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Approaches and Methods of Language Teaching

Exam 2020

Part – C

What is direct method (DM)? How is it different from Grammar Translation Method (GTM)?
Discuss Audio Lingual Method.
Discuss goals, principles, advantages and disadvantages of Audio-Lingual Method.
Discuss the major strategies or techniques of improving vocabulary.
Discuss the Theories of First Language Acquisition.
Explain the social and psychological factors that play in acculturation model of second language development.

Or, discuss the Acculturation Model of second language acquisition.

What are the features and objectives of Desuggestopedia?
Identify and discuss the challenges in implementing CLT in Bangladesh.
Discuss Krashen’s Monitor Model.
What is Reform Movement? Discuss the role of Reform Movement in the history of English Language Teaching focusing the principles of Reform Movement.
What is TBLT? Discuss the types of tasks.
What is Situational Language Teaching (SLT)? Discuss the approach, design and procedures of Situational Language Teaching.

Part – B

What are the differences between approach and method?
Define language from the functional point view.
What is communicative competence?
Write the purpose teaching vocabulary.
What is ‘tissue rejection’?

N.B. Read the chapters GMT, ALM, CLT, SLT, TBLT and Desuggestopedia carefully. Then we can cut a good figure in the exam.

Part A with Answer

What is IPA?

Ans: IPA is a system of transcribing the sounds of languages.

What is ‘realia’?

Ans: Realia refers to real or actual objects used as teaching aids to make learning more natural.

What is coherence?

Ans: The internal connection between ideas in a writing.

What is ‘Lingua Franca’?

Ans: Lingua Franca is a language that is adopted as a common language between speakers whose native language are different.

What is TESEP?

Ans: The teaching approaches followed in the rest of the world are called TESEP.

Define Appropriate Methodology?

Ans: Appropriate Methodology refers to a process of making English language education more appropriate to the social requirements of students and educators in different environments throughout the world.

What is goal of TPR?

Ans: To provide an enjoyable learning experience.

What are the authentic materials?

Ans: Authentic materials are teaching materials that were originally designed for native speakers for the purpose of real-life communication.

What does ‘Army Method’ refers to?

Ans: The ‘Army Method’ refers to a method for the American armies. This is also known as Audiolingual Method.

Which method is known as the ‘classical method’?

Ans: The Grammar Translation Method.

What is nativism?

Ans: The nativist theory of language acquisition states that language is innate and ‘native’ to humans from birth.

What is method?

Ans: A method is the reflection of a chosen approach to teaching and learning.

How many phases are there in TBLT?

Ans: Three phases.

What is SLA and ESL?

Ans: SLA stands for Second Language Acquisition and ESL stands for English as a Second Language.

What is ‘ELT Methodology’?

Ans: The teaching methodology of English language.

Define GTM and Direct Method?

Ans: GTM is a teaching method where teachers teach grammatical rules to students, and students memorize rules to translate sentences and passages from mother tongue into the target language and vice versa.

The Direct Method is a system of teaching a foreign language using only that language and without emphasis on the study of grammar.

What do you mean by Skimming and Scanning?

Ans: Skimming enables readers to look efficiently for something that interests them. Scanning is to glance quickly through a text in order to find a specific piece of information.

What is applied linguistics?

Ans: Applied linguistics is an interdisciplinary field of linguistics that identifies, investigates and offers solutions to language-related real life-life problems.

What is pedagogy?

Ans: The method and practice of teaching.

What is approach in language teaching?

Ans: An approach is a way of looking at teaching and learning.

What is meant by LAD?

Ans: LAD stands for Language Acquisition Device.

How is the learning environment in desuggestopedia?

Ans: The learning environment is favourable.

What is ‘linguistics imperialism’?

Ans: The transfer of a dominant language to other people.

Define language from structural point of view?

Ans: Language refers to the use of linguistic or grammatical aspects of a language.

What is TESOL?

Ans: TESOL is acronym of Teachers of English to Speakers of Other Languages.

What is the oldest language teaching method?

Ans: Grammar Translation Method.

Who coined the term ‘Communicative Competence’?

Ans: Dell Hymes.

Who are the proponents of the Direct Method?

Ans: Gouin, Berlitz and de Sauze.

What is Scaffolding?

Ans: The assistance from an expert to help learners reach next level.

What is ‘Affective Filter Hypothesis’?

Ans: Affective filter is a kind of mental block that may decrease the acquisition rate of learners.

What is ZPD?

Ans: ZPD is the gap between what a learner can learn by themselves and what he/she can learn with help of teachers.

What are the tasks in TBLT?

Ans: Information-gap, reasoning -gap, and opinion-gap.

Who is originator of desuggestopedia?

Ans: Georgi Lozanov.

What is ESP?

Ans: ESP is for English for Specific Purpose.

What is interlanguage?

Ans: Interlanguage is a kind of linguistic system which can be divided into local parts.

What is PPP in language teaching?

Ans: Presentation-practice-production.

What is the Natural Approach?

Ans: A process of language teaching.

What is TBLT?

Ans: TBLT refers to Task-Based Language Teaching.

What do you mean by ‘Post Method Pedagogy’?

Ans: A three-dimensional system consisting of the parameters of particularly, practicality and possibility.

What is ‘intensive reading’?

Ans: Reading with close attention to specific features of a text.

What is Linguistics?

Ans: The scientific study of language.

What is procedure?

Ans: The process of following some techniques to teach a particular skill in the classroom.

Mention the theory of language behind Audiolingualism?

Ans: Structural linguistics.

Which method replaced Grammar Translation Method in Bangladesh?

Ans: The Direct Method.

Which method uses extensive drilling?

Ans: Audio lingual method.

What is linguistic competence?

Ans: The system of linguistic knowledge possessed by native speakers of a language.

What is the elaboration of CLT?

Ans: Communication Language Teaching.

What is learner autonomy?

Ans: Learner autonomy refers to an approach to learning.

What is direct method?

Ans: A language teaching approach.

Explain language shift?

Ans: A speech community may have two languages, and when it stops using one of these and shifts to the other, it is called language shift.

When was CLT introduced in Bangladesh?

Ans: In 1990s.

Define ‘peripheral learning’?

Ans: Peripheral learning refers to stimulating learning through a rich environment such as classroom decoration featuring the target language.

What is Pantomime?

Ans: Pantomime is a way of expressing information or telling a story without words by using body movements and facial expressions.

What is schema?

Ans: Schema refers to the background knowledge that learners use to comprehend a text.

What is the main criticism of the GTM?

Ans: It does not promote communicative language skills.

What is the full form of BANA and TESEP?

Ans: BANA- Britain, Australasia, and North America.

TESEP- Transforming and Enhancing the Student Experience through Pedagogy.

What is orthography?

Ans: The traditional spelling system of a language.

In which method pronunciation gets little attention?

Ans: In GTM.

In which method students are only receiver of lectures?

Ans: In teacher cantered method.

Part – B

1.What are the differences between approach and method?

Ans. The differences between approach and method are as follows:

Definition

The approach is the way in which something is approached.

The method is the way in which something is done.

Process vs Direction

The approach can refer to the direction or angle.

Method refers to a process.

Theory vs Guidelines

The approach can refer to the theoretical framework in general.

Method refers to step by step guidelines.

Sequence

The approach has to be decided before selecting the method.

The method can be selected after deciding the approach.

2.Define language from the functional point view.

Definition: Language is the ultimate medium of communication. Some of our words convey meaning, some convey emotions, and some actually produce actions. The language also provides endless opportunities for fun because of its limitless, sometimes nonsensical, and always changing nature. From the functional point of view, the language, in short, can be defined in the following way:

Language is expressive

Verbal communication helps us meet various needs through our ability to express ourselves. In terms of instrumental needs, we use verbal communication to ask questions that provide us with specific information. We also use verbal communication to describe things, people, and ideas. Verbal communication helps us inform, persuade, and entertain others, which as we will learn later are the three general purposes of public speaking. It is also through our verbal expressions that our personal relationships are formed. At its essence, language is expressive. Verbal expressions help us communicate our observations, thoughts, feelings, and needs.

Expressing observations

When we express observations, we report on the sensory information we are taking or have taken in. Eyewitness testimony is a good example of communicating observations.

Expressing thoughts

When we express our thoughts, we draw conclusions based on what we have experienced. In the perception process, this is similar to the interpretation step. We take various observations and evaluate and interpret them to assign them meaning.

Expressing feelings

When we express feelings, we communicate our emotions. Expressing feelings is a difficult part of verbal communication, because there are many social norms about how, why, when, where, and to whom we express our emotions. Norms for emotional expression also vary based on nationality and other cultural identities and characteristics such as age and gender.

Expressing Needs

When we express needs, we are communicating in an instrumental way to help us get things done. Since we almost always know our needs more than others do, it is important for us to be able to convey those needs to others.

3.What is communicative competence?

Communicative competence: Communicative competence is a term in linguistics that refers to a language user’s grammatical knowledge of syntax, morphology, phonology, and the like, as well as social knowledge about how and when to use utterances appropriately. Communicative competence is made up of four competence areas: linguistic, sociolinguistic, discourse, and strategic.

Linguistic competence: Linguistic competence is knowing how to use the grammar, syntax, and vocabulary of a language. Linguistic competence asks: What words do I use? How do I put them into phrases and sentences?

Sociolinguistic competence: Sociolinguistic competence is knowing how to use and respond to language appropriately, given the setting, the topic, and the relationships among the people communicating. Sociolinguistic competence asks: Which words and phrases fit this setting and this topic? How can one express a specific attitude?

Discourse competence: Discourse competence is knowing how to interpret the larger context and how to construct longer stretches of language so that the parts make up a coherent whole. Discourse competence asks: How are words, phrases, and sentences put together to create conversations, speeches, email messages, newspaper articles?

Strategic competence: Strategic competence is knowing how to recognize and repair communication breakdowns, how to work around gaps in one’s knowledge of the language, and how to learn more about using the language in specific contexts.

4.Write the purpose teaching vocabulary.

The purpose of teaching vocabulary: Vocabulary represents one of the most important skills necessary for teaching and learning a foreign language. It is the basis for the development of all the other skills like Reading comprehension, Listening comprehension, speaking, writing, spelling, and pronunciation. Vocabulary is the main tool for students to use English effectively That is why the teaching of vocabulary is important because without vocabulary nothing can be conveyed. People need to use words to express themselves in the English language, most learners acknowledge the importance of vocabulary acquisition. This is why most of the words need to be taught so that there cannot be many problems as in communication due to a lack of vocabulary. Some other students might be confronted with the problem of forgetting the words immediately after the teacher has elicited the meaning of the words or after looking at them in the dictionary and this also is caused by lack of vocabulary. The more words students learn, the easier they memorize them. The teacher has an essential role in helping students to improve vocabulary. So, it is transparent that the purpose of teaching vocabulary means making communication more effective.

5.What is ‘tissue rejection’?

Tissue rejection: The term ‘tissue rejection’ was first coined in the context of language learning by Adrian Holliday (1992) to describe the failed role of innovation in a learning context. In particular, he used the term as a metaphor for what happens when a teaching method, which works in a particular educational institution, is introduced into a different setting and fails to capture it there.

Despite advances in curriculum design approaches, ELT projects often fail to produce innovations that are meaningful in the long run and acceptable to the host organization. In other words, it is called ’tissue rejection’: the innovation is rejected sooner or later because it does not fit. Thus, in short, tissue rejection means the failure of new and innovative approaches to second language learning and teaching.

Part – C

1.What is direct method (DM)? How is it different from Grammar Translation Method (GTM)?

Direct Method: The method of teaching foreign language without the use of mother tongue is called a direct method. It only uses target language to teach target language. It is also called natural language because the learners who follow direct method do not use mother tongue to learn second language.

According to Oxford Advanced American Dictionary, the direct method is a way of teaching a foreign language and not treating the study of grammar as the most important thing.

So, the direct method is a system of teaching a foreign language using only that language.

Differences between GTM and DM or GTM vs DM: Grammar Translation Method and Direct Method, both are leading methods of second language teaching, but they are conspicuously different from each other in respect of the following fields.

GTM: The students should be able to read literature written in the target language.

DM: The students should learn how to communicate in the target language.

GTM: Reading and writing skills are improved in GTM.

DM: Spoken and listening skills are the main focus of DM.

GTM: The teacher is the authority in the classroom.

DM: The teacher and students are more like partners in teaching- learning procedure.

GTM: The students play a passive role and do what the teacher instructs.

DM: The students play an active role with interactional participation.

GTM: Accuracy of grammar and translation is emphasized. Grammar is taught in deductive method. Students are ordered to memorize vocabulary meaning equivalent to mother tongue and in GTM speaking and listening receive little or no attention.

DM: Grammar is taught in inductive method. Speaking and listening are taught based on native like pronunciation and correct grammar. Vocabulary is taught through synonyms and antonyms directly.

GTM: The students’ native language is mostly used for translation.

DM: The students’ native language is a secondary tool in the classroom because it is hardly used.

GTM: Students’ errors are corrected by the teacher.

DM: Students’ errors are left for self-correction.

GTM: All labels of students are fit and could be matched.

DM: Only enthusiastic students are perfect.

Conclusion: To conclude, both the methods are vividly opposite to each other. The weaknesses of Grammar Translation Method are the strength of Direct Method or vice versa at all.

2.Discuss Audio Lingual Method.

Introduction: Audio Lingual Method is one of the earliest and established method of second language teaching. This method mainly focuses on the communicative competence with limited and common communicative structures.

The Audio-Lingual Method is called Army Method. In ALM, mainly three things are emphasized such as:

Audio Lingual Method originated during second world war. Army Specialized Training Program (ASTP) was established in 1942 to develop the foreign language communicative skills of American soldiers.

Complex structure: This letter has been sent to you by Mr. Khan.

Common structure: Mr. Khan sends you this letter.

From the above sentences, the learners can understand that there is no necessity of change of verb in past simple tense whatever the subject is.

Conclusion: However, it is transparent that Audio Lingual Method cannot be neglected out and out because the low proficiency-learners could be much benefited by this method. Even the semi-educated learners are benefit takers in case of learning target language.

3.Discuss goals, principles, advantages and disadvantages of Audio-Lingual Method.

Objective:

Techniques or principles

Language is taught through dialogues with useful use of vocabulary and common structures of communication. For example:

Complex structure: This letter has been sent to you by Mr. Khan.

Common structure: Mr. Khan sends you this letter.

From the above sentences, the learners can understand that there is no necessity of change of verb in past simple tense whatever the subject is.

Advantages or strength: advantages or strengths are the context of ALM.

Disadvantages or limitations:

4.Discuss the major strategies or techniques of improving vocabulary.

Introduction: In the context of vocabulary significance there is a saying that little can be done without grammar, but nothing can be done without vocabulary. To put it another way, the vocabulary is the life of communication. Although advanced level vocabulary is very difficult to improve, it can be done very easily by following some major techniques.

Vocabulary development

Vocabulary is an essential element for all communication. One of the main tasks of a language teacher is to develop a rich and useful list of students’ vocabulary. There are many techniques for teaching vocabulary. These are discussed below:

Inspiration for extensive reading

One of the most effective strategies for enriching vocabulary is to encourage wide reading. Extensive reading habits help students in many ways, such as establishing permanently familiar words and encountering new words.

Emphasis on learning from context

If a student reads regularly and extensively his or her textbook, he or she will not only be able to enhance store of vocabulary but also achieve an extraordinary result.

Reading, writing and discussion

It is as true as the sun rising and setting that there is no substitute for reading, writing, and discussion to enhance vocabulary. This combo practice must be maintained.

Repetition drill for using possible sentences

A language teacher must design his class including most possible sentences which are used in day to day communication. If three to six thousand possible sentences are designed and practiced repeatedly, it will be established withing students abidingly.

Analyzing parts of words

Analyzing parts of words means suffixes, infixes and prefixes because new words are formed adding suffixes and prefixes with the roots. As for example the word “abnormal” has been formed adding prefix ‘ab’ with normal. So, analyzing of parts of words will improve vocabulary.

Practicing synonyms and antonyms

Practicing synonyms and antonyms is very effective for the purpose of improving vocabulary. It is believed that the root words are not more than ten thousand, but the synonyms and antonyms have made it higher and higher such as the word simple has five to six synonyms used in daily conversation.

Others

Conclusion: In termination, it is to be told that improving is not an easy task, but devotional application of the above strategies must help students to achieve their goal in field vocabulary.

5.Discuss the Theories of First Language Acquisition.

Ans. Theories of Language Learning is divided into two parts:

Before the discussion, we need to know about acquisition and learning:

Language Acquisition: Language acquisition means the process by which human beings achieve the capacity to understand and realize language and also to produce and use words and sentences for communication. This is called a Language acquisition is one of the authentic and quintessential traits of human sub-conscious process in which the learners are only aware of communication. Language acquisition is one of the authentic and quintessential traits of human beings for without language human civilization is paralyzed. It usually stands for first language acquisition that studies child’s native language acquisition beings for without language human civilization is paralyzed. It usually stands Acquisition is basically called an implicit learning that is ever lasted, and it is out and out distinguished from second language acquisition.

Language Learning: Language Learning refers to the process in which learners attain language capacity in linguistic procedure that means in a conscious effort by knowing the rules of grammar, memorizing vocabulary and not being aware of communicative purposes. This is a very difficult process for developing language skill. This is also called explicit learning that is not long lasted at all. Most of the second language learners strictly follow this process.

Theories of First Language Acquisition: Sundry theories have been proposed by various psychologists as to language acquisition. Here the major theories are:

1. Behaviourism, in other words Behaviourist or Learning Theory, was introduced by American psychologist John B. Watson in 1913 and developed by Russian psychologist Ivan Pavlov’s ‘Classical Conditioning’, Skinner’s ‘Operant Conditioning’ and Osgood’s ‘Meditation Theory’.

2. Mentalism, in other words Linguistic or Innatist Theory, is alternative to the behiourists’ inadequate language learning explanation. This theory proves that language is autonomous and property of mind. The prime personality behind this theory is Noam Chomsky who illustrates that humans learn language by dint of internal capacity, and he describes this universal principles and linguistic knowledge of natural human language. ‘Internal faculty’ known as a ‘Language Acquisition Device’ (LAD) contains universal principles and linguistic knowledge of natural human language.

3. Cognitive theory means that normal children start their object performance, learn in many ways simultaneously and learn the world around them first. This is a reaction against the dominant innatist theory because a group of psychologists claimed that cognitive was the major guiding force behind language acquisition. This theory is called a temporal development because of not having complete international function.

4. Social Interactionist Theory is a type of language acquisition theory that means that language is learnt by active interaction between child and environment. Here Chomsky’s LAD, Brunner’s LASS (Language Acquisition Socialization System) and watching Tv and listening Radio exist but not like critical period.

5. Maturation Theory or Critical Theory Hypothesis claims the critical period of language acquisition. The range of the period is completed in early puberty. This theory was introduced by Arnold Gessel in 1925. The theory concentrates on the course, the pattern and maturation growth in children.

6.Explain the social and psychological factors that play in acculturation model of second language development.

Or, discuss the Acculturation Model of second language acquisition.

The Acculturation Model

The Acculturation Model is one of the theories of second language acquisition proposed by John Schumann in 1978. The process of acculturation was defined by Brown as “the process of being adapted to a new culture” which involves a new orientation of thinking and feeling on the part of an L2 learner.

According to Oxford Learners’ Dictionary, acculturation is the process of learning to live successfully in a different culture; the process of helping somebody to do this. In other words, it stands for assimilation or digestion to a different culture, typically the dominant one.

Social and psychological factors

The acculturation Model came into light by the practical study of Schumann on the non-English learners. This process of acculturation may impact both social and psychological well-being that is acquired by learners from infancy. Some social and psychological factors have been prescribed by Schumann for acquiring second language by applying Acculturation Model.

The social factors: The prescribed social factors which are as follows:

Social dominance: This is the first and foremost factor in which political, cultural and economic differences are limned to create an equal social link between the Target Language Community (TLC) and Second Language Community (L2C).

Integration pattern: This is one of such social factors that assures integrated connection with learners and TLC in which sufficient contacts are established to acquire second language.

Enclosure: According to Schumann, this social factor will vanish all kind of social barriers between TLC and L2C in the way of L2 acquiring by sharing social facilities such as schools, churches, language clubs etc.

Cultural congruence: Cultural congruence or similarity confirms the learning environment comfortable and easy because when the two cultures are similar, there is no gap of communication between TLC and L2C groups.

Attitude factor: This is one of the most important social factors of Acculturation Model. Positive attitude of the groups to each other is a must for L2 acquisition like breath for life.

Miscellaneous social factors: Some other social factors are size factor. Cohesiveness and intended length of residence which also play a vital role to create a friendly social environment for L2 acquiring.

Thus, social factors remove bad surroundings TLC and L2C for the purpose of L2 acquisition.

Psychological factors

The psychological factors are related to affective in nature. These factors which influence

Psychological distance are:

Motivation: Motivation is inevitable for L2c. Schumann argues that without motivational reasons for language learning no learner can be able to be interested in SLA. Acculturation Model helps the L2 learners to remove psychological drawbacks and distance through representation the value of TL.

Language shock: Language shock stands for psychological doubt and confusion as to using TL. So, Schumann suggests that language shock must be overcome to achieve L2.

Cultural shock: Cultural shock refers to mental stress, fear and anxiety as a result of entering a new culture. Here by this factor Schumann means to say that if it is not conquered, rejection may happen in case of L2 picking up.

Conclusion: Though there is a slight criticism of Acculturation Model, Schumann has made a great contribution to the theories of Second Language Acquisition by providing suffice information about social and psychological since they are the main impediments in the way of picking up L2.

7.What are the features and objectives of Desuggestopedia?

Desuggestopedia

Desuggestopedia is a teaching method which focuses on how to deal with the relationship between mental potential and learning ability. It is very appropriate to use in teaching speaking for young language learners. This method was introduced by a Bulgarian psychologist and educator, Georgi Lazanov in late 1970s. Lazanov created suggestopedia for learning that capitalized on relaxed states of mind for maximum retention or memory material.

The goals or objectives

Key features / Key Elements

Some of the key elements of Suggestopedia include a rich sensory learning environment (pictures, color, music, etc.), a positive expectation of success and the use of a varied range of methods: dramatized texts, music, active participation in songs and games, etc.

8.Identify and discuss the challenges in implementing CLT in Bangladesh.

Introduction: CLT which stands for Communicative Language Teaching is an approach to the teaching of second and foreign languages. In 2001, CLT was introduced from six standard to twelve standards but in reality, it is not seen at all since 95% students after passing twelve years of education cannot read and write Standard English let alone fluent speaking.

The major challenges in implementing CLT

Nonetheless, government’s introduction of CLT in Bangladesh, the successful implementation of CLT is hampered due to sundry factors. In recent years, several researchers have made attempts to investigate the challenges of implementing CLT in Bangladesh.

Mammoth class size

One of the maximal challenges to implementing CLT in Bangladesh is a number of students in the classroom. An American linguist Larsen-Freeman, (2000) in her book “Techniques and Principles in Language Teaching” has emphasized on the small class for implementing CLT. The number of students in language should be limited within 25-30.

Teacher – student ratio

Another challenge for CLT in Bangladesh is teacher – student ratio. In the institutions of Bangladesh, the ratio between teacher and student could not be determined. But according the Cambridge University Education Policy, teacher – student ratio must be 1: 12.

Cultural inexpediency

Cultural inappropriateness that is another major challenge in respect of Bangladesh to redact CLT reflects a long tradition of unconditional obedience to authority. Rahman and Karim (2015) asserted, “One of the implementation problems of CLT in Bangladesh is that the approach is not always appropriate with the socio-cultural context of the country” (p. 84). Besides students have lack of team spirit.

Mismatch between curriculum and assessment

The English curriculum of Bangladesh is based on four skills of language – listening, speaking, reading and writing. But the teachers lay assertion on reading and writing and the exam system is also based on reading and writing devoid of listening and speaking.

Lack of orientation or tendency

No initiative has so far been taken by the government of Bangladesh to familiarize CLT with the teaching community though the teachers are repeatedly urged to adapt to CLT. According to the researchers, a nationwide orientation has not yet been possible to introduce CLT among the teachers in Bangladesh.

The British Council in Bangladesh offers 40-hour intensive training in CLT. However, the cost of this training program is pretty high. Only a few private colleges in and around the capital city can afford to get their teachers trained from the British Council. Moreover, teachers of Bangladesh in general have almost no access to national, regional and international seminars, conferences and journals on CLT.

Lack of pre-service and in-service training

In Bangladesh, “a pre-service training” is not required to join as English teachers in any level. Besides, “in-service” opportunity for training in CLT in Bangladesh is almost absent (Rahman and Karim, 2015, p. 84). The government has not yet been able to establish a Teachers’ Training College for tertiary level English teachers. Therefore, lack of training facilities in CLT is a big challenge to implementing CLT in Bangladesh.

Other challenges

Suggestions or recommendations

Several researchers have come up with their recommendations to overcome the challenges to implementing CLT in Bangladesh. Most of them have given similar types of recommendations based on the context of Bangladesh. However, different researchers have emphasized different aspects. For example,

Conclusion: To sum up, it must be asserted that possessing four skills of English is impossible without redacting CLT. The above recommendations must be weapon to implement CLT in Bangladesh.

9.Discuss Krashen’s Monitor Model.

Introduction: Stephen Krashen who is a linguist and educational researcher has developed a model of Second Language Acquisition (SLA) that is known as monitor model.

Monitor Model: The monitor model is an interesting set of five central hypotheses developed in late 1970s but accepted in 1980s. This is the most comprehensive model of SLA. Each of the hypotheses is summarized here so that Krasen’s views on motivative or causative variables can be considered.

The Acquisition-Learning Hypothesis

This hypothesis or theory of Krashen claims that there are two ways of second language development which are acquisition and learning. He differentiates between acquiring and learning language. He asserts that learning language is not really similar to spoken language. According to him, teachers must focus on using natural, authentic and meaningful activities in the classroom in order to improve communicative skills for the real world.

Acquisition

It is a subconscious or unconscious and informal Learning process via interactional activities.

Learning

It is a conscious learning via a formal process such as grammar/structure

Acquisition

Picking up a language via meaningful and interactional activities.

Learning

It means knowing about a language.

Acquisition

It is long lasted and not classroom dependent.

Learning

It is long lasted and happens in classroom.

Thus, acquired knowledge and learnt knowledge are stored separately and according to the Acquisition- Learning theory, learning cannot lead to acquisition.

The Natural Order Hypothesis

Krashen illustrates that there is a natural order to acquire language rules. He suggests two ideas in this hypothesis.

I. The acquisition of grammatical structure follows a natural order which is predictable and imitates that of first language acquisition.

II. There is a natural development in the process of acquiring a second language acquisition.

So, the research show that grammatical structures and morphemes second language are acquired like the acquisition of first language.

Monitor model Hypothesis

Here in this hypothesis, monitor is synonymous to edit that monitor model means the process of editing in case of using second language for communication. Some aspects of monitor theory:

i. Self-correct or repair.

ii. Conscious knowledge on what is told and write.

iii. Learning the required rules and proper application of these rules.

As for example: “I goed home” that is a wrong sentence but because of monitoring power it will be rectified as “I went home”

Therefore, Krashen does assert that learning is important so that people can monitor the language that they produce.

The Input Hypothesis

This is the most effective dogma for SLA. Krashen argues that the input received by the learner must not only be comprehensible but also slightly beyond the current competent level of the learner. This concept is represented as i+1. Here, “I” stands for current level and 1 refers to improvement of level by gathering knowledge at least increasing a level continuously.

The Affective Filter Hypothesis

The term ‘affective filter’ stands for adherence to acquiring language avoiding kind of negative aspects. Low anxiety environment, self-confidence, self-esteem and self-motivation are the results of the Affective Filter Hypothesis in accordance with Krashen.

Conclusion: Therefore, Krashen’s monitor model is one of the most important theories of second language acquisition since it increases acquiring and learning technique.

10.What is Reform Movement? Discuss the role of Reform Movement in the history of English Language Teaching focusing the principles of Reform Movement.

Reform Movement: Reform stands for making a change, improvement, repairing or rectification and movement means going opposite to or reaction against an established idea or rule due to its drawbacks or monopolies. In the second half of 19^th century, GTM was to face criticism due to its insufficient techniques and outputs for second language development.

As a result, a “Reform Movement” was a must for language teaching and it happened and came into being with certain principles. The principles of ‘Reform Movement’ have been playing a vital role in the history of language teaching with a triumph march since its birth.

The roles of Reform Movement focusing on its principles

Some leading linguists such as philologist, phonetician and grammarian Henry Sweet of England, German illustrious linguist Wilhelm Vietor and founder of IPA (International Phonetic Association) Paul Passy of France came forward for ‘Reform Movement’. They have also provided some principles which have brought about a revolutionary or dramatic change in language teaching.

Speaking and asking teaching procedure

Prior to “Reform Movement”, the language teaching procedures consisted on reading and writing excluding speaking and asking. In such teaching process, the pupils never got real world communicative competence. But the change started and has been perpetual because of principles of ‘Reform Movement’ which are “emphasis on spoken language over written language and target language-based classroom discourse”. So, speaking and asking teaching procedure is the first and foremost product of ‘Reform Movement’.

IPA based language teaching

International Phonetic Alphabet based language teaching is the second most significant change in the history of language teaching owing to the “phonetics and modern linguistic studies” principle of ‘Reform Movement’. According to Wilhelm Vietor, rote learning teaching was not only not moral but also useless as the students did not get any result for international communication without having proper phonetics.

Inductive grammar teaching

Inductive grammar teaching means that the students are to figure out the grammatical rules themselves. According to sundry principles of ‘Reform Movement’, grammar would be taught after having learnt how to speak and in a sensible way when needed. One of such principles is “Grammar should be taught inductively”. Thus, ‘Reform Movement’ in language teaching is a blessing for students.

Oral discussion language teaching

Replacement of translation-based language teaching by oral discussion language teaching has been possible by the influential principles of ‘Reform Movement’. Translation of long text was tedious and useless and had to be replaced by oral discussions about those text in class. This language teaching has come into being because of the principles of “Avoidance of translation” and “Inclusion of everyday vocabulary and phrases”.

Thus, “Reform Movement” has changed whole scenario of language teaching techniques fulfilling choices of students and given forth a huge number of effective “Target Language” teaching methods such as DM, ALM, CLT and so on.

11.What is TBLT? Discuss the types of tasks.

Task-Based Language Teaching (TBLT)

Task-Based Language Teaching (TBLT) is a teaching approach which focuses on offering learners’ tasks so that they can actively engage in using and practicing language in communicative situations, and on measuring the language outcomes that will arise from those tasks.

For example, a speaking task can develop students’ ability to speak fluently and accurately when communicating with their peers (David Nunan 2004, is an Australian linguist who has focused on the teaching of English. He is the author of the ELT textbook series “Go For It!”). To put it differently, in TBLT, the basic aim of second language teaching is to enable learners to use the target language for social functional action or situation communication. TBLT can be considered a branch of communicative language teaching (CLT).

Task of TBLT

“Task-based Language Learning and Teaching “published in 2003, Rod Ellis in his book has defined tasks or activities having four kind of criteria:

Task is divided into two categories in TBLT:

Numerous definitions of “task” have been provided by different scholars, and each definition has its own focus. Nunan classifies “task” into pedagogical tasks (occur in classroom) and real-world tasks or target tasks (occur beyond the classroom). According Ellis, two types of tasks are as follow:

Unfocused task: Unfocused tasks are tasks that are designed to illicit general sample of language that is to say they have been not decided in such a way for useful and essential grammatical structure.

Focused task: The focused tasks are tasks that have been designed to create a communicative context for the use of predetermined grammatical structures.

Ellis in his book “Task-based Language Learning and Teaching” considers three principle ways in which focused tasks or activities have been designed by the researchers:

The above designing of focused task focuses that linguistics resources are inevitable for producing language in which students can perform effectively the communicative purpose of language. To put it differently, students can reconstruct a text using key words and phrases which is called ‘dictogloss’ promote overall syntactic process.

The task which are not comprehensible to the students should not be included for target language learning. For example: The task of astronomy is not perfect for average students.

And finally, it can be concluded that the focused task in the way that implicit learning will be emphasized based on incidents in such a way which can enhance explicit aspects of language. To express it in another way, consciousness raising tasks aims to teach grammatical rules inductively.

12.What is Situational Language Teaching (SLT)? Discuss the approach, design and procedures of Situational Language Teaching.

Situational Language Teaching (SLT)

Situational Language Teaching (SLT) is called oral approach. In this method, vocabulary and grammar are taught through oral practice. It is much more clinical method that relies less on direct communication. SLT was developed by applied linguists from 1930s to 1950s. It became the accepted British approach to English language teaching by the 1950s.

Approach

There are four basic objectives or purposes or approaches of SLT:

Design or Syllabus:

Procedure or Features:

A situational presentation of new sentence patterns and repeated drills of the patterns are central for SLT. According Richards and Rodgers (2001), the followings are the features of SLT:

Finally, it is to be said that SLT is an interesting second language teaching method which is widely used throughout the world.

Referred Chapters

Audio Lingual Method.

Key concept:

The Audio-Lingual Method is called Army Method. In ALM, mainly three things are emphasized such as:

Certain habit formation through repetition and reinforcement.
Structural linguistics that means that means formal language is emphasized.
No explicit grammar instruction which means that in ALM, the syntactic explanation of sentence is not given.

Brief history:

Audio Lingual Method originated during second world war. Army Specialized Training Program (ASTP) was established in 1942 to develop the foreign language communicative skills of American soldiers.

Objective:

To attain conversational skill in foreign language.
To increase demands for English courses for foreign students.
To develop communicative competence in learners.

Key features:

Dialogue is the main feature of ALM.
Memorization of sentence structure.
Repetition drill for memorizing sentence patterns.
No explanation of grammar.
Limited vocabulary.
Emphasize on phonetics.
Target language-based teaching method.
Very little use or no use of mother tongue.
Introducing language laboratory.

Techniques:

Language is taught through dialogues with useful use of vocabulary and common structures of communication. For example:

Complex structure: This letter has been sent to you by Mr. Khan.

Common structure: Mr. Khan sends you this letter.

Memorization of dialogue line by line through repetition drills.
Native like phonetics.
Natural teaching method because reading and writing are taught after listening and speaking stage.
Perfect participation since there is enough question-answering session in ALM.
Inductive grammar teaching: In ALM, inductive grammar teaching method is applied. Inductive grammar teaching means that grammar is not taught with the explanation of syntactic process. Rather, the learners must identify the grammar and structure with inference or guess of the sentence structure. For example:
I went there
He went there
You went there
They went there
We went there

From the above sentences, the learners can understand that there is no necessity of change of verb in past simple tense whatever the subject is.

Advantages or strength: advantages or strengths are the context of ALM.

Development of listening and speaking power.
Correct pronunciation.
Large class size could be maintained.
Limited useful vocabulary.
Lucrative for average students.
Participation of the learners.

Disadvantages or limitations:

Equal importance is not given to all four skills at the time.
Meaning is neglected.
Teacher dominated method.
A mechanical method because of only pattern practice and memorization.
Profitable for the hard-working learners.

Chapter: Communicative Language Teaching (CLT)

Key concept

An approach to language teaching
Emphasis on interaction
The study of “authentic texts” written in the Target Language (TL)
Use of the TL both in class and outside of class
Much more clinical method that depends on direct communication

Brief history

Noam Chomsky’s theory ‘communicative competence’ gave rise to CLT. The CLT was the product of the dissatisfaction of the educators and linguists for earlier GTM, SLT and ALM. It got developed especially by the British linguist Michael Halliday in 1970s as an approach to communicative language teaching based on interaction. To put it differently, is also a reactional process or style of TL teaching.

Objectives or goals

Developing oral or verbal skills prior to reading and writing
To face the changeable situations of real life
Discovering meaningful teaching ways about meaningful topics
Achieving perfect communicative competence

Pillars of CLT

British linguist Michael Halliday’s Systemic Functional Linguistics (SFL) was one of the pillars of CLT. Halliday identifies seven functions that language has for children in their early years.

Instrumental: In this stage, children use language to express their needs. For example: water, want juice etc.
Regulatory: Children order others to do work in this stage such as ‘go away’.
Interactional: Here in stage, language is used to contact others and form relationships. As for example: Love you, mummy.
Personal: Personal stage of CLT focuses on expressing the feelings, opinions and individual identity. For an instance: Me good girl.
Heuristic: This stage is called knowledge gaining stage through observation and questioning. In that place: What are you doing?
Imaginative: Here in this stage, language is used to tell stories or jokes. To put it differently, it means creating imaginative environment.
Representational: Representational stage refers to convey facts and information.

Syllabus of CLT

British linguist D. A. Wilkins was the pioneer or proponent of the syllabus of CLT. According him, national functional syllabus must be the syllabus of CLT but there are other proposals too which are as follows:

Structures plus functions
Structural, functional and instrumental
Interactional
Task-based
Learner generated

Principles of The Communicative Approach:

Language learning is learning to communicate using the target language.
The language used to communicate must be appropriate to the situation, the roles of the speakers, the setting and the register. The learner needs to differentiate between a formal and an informal style.
Communicative activities are essential. Activities should be presented in a situation or context and have a communicative purpose. Typical activities of this approach are games, problem-solving tasks, and role-play. There should be information gap, choice and feedback involved in the activities.
Learners must have constant interaction with and exposure to the target language.
Development of the four macro skills — speaking, listening, reading and writing — is integrated from the beginning, since communication integrates the different skills.
The topics are selected and graded regarding age, needs, level, and students’ interest.
Motivation is central. Teachers should raise students’ interest from the beginning of the lesson.
The role of the teacher is that of a guide, a facilitator or an instructor.
Trial and error are considered part of the learning process.
Evaluation concerns not only the learners’ accuracy but also their fluency.

Main Features and Techniques:

Meaning is paramount.
Dialogues, if used, enter around communicative functions and are not normally memorized.
Contextualization is a basic premise. Meaning cannot be understood out of context. Teachers using this approach will present a grammar topic in a meaningful context.
Language learning is learning to communicate, and effective communication is sought.
Drilling may occur, but peripherally.
Comprehensible pronunciation is sought.
Translation may be used where students need or benefit from it.
Reading and writing can start from the first day.
Communicative competence is the desired goal.
Teachers help learners in any way that motivates them to work with the language.
Students are expected to interact with other people through pair and group work.

Classroom activities or teaching procedure

CLT teachers choose classroom activities based on what they believe is going to be most effective for students developing communicative abilities in the target language (TL). They promote collaboration, fluency, and comfort in the TL. The six activities listed and explained below are commonly used in CLT classrooms.

Role-play

Role-play is an oral activity usually done in pairs; whose main goal is to develop students’ communicative abilities in a certain setting.

Interviews

An interview is an oral activity done in pairs; whose main goal is to develop students’ interpersonal skills in the TL.

Group work

Group work is a collaborative activity whose purpose is to foster communication in the TL, in a larger group setting.

Information gap

Information gap is a collaborative activity, whose purpose is for students to effectively obtain information that was previously unknown to them, in the TL.

Opinion sharing

Opinion sharing is a content-based activity, whose purpose is to engage students’ conversational skills, while talking about something they care about.

Scavenger hunt

A scavenger hunt is a mingling activity that promotes open interaction between students.

Teachers role in CLT

Teachers have certain roles to play in CLT which are:

To facilitate communication for students
To play the role of an independent participant
Monitoring the class with attention and motivation
Talking less but to be listener mostly.
Maintaining appropriate classroom environment without being autocratic rather being process manager and counsellor.

Role of learners

As CLT is an approach based on interaction, the learners must perform the following duties in CLT class.

To be energetic participant
No to be showy using unusual and bombastic words while interaction in group and pair but to focus communicative skills in simple and general way
Following self-reliant process

Advantages and disadvantages of CLT

Advantages or benefits

Communicative approach is much more pupil-orientated, because it is based on pupils’ needs and interests.
Communicative approach seeks to personalize and localize language and adapt it to interests of pupils. Meaningful language is always more easily retained by learners.
Seeks to use authentic resources. And that is more interesting and motivating for children.
Children acquire grammar rules as a necessity to speak so is more proficient and efficient.

Disadvantages or limitations

It pays insufficient attention to the context in which teaching and learning take place.
The Communicative Approach often seems to be interpreted as: “if the teacher understands the student, we have good communication” but native speakers of the target language can have great difficulty understanding students.
Another disadvantage is that the CLT approach focuses on fluency but not accuracy. The approach does not focus on error reduction but instead creates a situation where learners are left using their own devices to solve their communication problems. Thus, they may produce incoherent, grammatically incorrect sentences.
CLT demands improved training for the teachers.
CLT also demands for small class that is absolutely impossible in developing countries.

There is nothing in the world that is over criticism and does not possess any limitation. CLT is no exception of this universal concept. But it is still popular approach rather than method for Target Language (TL) teaching and will remain effective and acclaimed even in the most developed stage of post method pedagogy.

Desuggestopedia

Key concept

The originator of the Desuggestopedia is a Bulgarian psychiatrist and educator. Georgi Lozanov.
An effective comprehensible input-based method
Desuggest is the opposite of suggest. To overcome some learning problem this method puts importance on “desuggesting limitations on learning.”
Meaning: Suggest => desuggest

“Desuggestopedia” is to eliminate the negative feeling (we do not use full mental powers) & “Suggestopedia” is to reinforce positive learning.

A Brief History

The goals or objectives

To help students eliminate and overcome the barriers to learning.
Increase the communicative ability of the students.

Key features / Key Elements

Classroom atmosphere- decorations and posters
A new name and occupation- to dispel the anxiety. To put it differently, Students are encouraged to be childlike.
Handout or leaflet for advanced students
No test, no assignment
Conversation with translation in music- to activate the ‘whole brain’ of the students
Games, Songs, and Role Plays helps in strengthening the classroom materials
Vocabulary is emphasized.
Speaking communicatively is emphasized. Students also read in the target language and write.

The techniques or Principles

Larsen-Freeman in his book “Techniques and Principles of Language Teaching” (2000) has mentioned about the techniques or principles of Dessuggestopedia. Here we have some of them.

Classroom set-up

Everything is bright and colorful in classroom set-up. To put it differently, relaxed classroom.

Peripheral learning

It means when students think or perceive themselves as a part of the environment, they can absorb information effortlessly. It creates such an environment in which students can be more open.

Baroque music

Use of Baroque music for increasing alpha brain waves and decreasing blood pressure and heart rate.

Presentation

A preparatory stage in which students are helped to relax and move into a positive frame of mind, with the feeling that the learning is going to be easy and fun.

First Concert – “Active Concert”

This involves the active presentation of the material to be learnt. For example, in a foreign language course there might be the dramatic reading of a piece of text, accompanied by classical music.

Second Concert – “Passive Review”

The students are now invited to relax and listen to some Baroque music, with the text being read very quietly in the background. The music is specially selected to bring the students into the optimum mental state for the effortless acquisition of the material.

Practice

The use of a range of games, puzzles, etc. to review and consolidate the learning. Such practice is called creative adaption.

Others

The great deal of attention to students’ feelings.
Trustworthy authority of the teacher in classroom.
Errors are corrected gently which means not in a confrontational manner.

Teachers and Students Role

Two main roles for a teacher who uses this method:

Authority: Teacher is seen as being confident and trustworthy
Security: Teacher provides a cheerful classroom environment

Two main roles for a student:

Students may relax and tends to follow the teacher’s instruction easily
Students tend to enjoy doing role plays, and able to enjoy their new identity freely

Advantages of Suggestopedia

There are some benefits in utilizing Desuggestopedia:

Authority concept

Students remember best and are most influenced by information coming from an authoritative source, teachers.

Double-planedness theory

It refers to the learning from two aspects. They are the conscious aspect and the subconscious one. Students can acquire the aim of teaching instruction from both direct instruction and environment in which the teaching takes place.

Peripheral learning

Desuggestopedia encourages the students to apply language more independently, takes more personal responsibility for their own learning and get more confidence. Peripheral information can also help encourage students to be more experimental and look to sources other than the teacher for language input. For example, the students can make some sentences using the grammatical structure placed on the classroom’s wall, describe a particular place in an English-speaking country by looking at the poster on the wall, etc. When the students are successful in doing such self-activities, they will be more confident.

Disadvantages of Desuggestopedia

Desuggestopedia also has limitation since there is no single teaching method that is categorized as the best based on some consideration such as: the curriculum, students’ motivation, financial limitation, number of students, etc. The main disadvantages of suggestopedia are as follow:

Environmental limitation

Most schools in developing countries have large classes. Each class consists of 30 to 40 students. One of the problems faced in utilizing this method is the number of students in the class. There should be 12 students in the class.

The use of hypnosis

Some people say that suggestopedia uses a hypnosis, so it has bad deep effects for human beings. Lazanov strongly denied about it.

Infantilization learning

Desuggestopedia class is conditioned for child-like situation. There are some students who do not like to be treated like this as they think that they are mature.

Though Desuggestepedia is not possible in the context of Bangladesh, teacher can use techniques or principles of this method while he or she teaches in GTM or CLT.

Chapter: Situational Language Teaching (SLT)

Key concept:

SLT is called oral approach.
Vocabulary and grammar are taught through oral practice.
Much more clinical method that relies less on direct communication.

Brief history:

SLT was developed by applied linguists from 1930s to 1950s.
SLT became the accepted British approach to English language teaching by the 1950s.

Objectives: There are four basic objectives or purposes of SLT.

Practical command of the four basic skills of a language through structure.
Accuracy in both pronunciation and grammar.
Ability to respond quickly and accurately in speech situations.
Automatic control of basic structures.

Principles:

Language learning means habit formation.
Mistakes must be avoided because they formed bad habits.
SLT focuses on effective language skills because it maintains oral skills at first and then written skills.
Linguistic and cultural contextual meaning of the words.

Syllabus:

Basic words and phrases.
Basic sentence structures and patterns.
Everything is to be taught against the backdrop of situations.

Materials:

Several situation-based dialogues which mean that how to talk in different situations such as in the restaurant or airport etc.

Textbooks or visual aids, pictures, may be used for teaching.

Roles of teacher:

Teachers are director.

Teachers must be skilled manipulator so that they can answer all questions of learners and develop learners’ skills.

Roles of students:

In SLT, the role of students is divided into two stages which are as follows:

Initial stage in which students simply listen and repeat what their teacher says.
In the later stage, students participate in interaction among themselves.

Procedure or Features:

A situational presentation of new sentence patterns and repeated drills of the patterns are central for SLT. According Richards and Rodgers (2001), the followings are the features of SLT:

Speaking and listening begins from the very outset.
As medium of instruction, the target language is to be used in classroom.
New chapters are introduced and practiced in accordance with the backdrop of situations.
Only essential vocabulary is covered.
Grammar is taught step by step that means from simple to complex.
Reading and writing are gradually introduced after establishing basic grammatical and lexical concept.

Limitations or disadvantages:

Teachers found it very difficult to present all the items in appropriate situations, and this form an extra burden for teachers.
A boring teacher who is not sure about what he is teaching.
The learner has no control over the contents of the learning.
Not account for the fundamental characteristics of language namely the creativity and uniqueness of individual sentences.

Finally, it is to be said that SLT is an interesting second language teaching method which is widely used throughout the world.

Task Based Language Teaching (TBLT)

Key concept

Brief history

TBLT was popularized in 1987 by N. Prabhu while working in Bangalore, India. Prabhu noticed that his students could learn language just as easily with a non-linguistic problem as when they were concentrating on linguistic questions. Major scholars who have done research in this area include Teresa P. Pica, Martin East and Michael Long.

The field of Task-Based Language Teaching has developed considerably since the publication of “Designing Tasks for the Communicative Classroom” (David Nunan, 1989), a book which helped to set the research agenda in teaching methodology for the following decade. Rod Ellis, who is a British linguist, is a leading theorist of task-based language learning and has published two books and more than a dozen articles on the subject Since 1980.

Task of TBLT

“Task-based Language Learning and Teaching “published in 2003, Rod Ellis in his book has defined tasks or activities having four kind of criteria:

Focus on meaning
Some kind of gap such as information etc.
Use your own linguistics resources
Having communicative outcome not simply display of language

Task is divided into two categories in TBLT:

Focused task: The focused tasks are tasks that have been designed to create a communicative context for the use of predetermined grammatical structures.

Ellis in his book “Task-based Language Learning and Teaching” considers three principle ways in which focused tasks or activities have been designed by the researchers:

Structure based production task
Comprehension tasks and
Consciousness raising task

The task which are not comprehensible to the students should not be included for target language learning. For example: The task of astronomy is not perfect for average students.

And finally, it can be concluded the focused task in the way that implicit learning will be emphasized based on incidents in such a way which can enhance explicit aspects of language. To express it in another way, consciousness raising tasks aims to teach grammatical rules inductively.

Theoretical rationale

The theoretical rationale or logic of TBLT in accordance with Ellis are:

Developing implicit language capacity rather than explicit knowledge for effective communication.
Incidental language acquisition rather than intentional.

Besides, a large body of literature provides theoretical rationale for TBLT. Lynch and Maclean advocate TBLT by providing two primary reasons: first, classroom task imitates and promotes performance in real world task. Second, drawing on SLA research, the issue of ‘learnability’, the developmental sequence for L2 acquisition, input and output hypothesis have provided implications and justification for TBLT.

British linguist Skehan pointed out that as an approach to instruction, task-based teaching is theoretically justifiable and flexible in implementation. TBLT favors implicit instruction by the way of “learning through doing activities or tasks”. It is contended that TBLT provides improved and supportive conditions for developing second language ability than other approaches which relies heavily on explicit teaching on language structure.

Stages of TBLT

Stages of TBLT depend on context. According Ellis, students do not need go and stay in England, America, Canada, New Zealand or Australia for learning and acquiring English as target language. Inside classroom native fluency can be achieved in target language based on incidental learning rather than intentional learning. Thus, we can notice that the stages of TBLT are not fixed. The perfect stage of this approach cannot be defined rather it can be intermediate level and so on. Side by side the syllabus of TBLT is also depends on context and it is designed depending on focused task.

Different stages of TBLT or Design for classroom performance or structural design of TBLT

Pre-task (15-20min)

It aims to introduce the topic about how to spend a day through learning language focusing on words and phrases.

Task (10min)

Students do the task in groups and plan for a day. They state their own plan and compare different ideas with their group partners.

Planning (10min)

Each group rehearses presenting their plan. The teacher walks around, helping if students have a problem and noting any language items or grammatical problems on which to give feedback later.

Report (15min)

Each group selects a speaker to report their plan and give detailed reasons for it. Other students can choose the best one after the presentations.

Post-task

The teacher hands out the Fill in exercises and True or False questions for the students according to the listening in class. According to the group discussion, they write a 150-word assignment as homework.

Key features

Task-based learning focuses on the use of authentic language through meaningful tasks such as visiting the doctor or a telephone call. This method encourages meaningful communication and is student-centered.

Five dominant characteristics of task are summarized as follows: TBLT is meaning-focused; instead of repeating what other people say, learners are expected to produce language; has connection with real-world tasks; assessed in accordance with outcome.

Students are encouraged to use language creatively and spontaneously through tasks and problem.
Students focus on a relationship that is comparable to real world activities.
The conveyance of some sort of meaning is central to this method.
Assessment is primarily based on task outcome.
TBLT is student-centered.

Principles

Nunan has summarized seven principles which have to be followed in the frame of task- based language teaching:

Scaffolding
Task dependency
Recycling
Active learning
Integration
Reproduction to creation and
Reflection

Techniques

Developing of all four language skills not just speaking skills
Involving learners in group for communication
Teacher participation class structure
According to Michael Long, TBLT focuses on form.
Input based task that is grammatical perspectives.
Output based task which is corrective feedback.

Advantage

Natural learning inside the classroom
very large class size having sixty or seventy students.
Emphasis on meaning
Compatible with learner’s education

Disadvantage

Problems with assessment

Other disadvantages must be found out by your own effort.

Grammar Translation Method

The Grammar Translation Method (GTM) of foreign language teaching is one of the most traditional methods, dating back to the late nineteenth and early twentieth centuries. It was used to teach Latin and Greek. This is why the method was known as the Classical Method. In the 19h century the Classical Method came to be known as the Grammar Translation Method.

Key Features (Principles and Characteristics)

Richards and Rodgers (2001) has offered some features of the Grammar Translation Method which are considered as the principal and characteristics

: 1) Goal:

The purpose of language study is to learn that language and to be known to the literature of that country. It helps one to develop his mental and intellectuality.

2) Skills focus and materials:

This method mainly focuses on reading and writing but pay little attention to speaking and listening. The materials are taken from the literary extracts and classical text.

3) Vocabulary:

Vocabulary is taught using translation and memorisation of the dictionary words. It focuses on bilingual wordlists.

4) “The sentence is the basic unit of teaching and language practice.Translating sentences is an essential part of GTM.

5) Accuracy of grammar and translation is emphasized.

6) Deductive teaching of grammar:

Deductive grammar teaching means the teacher explains the grammatical rules and the students capture that based on the instruction.

7) Medium of instruction: Classes are taught in the mother tongue, sometimes using the target language is seen in the classroom.

8) Roles of the teacher and students: In GTM, the teachers play an important role as knowledge transmitters and students act like receivers. The teachers are the authority.

Techniques

Larsen-Freeman (2000) discusses the following techniques of the Grammar Translation Method:

(1) Translation: Students translate their textual elements from native language to target language and vice versa.

(2) Reading Comprehension: Students find information in their literary passage and classical texts.

(3) Antonyms/Synonyms: Students find antonyms and synonyms for words or sets of words that occur in the text.

(4) Cognates: By learning sounds patterns and the differences between target language and native language, students are trained to recognize cognates.

(5) Deductive Application of Rule: Students are advised to follow extracts the grammatical rules after receiving from their teachers.

(6) Fill-in-the-blanks: Students fill in gaps in sentences with new words or items of a particular grammar type.

(7) Memorisation: Students are supposed to memorise grammatical rules and dictionary words even bilingual words also.

(8) Vocabulary practice: Students make new sentences for the testing purpose of their memorised vocabulary.

(9) Composition: Students write paragraphs, essays or summaries on a topic using the target language.

Drawbacks

There are so many faults and weaknesses of Grammar Translation Methods. One of them is less time is allocated for practicing for the students and they have to practice their language acquisition in their class room though virtual class is not applicable.

Though it is called classical method, there are few teachings and teachers who are experts on modern language teaching. There is no theory, no linguistics, no literature and no psychological study.

Usefulness

Though GTM has lots of criticism but till now this method is more and more popular in many countries.

GTM mainly focuses on grammar translation and grammatical rules. As translation and grammatical rules acquisition is very easy to score. Even many foreign language do not possess with communicative skills, so the students get motivation to join.

Studying literature does not contribute to learning language and rules. It is potential for broadening the mind and to develop multiple perspectives. But translation of text helps students to cover up vocabulary and make a strong basement.

NU 4th Year: ELT: Exam: 2020: Special Suggestion and Notes

Part – B

Part – C

Shihabur Rahaman

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Part – B

Part – C

Shihabur Rahaman

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