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Where do we go from here?

Penny Ur 2012

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Language-teaching Method

A coherent set of teaching procedures and behaviours based on a theory of what language

is and how it is learnt

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1. The past

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Grammar-translation methodProcedures: Grammatical rules and exercisesVocabulary listsReading passages, studied and translatedVery little speakingLessons normally conducted in L1Grammatical syllabusEmphasis on accuracyUnderlying approach: Language is grammar and vocabulary; learning it implies learning and memorizing information about these aspects.

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Direct Method

ProceduresOnly English usedA lot of teacher-student dialoguesLater, systematic teaching of grammar and vocabularyMainly speakingBoth communication and accuracy stressed A grammatical syllabus.Underlying rationaleEnglish is a system of communication, best learnt through English-only interaction. It is important to learn to speak it correctly.

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Audio-lingual methodProcedures: Mimicry, memorization, repetitionMainly speakingNo grammar explanationsVery little vocabulary teachingA grammatical syllabusEmphasis on accuracyUnderlying rationale:Language is speech, not writingLanguage is a set of habitsTeach the language, not about the language

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Task-based language teaching (TBLT)ProceduresMainly communicative tasksNo pre-set grammatical or lexical syllabusCommunicative fluency rather than accuracyStudent-centred, teacher as facilitatorOccasional reactive ‘focus on form’Underlying rationaleLanguage is primarily a system of communication.A second language is learnt similarly to a first: through using it to interact with others.

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To summarizeGrammar-translation

Direct Audio-lingual

TBLT

Emphasis on accuracy

Emphasis on fluency

Grammatical syllabus

Communicative activities

Use of L1

Oral skills

Written skills

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()

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But in fact…

These represent theoretical models: rarely if ever in fact taught in their ‘pure’ formsBut useful in providing a picture of different trends and orientations in the history of ELTVery often developed as ‘reactions against’

Baby and bathwater syndrome

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A post-method era?1. Opposition in principle to the concept of ‘method’ as a basis for English teaching:– Pennycook: The concept of method, interested

knowledge, and the politics of language teaching (1989)

– Prabhu: There is no best method (I990)– Kumaravadivelu: The post-method condition (1994);

Towards a postmethod pedagogy (2001); Understanding Language Teaching: from Method to Postmethod (2006).

– Pishghadam & Mirzaee: English language teaching in postmodern era (2008)

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A post-method era? (cont.)

2. Some evidence that method is not the critical variable in successful teaching– Clarke et al: Creating coherence: High achieving

classrooms for minority students (1996)– Ding: Text memorization and imitation: The

practices of successful Chinese learners of English (2007)

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And yet…

Methods are alive and kicking!– Bell: Method and post-method: Are they really so

incompatible? (2003)

Task-based learning – clearly a ‘method’ – continues to be promoted.

Why?

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Some possible reasons:

• Assumption that teachers need to be told how to teach

• Political / power issues: maintaining the dominance of universities and ministries

• Assumption that practice must grow out of theory

• Ideology and political correctness• A clear basis for teacher-training programs

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2. The present

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Dominant method: TBLT‘An emerging orthodoxy’ (Carless, 2009: 66)Promoted in teacher-preparation courses, conferences, the literature

– Ellis: Task-based Language Learning and Teaching (2003)– Leaver & Willis: Task-Based Instruction In Foreign

Language Education: Practices and Programs (2004)– Nunan: Task-based Language Teaching (2004)– Robinson: Task-based language learning: A review of

issues (2011)– Skehan: Task-based instruction (2003)

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Some characteristics:

Encouraged• Communicative tasks • Group and pair work• Extensive reading• Reactive focus on form• Student autonomyDiscouraged:• Grammatical syllabus• Grammar and vocabulary exercises• Use of L1• Learning by heart• Teacher-dominated classroom process

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Discussion

How far does this overview of task-based instruction correspond with:a) The general direction of methodology courses in teacher training programs in this country?b) Actual practice, as demonstrated by teachers observed in classrooms in this country?

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Objections to task-based instruction

• It doesn’t work so well in the Asian context (Carless, 2007; Littlewood, 2007).

• Interactive communicative tasks produce minimal language (Seedhouse, 1999)

• Opposition on practical and theoretical grounds (Swan, 2005)

• Most teachers, if asked, say they teach an ‘eclectic’ method (Bell, 2007)

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Response of the theorists: a ‘weak’ task-based teaching model

Ellis (2009):‘…it is argued that task-based teaching need not be seen as an alternative to more traditional, form-focused approaches but can be used alongside them’ (p.221)But then task-based procedures become only one component Is it still a ‘task-based approach’? If not, what is it?

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So what’s going on?

1. Recent writing on methodology, conferences: a strong task-based approach? A compromise? 2. Teacher courses, national syllabuses – largely TBLT-oriented3. Teachers in the field – largely ‘eclectic’ (tending towards the traditional) 4. Coursebook writers and publishers have a dilemma: follow authoritative guidelines…... or sell books?

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So where do we go from here?

A personal view

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What is the alternative?

A language pedagogy that is principled and localized, determined by the teacher(s), informed by reflection on experience and other professional knowledge sources

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A language pedagogy that is principled and localized, determined by the teacher(s), informed by reflection on experience and other professional

knowledge sources

A pedagogy, not a method because:1. An unlimited number of possible classroom procedures2. Not limited to one ‘correct’ view of what language is and how language is learnt.2. Takes into account pedagogical aspects that ‘methods’ tend to ignore: student motivation, classroom management, large and/or heterogeneous classes, classroom climate, lesson planning, homework

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A language pedagogy that is principled and localized, determined by the teacher(s), informed

by reflection on experience and other professional knowledge sources

The main principle is the optimalization of learning: the teacher will choose those procedures that in his/her view lead to the best learning by students. Other principles: educational values; the creation of a positive classroom climate and student motivation; the maintenance of caring relationships …

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A language pedagogy that is principled and localized, determined by the teacher(s), informed by reflection on experience and other professional

knowledge sources

Many decisions on principles and procedures will be based on local considerations: • the local student population; • the teacher’s own personality and preferences; • the goals of the course; • the local culture; • upcoming exams …

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A language pedagogy that is principled and localized, determined by the teacher(s),

informed by reflection on experience and other professional knowledge sources

The teacher, or group of teachers in a school, decide on their pedagogy and choose materialThe teacher’s sense of plausibility (Prabhu, 1990)

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A language pedagogy that is principled and localized, determined by the teacher(s), informed

by reflection on experience and other professional knowledge sources

The primary source of the teacher’s ‘sense of plausibility’ is reflection on experience. Other professional knowledge sources include:• Sharing with colleagues• Feedback from students• The professional literature (research, theory, teachers’

websites and blogs, books on language pedagogy, practical handbooks)

• Courses, conferences

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Anything goes?

Potentially any teaching procedure may be part of an individual teacher’s pedagogy……Provided he/she can justify it, based on the principles and considerations listed previously.

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The functions of the teacher trainer

Not to tell the teacher to use a specific method,But to provide:1. Evidence-based information about how learning and teaching languages 2. A range of practical teaching ideas3. Opportunities to reflect and discuss4. Personal recommendations

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Examples from my own pedagogy

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My own teaching includes

1. Communicative discussion tasks2. Grammar exercises3. Use of L1 to teach new vocabulary4. Game-like activities

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Communicative discussion tasks

How many (non-obvious) things can you find in common with your partner, that you didn’t know before?Design a profile of the kind of teacher you would like to teach your child English. Divide the characteristics into necessary, desirable, unnecessary.

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Because…

They help students learn to be fluent speakersGive them opportunities to practise language they knowAre interesting and funHelp to strengthen group relationships

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Grammar exercises

Practise the modals: insert the appropriate forms.1. I’m sorry, but I must leave early (have to).2. When I was young, I played with dolls (used to).3. We should try to stay calm (ought to). 4. Teachers must prepare lessons. (have to).5. Teenagers should be in bed by 11 o’clock (be

supposed to).6. After he left, we could speak more easily (be able

to).

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Grammar exercises

Practise the modals: insert the appropriate forms.1. I’m sorry, but I must … (have to).2. When I was young, I … (used to).3. We should … (ought to). 4. Teachers must … (have to).5. Teenagers should … (be supposed to).6. After he left, we could … (be able to).

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Because…

They improve grammatical accuracyGive students opportunities to use the grammar in different mini-contexts(the more meaningful and interesting the better)

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L1 for presenting new items to a class

• a man • go• a thing• an apple• a computer

• only• think• very• young• big

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Because…

• The easiest, quickest and often most accurate as a ‘way in’ to vocabulary meanings.

• Reflects students’ intuitive strategies• Saves time for use of the item in English

contexts• Acknowledges and respects the students’ L1• Research support for use of L1 in vocabulary

teaching (Laufer, 2008)

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Game-like procedures

Procedures that are games, but lead to learning• Quick Bingo (vocabulary)• Guessing games (question forms)• Brainstorms with a time-limit (oral fluency)

– How many things can you think of to say about this picture in one minute?

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Because …

Game-like activities are fun and motivatingIncrease attention and participationContribute to a positive classroom climatePrevent discipline problemsEncourage playful use of language (Bell, 2012)

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To summarize

We can – and should – learn from the various methods, from professional and research literature, from colleagues and students, from conferences…But the bottom line:It is the teacher’s own decision how to teach, based primarily on the answer to the question: What will get my students to learn English well?

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P.S. Isn’t this what is happening anyway?

To some extent.But an underlying uneasiness due to: Dissonance between the official method and the reality of the classroom. This dissonance should be faced and solvedby releasing teachers from the pressure to use TBLTand sanctioning their right to teach the way they believe is best for their students’ learning.