Principles and activities of communicative methodology in learning the english language
К содержанию номера журнала: Вестник КАСУ №2 - 2009
Автор: Жаксыбаева Ж. Ж.
Pedagogy has a lot of methodologies such as
grammar-translation, auditing, etc. but today it is said and proved that the
most effective one is a communicative methodology [5]. It provides the students
ability to use the language they learn in order to communicate.
There are five principles of communicative
methodology:
1. Know what you are doing. Every lesson
should end with the learner being able to see clearly that he can do something
which he could not do at the beginning – and that the “something” is
communicatively useful;
2. The whole is more than the sum of the
parts. A crucial feature of communicative method is that it operates with
stretches of language above the sentence level, and operates with real language
in real situations;
3. The processes are as important as the
forms. The aim is to replicate as far as possible the processes of
communication. Two of these processes are as follows:
1) Information gap: the purpose of
communication in real life is to bridge this gap. The concept of information
gap seems to be one of the most fundamental in the whole area of communicative
teaching;
2) Choice: another crucial characteristic
of communication is that the participants have choice, both in terms of what
they will say and, more particularly, how they will say it. Deciding on these
under the severe time pressure which language use involves is one of the main
problems which foreign users of a language face.
4. To learn it, do it. Although the teacher
can help, advise and teach, only the learners can learn: they must become
involved in the activities and learn by doing;
5. Mistakes are not always a mistake. With
the aim of developing the communicative ability of the students, it may be
necessary to be flexible enough to treat different things as “mistakes” at
different stages in the learning process, not every error should be corrected.
The purposes of communicative activities
and their contribution to language learning are as following:
1). these purposes provide “whole task
practice”, i.e. the total skill;
2) they improve motivation;
3) they allow natural learning;
4) they can create a context which supports
learning.
The activities can be divided into those
that use language to share information and those that process information. The
activities are usually learner-directed and often involve pair and small group
work.
McDonough [4] proposes five principles for
a communicative exercise typology which are based on problem-solving and
task-orientation. He illustrates these with several examples:
1. Information transfer (reading information
to extract data in order to fill in a form)
2. Information gap (information is known by
only one student in a pair and it can be conveyed by different exercises to the
other student);
3. Jigsaw (an example of cooperative
learning in which each member of a small group has a piece of information
needed to complete a group task);
4. Task dependency (the principle by which
a second task can only be done if the first task has been successfully
completed);
5. Correction for content (the principles
argues that a some stage the student’s language production should be judged on
its communicative efficacy in relation to a specific task).
For example, the Language for Special Purpose
(LSP) course must set the student various tasks, and that these tasks must
reflect the structural characteristics of the learner’s special purpose and
must be as integrated as possible and not divided into minute, discrete
elements. But within the contest of EAP this could mean, for example, a set of
lectures or series of seminars. Acceptance of this approach entails the
adoption of four essential principles:
1) reality control: control of t he difficulty
of the task demanded of the LSP student is exercised by means of the
procedures of simplification appropriate to the field of activity constituting
his or her special purpose;
2) nontriviality: the learning tasks required
of the student must be perceived by the student as meaningfully generated by
his or her special purpose;
3) authenticity: the language that the
student acquires through following the LSP course must be the language
naturally generated by his or her special purpose;
4) tolerance of error: errors of content
and of formal adequacy are to be judged as an acceptable only to the extent
that they entail errors of communicative adequacy [4].
These four methodological principles may be
added to Hutchinson’s [2] nine fundamental principles of learning which can provide
a reasoned basis for the interpretation of ESP language needs into an effective
ESP methodology:
1. Learning is development.
2. Learning is thinking process (i.e.
cognitive).
3. Learning is an active process.
4. Learning involves making decisions.
5. Learning a language is not just a matter
of linguistic knowledge.
6. Second language learners are already
communicatively competent.
7. Learning is an emotional experience
(i.e. affective).
8. Learning is not systematic.
9. Learning needs should be considered at
every stage of the learning process.
Hutchinson enlarges on each of the nine principle and, for
teachers, his seventh principle of learning (an emotional experience) is of
particular interest: the good teacher will try to minimize the negative effects
of the learner’s emotional reactions to learning and will instead try to boost
the positive emotions. This might involve:
- using pair and group work to minimize the
stress of speaking in front of the whole class;
- structuring tasks so as to enable learners
to show what they do know rather than what they do not;
- giving learners time to think and work
out answers;
- putting more emphasis on the process of
getting the answer rather than the product of the right answer;
- making interest, fun and variety primary
considerations in the design of tasks and activities, not just an added bonus.
Motivation indicates the inseparability of
the cognitive and affective sides of the learner’s as it is initiated by the
learner first wanting to think about learning something. There are also a
number of techniques that can be applied to lessons in order to put into practice
Hutchinson’s nine fundamental principles. They are: gaps, variety,
prediction, enjoyment, and atmosphere in the classroom, coherence, preparation,
involvement, creativity and an integrated methodology, i.e. communicative
methodology.
In discussing EAP exercise typology, Cowie
[1] maintains that the main consideration must be that of authenticity. All EAP
work is in essence a simulation of a real-life task. Serendipity is therefore one
of the main virtues required: the ability to find an authentic text that will
fit pedagogic needs. Mc. Donough has listed a number of terms that are used
with regard to authenticity – “genuine”, “authentic”, “real”, “natural”,
scripted”. Learners need to have positive perceptions about the materials they
are using. Teachers can refer to the use of company reports, journals,
magazines, TV programs and newspaper articles. Teachers can use a newspaper
article on vegetarian diets which can be used as the basis for a number of
discussion and writing activities. Thus authentic materials can serve as a
bridge between the classroom and the outside world.
Hutchinson [4] stresses authenticity or realism in language
teaching and, in addition to problem-solving and team-teaching, cites case
studies as being an appropriate means of reproducing the “real world”, as they
can contain a “realistic, complex, ill-defined problem that has many possible
solutions, none of them ideal – a suitable activity for group work. Huckin
stresses the value of case studies in providing an opportunity for students to
form sound arguments and engage in persuasive communication; thus entails what
he terms higher-order reasoning. The real benefit is that the student is placed
in a situation where his linguistic needs exceed his linguistic resources. He
is thus driven to seek help from the language teacher and which is perhaps even
more important for the development of communicative competence, to develop
stratagems that allow him o engage in communication despite linguistic
shortcomings.
Role-play (students act the parts of different
participants in a situation) is differentiated from simulations (students are
themselves in a problem-solving situation). One important criterion here is the
proportion of input (text, visuals, instructions, apparatus, etc.) to output
(the learning that takes place) involved in a given activity. The best activity
is one that involves a low input and a high output.
Many of the communicative activities
referred to involve argumentation between students in pairs or small groups.
Sometimes the activities highlight differences of opinion between students;
some take on the character of games or competitions and spotlight individual
students. If these activities are overplayed, the effect may be to disturb
feelings of group unity. But there are also a lot of activities to help develop
a positive group “atmosphere” in which the group can jell. The variety
encompasses activities aimed at forming the group (“breaking the ice; thinking
about language), maintaining the group (opinion and value-bridging,
confidence-building), and ending the group experience (positive feelings,
evaluating).
Several authors have discussed the need for
varying degrees of individualized learning and learner autonomy. The main
reason for advocating learner autonomy is that students on short EAP courses
need to be able to continue their EAP learning without EAP teachers after they
have moved on to their specialist studies. They will only be able to do this if
they have been helped to do so while on the EAP course.
The means of developing learner autonomy or
independent learning are discussed in detail by Dickinson [2]. He uses the
blanket term self-instruction to cover a number of situations in which students
work “without the direct control of a teacher”. As Dickenson points out the
same label may be used by different writers to mean rather different things.
For example, individualized instruction (methods and materials adapted for an
individual), self-direction (the learner makes decisions but does not
necessarily implement them), self-access materials and learning (appropriate
materials for self-instruction), autonomy (the learner is totally responsible
for decisions and their implementation). Linked with the above are self-access,
centre, self-assessment and distance learning.
Within an EAP course there are practical
ways in which independent learning can be encouraged and developed:
- negotiated elements in the syllabus;
- optional periods in the timetable (making
choices);
- private study periods;
- one-to-one tutorials;
- personal projects;
- pair-work / small group tasks / assignments;
- banks of self-access materials with keys
(e.g. grammar, reading, comprehension);
- self-monitoring in a language laboratory
or on a computer;
- audio-tapes and video cassettes: lectures/seminars
– choices, self-access.
Movements towards independent learning
require awareness-raising and learner training. EAP courses needs to be the
development of the learner’s underlying study competence, building up the
cognitive and affective capacity of the learner to study. The successful
students typically:
- have a high degree of self-awareness;
- are good at critical questioning;
- tend to have an “adult” approach to relations
with their teacher;
- think clearly and logically;
- are self-confident;
- impose their own framework on study data;
- have a positive attitude to their studies;
- are willing and able to teach themselves;
- are intelligent.
And good language learner’s characteristic
features are:
- understanding the organization and
function of language;
- evaluating progress;
- realizing that hard work is involved;
- involving themselves actively in the
target language;
- willing to experiment and practice;
- organizing time and materials effectively.
The raising of students’ self-awareness of
their learning styles and various methods of learning can be incorporated more
systematically into a course under the heading of “learner-training”. The
purpose is to help the students to consider factors which may affect their
language learning, and to enable them to become more effective and independent
learners of English. The means employed are usually self-questioning, and
activities involving discussion and sharing experiences with other students.
Gibbs devised some exercises to help
students to learn [2]. Basically, these are exercises designed to encourage
students to discuss among themselves, comparing their experiences and thinking
about their reasons for doing what they do. The purpose is to increase both
self-awareness and self-confidence. Gibb’s approach is exemplified by an
exercise on taking notes.
Instructions |
Taking
notes |
Working alone |
This first stage
involves students taking notes from some source – a lecture, book, film or
audio-cassette. This can simply involve the students’ last lecture before
coming to exercise, a special note-taking activity at the start of the
exercise. The more recently the notes have been taken, the more vividly and completely
will students be able to reconstruct how and why they were written. |
Working in pairs (10
min.) |
“In pairs each of you
in turn have a look at the other’s notes and try to understand why they are
written in the form they are. Which things are included, and which are left,
and why? What will they be used for? Ask the other person whatever questions
you need in order to understand their notes. Spend about five minutes on each
set of notes. At the next stage you will be asked o explain and justify your neighbor’s
notes to another pair.” |
Working in fours (20
min.) |
“In fours, I’d like
each of you in turn to try to explain your neighbor’s notes to the other
pair. Why the others are notes different from your own? Do the others use
their notes in the same way as you do? Find out! You are not allowed to
describe your own notes unless your neighbor is unable to.” |
Working in fours (15
min.) |
“Still in fours, can
you see from your four sets of notes what makes them either “good” and useful
notes or “poor” and useless notes? Can you form a list of those
characteristics you have identified which you think are useful and those you
think you should avoid? Elect a chairman to write down these characteristics
so you have a list ready to report at the plenary. You have about 15
minutes.” |
Working in plenary (15
min.) |
“I’d like each group
in turn o read out one item from its list. If what is read out is clear to
the other groups and not contentious, then I’ll write it up on the board
under one of the two headings: “Good points about these notes” or “Bad points
about these notes”. If the points are unclear or contentious, I want others
to clarify or object to them. I won’t write anything up unless we can agree
on it, and we are clear what it means.” |
Awareness and
confidence raising is a positive development in EAP. The raising of students’
self-awareness of their learning styles and various methods of learning can be
incorporated more systematically into a course under the heading of “learner
training”. In this way students can see that there is not just one way of
learning or achieving something, and that some ways may be more effective than
others. These exercises help the students to understand where and why they are
successful and not successful and then they discuss it in class and share their
practice with others. A teacher and group mates can give some advice and
recommendations to study better, what to do to be more successful. These
exercises have become learner training. Its big advantage is that it can help
students to be more responsible for their own learning, so that when a short
EAP course finishes, they can continue their learning process independently and
with more self-confidence, and to improve their own learning in other fields.
BIBLIOGRAPHY
1.
Cowie, A.P. and J.B. Heaton. English for Academic Purposes. British Association
for Applied Linguistics, 1977.
2.
Jordan, R.R. English for Academic Purposes: a guide and resource book for teachers/
R.R. Jordan. UK: University Press, Cambridge, 2003.
3.
McDonough, J. ESP in Perspective: A Practical Guide. London: Collins ELT, 1984.
4.
McDonough, J. Materials and Methods in ELT: A teacher’s guide/ J. McDonough and
Christopher Shaw. – 2nd ed.: UK by MPG Books, Bodmin, Cornwall, 2003.
5. Nunan, D.
Language Teaching Methodology. Hemel Hempstead: Phoenix
К содержанию номера журнала: Вестник КАСУ №2 - 2009
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