Teaching English as a second language or foreign language implies the use of traditional teaching methods, as well as instructional techniq...
Teaching English as a second language or foreign language implies the use of traditional teaching methods, as well as instructional techniques that are exclusive to the study and learning of the language. Traditional teaching methods include teacher-centered approaches, such as explicit teaching, as well as approaches that encourage active student participation. Based on the teaching experiences of educators around the world, different techniques should be implemented depending on the purpose of instruction, the subject and the students & # 39; level of competence, cognitive ability and enthusiasm. Frequently, it has been found that concentrating and using a single approach is extremely inappropriate, while a rich combination of approaches results in the most favorable learning outcomes.
This article describes the most common and effective methods used in traditional classrooms, as well as alternative or improvised techniques that have been developed specifically for language teaching.
Fundamental methods of instruction
The main focus for sharing new knowledge is basically the teacher-centered model that involves the techniques of 1) Exhibition / Explanation / Description, and 2) Demonstration. Meanwhile, the participatory approach balances the responsibility of the cognitive process between teachers and students and uses the techniques of 1) Collaboration and 2) Teaching from the perspective of the student.
In the teacher-centered approach, the learning process follows the classic model of knowledge transfer: teacher to student. The basic techniques used in this model include direct exposure and explanation of different topics through formal or mini conferences, which can be accompanied by audiovisual materials (whiteboard notes, CD ROMs, videos, music, presentations and other multimedia teaching content ). Using exposure-explanation-description techniques, students are often required to memorize different concepts and, in the case of language teaching, actual verbalizations (oral recitation) of words and phrases.
The very useful concept / process demonstration technique also traditionally belongs to the teacher-centered approach. Through the demonstration technique, the teacher can dramatically illustrate a concept by presenting it in different scenarios in which students can clearly identify the different factors, players or processes that are at stake. In terms of language instruction, real conversations in the foreign language or second language can be displayed within different contexts to students in order to help them establish distinctions of language use for different language encounters. Compared to the prior art, demonstrations are better able to reinforce the concepts of the lesson because demonstrations allow students to evaluate and appreciate the sensory (visual and auditory) statements of the different concepts taught by the teacher. In this way, students can better retain and apply the concepts of the lesson when the need arises. A real and simple conversation in English orchestrated for this purpose is an excellent instructional resource that will be very useful in language learning classrooms.
On the other hand, participatory approaches allow students to assume more responsibility in the cognitive process. Participatory approaches greatly encourage collaboration and role play so that students become very active drivers of their own competence on the topics of the lesson. In sessions that promote collaboration among students, the deeper participation of students regarding the outcome of the session increases their knowledge of the concepts the teacher describes. In addition, the participatory approach is a good way to evaluate individual students & # 39; socialization and leadership skills. Collaboration techniques can include the presentation of group projects, the holding of group discussions, role-playing and simulations, and fieldwork.
For students with different degrees of leadership skills, the technique of teaching or presenting to their peers and colleagues can further improve their proficiency in the subject. After all, research has conclusively demonstrated that teaching is a very effective way to learn a subject, one of the reasons why formal teachers eventually become extremely competent in their fields. By temporarily allowing students to play roles and assume the responsibilities of teachers, they eventually gain confidence in the subject and improve their skills to expose or demonstrate their concepts.
Method Enhancers
To generate a variation of instruction for teacher-centered and participatory approaches, different teaching tools and enhancers must be implemented from time to time. Rather than breaking the monotony in the classroom, this should improve learning gains and feed students' enthusiasm. This is especially true in the field of language teaching in which students must be interrupted from being linguistically accommodating in their respective comfort zones. Doing so will allow students to become more articulate in any linguistic encounter, whether conversational, passive or written.
Some of the best method enhancers that language instructors should implement in their classes include & # 39; guided discovery & # 39 ;. (where students discover the concepts of the lessons for themselves and, therefore, tend to better nurture the concept discovered), & # 39; problem solving & # 39; (where critical thinking skills are used completely to build more complex concepts from fundamental building blocks, which are basic syntax and some vocabulary in the case of language learning), and & # 39; command style & # 39; (where the basic to complex commands given in the second language or in the foreign language are used to root the essence of the language through physical or emotional associations that students easily experience). In addition, traditional teaching elements should also be used to animate the classroom environment. These include group presentations, case studies, surveys, games and assigned individual investigations or reports to be presented in class. Various media, such as simple films, stories, television series, commercials, biographies, music videos and poems, can be used to perform interesting individual or collaborative exercises.
Approaches to language teaching
Because language learning implies a different desired outcome compared to other subjects, language educators developed many specific field approaches over the years. The most commonly performed approaches are 1) Grammar-Translation, 2) Phonetic method, 3) Communicative approach, 4) Physical response approach, 5) Task-based learning and 6) Linguistic immersion.
In Grammar-Translation, the focus is on the conscious and intensive learning of grammatical syntax. For students who receive instruction through this approach, the main learning strategy is memorization (sentence and sentence constructs, as well as the vocabulary needed to build them). Meanwhile, the phonetic method relies heavily on the oral articulation of language, so that students often participate in recitation sessions, short speeches and read reports. The communicative approach requires a higher form of cognitive language appreciation than the two previous methods. Advocates of the communicative approach believe that knowing how to build grammatically strong sentences and recite formulated sentences is not enough for advanced students. The true ones who acquire the language should be able to communicate well in any given linguistic encounter. Effectively used for beginners in language learning, the Physical Response Approach aims to root the essence of a second foreign language in the students' psyche by relating real physical experiences or associations with foreign words or phrases. Also known as the "Command Style", task-based learning seeks to root the actionable aspects of the foreign language in order to give the student an idea of its central mechanics. Finally, immersive approaches aim to develop students & # 39; language skills through a comprehensive model that helps develop oral, auditory and written skills.
For teachers of English as a second or foreign language, the tendency to choose only two or three teaching approaches with which they feel most comfortable is very strong. But, as can be deduced from the proliferation of literature on language teaching, there are quite a few approaches available that can help both teachers and students in the learning commitment. Trying different approaches from time to time and in various combinations will probably address some learning difficulties encountered along the way. Remember, for a language teacher to be a complete professional, knowing and applying different teaching principles is essential, not only for professional growth but also for the development of English language teaching in general. That is, teachers who collaborate on the best techniques to use in different teaching-learning scenarios will help language educators to systematize the different methodologies available.
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