 Priyangika Sandamali Herath

 Registration No: BEETC/2023/006/WE/039

B.Ed. in Teaching English as a Foreign Language Batch 05-Weekend

Module Examination -2024

BEETC 710 - ELT Methodology in Second Language Teaching III

01.
i.

The history of English Language Teaching (ELT) starts from the 15th Century. This history can be
divided into three phases:

First phase is from the beginning of the 15c to the end of 18th c.

Second phase is from the beginning of 19th c to the start of 20th c.

Third and modern phase is from the beginning of the 20th c to the present age.

ii.

‘’ELT is the teaching of English to people whose first language is not English. ELT is an abbreviation
for 'English Language Teaching'.’’

‘’English Language Teaching, or ELT, refers to the activity and industry of teaching English to non-
native speakers.’’

‘’English Language Teaching -the practice and theory of learning and teaching English for the benefit
of people whose first language is not English.’’

iii.

Inductive Approach: In the inductive approach, learners are asked to figure out the patterns and
rules from language examples.
Deductive Approach: In the deductive approach, learners are given the rule and asked to apply it to
language.

These are different ways of making things learnable and accessible. Neither qualifies as a
methodology.

Deductive Approach & Inductive Approach in Practice

This distinction in how things are learnt underlies many teaching procedures and the way items of
language is presented in coursebooks and other materials. For example, we can give students a set
of rules about how to lay out a formal letter:

▪ sender's address at the top right

▪ recipient's address on the left

▪ date below the sender's address and so on

1.Deductive Approach in use

In using this, we can ask the learners to follow the rules given above and construct a letter with the
correct layout. That is a purely Deductive Learning Approach.

2.Inductive Approach

In using this, we can give the learners two or three examples of formal letters laid out
conventionally and ask them to look at the layout. Then, we can ask them to work out what the
rules are and apply them.

That is an Inductive Approach.

Inductive Approach: There are arguments on both sides, but the consensus view is often that
inductive approaches are more effective in terms of retention because of the effort which is needed,

▪ Deductive Approach: deductive approaches are time efficient in classrooms and good for
revision. It is up to you which approach you take but you need to know which it is and why you are
applying it.

There is a debate about whether we should follow an inductive or a deductive approach to learning.
This is not an either-or distinction.

▪ Even if one starts with a purely inductive approach in the classroom, the aim has to be for the
learners to hypothesise a rule -preferably the right one and then apply it to further examples of the
target language.

▪ The second procedure is purely deductive. There is little point in putting learners to the trouble
of constructing a rule from exemplification if they are not then encouraged to apply it.
When we start with a deductive approach by supplying a rule from the outset, we will have to refine
the rule later to take account of more complex forms. Even if we knew what they are, it would not
be possible to supply all the rules for using verb tenses in English. So, any rule which is presented to
learners has to be no more than an approximation.

The deductive approach is the most traditional method of grammar teaching. Basically, the teacher
explains the rule, usually in L1, and then has the students practice some examples. If a teacher was
teaching comparatives using this method, adjectives would be given and translated into the
students’ first language. The teacher would explain how the adjectives change when comparing and
show a few examples. The teacher would then have the students practice in pairs while checking
that they understand.

There are a lot of similarities between the inductive approach and the non-explicit approach. For the
inductive approach, rules are likewise discovered and not directly discussed. Instead, students learn
the rules through examples and testing them out.

As a learner, this approach keeps your brain active as you try to figure out how the grammar works.
When using this approach, the teacher will notice students asking questions, not necessarily directly,
but by giving examples to test their theories. The teacher can then correct errors when appropriate
or, if students don’t ask questions to solidify the rule in their mind, the teacher can give examples of
incorrect sentences and make sure to show why they are wrong.

4. Discovery v/s Explanatory

The deductive model of teaching is more explanatory than based on discovery. Teachers have the
responsibility of explaining the rules before the learners can dig into the whole thing. It may be the
case that the learners find it hard to retain the focus throughout the class time.

On the other hand, the inductive one is based firmly on discovery and figuring things out. Something
to do individually or in a group should spike their interest a fair bit. Teachers can set the treasure
hunt in motion and be the most silent spectator throughout the process.

The deductive method tends to be less effective since it lacks full participation on the learners’ part.
But it cannot universally be the case with all types of classrooms. For example, a classroom
composed of adult learners who used the deductive method from the beginning of their learning
career may surprise you.

In general, learners should find it easier to memorize and understand things taught in the inductive
method. Things tend to stick well in mind and for longer when taught in this method. Though it is
more time-consuming in type, the classroom reaps greater rewards in the long run.

6. When is it Effective?
The deductive teaching method is the most effective when used with learners that are already well
adapted to this method of teaching for years on end. Since they have always been known to be
involved with deductive teaching, they are most receptive to this very method.

When introduced to the fresh set of learners mostly to children barel

03.
i.

“’CLT is an approach to language teaching methodology that emphasizes authenticity,

studentcentered learning, task-based activities, and communication for the real-world meaningful

purposes.” Brown [ 2007]

‘’The communicative approach in language teaching starts from a theory of language as

communication. The goal of language teaching is to develop communicative competencies.’’

Hymes [ 1972]

‘’In the Communicative Approach, real communication and interaction is not only the objective in
learning, but also the means through which it takes place.’’

ii.

Aim of Communicative Approach

While other methods focused on the acquisition of grammar and vocabulary-Grammatical/Linguistic

Competence, the Communicative Approach aimed at developing the learner’s competence to
communicate in the target language-Communicative Competence, with an enhanced focus on real-
life situations.

According to Jack C. Richards, a learner can develop communicative competence by:

Using language for different purposes and functions

Varying the use of language according to the setting and participants

Producing and understanding different types of text

Maintaining communication despite linguistics limitations through the use of different strategies
This change has had a huge impact on classroom materials, course books, teaching techniques and
the teacher’s role in the classroom, and still influences English language teaching and learning up to
this day.

iii.

Teacher acts as a facilitator in the learning process

In the Communicative Approach, learners are at the centre of instruction. That means that the
teacher’s role has changed when compared to previous methodologies such as Audiolingualism and
the Direct Method. The teacher is now seen as a facilitator in the learning process, and some of the
responsibilities attributed to them are:

The role of the teacher in the Communicative Approach

Setting the communicative context of the lesson

Managing learners and creating opportunities for communication

Maintaining learner motivation

Establishing a welcoming and safe environment

Giving instructions and setting activities

Monitoring learning and giving constructive feedback

06.
i.

Scaffolding theory was first introduced in the late 1950s by Jerome Bruner, a cognitive psychologist.
He used the term to describe young children’s oral language acquisition. As young children are first
learning to speak a language, their parents and caregivers provide informal frameworks that
facilitate the children’s learning.

ii.

A scaffold is a temporary framework that is put up for support and access to meaning. It is taken
away when the student masters tasks and concepts and feels success. Why is it important ?

Scaffolding refers to the preparation for an activity provided by the teacher/materials. This
scaffolding is important because learners might find the activity too difficult to do without this.
Benefits

Students experience a supportive learning environment

Students feel free to ask questions, provide feedback, and support their peers

Teachers become facilitators of knowledge rather than content “experts”

Students take a more active role in learning

Students are able to take ownership of the learning and their classroom as a community of learners.

iii.

Prior Knowledge.

Read aloud

Use of first language

Preteaching Vocabulary.

Visual Aids.

Modeling.

Student Oral Expression.

iv.

Techniques of Verbal Scaffold

We can use five techniques for verbal scaffold:

Model the “think-a-loud”

Slow your speech and enunciate

Reinforce contextual definitions

4. Simplify questions

Engage in read-alouds in which you model correct pronunciations and prosody.

Detailed Study of Techniques

Use the following techniques to provide verbal scaffolds:

1.Model the “think-a-loud” Think-aloud:

Think-alouds have been described as "eavesdropping on someone's thinking." With this

strategy, teachers verbalize aloud while reading a selection orally. Their verbalizations
include describing things they are doing as they read to monitor their comprehension. What
is the purpose?

The purpose of the think-aloud strategy is to model for students how skilled readers
construct meaning from a text.

Thinking aloud is a good strategy to use with ELL students because it shows them how to engage
with a text.

It models the process of thinking about what you read.

It also exposes students to the language of metacognition, or awareness of one's thoughts.

2.Slow Your Speech and Enunciate

Pronunciation: speak correctly

Enunciation: pronounce clearly

Enunciation is a manner of speaking where the sounds or words are under-articulated, slurred, or
blended together. Adults with enunciation concerns tend to move their mouths less than the
average person when speaking, or speak at a faster rate than average.

The Basic Contexts: There are two types of context in language: Cultural and Situational. You can use
both of these types of context in your language classroom to advance language learning.

Cultural Context

Think of this as the “big picture,” including:

§ The personal backgrounds / life experiences of the people using the language.

§ The history of the language itself.

§ The cultural roots of the people who natively use the language / the country or culture in which
the language is used.

Situational Context

This is the context of language usage, including:

§ Who is involved in the conversation.

§ The background each participant brings into the conversation.

§ The theme of the conversation itself.

§ Where the conversation is taking place.

3.Reinforce Contextual Definitions

The Basic Contexts: There are two types of context in language: Cultural and Situational. You can use
both of these types of context in your language classroom to advance language learning.

Cultural Context

Think of this as the “big picture,” including:

The personal backgrounds / life experiences of the people using the language.

The history of the language itself.

The cultural roots of the people who natively use the language / the country or culture in which the
language is used.

Situational Context

This is the context of language usage, including:

Who is involved in the conversation.

The background each participant brings into the conversation.

The theme of the conversation itself.

Where the conversation is taking place.

4.Simplify Questions

Yes/No questions/General

WH questions/Special

Choice questions

Tag questions /Subjunctive

5.Engage in read-alouds

This is a practice in which you model correct pronunciations and prosody.

Read-aloud is an instructional practice where teachers, parents, and caregivers read texts aloud to
children. The reader incorporates variations in pitch, tone, pace, volume, pauses, eye contact,
questions, and comments to produce a fluent and enjoyable delivery.

Prosody - the rhythm, stress, and intonation of speech — provides important information beyond a
sentence's literal word meaning. For example, prosody provides clues about attitude or affective
state: The sentence "Yeah, that was a great movie," can mean that the speaker liked the movie or
the exact opposite, depending on the speaker's intonation
08.
i.

Often, the syllabus for a task based grammar class does not list specific grammar points that
teachers plan to cover in the semester. Rather, it lists different language tasks that students should
be able to accomplish by the end of the semester:

Negotiation

Problem Solving

Interviewing, Etc.

ii.

Traditional Grammar Teaching Vs Task-based Grammar Teaching Traditional Grammar Teaching

Traditional grammar teaching requires students to perform grammar exercises

Traditional models more often focus on accuracy first and then move toward fluency after
grammatical consistency is achieved.

Students are not encouraged to make incorrect grammar choices for the sake of fluency and
teachers correct any observed errors in class.

Task-based Grammar Teaching

In task based grammar instruction, the first goal is language fluency, and accuracy comes later.

Task-based grammar teaching provides the students with the opportunity to accomplish a language
task which is more like real life language situations. This type of instruction stresses:

communication,

using language to reach a goal

using the language, we know to accomplish a task

Students are encouraged to go for fluency instead of grammatical accuracy and teachers do
not tend to correct errors during the task.

iii.

Planning for task-based grammar teaching involves six steps:

Select your language goal

Identify the Necessary Language Skills

Introduce the Lesson

Students Perform the Task

Students Self-Evaluate

Focus on Specific Language Structures

iv.

Scavenger Hunt

Think of the Scavenger Hunt as one big task composed of many smaller tasks.

For example, you can divide the class into two or three groups and instruct them to find “Golden
Keys” (or any object of your choice) around campus. Each key opens a box that contains a mini-task.
The group that completes all tasks first will be declared the winner and given an awesome bounty or
reward of your choice.

Unlike previous examples of tasks that require days of practice and longer periods of preparation,
the tasks involved here can be completed on the spot. For example, you can give tasks like:

Arrange the written numbers from smallest to largest.

Identify the person described in a paragraph of the target language.

Bring a red, round object or a brown, square one.

Bring an object that matches the adjective.

Translate three sentences correctly.

The Interview

This task should be done in pairs. One student will serve as the host or interviewer, the other will be
the celebrity guest.

This can be done impromptu for advanced classes, but for beginners, you can give a day or two of
prep where the students rehearse their Q&A. You can add spice to the task by giving key questions
that the host should ask the guest. Questions like:

Who do you like in class?

Which Hollywood actor do you think you look like?

If a genie grants

Show and Tell

This task should be done individually and in front of the class. It will require some days of practice.

Ask students to share something personal about themselves. Popular choices would be:

“My Typical Day”

“My Ideal Mate”

“My Hobbies”

“My Pet Peeves”

“The Biggest Regret of My Life”

“The Happiest Day of My Life”

“The Real Reason I Want to Learn German/Italian/French/Spanish”

“Three Things You Don’t Know About Me”