Teaching the Language System: Methods and Techniques
Teaching the Language System
1. Teaching Specific Aspects of Language
When we ask students to concentrate on specific aspects of language, we usually explain the form and meaning before asking for student repetition as part of a controlled practice phase. Two common approaches are:
a) The Deductive Approach: Students are given explanations or grammar rules and then use them to create phrases and sentences. The teacher corrects as needed. This approach involves explanation followed by practice.
b) The Inductive Approach: Students see examples of language and try to deduce the rules. For example, they might find examples of different past tenses in a text and analyze their usage. This boomerang-type lesson is suitable for discovery activities and promoting cognitive effort.
2. Explaining Meaning
Several techniques can be used to explain meaning:
- Mime and gestures for actions.
- Facial expressions for emotions like sadness, happiness, or fear.
- Pictures and diagrams for situations and concepts.
- Descriptions when visual aids are not suitable.
- Vocabulary lists to explain concepts.
- Check questions to ensure understanding.
- Translation for clarity.
Most teachers use a combination of these techniques.
3. Explaining Language Construction
Teachers can use various methods to explain language construction:
- Modeling sentences and isolating key grammatical features.
- Using fingers or hands to represent sentence elements.
- Demonstrating word and sentence stress through rhythm.
- Showing intonation patterns with hand movements.
- Using overhead transparencies or interactive whiteboards for visual representation.
- Manipulating word cards to illustrate sentence structure.
- Using Cuisenaire rods to represent parts of speech, stress patterns, and sentence construction.
4. Practice and Controlled Practice
Students internalize language when it moves from short-term memory to long-term memory. Repetition and practice are crucial for this transition.
Controlled Practice:
- Choral repetition: Students say the new language together.
- Semi-chorus: The class is divided, and each half speaks in turn.
- Individual repetition: Students practice individually.
- Murmuring: Students quietly repeat the language to themselves.
- Cue-response drills: The teacher provides a cue, and students respond with the target language.
- Pair work: Students practice with a partner.
Freer Practice:
This stage bridges language study and activation. It focuses on correct construction while encouraging language use.
The need for explanation and controlled practice depends on the students’ familiarity with the language.
5. Examples of Language System Teaching
Teaching Grammar: Using pictures and questions to teach the present simple for habitual actions.
Teaching Pronunciation: Students listen to audio and guess the content, then practice with peers.
Teaching Language Function: Activities involving invitations, suggestions, orders, etc.
6. Mistakes and Errors
Mistake: An error made despite knowing the correct form. It can be self-corrected.
Error: An error made due to a lack of knowledge. It requires explicit instruction.
7. Correcting Pupils
The timing and method of correction should be considered. During speaking activities, immediate correction may disrupt fluency. However, some students prefer direct correction from the teacher.