Interp - 1



To translate and to answer the questions.

Англи хэлний 4-р анги Хэлмэрчлэхүйн нийт 64 цагийн хичээл


1.      Specific features of  Mongolian  customs
Mongolian  customs  are unique  traditions formed during the development  of central  Asian nomadic  civilization, which  has  been passed  on from generation  to generation of Mongols over  the  centuries .
Mongolian  customs  and traditions encompassed  all  aspects of life ; the intellect, psychology,  morality , ethics, science, education, religious life and family relationships of the Mongols.
Mongolia customs  and traditions have their own  peculiarities and specific features , the  likes  of which are  distinguished  from  other  nations  and  have been  recorded by both Mongolian and  foreign  scholars  in their  research. Since the beginning of time, the  Mongols  considered the upbringing  and  education of their  children in a civilized manner  to be an obligation before  the state and the people. This is why the linguistic association  of the Mongolia word educate , bring up is related  to the idea of   humuun ‘’  human or ‘’ humuuniig  hun  bolgoh ‘’ to bring up , make up  a man Along  with a healthy  and normal physical upbringing , much attention was paid to the intellectual , moral  and ethical development of a child , even when unborn . Mongolian traditions strictly forbid frightening a pregnant woman , making her unhappy or employing her to do difficult jobs .Furthermore , it was forbidden to cross a pregnant woman when walking , to say bad words in her presence , to swear or even speak in a loud voice . such traditions came from the deep respect and care   given to an unborn child , who , it was considered , might become a genius, an esteemed and distinguished  statesman . or just a dear and faithful person for his parents , relatives and community .
The Mongol saying ‘’Holiig in doroond , garyg ganzagand ‘’ translates literally as’’ make the child ‘s legs reach the stirrups and hands reach the saddle thongs ‘’. This means that the child must grow up physically able to help his parents and relatives with their daily activities. Once the children could understand and accept their surroundings ,they were told tales  and legends , rodles and proverbs , and were taught to respect parents , siblings , old people and strangers . At the same time parents carefully observed how their child accepted everything that was taught , monitored their behavior , speech and criticized their wrong doings . In order to cultivate a child’s knowledge and skills, the children were taught to tend and graze young animals , to water horses . to collect dry cattle dung , and to milk cows from a young age . The livestock breeders taught everything from their own experiences .
 As the right nutrition was important for healthy growth , along with sufficient milk and milk products, children were taught about the danger of over-eating or being hungry and of choking , in addition to good manners.
  Particular attention was paid to children’s toys and games in order to make children smart , clever , intelligent , honest and trustworthy ; games and toys created and invented by the Mongols prove this . For example , playing horse racing with shagai /lamd,s ankle bone / , guessing  the sum of anklebones  in one’s  hand  , setting the so-called ‘’ alag melkhii ‘’ /multicoloured  frog /, bone shooting , and shagai shuurekh-game played with anklebones .
    By  entertaining their children with puzzle games   and  toys  made  of  wood or  metal, the Mongols  used to  teach them Mongolian traditions  and  customs which  served  to broaden  their  minds.
As the  Mongols say, permanent  scolding  or rebuking  of  a  child , or  intimidation and threatening  make  a  child perverse and  stubborn  , therefore a  caring  and  loving education was  considered particularly  important. However , they  said , excessive love and care made a child capricious and spoilt. Accordingly. Mongols have many proverbs such as ‘’Erkhiig surakhaar  berkhiig sur’’ /To be experienced instead of being spoiled/.
      One of the established norms of behavior  of the Mongols  was the tradition of greeting and saluting each other with respect and honor. Elders , distinguished  and  honored  persons  are  greeted  first  and  the young  ones  respond  to them  in well-wishing and  respectable  manner .  Hand shaking , while  greeting each  other  was  not  desirable , as the touching  of  hand  of  an honored  and respected  person was considered  impolite  and  a  violation  of tradition . The ancestors  did not  consider  the  touching  and  grasping  of hands  a sing of affection and  friendship  but  rather shameful  behavior  and an attempt  to make others  dirty  and  impure.  The most venerable  greeting  would  involve a person  tightly  buttoning  his clothes , tightening  his belt  ,  putting  his  hat on , extending his right  hand while bowing  three  times and touching  his  forehead  with his fingers . This was considered  the  most  popular  and traditional style of  greeting  ,  and  was conducted  during ceremonies  held  in officials’ palaces or at their homes . When meeting  respected  guests on the open steppe , one should put his clothes in order , place the palm of his right hand to his  heart and bow  therefore  displaying deep  respect
            Ordinary  folk upon  greeting each other , spoke words of well  wishes regarding his or her occupation  the following  words were  pronounced;’’  Sureg   amgalan suu shim Arvin boltugai ‘’/Let the herd be peaceful and milk be in abundance/.Upon meeting a person travelling to a far-away place the following  was said ;’’ Altan shar zam tan ‘ulziitei  boltugai ‘’ /Let your journey be lucky and successful ‘’/.The greeting bestowed  upon a person sewing was ‘’Uil uran uter turgen  butekh  boltugai’’/Wish your needlecraft be elegant and completed quickly/.From ancient times, the Mongols deeply revered combining words of well-wishing with the words of greetings . The traditional ceremony of greeting during the Tsagaan Sar is performed once a year . The ceremony of greeting with a ‘’ hadag ‘’ /blue silk scarf / is a tradition inherited from ancient times . It is strictly to and is considered the highest  and most revered form of  greeting. Lf this were not followed it would be considered disrespectful and be condemned . Upon greeting , young people stretch both hands towards the elders with palms up , the elders do the same with palms faced down but the young people hold the elbows of the old people as if to support them . Greeting elders  in this way could be  performed with or without a hadag . If the greeting is performed with a hadag , the open side of a triple folded hadag should face the elder  or the receiver . If the person wants to kiss his forehead or cheek . This is  not  actually a kiss , as the elder  only smells the young person . Kissing with lips is not desirable .
A Mongolian taboo is considered like an unwritten law . The rules dictate the respect of people’s relationships , respect of nature and environment , of the skies ,outer space ,of sun and moon and planets,of norms of bevior of traditions and education in human relationships. This oral folk law has been strictly observed by the Mongols for centuries and has become a homemade discipline for the educating and upbringing of children.
For example;
-It is forbidden to look suspiciously at ones mother ,father, grandparents , and familiar or unfamiliar elderly people . The offending person would be treated as a man disregarding the lam and considered worse than an animal;
-It is forbidden to throw waste into rivers , lakes and spas , the offender would be punished for spoiling the water-the source of all life ;
- Mongols do not beat horses, dogs and animals ; it is equal to beating a close friend;
-It is strictly forbidden to throw burning ash from the stove as the burning ambers might cause a fire and endanger the life of people and animals and damage the nature;
-It is forbidden to leave holes for rope and tether fastening unfilled with soil or stones. The soil injured by a stake must be re-covered . Open holes may also injure the legs of animals .
-It would be considered shameful to urinate towards the setting or rising sun .This way one respects the holiness of the suns , the rays of which shine and illuminate the whole world .
- Not feeding a guest is considered as a sign of ignorance and unfriendliness. This person would be called greedy and stingy, who ignores the Mongolian tradition of hospitality .
- It is forbidden to be unfair or inhuman , to be arrogant and rude, which insults the reputation of the elders, of ancestors and of one’s personal reputation. The Mongols highly revere their reputation, which is evident from the proverbs ‘’Muu amid yavsnaas ner turtei sain ukh ‘’ /Better to die with a good reputation than be alive with a bad one/ , ‘’Ner khugarsnaas yas khugar n’ deer’’ .Better the bone be broken than one’s reputation / . 
The Mongolian  taboos, rules of restrictions and unwritten law; are traditions inherited not only from our ancestors, but also from the teachings of Chinggis Khaan , contained in the Code of Lam of Great Mongolian called ‘’Lkh Zasag ‘’ , home to customs and traditions of the Mongolian tribes and nationalities. The teachings of Chinggis Khaan ,designed to inspire and preserve good management of family and society , deal repeatedly with traditions any Mongols should adhere to during his lifetime .For example , every human being should first of all ,’’ correct one-self , then bring in order his own house and at the end , his state’’. The sense in this teaching is that every person should grow up in a decent / educated , just and fair, smart and energetic, etc/, and bringing up his children should be able to own affairs , and in educating and bringing up his children should be able succeed in state affairs. 
   Some of the astrological taboos still linger in modern society. For instance , the day and  hour to embark on a trip, purchasing goods, starting a new business, even cutting hair are often subject to an astrologer’s calculations.

 Ex - 1. To  write about Mongolian customs./150-200
words/



method -16

Test Yourself
1. Explain the following and give examples of each.
Information routines
Interaction routines
Expository routines
Evaluative routines
Social activities
Service activities
2. How cans a learner uses bottom-up method in speaking?
3. Read the following exercise
Fill in the spaces as given in the example.
He has big feet.
a. _________ long_________.
b. _________ small________.
c. __________flat_________.
How will traditional textbooks treat this exercise?
Why is this kind of exercise not useful?
4. From what you have learn about the communicative approach and effective teaching, how
can small group discussion be helpful in language learning?

method - 15

Approaches to Speaking
In the previous Unit we compared the bottom-up approach of listening with top- down
approach. This division can also be applied to speaking. The bottom-up approach
suggests the work from the smallest element in the language. i.e. phoneme to
discourse. That means the learner should move from the phoneme to words, to
sentences then to discourse. Whereas, in the top-down approach, the learner goes the
other way around, that is from discourse to smaller components.
To apply the second approach, the learner has to start with understanding the context
of situation which will help him to chose the appropriate syntactic elements. This
demands understanding the relationship between language and its context of situation
on the part of the learner.

If language is related to social context, then the nature of language should be
explained in terms of its function in society.
Types of Spea1dig
Bygate (1991: 22-27) divided spoken texts according to function. He said that spoken
texts are routines. Routines are of two kinds: information routines and interaction
routines. Information routines can either be expository routines like narration,
description, instruction or comparison, or evaluative like explanation, justification,
prediction and decision. Interaction routines can be social activities such as
conversation at a party, telephone conversation, etc. or service activities such as job
interview. Speakers also develop skills to solve problems arising when interaction is
going on. These skills are called negotiation skills that can be divided into two types:
negotiation of meaning and management of meaning. This table illustrates his view:

A. Information routines
(1). Expository routines
a. Narration
b. Description
c. Instruction
d. Comparison
(2). Evaluative routines
a. Explanation
b. Justification
c. Prediction
d. Decision
B. Interaction routines:
(1) Social Activities
a. Telephone conversations
b. Conversations at parties
(2) Service Activities
a. Lessons
b. Television interviews
C. Negotiation skills
a. Negotiation of meaning
b. Management of interaction
This division can be useful as a skeleton for syllabus design in speaking,
Pedagogical implication
In this section we will try to put the theoretical ideas discussed in the previous sections of this
Unit into practice. We believe that the learners’ attempts to learn speaking in the foreign
language will be facilitated when learners are engaged into communicative exercises, which
enable them to speak. In many traditional courses, the exercises are presented to focus on a
certain grammatical point rather than fluency, so it is a common practice to find exercises
like:
1. Question and Answer:
Teacher: Did the child sing a song last night?
Student: Yes, the child sang a song last night.
Teacher: Did he pass the exam last week?
Learners: Yes, he passed the exam last week.
Teacher: Did you go to the old market yesterday?
Student: Yes, I went to the old market yesterday.
It is obvious that the aim in the above exercise is to teach the student how to answer questions
beginning with the question word “did” using “yes” and the past form of the verb. Such an
exercise is unrealistic in nature because it is out of context and because different answers
could be given to the questions asked by the teacher, such as:
Did the child sing a song last night?
No, she slept early.
Did she pass the exam last week?
I don’t know.
Did you go to the old market yesterday?
Oh, yes! It was really beautiful.
2. Dialogue
A dialogue is an oral interchange between two people or more. Teaching the dialogue has
been always one of the major activities used for teaching the skill of speaking in traditional
books. As a result, learners spend a lot of time repeating dialogues and memorizing them,
here is an example:
Dialo2ue
Dentist: ‘What a clean set of teeth he has got!
Technician: Who are you talking about, doctor?
Dentist: The boy I’ve just examined.
Technician: Why did he come to see you then?
Dentist: It’s just one of his regular visits to me to check his teeth.
Technician: It’s really good to have one’s teeth checked regularly.
Dentist: That’s why he has got such healthy teeth.
Drills
A. What a clean set of teeth he’s got!
1. --------------healthy ------------------------------.
2. ---------------nice ---------------------------------.
3. --------------lovely -------------------------------.
4. -------------beautiful -----------------------------.
B. That is why he has got such a healthy teeth.
1. ------------------------------------------nice ---------.
2. -----------------------------------------clean ---------.
3. ------------------------------------------beautiful --------.
4. ------------------------------------------good -------------.
Many traditional books assign the following steps for teaching the above dialogue.
1. The teacher should explain the difficult words in the dialogue.
2. The learners listen to dialogue without looking at the text in their books.
3. The learners listen again to the dialogue while looking at the text in their books.
4. The teacher should ask the learners to repeat the dialogue more than once after him.
5. The teacher should give the learners time to memorize the dialogue.
6. The teacher should ask two learners to say the dialogue orally.
After finishing the dialogue, the teacher tackles the drills by reading the model sentence and
asking the learners to repeat, using the words in the drill exercise.
A quick glance at the above methodology, we can easily say it is related to the old “Oral
Structural Approach” where the emphasis was on precise pronunciation of words,
memorization and practice of certain structure of language. In fact, the above methodology
does not give the learners the chance to practice the authentic use of the language. In addition,
it does not give them the means to communicate with each other using the foreign language.
Besides, it does not help the learners to think or produce language as it is spoken in real life
situations. However, the empirical approach we are suggesting here attempts to solve most of
the problems, because it is based on interactive language teaching, in which the learners are
given the means to interact communicatively using genuine language.
Speaking, in our view, is a communicative activity that helps the learners use whatever
language is available to them to participate actively in the given tasks. By this way the
learners can think, discuss, negotiate, state their point of view and use genuine language.In our opinion, the core activities for teaching speaking are small group discussion and oral
presentation. We think such activities are sufficient enough to give the learners opportunities
to speak English. In addition, such activities are also compatible with the theoretical work
presented at the beginning of this Unit. Following the three-stage approach of (pre-task stage,
task stage and post task stage) the teacher can organize the group discussions in a very fruitful
way.
Small Group Discussion
(1) Pre-task stage
In the pre-task stage the teacher:
(1) Presents the topic to be discussed, such as “Failure in English”. Then he adds, many university learners fail in English every semester. Why is that? Is it because the language
itself is difficult? Is it a problem of motivation on the part of the learners? Is it because of bad
teaching? So what do you think?
(2) Explains the situation to the learners. A committee has been formed by the university to
discuss the reasons which lead to the failure of many university learners in English every
semester”
(3) Divides the learners into small groups.
(4) Assigns roles to the learners.
a. Head of the English Department
b. Teacher (l)
c. Teacher (2)
d. Student (1)
e. Student (2)
Selects a spokesman to each group.
(2) Task stage
In the task stage the learners:
(1) Discuss the topic using whatever language available to them.
(2) The teacher goes around to give guidance and help when needed.
(3) The group spokesman writes the main ideas discussed and the
suggestions made by the group members.
(4) Every spokesman reads out the notes to the whole class.
(3) Post-task stage
In the post-task stage, the teacher evaluates the group work and comments on it. In addition,
he/she answers any further questions raised by the learners.
This a suggested form for “evaluation”:
Teacher Evaluation Form
1. Title of discussion topic ------------------------------------------------------------------------------
2. Names of members in group:
(1) ------------------------------------------
(2) ------------------------------------------
(3) ------------------------------------------
(4) ------------------------------------------
(5) ------------------------------------------
3. Did the group members interact with each other?
Excellent Good Satisfactory Weak
---------- ---------- -------------- -----------
4. Did the group members take equal part in the discussion?
Excellent Good Satisfactory Weak
---------- ---------- ---------------- -------
5. Did the group members pronounce the words correctly?
Excellent Good Satisfactory Weak
----------- ----------- -------------- -----------
6. Did the group members use the appropriate vocabulary through out the discussion?
Excellent Good Satisfactory Weak
---------- -------- ----------------- ---------
7. Did the group members use correct sentences (in relation to grammar) in the discussion?
Excellent Good Satisfactory Weak
----------- ------------ ------------- ----------
8. Did the spokesman of the group present logical, relevant information and ideas to the topic
of discussion?
Excellent Good Satisfactory Weak
---------- --------- ------------- -----------
9. Did all the group members speak clearly?
Excellent Good Satisfactory Weak
--------- -------- --------------- ----------
10. Suggestions to help the group members.
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
Some suggested topics that suit such an activity are listed below:
1. The role of the computer in our lives.
2. Pollution and industry are synonymous.
3. Advantages and disadvantages of advertising.
4. Measures to prevent smoking.
5. What makes a successful student.
6. “Sources of energy”, a problem of the future.
7. Successful marriage leads to stability of society.
8. The function of newspapers, magazines and books.
9. The advantages and disadvantages of the Internet.
10. The best policy to encourage sports on the part of elderly people
11. Healthy food leads to healthy generation.
12. Suggestions to develop the department you are studying in.
13. The best ways to increase the number of local technologists in the country.
14. Encouraging women to take up jobs in technology.
15. Criteria you use in selecting the best zoo in the world.


method- 14

Pedagogical Applications of the Natural Approacha. General Foundations
• The goal is ‘the ability to communicate with native speakers of the target language’
Comprehension precedes production — the Silent Period.
• Production begins (emerges) naturally.
• Acquisition activities are central, though some monitoring may be useful for some
people sometimes.• If the learners’ affective barrier is too high (e.g. lack of motivation and low selfimage),
the learners will achieve low.
Speech comes about in stages.
• Group rk encourages speech.
• Speech emergence is characterized by grammatical errors.
b. Classroom Techniques (all acquisition activities)
Affective-Humanistic activities
Classroom techniques include dialogues — short and useful - ‘open’ dialogues interviews — pair
work on personal information personal charts and tables preference ranking — opinion polls on
favorite activities etc revealing information about yourself — e.g. what I had for breakfast
activating the imagination — e.g. give Napoleon advice about his Russian campaign
Problem-solving activities
There are many types of problem-solving activities that help natural acquisition.
They include
• Developing speech for particular occasions — e.g. what do you say if...?
• Games, e.g. what is strange about ... a bird swimming?’
• Content activities, e.g. academic subject matter

method - 13

The Communicative Approach
Developments in linguistic studies affected current language teaching. One of the major
developments in current linguistic is the notion of communicative competence proposed by
Hymes (1971). Communicative competence is language knowledge (such as the sound system
and grammar) and the social context of language use. Knowing language rules is not enough
to help one communicate with others in various situations. One must also know the context of
situation, the participants in the interaction, place of interaction, and time of interaction.
The communicative approach to EFL was developed on the basis of this theory.
Does Communicative Approach provide a better environment for learning?
The communicative approach, an application of communicative competence, in language
teaching emphasizes interaction and group learning. Research showed that complex problem solving
tasks were completed successfully by subjects who interacted with others about what
they were doing as they went along. Many EFL researchers believe that learners understand
problem-solving tasks better when they think about these tasks and discuss their actions with
others. Communication ( interaction and negotiation with others) promotes learning.
To sum up, communicative tasks provide opportunity for meaningful interaction, thus
creating a suitable situation for learning.
Syllabus and Teaching Materials
What is the learning goal of the Communicative Approach? It mainly aims at
enabling foreign language learners to communicate effectively in the foreign language. In
other words, the learner has to be able to understand what other people say and write, and has
to be able to express himself fluently when speaking and writing to others in different
situations. Communicative Approach emphasizes all language skills - listening, speaking,
reading and writing.
What does a syllabus based on communicative approach consist of? Here are
examples of the items of teaching in these textbooks.

Functions:
Greeting Giving information Starting Describing
Suggesting Talking about yourself Conversation Places
Introducing Taking about your Making a date Agreeing
people feelings Describing people Refusing
to one another Comparing
Requesting Telling a story
As can be seen, the teaching items are functions (what o do with language,), not language
items.
What are the types of tasks used in such syllabuses? A communicative syllabus should
include communicative tasks. These tasks should be presented in the form of problems calling
for solutions. The range of exercises and materials presented to the learners should make it
necessary to engage in communication; e.g. information sharing and negotiation of meaning.
Here are a few examples of the types of tasks used in one of the communicative syllabuses -
the ‘Bangalore Project” used in some schools in South India (Prabhu (1987: 138-143). The
tasks are graded in terms of difficulty.
Examples:
1. Diagrams and formations
a. Naming parts of a diagram with numbers and letters of the alphabet, as instructed.
b. Placing numbers and letters of the alphabet in relation to one another, as instructed,
to arrive at particular formations.
c. Placing numbers and letters of the alphabet in given crossword formats;
constructing/completing such formats, as instructed.
2. Drawing
a. Drawing geometrical figures/formations from sets of verbal instructions.
b. Formulating verbal instructions for drawing/completing such figures.
c. Comparing given figures to identify similarities and differences.
The teaching materials in a typical communicative syllabus are authentic dialogues,
texts and writing exercises with the use of visual aids such as pictures, charts, maps,
diagrams, etc.
3. The Roles of Teachers and Learners
What is the role of the learner in a communicative class? The Communicative
Approach adopts classroom activities that encourage group work and cooperation
among the members of the class. This implies a different role for the learner from the
traditional role of just repeating or doing some sentence-based exercises. The learner
in this approach is seen as a cooperative element cooperating with the other members
of his group to do the communicative exercises supplied by the teacher. In addition,
the learner is also given the role of being a negotiator within the group when
discussing how to solve a problem. Moreover, the learner is also seen as a listener,
speaker, a reader and a writer. These roles are given to him when  practicing the four language skills inside the classroom.
What is the role of the teacher in a communicative class? The teacher plays a minimum
role in the process of presenting materials. The teacher in the Communicative Approach has
the following roles:
1. Organizer: the teacher is seen as an organizer of resources in order to facilitate the
communicative process inside the classroom whether such a communication process
takes place between the learners themselves or between the learners and the tasks
they deal with. This role also implies the role of the teacher as an evaluator trying to
evaluate the outcome of his learners.
2. Instructor: The teacher passes some information to his/her pupils/learners.
3. Participant: the teacher is involved in the interaction that takes place inside the
classroom as a co-participant; he/she must be able to disassociate himself from the
interaction in order to monitor it.
4. Guide and helper: the teacher guides and helps his/her pupils/learners to
accomplish the tasks without giving them the correct solution in order to make them
work by themselves.
5. Friend: the teacher must create a friendly atmosphere in the classroom in order to
motivate his/her pupils/learners and to help them build confidence in themselves. A
good rapport will help learners fell relaxed.
Classroom Practice
As mentioned before, the main goal of the Communicative Approach is to enable the learners
to communicate effectively using the foreign language. We also mentioned that this aim
demands alternative types of teaching and learning activities other than the traditional
situation of the teacher facing his learners addressing them on matters that may not be
communicatively genuine to them. Such alternative activities require the learner to view
learning as social activities that imply pair work or group work in order for the learner to
interact and communicate. The language teacher usually follows the three stages of tasks
stated and explained in the section on task-based instruction. Read the following example.
Drawin2
Task: Comparing given figures to identify similarities and differences.
1. Pre-task stage
The teacher asks the learners to do this task in pairs. Then he gives each pair two pictures of
towns that are identical except for a number of details such as color, and size. Next, the teacher asks the learners to compare the pictures and identify the similarities and differences.
(2. Task stage
The learners in this stage work in pairs discussing the pictures in order to discover the
different features in the two pictures, while the teacher goes around trying to help
when help is needed.
3. Post4ask stage
The teacher in this stage asks the learners to compare their answers with other learners
in the class. Then, he/she checks the outcome.

The Natural Approach
The natural approach is based on Krashen’s theory of second language learning. Stephen
Krashen’s theory has a great influence on EFL/ESL research and pedagogy. His theories were
proposed 20 years ago but they are still debated and widely discussed. His theory (with Tracy
Terrell) was published in 1983 in The Natural Approach, which includes a comprehensive
second language acquisition theory with a curriculum for language classrooms. The influence
of the Natural Approach can be seen in current EFL/ESL textbooks and teacher development
books such as The Lexical Approach. Some teacher assessment tests define the pedagogical
factors affecting first and second language development in exactly the same terms used in
Krashen’s Monitor Model (California Commission on Teacher Credentialing, 1998).
Krashen’s Five Hypotheses
The theory is based on comparing first and second language acquisition and learning. It
comprises five hypotheses: The natural order hypothesis, The Acquisition/ Learning
Hypothesis, the Monitor Hypothesis, the Input Hypothesis, and Affective Filter Hypothesis.

These hypotheses can be simply explained as follows:
a. The natural order hypothesis means that the rules of a second language are acquired in a
predictable manner in a way thatis similar to first language acquisition. This is not new. It
appeared in the work of many other people. These researchers found striking similarities in
the order in which children acquired certain grammatical morphemes. Krashen cites a series
of studies by Dulay and Burt that show that a group of Spanish speaking and a group of
Chinese speaking children learning English as a second language also exhibited a “natural”
order for grammatical morphemes that did not differ between the two groups.
b. The Acquisition/Learning Hypothesis: Krashen proposes a dichotomy of two distinct
processes for developing ability and skill in a second language. Adults can develop
competences in second languages by acquisition, that is by using language for real
communication, and by learning “knowing about” language (Krashen & Terrell 1983).
Acquisition is the natural process of developing linguistic competence through input. It is
subconscious and implicit as it takes place in an informal setting. When a person uses the
competence gained through this way, he/she uses his/her intuition and grammatical “feel”.
Learning, on the other hand, is explicit and formal. It involves conscious rules. A person uses
grammatical knowledge when he uses competences gained through this process. Both ways —
acquisition and learning — can improve different aspects of second language competence.
However, the picture is not as simple as it seems. McLaughlin (1987) pointed out that
Krashen never adequately defines “acquisition”, “learning”, “conscious” and “subconscious”,
and that without such clarification, it is very difficult to independently determine whether
subjects are “learning” or acquiring” language. This is perhaps the first area that needs to be
explained in attempting to utilize the Natural Approach. If the classroom does not help the learners to attain proficiency, then it is probably best not to start. Any attempt to recreate
an environment suitable for “acquisition” is bound to be problematic.
Krashen (2002) defended his acquisition-learning distinction by giving some evidence. First,
he pointed out that many studies showed that adult learners in classes with more
comprehensible input do better than those in classes with less. Second, adult second language
competence, like child language competence, emerges in a predictable order that cannot be
changed by instruction (a “natural order”). Finally, adults acquire many complex rules they
never learned.
c. The Monitor Hypothesis: Krashen stated that conscious learning can only be used as a
Monitor or an editor’ (Krashen & Terrell 1983). He suggests that this conscious linguistic
knowledge acts as a ‘monitor’ that changes the output of the acquired system when time and
conditions permit. Therefore, when a student is asked to use his/her linguistic knowledge
(implicit rules), he/she will use his/her conscious linguistic knowledge as a monitor if given
enough time. One of the studies confirms that the subjects made hardly any errors when they
were able to monitor their production, yet in casual speech they made many errors.
d. The Input Hypothesis: This hypothesis states that humans acquire language in only one
way - by understanding messages or by receiving “comprehensible input” Here Krashen
claims that successful “acquisition” occurs by simply understanding input that is a little
beyond the learner’s present ‘level” — he defined that present “level” as i and the ideal level of
input as i +1. In the development of oral fluency, new words and grammar are unconsciously
worked out through the use of context, rather than through direct instruction. One strong
proof that Krashen drew to support is the caretaker speech that parents use when talking to
children. He claimed that this special speech is essential in first language acquisition (p.34).
This hypothesis is also supported by the fact that the first second language utterances of adult
learners are very similar to those of infants in their first language. However, it is the results of
methods such as Asher’s Total Physical Response that provide the most convincing evidence.
This method was shown to be far superior to audio lingual, grammar-translation or other
approaches, producing what Krashen calls ‘nearly five times the [normal] acquisition rate.”
e. The Affective Filter Hypothesis: ‘a mental block caused by affective factors that prevents
input from reaching the language acquisition device’ (Krashen, 1985, p.100). Krashen states
that “attitudinal variables relate directly to language acquisition but not language learning.”
He cites several studies that examine the link between motivation and self-image, arguing that
an “integrative” motivation (the learner wants to “be like” the native speakers of a language)
is necessary. He postulates an “affective filter” that acts before the Language Acquisition
Device and restricts the desire to seek input if the learner does not have such motivation.
Krashen also says that at puberty, this filter increases dramatically in strength.
Teachers may like this hypothesis because of the evident influence of self-confidence and
motivation on achievement. However, Krashen seems to imply that teaching children, who don’t have this filter, is somehow easier, since ‘given
sufficient exposure, most children reach native-like levels of competence in second
languages” (p.47). This obviously completely ignores the demanding situations that
face language minority children in the U.S. every day. A simplification into a one
page “hypothesis” gives teachers the idea that these problems are easily solved and
fluency is just a matter of following this path. As Gregg and McLaughlin point out,
however, when trying to put these ideas into practice, one quickly runs into problems.

method - 12

Language Teaching Methodology

Theodore S. Rodgers, Professor Emeritus, University of Hawaii

Background

Language teaching came into its own as a profession in the last century. Central to this phenomenon was the emergence of the concept of "methods" of language teaching. The method concept in language teaching—the notion of a systematic set of teaching practices based on a particular theory of language and language learning—is a powerful one, and the quest for better methods was a preoccupation of teachers and applied linguists throughout the 20th century. Howatt's (1984) overview documents the history of changes of practice in language teaching throughout history, bringing the chronology up through the Direct Method in the 20th century. One of the most lasting legacies of the Direct Method has been the notion of "method" itself.

Language Teaching Methodology Defined

Methodology in language teaching has been characterized in a variety of ways. A more or less classical formulation suggests that methodology is that which links theory and practice. Theory statements would include theories of what language is and how language is learned or, more specifically, theories of second language acquisition (SLA). Such theories are linked to various design features of language instruction. These design features might include stated objectives, syllabus specifications, types of activities, roles of teachers, learners, materials, and so forth. Design features in turn are linked to actual teaching and learning practices as observed in the environments where language teaching and learning take place. This whole complex of elements defines language teaching methodology.

Schools of Language Teaching Methodology

Within methodology a distinction is often made between methods and approaches, in which methods are held to be fixed teaching systems with prescribed techniques and practices, whereas approaches represent language teaching philosophies that can be interpreted and applied in a variety of different ways in the classroom. This distinction is probably most usefully seen as defining a continuum of entities ranging from highly prescribed methods to loosely described approaches.
The period from the 1950s to the 1980s has often been referred to as "The Age of Methods," during which a number of quite detailed prescriptions for language teaching were proposed. Situational Language Teaching evolved in the United Kingdom while a parallel method, Audio-Lingualism, emerged in the United States. In the middle-methods period, a variety of methods were proclaimed as successors to the then prevailing Situational Language Teaching and Audio-Lingual methods. These alternatives were promoted under such titles as Silent Way, Suggestopedia, Community Language Learning, and Total Physical Response. In the 1980s, these methods in turn came to be overshadowed by more interactive views of language teaching, which collectively came to be known as Communicative Language Teaching (CLT). Communicative Language Teaching advocates subscribed to a broad set of principles such as these:
  • Learners learn a language through using it to communicate.
  • Authentic and meaningful communication should be the goal of classroom activities.
  • Fluency is an important dimension of communication.
  • Communication involves the integration of different language skills.
  • Learning is a process of creative construction and involves trial and error.
However, CLT advocates avoided prescribing the set of practices through which these principles could best be realized, thus putting CLT clearly on the approach rather than the method end of the spectrum.
Communicative Language Teaching has spawned a number of off-shoots that share the same basic set of principles, but which spell out philosophical details or envision instructional practices in somewhat diverse ways. These CLT spin-off approaches include The Natural Approach, Cooperative Language Learning, Content-Based Teaching, and Task-Based Teaching.
It is difficult to describe these various methods briefly and yet fairly, and such a task is well beyond the scope of this paper. However, several up-to-date texts are available that do detail differences and similarities among the many different approaches and methods that have been proposed. (See, e.g., Larsen-Freeman, 2000, and Richards & Rodgers, 2001). Perhaps it is possible to get a sense of the range of method proposals by looking at a synoptic view of the roles defined for teachers and learners within various methods. Such a synoptic (perhaps scanty) view can be seen in the following chart.
Figure 2. Methods and Teacher and Learner Roles
TEACHING METHODS AND TEACHER & LEARNER ROLES
Method Teacher Roles Learner Roles
Situational Language Teaching Context Setter
Error Corrector
Imitator
Memorizer
Audio-lingualism Language Modeler
Drill Leader
Pattern Practicer
Accuracy Enthusiast
Communicative Language Teaching Needs Analyst
Task Designer
Improvisor
Negotiator
Total Physical Response Commander
Action Monitor
Order Taker
Performer
Community Language Learning Counselor
Paraphraser
Collaborator
Whole Person
The Natural Approach Actor
Props User
Guesser
Immerser
Suggestopedia Auto-hypnotist
Authority Figure
Relaxer
True-Believer

As suggested in the chart, some schools of methodology see the teacher as ideal language model and commander of classroom activity (e.g., Audio-Lingual Method, Natural Approach, Suggestopedia, Total Physical Response) whereas others see the teacher as background facilitator and classroom colleague to the learners (e.g., Communicative Language Teaching, Cooperative Language Learning).
There are other global issues to which spokespersons for the various methods and approaches respond in alternative ways. For example, should second language learning by adults be modeled on first language learning by children? One set of schools (e.g., Total Physical Response, Natural Approach) notes that first language acquisition is the only universally successful model of language learning we have, and thus that second language pedagogy must necessarily model itself on first language acquisition. An opposed view (e.g., Silent Way, Suggestopedia) observes that adults have different brains, interests, timing constraints, and learning environments than do children, and that adult classroom learning therefore has to be fashioned in a way quite dissimilar to the way in which nature fashions how first languages are learned by children.
Another key distinction turns on the role of perception versus production in early stages of language learning. One school of thought proposes that learners should begin to communicate, to use a new language actively, on first contact (e.g., Audio-Lingual Method, Silent Way, Community Language Learning), while the other school of thought states that an initial and prolonged period of reception (listening, reading) should precede any attempts at production (e.g., Natural Approach).

What's Now, What's Next?

The future is always uncertain, and this is no less true in anticipating methodological directions in second language teaching than in any other field. Some current predictions assume the carrying on and refinement of current trends; others appear a bit more science-fiction-like in their vision. Outlined below are 10 scenarios that are likely to shape the teaching of second languages in the next decades of the new millenium. These methodological candidates are given identifying labels in a somewhat tongue-in-cheek style, perhaps a bit reminiscent of yesteryear's method labels.
  1. Teacher/Learner Collaborates
    Matchmaking techniques will be developed which will link learners and teachers with similar styles and approaches to language learning. Looking at the Teacher and Learner roles sketched in Figure 2, one can anticipate development of a system in which the preferential ways in which teachers teach and learners learn can be matched in instructional settings, perhaps via on-line computer networks or other technological resources.
  2. Method Synergistics
    Crossbreeding elements from various methods into a common program of instruction seems an appropriate way to find those practices which best support effective learning. Methods and approaches have usually been proposed as idiosyncratic and unique, yet it appears reasonable to combine practices from different approaches where the philosophical foundations are similar. One might call such an approach "Disciplined Eclecticism."
  3. Curriculum Developmentalism
    Language teaching has not profited much from more general views of educational design. The curriculum perspective comes from general education and views successful instruction as an interweaving of Knowledge, Instructional, Learner, and Administrative considerations. From this perspective, methodology is viewed as only one of several instructional considerations that are necessarily thought out and realized in conjunction with all other curricular considerations.
  4. Content-Basics
    Content-based instruction assumes that language learning is a by-product of focus on meaning--on acquiring some specific topical content--and that content topics to support language learning should be chosen to best match learner needs and interests and to promote optimal development of second language competence. A critical question for language educators is "what content" and "how much content" best supports language learning. The natural content for language educators is literature and language itself, and we are beginning to see a resurgence of interest in literature and in the topic of "language: the basic human technology" as sources of content in language teaching.
  5. Multintelligencia
    The notion here is adapted from the Multiple Intelligences view of human talents proposed by Howard Gardner (1983). This model is one of a variety of learning style models that have been proposed in general education with follow-up inquiry by language educators. The chart below shows Gardner's proposed eight native intelligences and indicates classroom language-rich task types that play to each of these particular intelligences. The challenge here is to identify these intelligences in individuallearners and then to determine appropriate and realistic instructional tasks in response.
  6. Figure 3. (Adapted from Christison, 1998)
    INTELLIGENCE TYPES AND
    APPROPRIATE EDUCATIONAL ACTIVITIES
    Intellegence Type Educational Activities
    Linguistic lectures, worksheets, word games, journals, debates
    Logical puzzles, estimations, problem solving
    Spatial charts, diagrams, graphic organizers, drawing, films
    Bodily hands-on, mime, craft, demonstrations
    Musical singing, poetry, Jazz Chants, mood music
    Interpersonal group work, peer tutoring, class projects
    Intrapersonal reflection, interest centers, personal values tasks
    Naturalist field trips, show and tell, plant and animal projects
  7. Total Functional Response
    Communicative Language Teaching was founded (and floundered) on earlier notional/functional proposals for the description of languages. Now new leads in discourse and genre analysis, schema theory, pragmatics, and systemic/functional grammar are rekindling an interest in functionally based approaches to language teaching. One pedagogical proposal has led to a widespread reconsideration of the first and second language program in Australian schools where instruction turns on five basic text genres identified as Report, Procedure, Explanation, Exposition, and Recount. Refinement of functional models will lead to increased attention to genre and text types in both first and second language instruction.
  8. Strategopedia
    "Learning to Learn" is the key theme in an instructional focus on language learning strategies. Such strategies include, at the most basic level, memory tricks, and at higher levels, cognitive and metacognitive strategies for learning, thinking, planning, and self-monitoring. Research findings suggest that strategies can indeed be taught to language learners, that learners will apply these strategies in language learning tasks, and that such application does produce significant gains in language learning. Simple and yet highly effective strategies, such as those that help learners remember and access new second language vocabulary items, will attract considerable instructional interest in Strategopedia.
  9. Lexical Phraseology
    The lexical phraseology view holds that only "a minority of spoken clauses are entirely novel creations" and that "memorized clauses and clause-sequences form a high proportion of the fluent stretches of speech heard in every day conversation." One estimate is that "the number of memorized complete clauses and sentences known to the mature English speaker probably amounts, at least, to several hundreds of thousands" (Pawley & Syder, 1983). Understanding of the use of lexical phrases has been immensely aided by large-scale computer studies of language corpora, which have provided hard data to support the speculative inquiries into lexical phraseology of second language acquisition researchers. For language teachers, the results of such inquiries have led to conclusions that language teaching should center on these memorized lexical patterns and the ways they can be pieced together, along with the ways they vary and the situations in which they occur.
  10. O-zone Whole Language
    Renewed interest in some type of "Focus on Form" has provided a major impetus for recent second language acquisition (SLA) research. "Focus on Form" proposals, variously labeled as consciousness-raising, noticing, attending, and enhancing input, are founded on the assumption that students will learn only what they are aware of. Whole Language proponents have claimed that one way to increase learner awareness of how language works is through a course of study that incorporates broader engagement with language, including literary study, process writing, authentic content, and learner collaboration.
  11. Full-Frontal Communicativity
    We know that the linguistic part of human communication represents only a small fraction of total meaning. At least one applied linguist has gone so far as to claim that, "We communicate so much information non-verbally in conversations that often the verbal aspect of the conversation is negligible." Despite these cautions, language teaching has chosen to restrict its attention to the linguistic component of human communication, even when the approach is labeled Communicative. The methodological proposal is to provide instructional focus on the non-linguistic aspects of communication, including rhythm, speed, pitch, intonation, tone, and hesitation phenomena in speech and gesture, facial expression, posture, and distance in non-verbal messaging.

References

Christison, M. (1998). Applying multiple intelligences theory in preservice and inservice TEFL education programs. English Teaching Forum, 36 (2), 2-13.
Gardner, H. (1983). Frames of mind. New York: Basic Books.
Howatt, A. (1984). A history of English language teaching. Oxford: Oxford University Press.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press.
Pawley, A., & Syder, F. (1983). Two puzzles for linguistic theory: Native-like selection and native-like fluency. In J. Richards & R. Schmidt (Eds.), Language and communication. London: Longman.
Richards, J., & Rodgers, T. (2001). Approaches and methods in language Teaching (2nd ed.). Cambridge: Cambridge University Press.

    This digest was prepared with funding from the U.S. Dept. of Education, Office of Educational Research and Improvement, National Library of Education, under contract no. ED-99-CO-0008. The opinions expressed do not necessarily reflect the positions or policies of ED, OERI, or NLE.

method -11

First oi all, do not try to teach
too much. The chief object of
this chart is to show children that
there are different kinds of words.
It would be foolish to bring out
all the parts of speech at once.
Here are nouns, verbs, pronouns,
adjectives, adverbs, prepositions,
and conjunctions. Don't bewilder
the child with all of them. Let your chief work be with the noun,
or na?ne-7uord, and the verb, or actioji-word. With older classes,
something may be hinted of the other kinds of words ; but it is
always better to make the start very gradual and easy.
We have a very simple series of exercises :
A pleasing picture, with two or three sentences to be read.A little work in finding words in the given table, and using
them in a written exercise.
The requirement of some talk about the picture in answer to
questions, and of writing what has been said.
Some questions and practice in review of what has been learned.
The teacher will find in the panel toward the right some hints
toward instruction in the parts of speech.
They will naturally develop about as follows :
What objects or things do you see in this picture ? (A girl, a
swing, a tree, a leaf.)


Find on this chart the words that are names of two of these
objects. (Girl, swing.)
What two words tell what the girl and the swing do ? (Goes,
comes.)
We here have two kinds of words, those that are names and
those that tell the actions of the things named.
We will call the first kind of words Nafne-words, and the second
kind Action-words.
Remember, name-words ; action-words.
There are other kinds of words here ; some that tell the kind
of girl, or hoiv the swing goes ; but we will now just be
sure that we know these two kinds. Write them on your
slate, each kind by itself :
girl goes
swing comes
Why are girl and swi?ig called name-words ? (Because they
are used to name objects.)
And why are goes and comes called action-words?(Because they
are used to name objects.)
And why are goes and comes called action-words? (Because
they are used to tell what the girl and the swing do.)
Then words are parted or grouped according to their use.
Sometimes a word may be used in one place as a nameword,
and in another as an action-word. I will write two
sentences upon the blackboard :
I see the swing.
The girl can swing.
In the first sentence, the word swing is a name-word. It is
used to name the object which I see. In the secondsenPRIMARY
LANGUAGE CHARTS
tence, swing is an action-word. It is used to tell what the
girl can do. You see, it is the use of a word that tells
what kind of a word it is.
Words can be tised also to describe things, to take the place of
the names of things, to connect other words, and in several
other ways. Altogether there are eight different uses
to which words can be put in speaking or writing. We
shall learn of all these very soon.
In the written exercise the proper copying will show the use
of the initial capitals and of two of the terminal marks. These
may be copied mechanically, or, in the option of the teacher, the
reasons for their use may be given.
The things that are said about the picture should take the
form of complete statements. The writing of what has been said
should be properly capitalized and punctuated.
Additional exercises will suggest themselves for older classes.
The little girl's name is begun with a capital letter. Why ?
In the second sentence of the reading lesson we should commonly say, " She
goes up," " She comes down ;
" but the expressions, when inverted, as in this
case, are brijjhter and stronger. Hence, too, the peculiar terminal mark.
Now test the acquirement of the class by asking
—
(i) how many name-words can be found on the chart ;
(2) how many action-words.
Taking as a lext the pair of nouns and the pair of verbs as set out at the top
of the chart, give an oral lesson upon
—
(i) the name of the thing talked about ;
(2) the word that chiefly talks about it ; and
(3) the natural (prose) order of noun and verb in our language.
Call for work with pen or pencil at every turn. Let us keep in mind that
we are trying to develop the faculty of written expression