thorough controlled activities such as memorization of dialogues and drills, towards the use or pair work activities, role-plays, group work activities and project work.
For the reasons above, the decision of a teacher about which method/approach is the best is closely related with the needs and the facts of the society and the world s/he and his/her students live in. The modern world of the ELT expects language teaching to reach a higher
24
professional standard. Toward this aim, pedagogical experts design new teaching methodologies, which are more effective and practical not ONLY in language acquisition but also in multiplicity of contexts.
As the EIL teachers, we adopt the experimental teaching model, which is based on the view that learners now have to participate in the classroom activities that are based on co-operative rather than individualist approach to learning. Learner moves from the known to the new by collaborative work, self-directedness and the basic human desire for self-realization in a learning environment where the mistakes are tolerated, and cultural awareness along with understanding the cultural differences are given prominence. For example, in content-based learning environment teachers will find themselves talking less and listening more becoming active facilitators of their students' learning (Larsen-Freeman, 1986). The teacher sets up the exercise, but because the students' performance is the goal, the teacher must step back and observe, sometimes acting as referee or monitor. A classroom during a communicative activity is far from quiet, however. The students do most of the speaking, and frequently the scene of a classroom during a communicative exercise is active, with students leaving their seats to complete a task. Because of the increased responsibility to participate, students may find they gain confidence in using the target language in general. Students are more responsible managers of their own learning (Larsen-Freeman, 1986).
An important aspect of communication in CLT is the notion of information gap. This refers to the fact that in real communication, people normally communicate in order to get information they do not possess. Communication that is more authentic is likely to occur in the classroom, if students go beyond practice of language forms for their own sake and use their
25
linguistic communicative resources in order to obtain information. Likewise, participatory approach prepares learners to become better citizens in critical thinking and decision-making. Autonomous learning, which requires the self-determination and self-evaluation of the learners and inclusion of what students encounter in real life to their learning contexts are also of great prominence to us. Finally, task-based learning through which both grammar and vocabulary are encountered as they are utilized, rather than being memorized or imitated in repetitive drills, is also a method used by us in suitable learning environments. Brown‟s twelve principles (Brown, 2002) which summarize contemporary language teaching approaches are what we aim to follow.
In conclusion, teacher-centered methods, like Grammar and Translation method, where grammar, vocabulary and reading are emphasized in the lead of the authoritarian teacher, not needed and Audio-Lingual method where listening, speaking, pronunciation and fluency are emphasized mainly through imitation or repetitive drills not needed have hardly been used by us. Instead, such present-day methods as Communicative Language Teaching or Content-Based Language Teaching, based on conveying ideas by using functional language in a learning environment shared by autonomous learners working collaboratively and facilitating teachers not needed, are preferred by us. On the other hand, it is also a fact that very crowded classrooms and rooted traditional teaching methods which learners are used to in countries like Turkey, Bhutan, and Myanmar may pose some difficulties in the implementation of present day methods. In order for EIL teachers to appreciate how teaching models have influence in their teaching, they should wake up and see the fact that “An approach to language pedagogy is not just a set of principles „set in stone‟. It is, in fact, a dynamic composite of energies within a teacher that changes with regard continued experience in learning and teaching.” (Brown, H.D.2002) It is for this purpose, what EIL teachers are expected to do is to take steps in not only facilitating the
26
learning process of the learners but also writing success stories in changing the rooted traditional learning habits.
References
Brown, H.D. (2002). English Language Teaching in the “post-Method” Era: Toward Better Diagnosis, Treatment, and Assessment in J.C. Richards W.A, & Renanyda. (n.d) Methodology in Language Teaching. New York: Cambridge.
Goner, P, & Walters. ( 1995). Teaching Practice Handbook: Structures: Grammar and Function. Heinemann.
Larsen-Freeman, D. (1986). Techniques and Principles in Language Teaching. Oxford University Press.
McKay, S.L.(2002). Teaching English as an International Language. NY: Oxford University Press.103-123.
Nunan, D. (1999). Second Language Teaching& Learning. Boston:Heinle&Heinle.
Rivers, W., M. & Temperley, M. S. (1978). A Practical Guide to the Teaching of English as a Second or Foreign Language: Oxford University Press
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