Vol. 4 Issue 29 – Research Paper: ‘Innovative Techniques of Research Methods in Teaching English’ by Mrs. Raji Dhinakar

This paper has been submitted for publication by Mrs. Raji Dhinakar, Professor, Department of English, Rajalakshmi Institute of Technology, Kuthambakkam, Chennai- 600124.

Abstract

In this paper various techniques for organizing and managing the class are explored. These techniques aim to help the teachers to become more professional and efficient in their approach so that the students have confidence in the teachers competence. In particular we consider the balance between having a friendly relaxed relationship with the class and maintenance of discipline.

Introduction

In the century spanning the mid 1880 s to the mid – 1980s, the language teaching profession was involved in what many pedagogical experts would call research.

It has been realized that there never was and probably never will be a method for all and the focus in recent years has been on the development of classroom tasks and activities. Though enough research on learning and teaching in a multiple city of contexts, we had not attained a theoretical mountain top by any means: much remained – and still remains – to be questioned and investigated.

As enlightened teachers, we can think of terms of a number of possible methodologies. The interaction between one’s approach and classroom practice is the key to dynamic teaching. The best teachers are able to take calculated risks in the classroom as new student needs are perceived, innovative techniques are attempted and the follow up assessment yields observed judgment on their effectiveness.

In general, language teaching can be conceived in many different ways, for eg. as a science, a technology, a craft or an art. Different views of language teaching lead to the different views as to what the essential skills of teaching are and to different approaches to the preparation of teachers.

The conception of teaching fall into three main categories. Science research conceptions, theory – philosophy conceptions and art – craft conceptions.

Science Research

Science research conceptions of language teaching are derived from research and are supported by experimentation and empirical investigation.

This approach involves developing teaching principles from research on memory.

The essential skills in teaching:

1. Understand the learning principles
2. Develop tasks and activities based on the learning principles.

Monitor students’ performance on task to see that desired performance is being achieved.

Theory Bases Approaches

Systematic and principled thinking, rather than empirical investigation, is used to support the method. These conceptions of teaching lend to draw support from classroom results but defend themselves through logical argumentation.

Examples of theory based approach are communicative language teaching and the silent way. It is an attempt to operationalize the concept of communicative competence and to apply it across all levels of language program design, from theory to syllabus design, to teaching techniques.

Value Based Approaches

A different approach to a theory of teaching is to develop a teaching model from the values one holds about teachers, learners, class rooms, and the role of education in society.

It advocates literature in the language curriculum or the teacher as action researcher essentially appeals to educational or social value systems in justifying their proposals.

Team teaching, humanistic approaches, learner – centered curriculum movement all are segments of reflective teaching. Team teaching is based on a view that teachers work best when they work in collaboration with a peer, and that the interaction with a colleague in all phases of teaching is beneficial to both teachers and learners.

Humanistic approaches in language teaching refer to approaches which emphasize the development of human values, growth in self awareness and in the understanding of others, sensitivity to human feelings and emotions and active student involvement in learning and in the way human learning takes place.

Community language learning is sometimes cited as an example of a humanistic approach.

The learner centered curriculum is one of a number of terms used to refer to approaches to language teaching which are based on the belief that learners are self directed responsible decision makers. Learners are seen to learn in different ways and to have different needs and interests.

Language programs and the teachers who work in them should therefore set out to provide learners with efficient learning strategies, to assist learners in identifying their own preferred ways of learning to develop skills needed to negotiate the curriculum, to encourage learners to set their own objectives, to encourage learners to adopt realistic goals and time frames, and to develop learners skills in self – evaluation.

Reflective teaching is an approach to teaching which is based on a belief that teachers can improve their understanding of teaching and the quality of their own teaching by reflecting critically on their teaching experiences. In teacher education activities one’s aim is to develop the skills of considering the teaching process thoughtfully analytically and objectively as a way of improving class room practices.

Eg.  through audio or video recordings, to reflect on their own decision making

Eg. through journal writing and to examine their own values and assumptions about teaching. Eg.  through group discussion.

Art Craft Conception

Another way of conceptualizing teaching is to view it as an art or craft and as something that depends on the teachers’ individuals skill and personality the essence of this view of good teaching is invention and personalization. A good teacher is a person who assesses the needs and possibilities of a situation and creates and uses practices that have promise for the situation.

There are no general methods of teaching; teachers should develop an approach to teaching which allows them to be themselves and do what they feel is best. Teacher decision making is an essential competency in this approach, because a good teacher analyses a situation, realizes that a range of options is available based on the particular class of necessities and selects the attractive which is the most effective for the circumstances. It suggests that commitment to a single method of teaching may impede the teacher’s full potential as a teacher.

Audio lingualism is a method in which target language patterns were presented for memorization and learning through dialogues and drills.

Task Based language Teaching shows that successful language learning involves learners in negotiating of meaning. In the process of negotiating with the speaker, the learner receives the kind of input needed to facilitate learning. Class room tasks involve confrontation of meaning should form the basis of the language forms and communicative functions. It is suggested that a large scale application of this approach in schools in India, developing a syllabus and associated teaching materials around three major types of table: information gap tasks, opinion gap tasks and reasoning gap tasks.

Learner training is an approach which draws on research on the cognitive styles and learning strategies used by learners in carrying out different classroom learning tasks.

This research may involve observing learners, asking them to introspect about their learning strategies, or probing learners in other ways. Once successful learning strategies are identified, these can be taught to other learners. This is referred to as learner training.

Following A Tested Model of Teaching

 

This approach involves applying the results of empirical or experimental research to teaching. In this approach, a view of good teaching is developed through logical reasoning and previous research: good teaching is defined in terms of specific act. An example of research of this kind which has been used to develop theories of good teaching across both regular and ESC class rooms is research on teacher’s question patterns and wait time. In applying this research to teacher preparation, a simple training model was developed in which teachers were taught the differences between display questions and referential questions.

It was found that the training modules affected teaching behaviours. The new behaviours affected student patterns in ways believed to be significant for these students’ language acquisition.

Doing What Effective Teachers Do

Another approach to developing a theory of teaching is to derive teaching principles from studies of the practices of effective teachers. Effective teachers are typically defined as those whose students perform better on standardized achievement tests.

An analysis of the class room data revealed that there was a clear linkage between the following.

1. Teachers’ ability to clearly specify the intent of instruction, and a belief that students could achieve accuracy in instructional tasks.
2. The organization and delivery of instruction such that tasks and institutional demands reflected this intent, requiring intended student responses.
3. The fidelity of student consequences with intended outcomes.

Twelve characteristics of effective teaching were identified.

1. Instruction is guided by a preplanned curriculum.
2. There are high expectations for student learning.
3. Students are carefully oriented to lesson.
4. Instruction is clear and focused.
5. Learning progresses monitored closely.
6. Personal interactions between teachers and students are positive.
7. Incentives and rewards for students are used to promote excellence.

This is Direct instruction or Active Teaching.

However good a teacher may be, students will never learn a language- or anything else – unless they aim to learn outside as well as during class time as language is too complex and varied for them to have enough time to learn the language.

References

1. Wooffit (Robin), Conversation analysis and discourse analysis: a comparative and critical introduction, 2005.
2. Gower (Roger), Philips (D) and Waiters (S), Teaching practice: a handbook for teachers in training, 2005.
3. Woolgar,S. 1988, Science: The Very Idea. London: Tavistock.
4. Wainryb,R. 1992 Classroom Observation Tasks (CUP).
5. Zusne, L. and Jones, W.H. 1989. Anomalistic Psychology: a Study of Magical Thinking (2^nd edition). Hillsdale, NJ: Lawrence Erlbaum.