Current Issues in ESL/EFL Week 1 Nam Joon Kang MA 2015

The Age of Methods  Approximately, every decade a new approach or methodology comes into practice. Particularly, the period from the 1950s to 1980s has often been referred to as “The Age of Methods” during which a number of quite detailed prescriptions for language teaching were proposed. All the methods have had their glory days.  As elements of Computer-Aided Language Learning (CALL) began to grow, the very need for human teachers came briefly into question.

Many new approaches  Gardner (1993) proposed a theory of Multiple Intelligences in general education but was later applied to language teaching. This opened the way to more diversity of activities focused on the students themselves and their innate skills, preferences and abilities. This consequently led to the concept of learner centeredness realizing the individual differences. Student-centered teaching and learning-based courses, texts and programs developed at an increased rate.

 iii. Noam Chomsky’s theory of Transformational Generative Grammar (1957) gave us greater insights into language learning vs. language acquisition. His criticism on B.F. Skinner’s theory of learning truly brought a revolution in the arena of general learning as well as in language acquisition.  iv. Krashen’s theory of Second Language Acquisition deepened our insights into language acquisition and learning. v. Asher’s Total Physical Response claimed a successful adult second language learning as a parallel process to child’s first language acquisition. vi. Crossovers from the general educational trends such as Cooperative Learning, Whole Language Approach, and Neuro-linguistic Programming have influenced language teaching and learning considerably.  vii. Content-based, task based, problem-based learning and genre-based emphasized teaching language through meaning making.

Key trends in ELT today  With the facility of e-communication, it has been possible for the English language teachers/ practitioners to network and enrich their teaching. This has enabled the teachers to share their experiences and develop their profession. The Special Interest Group (SIG), Support Groups, discussion, chat room, etc. have contributed to the enhancement of teachers’ careers. Networking  Networking has also enabled teachers not to depend upon theories and methods prescribed by the methodologists and to try out as have been practiced by others. Online ELT resources are growing rapidly, newsletters on ELT are being used more by both the teachers and students.

 Strategopedia Give a man a fish He eats for a day Teach him to fish He eats for the whole life. A trend in ELT today has been to make the students independent learners. Today, a school of thought has developed with the purpose of equipping learners with appropriate learning strategies to take the responsibility for self-direction.  The students are trained in the use of learning strategies in order to improve their learning effectiveness. Learners learn how to learn. Cooperative Learning Methodologies and Multiple Intelligences Theory teach learners different learning strategies to apply while learning a language.  Student centredness English language teachers all over the globe seem to have realized that gone are the days when teachers deliver lectures in front of their pupils who just sit as passive listeners. Learner centeredness is the demand of the time. That is why language teachers have to play the role of facilitators in the classroom, not authorities. As a matter of fact, pupils learn by doing in pairs and groups.

 Reflective practice  This is about teachers’ questioning and exploring their own practice of teaching. It is a sort of systematic curiosity about going beyond the edges of what we know and do, to find out how we could do things differently or better (Underhill, 2007). Reflecting upon our own way of teaching tremendously helps the teachers improve the practice.  Rethinking aim One key trend in English teaching profession linked to the growing interest in global education is rethinking of basic educational goals, the way of English education. A growing number of educators are now starting to discuss what the aims of English language teaching should be.  Educators have argued that there is a need for an approach to language education that aims at fostering a sense of social responsibility in students. A growing number of educators are now beginning to discuss global issues and concerns in relation to language teaching and learning.  What are we doing for the earth? Global peace and environmental issues intrinsically affect every human being on earth. We, as English language teachers have a mission of helping everyone in this world to communicate with each other to prevent the global disaster ahead.

Grammaring  Gone are the days when English language teachers make the students parrot the rules of the language and use them in making sentences either in speech or writing. Instead, recently the teachers of English have begun to involve their pupils in grammaring rather than teaching grammar.  Larsen-Freeman (2007) claims it to be the fifth skill of language that incorporates the ability to use grammar structures accurately, meaningfully and appropriately for one’s communicative purposes. Here grammar is seen as more of a process than a product. Grammar lessons are no longer about knowing language systems (declarative knowledge), but about knowing how to use language (procedural knowledge).

Academic qualifications  once acquired are not enough for the teachers in anyway to teach language effectively forever. They need to go along the demand of the time and current practices.  Locally produced materials Today, countries around the globe have realized that instructional materials produced in one country may not be effective in other countries. Teaching materials in the form of textbooks work texts and other reference materials should suit the users’ soil, culture, and values.  Imported language teaching materials are in no way practicable in the context where they are not produced keeping into consideration the local needs.

Anti-method era  The methodologists have ever been in search of more effective method of teaching foreign languages or second languages. One method is embraced as an improvement over the other. Nevertheless, no method has been a panacea for the solution of ELT problems.  This is why, a pessimistic view has been developed among the methodologists themselves. Methods do not matter because they do not exist. Thee era of method is over. ELT, therefore, is now in ‘post method thinking’.  Frustration Whereas on the one hand, the ELT practitioners have been keeping update their profession going in line with the current trends in ELT, a large mass of English language teachers have not been able to follow the trends due to lack of resources available to them, which in turn have developed a sense of frustration in them.

Future trend  The future is quite uncertain. Nevertheless, no one can stop us from predicting the future. Pondering on the existing trends and a wave of change, we can make a sensible guess that we are moving from simplicity to complexity, from uniformity to diversity, from prescriptivism to eclecticism, from oneness to pluralism, from customary to embryonic ways of doing things, more towards flexibility, practicality and towards refinement of current practices in order to make a difference.

Conclusion  There is no single most excellent way of teaching languages. The successful language teacher will not confine himself/herself to only a single method.  Nonetheless, ELT practitioners have not remained reliant on fixed prescribed and imposed practices. Instead, ELT practitioners around the globe put into practice a great deal of diverse activities to keep themselves up-to-date and enhance their practices which have been dealt above.

 Cognitive Principles  Affective Principles  Linguistic Principles  8.  Cognitive Principles Automaticity Meaningful Learning Anticipation of Rewards Intrinsic Motivation Strategic Investment 8.  9.  Cognitive Principles Automaticity  Sub-conscious processing of language with peripheral attention to language forms Meaningful Learning  This can be contrasted to Rote Learning, and is thought to lead to better long term retention Anticipation of Rewards  Learners are driven to act by the anticipation of rewards, tangible or intangible Intrinsic Motivation  The most potent learning "rewards" are intrinsically motivated within the learner Strategic Investment  The time and learning strategies learners invest into the language learning process. 9.

 10.  Affective Principles Language Ego Self-Confidence Risk-Taking Language-Culture Connection 10.  11.  Affective Principles Language Ego  Learning a new language involves developing a new mode of thinking - a new language "ego" Self-Confidence  Success in learning something can be equated to the belief in learners that they can learn it Risk-Taking  Taking risks and experimenting "beyond" what is certain creates better long-term retention Language-Culture Connection 11.

Linguistic Principles  Native Language Effect Interlanguage Communicative Competence  Linguistic Principles  Native Language Effect  A learners native language creates both facilitating and interfering effects on learning;  Interlanguage  At least some of the learners development in a new language can be seen as systematic;  Communicative Competence  Fluency and use are just as important as accuracy and usage - instruction needs to be aimed at organizational, pragmatic and strategic competence as well as psychomotor skills.

CLT  CLT – Communicative Language Teaching  CLT takes pedagogical ideas from a wide range of  methodological approaches and it is therefore  adaptable to a range of different learner needs  and styles.

Approach  ’....describes how people acquire their knowledge  of the language and makes statements about the  conditions which will promote successful language  learning.’ Harmer, (2001:78)  Behaviourism naturalism Method  ’....a method is the practical realisation of an  approach’ Harmer (2001:78)  Procedure  An ordered sequence of techniques.

Grammar-Translation Method  The goal is to learn a language in order to read its literature or benefit from the intellectual development that results from foreign language study.  Grammar is taught deductively, by presentation and study of grammar rules, which are then practiced through translation exercises.  The student’s native language is the medium of instruction.  Focus on reading and writing.  Vocabulary selection is based solely on the reading texts used.  Accuracy was emphasized.

Direct Method  Classroom instruction was conducted exclusively in the target language.  Only everyday vocabulary and sentences were taught.  Greater focus on oral communication: skills were built up around question-and- answer exchanges between teachers and students.  Grammar taught inductively.  Concrete vocabulary was taught through demonstration, objects, and pictures.

Audio-lingualism  Grammar teaching is inductive rather than deductive.  The meanings of words can be learned only in a linguistic and cultural context.  Input is highly refined.  It is teacher centred.  Relies heavily on drills.  Based on behaviorism.

Total Physical Response (TPR)  Understanding the spoken language before developing the skills of speaking.  Imperatives are the main structures to transfer or communicate information.  The student is not forced to speak, but is allowed an individual readiness period and allowed to spontaneously begin to speak  Combines information and skills through the use of the kinesthetic sensory system.

Communicative Language Teaching  CLT starts from a theory of language as communication.  CLT draws on Michael Halliday’s (1970) account of language as ‘functional’ (e.g. instrumental function (using language to get things); representational function (using language to communicate information

Principles of Communicative Language Teaching  Learners learn a language through using it to communicate.  Authentic and meaningful communication should be the goal of classroom activities.  Fluency is an important dimension of communication.  Communication involves the integration of different language skills.  Learning is a process of creative construction and involves trial and error.  Contextualization is a basic premise.  Language learning is learning to communicate - not learning about a language.  Comprehensible pronunciation is sought - not a false ideal e.g. RP.  Drilling is used, but not to ensure memorization without context.

 Translations may be used, if appropriate.  Linguistic variation is a central concept in materials and methodology.  Sequencing is not solely based on principle of linguistic complexity but also though consideration of function, meaning and content.  Intrinsic motivation is maintained by what is being communicated.  Richards R. & Rogers, T. (1991) Approaches and  Methods in Language  Language is used to accomplish a concrete task.  Necessary vocabulary, expressions, and grammatical structures are often pre- taught.  Can be seen as “deep end” version of PPP.

Task-based learning  A Task-Based Learning Activity  Step 1: Pre-task – Introduce topic and task  Pre-teach vocabulary and expressions  Step 2: Task Cycle – Performance of task with little  guidance  Step 3: Language Focus – Analyze performance  Practice language

Lexical approach  Based on the assertion that language consists of pre-fabricated chunks.  Focus on teaching phrases which show words in combination.  Valuable for developing a lexis/lexicon.

Homework  Read 4 articles about listening  Summarize each articles in terms of ① Research questions ② Methods ③ Literature used ④ Findings ⑤ Conclusion