ES6011 Assessment One S1203173

To what extent is the Communicative Approach enough in Teaching English at my placement ES6011 Working in Education S1203173

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ES6011 Assessment One S1203173

To what extent is the Communicative Approach enough in teaching English at my placement

When concerning the methodology of teaching a second language, the terminology ‘approaches’, ‘methods’, ‘procedures’ and ‘techniques’ are commonly used , which are important to define. An approach is understood as the comprehension of how people acquire language proficiency, where the criteria and conditions needed for effective language learning is defined (Harmer, 2007). An approach has its own set of assumptions of language, learning and teaching (Anthony, 1963, cited in Harmer, 2007). A method on the other hand is utilized in referring to the practical implementation of an approach, which are the procedures and techniques (Harmer, 2007). This definition of a method is challenged by Brown (cited in Richards, Willy, 2002) however, believing that the term ‘methods’ suggests a rigid set of procedures that teachers follow and should be better substituted by the term ‘pedagogy’ to promote the combination and interaction between teachers, learners and materials when teaching and learning a second language. When first starting my placement at the language centre it was noticeable that a certain approach to teaching a second language was being implemented in all levels, by all teachers, ranging in all aspects, from the structuring of lessons, to the role of teachers. The Communicative Approach was noticed as being the set approach chosen to use in the language centre, however, other methods of teaching were also observed. This led to the question of whether the Communicative Approach to teaching a second language is enough for the effectiveness of the teaching/learning process of a second language. Firstly literature on approaches, in particular the Communicative Approach will be explored, followed by a description of how the Communicative Approach is implemented in my placement. The effectiveness of this approach with then be examined and evaluated.

Literature review Second language teaching is a controversial topic, with differing theories on language and language learning, which consequently influence the philosophies and ways in which different approaches are designed to effectively teach a second language. Language theories are concerned with ‘language competence and features of linguistic organization and language use’ whereas language learning theories are related to the ‘central processes of learning and the conditions believed to promote successful language learning’ (Richards and Rodgers, 1986, p.19). Taking this into consideration, The Communicative Approach is formed from principles of language learning theories to found the philosophy of the approach. The approaches from language learning theories answer two questions: ‘a. what are the psycholinguistic and cognitive processes involved in language learning? And b.

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ES6011 Assessment One S1203173 what are the conditions that need to be met in order for these learning processes to be activated?’ (Richards and Rodgers, 1986, p.18). The Communicative Approach The Communicative Approach was established in the 1960s on the view that learning a second language is to learn how to communicate successfully outside of the classroom in everyday life (Lindsay and Knight, 2006). Adherents of the approach consider that merely knowledge of language forms, meanings, and functions is insufficient in learning a second language, whilst the students would have the understanding of the language, they argue that they would be incompetent in using the language in interactions to generate and exchange meaning between people (Freeman, 1986). The approach perceives language as a means for ‘the expressions of meaning functioning’ where the ‘function of language is for interaction and communication’ and ‘the structure of language reflects its functional and communicative uses’ (Richards and Reynolds, 1986, p.71). These theoretical ideologies of language thus establish the primary aim of the approach in teaching a second language; for students to become ‘communicatively competent’ (Freeman, 1986, p.131). Features and characteristics of the Communicative Approach Since the primary objective of the approach is to teach a second language to achieve competence in communication, to achieve this, characteristic features of the approach are employed, which form the nature and structure of lessons and style of teaching. To accurately implement the Communicative Approach, teachers must plan and utilise activities encompassing four features particular to the approach; meaningful communication, information gap, choice and feedback. Meaningful communication, is a feature to ensure teachers implement activities where there is a purpose in students communicating in the target language, an information gap, is where one learner in an activity knows something that another student does not, thus transmitting new information to each other (Swan), choice, how the learner can choose how to communicate and feedback, where the students are given feedback on how well he or she has communicated (MCAEL). The four skills of reading, writing, speaking and listening must also be worked on simultaneously (Freeman, 1986). In regards to teaching specific language components, the Communicative Approach is challenged in its effectiveness of teaching language as it is argued that it does not take account of teaching all language components. The approach concentrates on teaching the meaning, use of language, and developing fluency when producing the language (Lindsay and Knight, 2006). From a Communicative Approache’s view, these are the component of language that enable a student to be communicatively competent, again emphasising the aim to get students to achieve this, and thus learn the language, in order to correctly use the second language outside the classroom in real life contexts. However, the grammarless approach is thought to lead students to

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ES6011 Assessment One S1203173 produce incorrect and broken language (Pedzisai) because of the lack absent consideration of teaching the structures, forms and grammar of language. Role of the teacher and student A key feature of the approach is the role of teachers and students. Classes are of a student-centred nature where students are seen to be the controllers of their own learning and teachers as the less dominant members of the class (Freeman, 1986). Although students’ knowledge of the target language may not be proficient, a feature of the approach is to aim for students to try and communicate only in the target language (Swan). The intentions are to be understood by other students in class, which is done through pair, small group, and whole class interactions (Freeman, 1986). When considering large classes it is questionable whether this approach is appropriate in ensuring all students are well supported by teachers however (Brian et al). Nonetheless, it is thought by adherents of the communicative approach that this nature and role of students in a communicative classroom stimulates motivation in students to study the second language, as they are ‘learning to do something useful with the language they study’ (Freeman, 1986, p.133). Principally, the role of the teacher is to initiate communicative activities (Freeman, 1986) but to be the observant of his or her pupils to allow students the opportunity to communicate between each other in undertaking tasks (various), thus minimising teaching talking time. It is considered important to minimise teacher talk time in order to maximise student talk time to provide students with more opportunities to practice the target language (Raynaud, 2011). As a consequence to this perception, in practice, teachers have been found to feel guilty for ‘behaving like teachers’ (Swan, p.82) when explaining something to students or standing and speaking to the whole class (Swan). This can be problematic in language teaching as it is argued that teachers that are native and proficient in speaking the target language are valuable resources in the classroom for students (Barker, 2011), therefore, excessive minimisation of teacher talk time can be considered as a negative impact to students’ learning of a second language. Furthermore, the observant role of the teacher enables the teacher to assess the student’s communications. However, this relies heavily on the monitoring and assessment abilities of teachers (various). The approach is challenged by other approaches on the argument that the method fails to address all aspects of language teaching and learning (Richards and Willy, 2002). Although a primary aim in other approaches is for students to communicate, the emphasis is on the learning of linguistic structures and forms (Freeman, 1986). This subsequently raises the question: is the Communicative Approach enough for students to competently learn a second language?

The Communicative Approach in my placement language centre 4

ES6011 Assessment One S1203173

Contextualising and teaching certain components of language The Communicative Approach is the approach taken to teach English in my placement language centre. The language centre’s policy outlines the main aim of the General English course teaching foreign students English ‘to develop overall level of language to allow students to communicate more fluently and effectively’ (placement policy), which corresponds to the principal aim of the Communicative Approach in students to become ‘communicatively competent’. The aim is prominently established in the ethos of the language centre, evidenced in the teaching styles, and the way in which activities are planned, structured, and executed. However, there are some incidences and methods taken in the language centre which do not strictly follow all the characteristics and features of the Communicative Approach. The anatomy of lessons in the language centre follow a rigid structure and set of procedures taken from the PPP method of teaching a second language (presentation, practice and production) (Harmer, 2007), differing from the established method and procedures of lessons characteristically used in in the Communicative Approach. Observed from lessons, firstly the teacher presents students with the language that is being taught in the lesson by contextualising it in a situation. Here, the teacher is an active member of the class providing and teaching students new language, adopting an important role which proves crucial in their learning of the new language being taught. This part of the lesson allows for the teacher to either teach the target-language components in the context given or in isolation from the context. For example, when working on pronunciation, the teacher used a phoneme chart to teach students the pronunciation of certain words. However, if the teacher believes students would better comprehend the taught material by presenting it in a context, then this approach is also taken. The second part of the lesson is followed by students practicing the language in structured, normally written activities such as gap-filled exercises. Here, although the teacher is not the predominant member of the class, the teacher provides support to the students guiding their learning by walking around the class observing any difficulties students may be having. The lesson is concluded in an activity set by the teacher where students are given the opportunity to produce the language in a Communicative Activity. Here, the teacher takes on the observer role as suggested in the Communicative Approach assessing students’ production of language to then feedback at the end of the lesson. For every level of English in the language centre, a course file particular to this level includes Can-do statements, which are utilised as a way of categorising the specific learning outcomes students at a particular level should reach. It is evident that the can-do statements link to the philosophies of the Communicative Approach. For example, a Can-do statement in the lexical syllabus in an intermediate level is ‘I can choose suitable vocabulary for the situation’ where ‘for the situation’ links to a communicative aim, connoting that by

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ES6011 Assessment One S1203173 achieving the aim, the student will be competent in the language in using vocabularies in situations outside the classroom in real-life contexts. The roles of the teacher in the classroom, from using the principles of the PPP where in specific parts of the lesson the teacher adopts a different role, differs from the observant role the Communicative approach suggests teachers should adapt. The roles adopted can be considered advantageous in the students’ learning as the teacher is able to explicitly teach students new language, structures, forms, grammar in the four skills, support students in using this new language and providing them with opportunities to practice the new language taught, before allowing the students to produce their own language. Nonetheless, the teacher is still active within the classroom by assessing students in order to give constructive feedback to develop their second language learning, as well as to inform future planning. These teacher roles within the classroom support students’ learning by scaffolding their learning progressing them from being presented with new language to producing the language independently yet being assessed by the teacher to enable the learning to continue progressing. Whilst most of the Can-do statements correspond to the aims and characteristics of the Communicative Approach, not all refer to this approach but rather, also encompass theories of language to teach the crucial skills in language (reading, writing, speaking and listening, grammar and vocabulary). For example, an aim in the Intermediate level’s syllabus aims for students to be competent in language and linguistic components when writing; ‘I can connect my ideas logically using some linking words and time expressions’. This is further demonstrated in the teacher’s weekly and daily lesson plans, where the skills reading, writing, speaking, listening, grammar and vocabulary are each covered at least twice a week, incorporating the feature in the Communicative approach of simultaneously teaching all the skills, however no more than two skills are taught per day. The teaching of language, linguistic components, structures and forms in these skills are sometimes planned to be taught in a conscious manner to students, where students are aware of what they are being taught. An example of this is in an on observed lesson where in the presentation part of the lesson the teacher displayed to students a text on the whiteboard which contained conjunctions that were underlined. The students then had to discuss in partners what they were used for, before the teacher explained to the whole class the language governed rules corresponding to this grammar point. The students were then given an activity in which they practiced this grammar point; choosing the correct conjunction in a sentence. Although this is not characteristically the way in which grammar is taught through the communicative approach, by teaching difficult grammar in an isolated way before using it in a realistic communicative activity (Swan), it allows the teacher to focus the students on specific features of language that could have proved difficult to teach if presented in a communicative activity.

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ES6011 Assessment One S1203173 Equally, teachers at the language centre also teach specific language features of skills in integrated activities, thus implementing features of the communicative approach. However, on observing students being presented to new grammar features in integrated activities, they would ask for the grammar point to be explained by the teacher separate to the activity but frequently the teacher would have to prohibit this to encourage students to learn through the communicative activity. A conversation with a student where they expressed their need and preference for writing down explicitly the grammar points and appreciated learning grammar separately rather than in conjunction to a communicative activity. By contextualising language, it is argued that students are more able to understand and learn the language as it is presented in a context students are familiar with and so can better absorb meaning of the language by connecting it to the situation. Although the Communicative Approach emphasises the teaching of certain components of language it can be argued the use of contextualising language in my placement language centre has shown to be advantageous in teaching students new language. It can be argued that it allows students to access and learn new language through it being taught in contexts that are familiar or of interest to them. The significance of contextualising the language in activities can be demonstrated by the importance given to it by the Council of Europe. In their language learning syllabus it provides situations, topics, functions and notions required by communication, which teachers can use for language-learning activities (Richards and Rodgers, 1986). Furthermore, the realism when teaching language has shown to stimulate some students by ‘bringing grammar to life’ (Pedzisai, p.2), where they come to understand how the language can be used in real-life situations outside of the classroom, thus motivating students (Pedzisai). However, to an extent, this Communicative approach to teaching can only be used with certain elements of language. For example, when teaching pronunciation the teachers use the phonetic chart and oral repetition drills to study and practice pronunciation, none of which is contextualised. Exponents of the Communicative Approach believe that knowledge of structure, form and grammar in isolation is insufficient to learn a second language, as communication is a process in which meaning is conveyed, through the use of language and development of fluency (Freeman, 1986). However the Communicative Approach through its nature of activities fails to address the ways in which structure, form and grammar are learnt. My placement language centre overcomes this limitation by implementing the PPP method in combination with the Communicative Approach, which proves effective in allowing students to learn the different features as well as the features in the Communicative Approach. It could be argued that the Communicative approach should be enhanced by also teaching the structure, form and grammar to ensure accuracy when students produce the language that is being taught in communicative activities. Although the Communicative Approach teaches vital components of language such as meaning, the use of language and fluency (Lindsay and Knight, 2006) there does not seem to be sufficient consideration of the other vital components of language, which students also require to successfully communicate in a second

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ES6011 Assessment One S1203173 language. This limitation is successfully targeted by incorporating the procedures of the PPP approach, which through the structure of its method allows for teachers to present and teach these other features of language in isolation before being used in activity. The role of an observer teacher in a language learning classroom can be regarded as presenting advantages and disadvantages in a second-language learning process. Formerly, the relationship between teachers and students were of a master-servant nature (various) where students were passive members of the class, however the Communicative Approach allows students to adopt a more active role in the their own learning. Furthermore as well as providing students with opportunities to interact in communicative activities (Freeman, 1986), the teachers, because the students are more active, are better able to assess students. The Role of the Teacher and Student Use of the mother tongue The Communicative Approach outlines that students should communicate by using the target language, however observations suggested that students could have better learnt the second language by accessing it and translating it into their mother tongue. It is common in the language centre when students do not understand something; they try and understand the language by accessing it in their own language by translating it using dictionaries, or by asking other students of the same nationality to explain. However, it is established in the language centre as it is in the Communicative approach that teachers should not allow this, to promote other students to use English to explain the meaning. When learning a new language a student continuously translate in and out of their first language and is found to be the process in which one learns a second language (Swan). It could be argued therefore that the language centre should incorporate theories of language to assist the learning of a second language. This concept is criticised by Swan (p.85) where he expresses ‘as far as the British version of the Communicative Approach is concerned, student might as well not have mother tongues’. When asked about this topic, a teacher expressed that he believed that if students were to be privileged in using their native language, it would negatively impact the student’s and others’ learning by depending on it. Additionally, it could be argued that because the language centre has monolingual teachers, they cannot check whether the student has correctly understood the language if conversed in the native language. However, it could be regarded as advantageous from an occurrence in an intermediate class. However, through working with a Spanish student, it further demonstrated the effectiveness the use of a student’s mother tongue could be if used in the language centre to aid the learning of the second language. Upon recognising that she had made a mistake, explanations of the use of vocabulary and structure of sentence was not sufficient for her to understand her mistake. Instead, by translating the sentence in Spanish

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ES6011 Assessment One S1203173 how she had written it in English enabled her to understand, demonstrating that use of the native language in some contexts can be regarded positively to students’ learning. Individual needs Although the use of communicative activities have demonstrated beneficial in teaching students language, the consideration of individual students and learning styles is essential for teachers to take into consideration. When using communicative activities students are left to independently speak to their partners or peers in a group activity. This could be disadvantageous for lower-proficiency students which are less competent in using the language and so may not participate in conversation in addition to shyer students which will feel obstructed to communicate (Brian et al). In my placement language centre some students were observed to be shyer members that would sit together. If these students were not observed by the teacher they did not tend to participate in conversation. Whilst it could be argued that this is due to the nature of their home culture and how they do not speak in class, special attention must be given to these students to ensure they participate in communicative activities to achieve the lesson and language aims. Therefore, teachers need to ensure that these students and shyer members of the class, who are hesitant to speak, must be supported effectively by the teacher in order to ensure this is an enriching activity in learning the second language. Consequently, this presents another disadvantage, in that, the teacher must support all students well and not assume that because they have set a communicative activity that learning will automatically occur (Barker, 2011). Motivations in learning English From conversing with various students, it was prominent that each student has personal motives for learning English at the language centre, ranging from motives of passing particular English courses for qualifications needed in the home countries, to needing practice and development in speaking, also needed the students’ home countries. When beginning the language course, students are questioned on their intentions and motivations of learning English so that the language centre and teachers can seek to meet these requirements through planning of lessons and use differentiation within the classroom. In the classroom, it is observed that through the nature of the communicative approach implemented in classroom activities and approach to teaching, it suits the aim of some learners better than others. The course well suits students wanting to practice and develop their speaking skills especially for students from cultures where they are taught differently, usually through teacher-centred approach where teachers are not native speakers of English, for example in Japan. In the case of students who come specifically to improve their oral skills, the Communicative Approach suits accordingly, whereas students coming to pass a specific exam sometimes have to attend extra exam practice classes, which could be argued is due to the Communicative Approach in lessons not being enough. Recommendations for further improvement

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ES6011 Assessment One S1203173

The Communicative Approach through observation of its implementation in my placement language centre, has proved to possess features and characteristics that are advantageous in teaching students a second language. However, on the basis that the language centre uses other models and incorporates other theories of language and teaching methods demonstrates a gap in the effectiveness of the Communicative Approach in successfully meeting all the skills and components needed to become a competent speaker of a second language. I would recommend the language centre to continue to use the PPP model in order to teach all of the skills by enabling the teacher to teach them as integrated as well as isolated activities. The PPP model also allows the teacher to adopt the different roles in order to scaffold and develop the language learning of students effectively. However, to enhance the effectiveness of practice in the language centre, teachers should consider the advantages of using the students’ native language as a way of clarifying understanding. This could prove advantageous in crucial situations to avoid the frustration that some students may experience after spending some time trying to understand a term. In addition to this, it is important to highlight that although teachers are currently observing and assessing students informally in activities, it would be advisable to implement observations more regularly and systematically in order to pick up gaps or errors in the production of language thus being able to inform future planning taking into account individual needs. In summary, I have found it very interested to explore the approach used in my placement to teach a second language, and in particular to consider whether this approach is effective in teaching a second language as a sole approach. The reading I have undertaken has established in my mind that features of good practice are applying theories of language and theories of language learning when choosing and applying an approach to teach a second language. Having analysed the practice at my placement, I conclude that I have observed that the communicative approach although an excellent approach is not enough to learn all aspects of a second language, revealed in practice. In light of my reading, I believe that knowledge and understanding of assessment methods would also be beneficial in maintaining and building upon the existing good work in second language learnt at my placement.

4234 Words.

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ES6011 Assessment One S1203173

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