Technology in Teaching Language Skills
by Nikhil Joshi, Lecturer in Language & Communication Skills, GCET, Vallabh Vidyanagar, Gujarat-India.
Abstract
In 21st century, at every single step of life we do face technology in various forms. In each and every field humans have taken the help of technology and have made life easier and better. As educators, if we look at the field of education, we can easily find technology in various forms helping us to making teaching-learning process a better one. This paper focuses on major areas of technology being used for educational purpose and it also shows and emphasizes on some innovative techniques of using technology in the field of education, especially in teaching language skills.
The psychological concept of learning goes far beyond learning directly from teacher or learning through study. It does not refer only to learning of skills or acquisition of knowledge but also refers to learning to learn and learning to think. On the basis of this concept we can make a ground where technology can help us to make our students learn how to learn learning and how to learn thinking. Especially when we talk about language skills, we must use technology deliberately for the betterment of learners in their learning process. Language teaching activities are intended to bring all about language learning. In today’s era it is very essential that we make our learners techno-savvy and make their learning effective. For that we need to encourage the use of technology in language classes. Why do we always go with a grammar book/text book in language class? Is that what we do mean by language teaching? Why can’t we go with just a pen drive in the classroom? We can use audio-video tapes to make them learn language skills. We can use some CD-ROM material to make them learn how to learn. Generally language teachers tend to teach with oral method and it becomes merely an aural exercise for the learners. We should more and more use techno-form of language teaching to make our learners aware of language learning. It also gives a new age feel to the entire teaching-learning process. Here in this paper I have focused on use of various technology-forms that can be used in teaching language skills and have tried to make it clear how teachers can make language learning more focused with the use of technology.
Introduction
Generally we assume that as a language teacher, we are supposed to refer to some text books and to make the learners refer that text book, that’s our prime job but now in today’s time this will not do. Instead of a paper bound book why don’t we go for online teaching and online learning? As a matter of fact we have to accept that text book teaching is also essential as a part of academics but apart from that what else we can do as a teacher that creates a platform of actual learning of language skills for our learners. For example, I myself have started a blog and I share number of things which can help the learners to get into touch with variety of things. A common observation on the state of English language teaching today is that there is a much higher level of professionalism in TESOL than previously. English language teaching is seen as a career in a field of educational specialization; it requires a specialized knowledge base obtained through both academic and practical experience. (Richards, pg.4)
Role of teacher
Language teaching is not only influenced by technology but also by concepts and practices from the corporate world… today effective teaching is seen as both pedagogical problem and an organizational one. On pedagogical side teachers are no longer viewed merely as skilled implementers of teaching method but as creators of their own individual teaching methods, as classroom researchers, and as curriculum and materials developers. (Richards, pg.7) Now it’s our duty to introspect what we do out of all these things. As teacher is to be considered and called as knowledge facilitator, the prime duty of a teacher should be to facilitate learners with knowledge and in this work; technology can help us a lot. We can create a web page where our students can post their queries and can get the solutions online. Attending a class and posting an online query both do have different feel. But the second one does have a techno-feel which makes work easier and more interesting. This factor of interest is a motivating factor for the learners and is the base of any kind of learning. The very first question which arises here is: Is language teacher himself familiar with technology? Has he acquired proficiency over the use of technology in the class? This question is very important question because majority of language teachers are not good at technology so there is no question of using technology for the betterment of learners. So the first step required as a pre requisite is to train the teachers in the area of technology. How a computer can be used in language class-a teacher must be acquainted with this. In exploring this area it is useful to begin with introspection, retrospection, observation and to think about ourselves as language learners, recollecting our own experiences-how did we tackle language learning. (Stern, pg.289)
Audio lingual method
Audiolingualism is in origin mainly American. But it has had considerable influence on language education in most parts of the world. Until late fifties a distinct audio lingual method can hardly be identified. It was most referred to as the aural-oral-method. The term ‘audio-lingual’ was proposed by Brooks. Audiolingualism tries to develop target language skills without reference to the mother tongue. (Stern, pg.464) Using this method, we can enable our learners to identify sound patterns in the target language. In a language class with the use of some audio tape we can make the learners familiar with variations of sounds and accent as well. Audio tape having various dialogues based on variety of situations can give a closer look to language production skills and through listening learners can grasp certain aspects of language skills. The audio-lingual method is an easy way to learn language without burdening the intellect with problem solving as in the grammar translation method. In a way, it democratizes the learning of foreign languages. (Nagaraj, pg.81) Audio lingual method gives more importance to listening and speaking skills as the foundation on which the skills of reading and writing can be built up. (Chandra, pg.109)
Mute experiment
Show a mute video clip to the learners and let them imagine what the situation is in the video clip. This would enable them to think over the shown video clip and it would lead them to have their own inferences. Most of the time they would be nearer to the given situation and then let them describe it in their own words. So a video clip can help us to make them learn ‘how to learn’. Afterwards we can show them the clip again with the dialogue sound and then they will realize how far they were correct identifying the given situation in the clip.
Realia
On a computer screen show the learners some pictures and tell them to describe the given picture in their own words. It can be a series of moving images too. This would make them think about those images and attach some meaning to those images accordingly. It generates thoughts and then ask them to write or speak about their interpretations of different images; it would generate the use of language in their own style. Here the role of teacher remains a passive one but very important to rectify their errors in identifying the images and use of language as well. Here audio-visual method can also be applied. Audio visual lessons consist of a series of pictures, accompanied by recorded voices. They are shown several times to give students opportunity to absorb the image and the sound and associate the two. (Chandra, pg.115)
Game software
Again in the form of game software, technology can help us to make learning process light weighted and enjoyable. There are many types of software available which provide vocabulary learning in the form of game. The learner has to select appropriate words or phrases and has to score the points. So it makes language learning a fun process. Many softwares also provide sound facility with the correct pronunciations of the words so in a way learner along with the fun also learns new words with correct pronunciations.
A try out on tape recorder
This has proved a greater impact on the mind of learner. A tape recorder can be used in two ways in language class: one is to play some audio tape and to ask the learner to make the notes or answer the questions followed by the end of the listening and second is to record their own voice and then to listen to it. It has been found that listening to their own voice on a tape recorder makes learner conscious about sound production while they are speaking because when they speak they listen to inner quality of the sound but when they listen to their recorded voice they listen to the outer sound and they come to know about how do they sound to others while speaking. Instead of teacher’s remarks on their speaking, this would make them more alert about their own speaking style. In other case while they are listening to some conversational tape they would pay attention to the content and pronunciation pattern as well.
Language lab
Language lab softwares recently being used have various modules on listening, reading, writing and speaking along with lot of topics explained with description and also with appropriate audio or video clips. Some language lab softwares also provide the facility of uploading your own resource material which enables teacher to upload any material of his own choice which he thinks may be helpful to his learners. Such language lab facility gives a new look to the entire language teaching and learning process. It attracts the students because it is a student centered learning method, which gives lot of command in students’ hands. This kind of softwares also gives an opportunity to the learners to learn the things on their own wish. They themselves can select the module at their own free time and at their own choice of difficulty level of the exercise. In such softwares the facility of recording is also available where students can repeat the sentences and record their voice and get the analysis of the entire exercise at the end. It also gives the statistics of student’s performance in a particular exercise. With the help of such technological use in language class we can surely make it an independent learning. Language lab functions can be in the form of audio passive (students can only listen to the pre recorded tape), audio active (students can listen and record their own voice and can listen to it), audio active comparative (students can compare their recorded voice with the pre recorded one), audio active comparative with control (teacher can guide the student without disturbing others). (Chandra, pg.119, 120)
Video analysis
I personally have tried out this feature in language class. After playing a video clip which focuses on inappropriate use of body language and how to make body language work for you in an effective way, it was asked to learners to analyze the played video. They could do it very well. So I found that instead of lecturing on body language, this can be a better alternative to show them practically how body language plays vital role in communication along with the language. A video of around 15 minutes would be more effective in learning language skills compared to a 45 minute lecture on certain things like appropriate use of body language along with language while communicating. Video presentations will be intrinsically interesting to language learners. The learner will want to watch, even if comprehension is limited. The material should be motivating; the learner should want to see more, to ask questions, to follow up ideas, and suggestions. By generating interest and motivation, the video films can create a climate for successful learning. (Lonergan, pg.5) The comprehension of video by learners is complex, and varies between individuals. As well as the language structures and lexical items used in a communicative situation there are the paralinguistic cues; in the background is a wealth of non-linguistic information. (Lonergan, pg.11)
Shoot a scene
With the help of a camcorder, shoot a scene of group discussion among the students and then let them view the same group discussion. This would make them conscious about their role in the group discussion. At the time of viewing the scene, teacher can pause at certain things and can elaborate where they are wrong and where they are right in terms of language usages or in terms of presentation. This would create an acute sense of correctness of language usages along with the consciousness of mode of presentation.
PPTs, CD-ROMs and Online Tasks
Sometimes just the use of PPTs can make the topic interesting and some other time just providing a CD-ROM for self study tasks creates the sense of responsibility and enhances the ability of self understanding in the learners. So hereby I strongly opine that every teacher must use such alternatives of language teaching and learning. Especially for language assignments we can give some online tasks whether it is related to some online tests or online search. Give them an online test with the help of a programmed series of questions and ask them to choose the correct option for their answer. At the end of test program itself will generate the score of the learner. So it’s a time savvy idea even on the part of teacher. You can also give them number of questions or new words to search out the answers from the web sources.
Blog & Website
An enthusiastic teacher can also start a blog or a website for language teaching-learning. On your blog you can place variety of video links for any particular theme and can also place voting questions. With the use of blog you can share some articles with the larger community of the learners and can also have their feedback and comments. All such online facilities help to decrease the distance between the teacher and the learner. Blogs and website can serve as an interactive forum between the teacher and the learner. Internet facility is proved to be a way to peep into the entire world. Everything is just one click away on your computer with the help of internet. You can reach to learners globally and have feedback from the various parts of the world if you have little knowledge of online work.
Conclusion
As R. Amritavalli says, the teacher and the student need to go beyond the book: not merely in the sense of using supplementary material, whether print or audio-video, but in the sense that they use the books and materials offered by curriculum planners merely as starting points for planning other activities which may model themselves (or not) on the given materials; the latter now acting merely as a trigger, serving as an example of the possibilities for shared experience and communication in the language classroom. It is in the context of this enlarged view of the role of the language teacher that the use of multi media materials makes sense. Just as in our everyday life we gather information from a variety of media sources, so also the language classroom is now opened up to let in the newspaper, the radio program or audio cassette, and the television program or video cassette. (Agnihotri & Khanna, pg.185, 186) By all means we can say that use of all these technology forms makes language teaching and language learning an interesting process and as in the beginning of the paper it is mentioned that this interest factor plays a vital role in the entire teaching-learning process to make it easier, better. Surely it gives effective outcomes compared to the techniques in which technology is not being used for academic purpose. Chomsky says that language is made in the mind and is internal, a process that generates I-language. This suggests that language cannot be acquired by putting learners through a series of linguistics hoops, which is the approach found in traditional grammar book, and what Chomsky calls E-language, language external to the learner. (Bourke, pg.12) Hereby we can say that technology serves for all these external factors to facilitate the learners and it creates language awareness in the learners as this awareness is defined by Carter as ‘the development in learners of an enhanced consciousness of and sensitivity to the forms and functions of language’ and Bourke calls it ‘linguistic problem-solving’.
Reference
1- Stern H. H., Fundamental Concepts of Language Teaching, Oxford University Press, 2009
2- Nagaraj Geetha, English Language Teaching: Approaches-Methods-Techniques, Orient Longman, Hyderabad, 2004
3- Agnihotri R. K., Khanna A. L., English Language teaching in India, Sage Publications, New Delhi, 1995
4- Lonergan Jack, Video in Language Teaching, Cambridge University Press, 1984
5- Chandra Suresh, Aspects of Linguistics and English Language Teaching, Doaba House, Delhi, 1992
6- Bourke James M., A Rough Guide to Language Awareness, English Teaching Forum(Journal) Vol.-46, No.-1, 2008
7- Richrds Jack C., Growing Up With TESOL, English Teaching Forum(Journal) Vol.-46, No.-1, 2008
–Nikhil Joshi
(Lecturer in ‘Language & Communication Skills’, IT Dept., G H Patel College of Engineering & Technology, Vallabh Vidyanagar, Gujarat-India.)
E-mail: nikhileshjoshi@yahoo.co.in Cell No.: 98246 03013
Blog: www.nikhiljoshi2007.blogspot.com
Website: www.geocities.com/nikhiljoshi_saregama