What is the "structural" approach to
language teaching? If your classroom is full of students that memorize
vocabulary and grammar rules through repitition and rote learning, and are
corrected for even the smallest mistake whilst speaking or writing English,
then you are a champion of the structural teaching approach. No doubt
your students are learning a lot of English, but how effective and how
enjoyable is this process?
An approach to language teaching has been developed
which attempts to overcome the weaknesses of the "structural
approach" (which incidentally is the kind of teaching methodology that
tends to prevail in Asian public schools). The new approach is based on
viewing language as a combination of:
a) Linguistic Structures b) Situational Settings c) Communicative Acts
This is known as the "communicative
approach" to language teaching. Communication is not simply a matter
of what is said (structure/lexis),
but where it is said, by whom, when
and why it is said. In short,
this is basically the "communicative function" or "purpose"
of language.
At the opposite extreme from the structural approach,
and with at least as many flaws, is the purely "conversational"
approach, where it is assumed that exposure to lots of conversation from a
native English speaker will produce a high level of aptitude in the
students. Whereas the structural approach promotes accuracy and tends to
inhibit communicative confidence, the conversational approach tends to create
communicative confidence in combination with many entrenched errors.
Being keen to communicate and yet not being able to do so properly is almost as
risky as knowing what to say but not having the confidence or practice to use
it.
The PPP in Language Teaching
The "Three Ps" in Language Teaching
is the most common methodology employed by professional schools around
the world. It is a strong feature of the renowned CELTA certification
and other TEFL qualifications offered especially in the United Kingdom.
While this methodology is generally geared toward adult
learners, most of the principles involved are also essential to lessons for children. It is very important to understand what
"Presentation", "Practice" and "Production"
really are, and how they work in combination to create effective communicative
language learning.
Presentation is the beginning or introduction
to learning language, and Production is the culmination of the learning
process, where a learner has become a "user" of the language
as opposed to a "student" of the language. Practice is
the process that facilitates progress from the initial stage through to the
final one.
To explain the process in brief, the beginning of a
lesson involves the introduction of the new language in a conceptual way in
combination with some kind of real (or at least "realistic feeling")
situation. When this is understood, the students are provided with a
linguistic "model" to apply to the concept they have
recognized. With this "model" in mind, the students practice
the new language by means of various "controlled" activities.
After sufficient practice, the students move into some kind of
"productive" activity, where a situation calls for the language to be
used naturally without correction or control.
In general, for communicative language learning to be
most effective, the three stages need to occur and they must flow easily from
one stage to the next.
PRESENTATION
This is the first (and perhaps most crucial) stage to
the language learning process, as it usually has a profound influence on the
stages that follow and governs whether those stages are effective or not.
Presentation involves the building of a situation
requiring natural and logical use of the new language. When the
"situation" is recognized and understood by the students, they will
then start instinctively building a conceptual understanding of the
meaning behind the new language, and why it will be
relevant and useful to them. When the situation surrounding the the new language and the conceptual meaning of it has been achieved, the new language should be introduced by means of a linguistic "model". It is this model that the students will go on to practice and hopefully achieve naturally without help during a productive activity.
relevant and useful to them. When the situation surrounding the the new language and the conceptual meaning of it has been achieved, the new language should be introduced by means of a linguistic "model". It is this model that the students will go on to practice and hopefully achieve naturally without help during a productive activity.
For obvious reasons, it is naturally easier to
"present" new language to ESL students (who are learning English as a
Second Language in an English speaking environment) than it is to EFL (English
as a Foreign Language) students, who hear little or no English outside of the
classroom. EFL teachers in particular need to work hard to build
"realistic" feeling situations requiring the new language. If
the "situation" appears totally unreal or even farcical to the
students, so too will the language they are learning.
An important aspect of introducing the situation
requiring and concept underlying new language is to build them up using
whatever English the students have already learned or have some access
to. At lower levels, pictures and body language are typical ways of
presenting new language. As students progress, dialogues and text can
also be used.
There are a variety of ways in which new language
items may be presented but most Presentations should have at least some of the
following features: meaningful, memorable and realistic examples; logical
connection; context; clear models; sufficient meaningful repetition;
"staging" and "fixing"; briefness and recycling.
PRACTICE:
The Practice stage is the best known to teachers
irrespective of their training or teaching objectives. However, it is a
stage that is often "over-done" or used ineffectively, either because
Presentation was poor (or lacking altogether) or it is not seen and used as a
natural step toward Production. It is the important middle stage to
communicative language teaching, but exactly that the "middle"
stage.
It is important that practice activities are
appropriate to the language being learned and the level and competence of the
students. Essentially Practice is the testing procedure for accuracy, and
the frequency procedure for familiarity with the language. It is also a
remedial stage. A good way to summarize effective Practice is to see it
as repetition leading to competence and accuracy in terms of
Phonology and Syntax.
Phonology and Syntax.
Practice activities need to be clear and
understandable - they should also be directed toward promoting a considerable
degree of confidence in the students. In general, a carefully laid out
practice activity that looks "attractive" to the eye will generate
the students' motivation. They need to be challenged, but they should
also feel that the activity is "within their reach".
Making a smooth transition from Presentation to
Practice usually involves moving the students from the Individual Drill stage
into Pair Work (chain pair-work, closed pair-work and open pair-work).
Communicative practice then leads the way toward Production.
PRODUCTION:
The Production Stage is the most important stage of
communicative language teaching. Successful Production is a clear
indication that the language learners have made the transition from "students"
of the key language to "users" of the language.
Generally Production involves creating a situation
requiring the language that was introduced in the Presentation Stage.
That situation should result in the students "producing" more
personalized language. Production is highly dependent on the Practice
Stage, because if students do not have confidence in the language then they
will naturally be hesitant to independently "use" it.
One of the most important things to remember is that
Production activities should not "tell" students what to say.
Whereas in Practice the students had most or all of the information required,
during Production they don't have the information and must think. Ideally
it is challenging in that it is representative of "real life"
situations.
Creating and engaging in "Productive"
classroom activities can require a certain level of cognitive ability.
Production activities for Young Learners in particular need to be carefully
thought out and prepared (click here for more information relevant to
Production in Young Learners).
Some good examples of effective Production activities
include situational role-plays, debates, discussions, problem-solving,
narratives, descriptions, quizzes and games.
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