1

.3 Approaches
Аррrоасhes usually refer to sets of ideas, beliefs and principles that help the teacher to
decide what should be taught, why should be taught and how it should be resented.
Where, what refers to the general соntent (teaching items, topics, themes, exercises), why
and how relate to the design and layout of the materials as well as to the сlаssrооm
methodology which are based on the рre-existing and therefore well-соnsidered rationale.
An approach, therefore, is concerned with the theory of the language teaching and
learning. As it is а broader term than method, it is the study of the self-evident truths. It is
important to know that a single approach may contain many methods in it. When an
instructional design is quite explicit at the level of theory of language learning, but can be
applied in many ways at the level of objectives, teacher and learner roles and activities, it
is usually referred to as an approach.
Communicative language teaching is generally regarded as an approach, because the
principles underlying it can be applied in many different ways. Teachers adopting an
approach have considerable flexibility in how they apply the principles to their own
contexts. An approach is а set of correlative assumptions dealing with the nature of
language teaching and learning related with the subject matter to be taught. Thus
‘
Approach’ is how a teacher is going to tackle his/her students gaining the knowledge. It
is а general guideline on ways of performing а work. It does not identify all the steps
involved. Instead, it just in ditches the direction to proceed in or ways of handling some
major or mirtron tasks. So as far as importance of approach is concerned, it aids the
teacher in selection of not only methods to realize the teaching doctrines but also in
choosing useful learners’ experiences in a conducive environment through the careful
choice of learning materials, resources, and assessment.
In ELT or English language teaching field there are two main approaches usually
considered by the teachers and linguists and they are Behaviorist and Mentalist or
Cognitive approaches. According to Behaviorist approach the learner can learn through
stimulus, response and reinforcement process of habitual formation or through error and
rectification trial process. However, According to mentalist approach the learner learns
through exposure to the environment and a natural factor of inborn LAD or language
acquisition brain device. Through it a learner formulates and reformulate his own
hypothesis and learn the language progressively.
1
.4 Method
A method is a practical implementation of an approach in the language teaching. As we
discussed earlier, approach is a broad and general theoretical view which deals with
‘
what’ and why’ of teaching. On the other hand, a method is a specific practical
procedural plan of selection and conduction of classroom tasks. In the other words, it
deals with how or practical way of teaching. So it is where theoretical aspect of teaching,
an approach, turns into practical mode of method in which choices are made about the
4
actual skills to be taught, and also about the order in which the contents are going to
be presented. It happens when an instructional design includes a selected level of
teaching application in terms of objectives, teachers’ and learners’ roles and classroom
activities. Hence a method therefore is an inclusion of prescribed objectives, roles for
teacher and learners and guidelines for activities. The Grammar Translation, Audio
lingualism, Total Physical Response and Silent Methods are a few examples of it.
Now if we look at the grammar-translation method, it employs the memorization of
various grammar rules and the translation of second language material to the student’s
native language. Students were able to develop the intellectual capacity to understand the
new language through a deductive process of acquiring the rules of the language. The
purpose is not to critique this method but to show how it was derived from the approach
that the mind needs to be trained through intellectual exercises to be able to accomplish
something.
As behaviorist and mentalist approaches were mentioned in 1.3, so accordingly there are
based respectively Audio-lingual and Communicative methods of teaching.
1
.5 Procedures
Procedures are the step-by-step measures to execute a method. These step-by-step
measures are called techniques and will be discussed next. Common procedures for the
grammar-translation method include the following:
The class reads a text written in the second language.
1
2
3
.
.
.
Student translates the passage from the second language to their mother tongue.
Student translates new words from the second language to their mother tongue.
Student is given a grammar rule and derived from the example they apply the rule
by using the new words.
4
5
6
.
.
.
Student memorizes the vocabulary of the second language.
Student memorizes grammar rules.
Errors made by the student are corrected by providing the right answers.
This is the process (with variation) that is used when employing the grammar-translation
method.
1
.6 Techniques
A technique is a single practical activity that based on a procedure adopted by the teacher
according to his or her students’ needs. Anyone of the steps of the procedure list above
qualifies as a technique. Naturally, various methods employ various techniques. For
example, Constructivist Approach has Activity Method for which techniques can be
dramatization and role playing. All these aspects of teaching should be in harmony with
5
one another for the purpose of creating consistency. Some other examples of techniques
are drills and oral or written exercises sentence completion.
1
.7 Conclusion
Language teaching involves theoretical basis in form of approaches that lead to practical
implementation as methods. Methods then are broken down into procedures, and
procedures are a collection of techniques. Understanding how these concepts interrelate
can help a teacher know the reasons behind their choices in how they choose to teach
efficiently either through habit (behaviorist approach) or hypothesis (mentalist approach)
formation. But a teacher cannot be restricted to use any specific method based on any one
of the approaches rather it is teacher’s own choice to select the most suitable method or
multiple methods (eclectic approach), according to the learners’ needs, in order to
produce efficient language output among the learners.
1
.8 Summary Points
The following are the main points of the unit:



There are three interlinked concepts approach, method and technique in English
language teaching.
An approach is a set of theoretical ideologies about nature of language acquisition
and learning.
The practical implementation of the theories in form of procedural ways is known
as method.
A technique is a set of activities based on approach and methods, selected by the
teachers for the purpose of maximum proficient output among language learners.
1
.9 Self-Assessment Questions
Now after going through the unit, dear students attempt these questions to assess your
learning rate and pace.
Q.1 Define and elaborate the terms: approach, method and technique. Provide examples
also in your answer.
Q.2 What are the main approaches and methods based on them in English language
teaching? Discuss in detail.
Q.3 Are our language teachers aware of the concepts of approach, method and
technique; if so or not what is the impact on their teaching language in Pakistan.
Give illustrative arguments to prove your point of view.
6
2
.3 Teacher’s Roles
Most teachers take on a variety of roles within the classroom. Dear students! Which role
do you think most defines your teaching role in the ESL classroom?
2
.3.1 The Controller
The teacher is in complete charge of the class, what students do, what they say and how
they say it. The teacher assumes this role when a new language is being introduced and
accurate reproduction and drilling techniques are needed.
In this classroom, the teacher is mostly the center of focus, the teacher may have the gift
of instruction, and can inspire through their own knowledge and expertise, but does this
role really allow for enough student talk time? Is it really enjoyable for the learners?
There is also a perception that this role could have a lack of variety in its activities.
2
.3.2 The Prompter
The teacher encourages students to participate and makes suggestions about how students
may proceed in an activity. The teacher should be helping students only when necessary.
When learners are literally ‘lost for words’, the prompter can encourage by discreetly
nudging students. Students can sometimes lose the thread or become unsure how to
proceed; the prompter in this regard can prompt but always in a supportive way.
2
.3.3 The Resource
The teacher is a kind of walking resource center ready to offer help if needed, or provide
learners with whatever language they lack when performing communicative activities.
The teacher must make her/himself available so that learners can consult her/him when
(and only when) it is absolutely necessary.
As a resource the teacher can guide learners to use available resources such as the
internet, for themselves, it certainly is not necessary to spoon-feed learners, as this might
have the downside of making learners reliant on the teacher.
2
.3.4 The Assessor
The teacher assumes this role to see how well students are performing or how well they
performed. Feedback and correction are organized and carried out. There are a variety of
ways we can grade learners, the role of an assessor gives teachers an opportunity to correct
learners. However, if it is not communicated with sensitivity and support, it could prove
counter-productive to a student’s self-esteem and confidence in learning the target language.
2
.3.5 The Organizer
Perhaps the most difficult and important role the teacher must play is that of an organizer.
The success of many activities depends on good organization and on the students
knowing exactly what they are to do next. Giving instructions is vital in this role as well
as setting up activities.
1
2
The organizer can also serve as a demonstrator, this role also allows a teacher to get
involved and engaged with learners. The teacher also serves to open and neatly close
activities and also give content feedback.
2
.3.6 The Participant
This role improves the atmosphere in the class when the teacher takes part in an activity.
However, the teacher takes a risk of dominating the activity when performing it. Here the
teacher can enliven a class; if a teacher is able to stand back and not become the center of
attention, it can be a great way to interact with learners without being too overpowering,
hence making it more student-centered classroom.
2
.3.7 The Tutor
The teacher acts as a coach when students are involved in project work or self-study. The
teacher provides advice and guidance and helps students clarify ideas and limit tasks.
This role can be a great way to pay individual attention to a student. It can also allow a
teacher to make tailor a course in order to fit specific student needs. However, it can also
lead to a student becoming too dependent or even too comfortable with one teacher and
one method or style of teaching.
Now that we’ve had a chance to look at some of the variety of roles, let us see how we
can adopt these into a real classroom activity/task:
HOW THE TEACHER SHOULD
BEHAVE
ACTIVITY/TASK
Team game
Energetic, clear, fair, encouraging
Supportive, retiring, clear, encouraging
Dramatic, interesting commanding
Efficient, clear, supportive
Role Play
Teacher reading aloud
Whole class listing
What we notice here is that the roles are often interchangeable. The teacher’s role is
never static. During the activity we could see an experienced teacher having smooth
transition from one role to another.
2
.4 Teacher’s Evolving Role
Therefore, it is said that the 21stcentury classroom is created on the premise that students
require and experience to enter the 21stcentury workplace and live in the global
environment. The characteristics of the 21stcentury classroom, therefore, set it apart from
the 20th-century classroom in being more students- centered classrooms. This new trend
has thus put an emphasis on evolving roles of a teacher too.
1
3
So, if Lectures on a single subject at a time were the norm in the past, today,
collaboration is the thread for all the students’ learning. For instance, the collaborative
project-based approach ensures that the curriculum used in this classroom develops:



Higher order thinking skills,
Effective communication skills, and
Knowledge of technology that students will need for 21st-century careers and the
increased globalized environment.
Henceforth, while there is certainly a place for teacher-centered, lecture style learning,
the evolving ESL teacher must embrace new teaching strategies and interactive roles that
are radically different from those previously employed. Along with that the curriculum
must become more relevant to what students will be exposed to in the 21stcentury.
2
.4.1 Interactive Teacher
An interactive teacher is by definition one that is fully aware of the group dynamics of a
classroom. As Dörnyei and Murphey (2003) explained, the success of classroom learning
is very much dependent on:




How students relate to each other and their teacher,
What the classroom environment is,
How effectively students cooperate and communicate with each other, and
The roles not only the teacher plays but the learners engage in.
Brown, H. Douglas (2007) mentions that “teachers can play many roles in the course of
teaching and this might facilitate learning. Their ability to carry these out effectively will
depend to a large extent on the rapport they establish with their students, and of course,
on their own level of knowledge and skills”.
According to Harmer, J. (2007), the term ‘facilitator’ is used by many authors to describe
a particular kind of teacher, one who is democratic (where the teacher shares some of the
leadership with the students) rather than autocratic (where the teacher is in control of
everything that goes on in the classroom), and one who fosters learners’ autonomy
(where students not only learn on their own but also take responsibility for that learning)
through the use of group and pair work and by acting as more of a resource than a
transmitter of knowledge.
2
.5 Conclusion
Facilitating learning is empowering for both the learner and the teacher and frees the
teacher from many of the burdens that having to be an ‘expert’ might entail. It would
traditionally have been seen as a weakness for a teacher to say, ‘I don’t know, let us find
out’ or ‘I don’t know, do any of you students know the answer?’ But times have changed
and so must the role of the ELS teacher.
1
4
So here is hoping the next time you teach a class you consider how your role might affect
your students’ learning. Are your classes teacher-centered, with you always at the center
controlling everything? Or are you able to ‘let it go’, and allow students to take central
stage?
Regardless of the roles they assume, teacher’s shape the culture of their classrooms;
improve students’ learning, and influence practice and production. Making a shift from
the teacher as an expert to facilitator is sometimes seen as diminishing a teacher’s power
and authority, but this should not be the case at all.
2
.6 Summary Points
These are the following summary points of the unit:



The changing classroom requirements in the 21st century require the teachers to
change their roles accordingly.
The 21st century classrooms are student-centered in order to equip them with the
changing world requirements.
The teachers have to play various roles depending on the purpose and objectives of
their teaching.
Hence a teacher can play the role of controller, prompter resource, assessor,
organizer and that of a tutor.



There is no any restriction on teachers to adopt only one role at a time.
They can take up various roles for one activity at the specific time.
The important point to be noted is that the teacher has to develop interactive
relationship with students and consequently interactive classrooms.
2
.7 Self-Assessment Questions
Q.1 What do you think about the demands from the teachers in currently changing
classroom environments; illustrate your answer with any current Pakistani
example.
Q.2 Elaborate various roles of a teacher with reference to the Pakistani classrooms;
explain further how a teacher can have transition from one role to the other
according to the objectives of the learning activities.
Q.3 Describe your own teaching role, which usually you take up in your classes. Also
mention, which role you want to adopt in future after reading this unit. Please do
not forget to state the level and activities for your class.
1
5
3
.3 ELT in Pakistan
3
.3.1 Importance of English Language in Pakistan
Of all the languages in the world today English deserves to be regarded as a world
language. It is the world's most widely spoken language. It is the common means of
communication between the peoples of different nations. One person out of every four on
earth can be reached through English. Randolph Quirk points out: “There are now
something like 250 million people for whom English is the mother tongue or ‘first
language’. If we add to this the number of people who have a working knowledge of
English as a second or foreign language, we raise the total to about 350 million”.
A very important reason for reading English as a world language is that the world's
knowledge is enshrined in English. Countries in Asia and Africa that were till recently
under the British rule get their scientific knowledge and technological know-how from
the English books. It is knowledge of English that helps these countries maintain the high
level of their intellectual and scientific training and achievement.
Apart from the former British colonies there are other countries like Japan, Korea, etc., in
Asia, and some of the European and Latin American countries where also English is
taught as a second or third language purely out of utilitarian considerations. That is to
say, almost the world over, whether as mother tongue or as a foreign language, English is
being used one way or another. This fact, more than any other thing, merits English the
status of a world language. Already English has been accorded this status by the world
because it is the language used in international conferences and in the forums of the
United Nations Organizations.
English is being learnt and used all over the world not out of any imposition but through
the realization that it has certain inherent advantages. Today the compulsions of learning
English are no longer merely political but scientific and technological. And no longer is
English the language of Great Britain only; it is the language required by the world for
greater understanding, “it is the most international of languets”.
So there is no doubt that English exercises a great influence on the educated classes of the
country. It continues to be the medium of instruction in technical, medical, law and other
institutions. It is the language of the High Courts and the Supreme Court.
The English Press in the country is very powerful and enjoys not only more circulation
but also better influence than the Vernacular Press. English has been rightly described as
the language of opportunity. Knowledge of English is a successful passport for
employment.
We can examine the importance of the study of English in Pakistan under the following
heads:
⮚
⮚
English as an international language
English as a window on the world
2
0
⮚
⮚
English as a library language
English as a link language
3
.3.2 The Status of English in Pakistan
The use of English in Indo-Pak Sub-continent started as a historic-political accident. But
now it has become an economic-academic reality. The need for English as a language of
“
opportunity” and “development” has been pointed out by several educational
commissions and expert bodies as a constituent from time to time to examine and define
the role of English in our country.
Unfortunately the status of English in our country has become a controversial one. There
are people who favor the retention of English for its practical utility. On the contrary,
there are certain sections/pockets that are inimical to English and want to do away with it.
English is the language of administration and a compulsory subject at school/college
level. It opens the door of employment. A person who does not know English is not
considered educated in the true sense of the word. Knowledge of English is a must to
climb the social ladder. Speaking has become a fashion, if not a craze. The increasing
awareness of the importance of in the world compels us to learn it for our specific
purposes and for widening our intellectual horizon.
Our aim in teaching English to our student is to enable them to use English with ease and
comfort i.e., to use it both instrumentally and integratively. They should be able to speak
and write English effectively, and to have access to rich scientific and technical
knowledge treasured in the English language. It will enable them to maintain the high
level of their intellectual and scientific/technological training and achievement.
3
.3.3 Conditions under Which English is Taught
English is taught in Pakistan under conditions which are far from satisfactory. Some of
the weaknesses in our program of teaching English are discussed below:
1
.
Lack of a Clear-cut Policy
It is admitted on all hands that the standard of English has gone down in our school and
colleges. One of the reasons for the decline in the standards is the lack of a clear-cut
policy regarding the place of English in the school curriculum. Educationists, politicians
and journalists express different views on the place that English should be given in
Pakistan. As views expressed outside do have their impact in the classroom. It is time to
lay down a clear-cut policy regarding the place of English in school and college
curriculum for an effective study of the language.
2
.
Little Understanding of Aims
Unfortunately, the average teacher of English loses sight of the aims of teaching the
language in his day-to-day work. All that he remembers is that his aim is to enable his
pupils to get through the examinations. He enables them to master answers of some set
questions important from the examination point of view. The result is that the language is
not taught as a skill subject as it ought to be taught but as a knowledge subject. They
2
1
acquire very little proficiency in the linguistic skills that really matter. They cannot
express themselves in English. They are incapable of writing a few correct sentences.
They acquire no love for reading books in English.
3
.
Dearth of Competent Teachers
Not all teachers of English are fully equipped to discharge their duties. Some people
believe that no specialized training is needed to teach this language. By and large,
teachers of English themselves are unaware of the latest techniques of teaching the
language. Their knowledge of the language is insufficient and their pronunciation is
defective. “The foundational years for the teaching of English in schools are in the hands
of teachers who neither know enough English nor are familiar with the latest and far-
reaching developments in the pedagogy of English”. There is a grave shortage of trained
and fully qualified teachers of English at almost all stages of the educational system.
“
The supervision of English teaching in schools has continued to be neglected, with
hardly any trained specialists engaged in this task”. The result is that the teachers receive
no guidance in their teaching. They go on following the traditional methods of teaching
the language.
4
.
Sub-standard Textbooks
English readers and textbooks are sub-standard. In their writing no attention has been paid to
the selection and gradation of structures. Although vocabulary has been graded from year to
year yet the authors of these books do not take pains to see that it is properly used in a manner
to facilitate its grasp by the students. Some of the words which are sought to be taught appear
only once in the text. In our textbooks we lay more stress on the subject-matter rather than on
the teaching of the language. The author of a textbook is required to include chapters on the
biographies of great men, on health and hygiene, road sense etc. As a result, he pays more
attention to subject matter rather than to the language. The illustrations in these books, which
are indeed few, leave much to be desired. There is usually not included any practice exercise
to teach the language to the students. Rather there are testing exercises.
5
.
Inadequate Material Facilities
Modern teaching lays emphasis on the use of audio-visual aids. These aids make the
lesson interesting and easy. Our schools are not equipped with audio-visual aids such as
flashcards, charts, pictures, models, filmstrips, gramophone records, tape recorders, and
internet facility also for this purpose etc. which help in language learning. Even some
classrooms function without a suitable blackboard or colored chalk. Unless these material
facilities are provided, the quality of English teaching cannot be raised.
6
.
The Faulty Examination System
Since the type of examination influences the methods of teaching to a large extent,
examination in English is to be blamed for some of the defects that have crept in. Under
the present system, a student can get through the examination if he cares to remember
answers to certain stock questions. He needs not even read the prescribed textbooks. The
result is that although a student succeeds in the examination, yet he has no practical
command of the language. He can neither speak correct English, nor write it. The
2
2
standard of spoken English in schools is deplorably low and one of the reasons for this is
that there are no oral tests. One of the things that may be suggested in this regard is the
introduction of oral tests to raise the standard of the pupils.
7
.
Large Classes
Thanks to population explosion, classes have become over-crowded leaving no scope for
individual attention. It is not unusual to come across a class as large as sixty students.
Besides, many pupils come from families with no tradition of learning. The number of
periods allotted to the teaching of English has been drastically curtailed to make room for
the study of some other subjects that have been introduced at the school level.
8
. The Psychology of Changing Behavior
It is difficult to change behavior; changing one’s behavior involves changing one’s
pattern of thinking. And this is not easy to discover. To change one’s view of learning
requires a flexibility that everyone does not have. And authoritative tool of an English
teacher mars the beauty of his new techniques of teaching. Mr. Ronald Mackin's paper on
‘
the Teaching of English in Difficult Circumstances’ is of special relevance to the
teaching of English in Pakistan. He says, ‘The old-fashioned type of benches and desks
which restrict movement; the bad light; the noise from neighboring classes which may be
separated from them by nothing more than a bamboo screen; in sufficient provision for
their subject in the time-table; lack of aids of all kinds; interference from parents or
dominating conservative Headmaster; and finally, the requirements of an examination
system which places a premium on the written language and consequently seems to favor
the grammar-grinder of the old school”.
3
.3.4 Methods of Teaching English
The Translation Method which is most wasteful is still followed in a majority of schools.
Oral work which is the soul of any good method is neglected. There is no oral practice on
the part of the students as a result of which they cannot construct a few sentences of
English of their own accord. All that they do is to cram answers to certain set questions
and the teachers help them do so. The method to be followed is the aural-oral approach
popularly known as Structural Approach in our country. There are some institutes like,
Beacon House, Ali Institute, etc. where Direct Method is adopted in teaching English.
But the number of these institutes and the outcome is very less.
3
.4 Cultural Impacts of English
English introduces to us the civilization of the other foreign countries, especially the
Western culture. It is through this language that we have shared the wisdom of the West.
In the struggle for independence, English played a significant role in bringing together
our national leaders from various regions of the country enabling them to share their
thoughts in it.
As movements for the preservation of minor (or weaker) languages in Europe tell us, if a
child is told that his or her language is inferior, the message being conveyed is that he/she
2
3
is inferior. In short, one is giving a negative image to children by telling them that the
cultural capital’ they possess is not capital at all but a stigma and a handicap. This makes
‘
children reject an aspect — and an essential one as that — of their legacy, history, culture
and identity. What is created is ‘culture shame’ — being ashamed of one’s own true
identity.
Incidentally, the poor and less powerful classes, gender and communities have always
been ashamed of aspects of their identity. It is the fact that the lower castes not only
accept lower social status but look down upon people lower in the social scale and even
upon themselves. That is why when people became literate and rose in affluence and
power, they left their communities and even started using names of groups with higher
social respect. Here, ‘the number of Sheikhs and the other categories’ — Syed, Mughal
and Pathan increased phenomenally, while the occupational “caste” groups registered a
sharp decline’.
Moreover, there are many literary works in Urdu and other languages not to mention
one’s own observation that show how embarrassed the poor are by their houses, their
clothes, their food, their means of transportation and, of course, their languages. In short,
the reality constructed by the rich and the poor alike conspires to degrade, embarrass and
oppress the less powerful, the less affluent, and the less ‘gifted’ of the human race. This
relates to language-shame being embarrassed about one’s language and hence to possible
language death. Either the speakers die or, which is more often the case, they voluntarily
shift to a powerful language which helps them survive but as members of another human
group rather than their own.
In Pakistan, as brought out earlier, the linguistic hierarchy is as follows: English, Urdu
and local language. In the N.W.F.P and Sindh, however, Pashto and Sindhi are seen as
identity markers and are spoken informally. In Punjab, unfortunately, there is widespread
culture-shame about Punjabi. Parents, teachers and the peer group combine to embarrass
students about Punjabi. In all of the elitist English-medium schools the author visited
there were policies forbidding students from speaking Punjabi. If anyone spoke it, he or
she was called ‘Pando’ (rustic, village yokel) and made fun of. Many educated parents
speak Urdu rather than Punjabi with their children.
Pakistan TV plays use the term ‘Urdu-medium’ for lack of sophistication. The children of
elitist English-medium schools are indifferent to Urdu and claim to be completely bored
by its literature. They are proud to claim lack of competence in the subject even when
they get ‘A’ grades in the O’ and A’ level examination. They read only English books
and not Urdu ones nor those in the other languages. These attitudes are having a
squeezing effect on Pakistani languages. Urdu is safe because of the huge pool of people
very proficient in it and especially because it is used in lower level jobs, the media,
education, courts, commerce and other domains in Pakistan. Punjabi is a large language
and will survive despite culture shame and neglect. It is used in the Indian Punjab in
many domains of power and, what is even more significant; it is the language of songs,
jokes, intimacy and informality in both Pakistan and India. This makes it the language of
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4
private pleasure and if so many people use it in this manner, it is not in real danger. We
have seen that the language policies of Pakistan, declared and undeclared, have increased
both ethnic and class conflict in the country. Moreover, our Westernized elites, in their
own interests, are helping the forces of globalization and threatening cultural and
linguistic diversity in our society. In this process they are impoverishing the already poor
and creating much resentment against the oppression and injustice of the system.
English highlights its own culture which is doing great harm to our own. The purity of
our national identity is losing its status. Students know more about Halloween, Bonfire,
Balls, Valentine day etc., than their own festivals.
3
.5 Conclusion
Both globalization and the continuation of colonial language policies by the governments
of Pakistan have increased the pressure of English on all the other languages. While this
has also created an increased awareness of language rights and movements to preserve
languages, it has generally resulted in more people learning English. In Pakistan this
means that the poor are under more pressure than before because they cannot afford
expensive schools that ‘sell’ English at exorbitant rates. As such, linguistic globalization
is anti-poor, pro-elitist and exploitative. While it may not be possible to reverse the trend
of globalization, it is possible to promote the concept of additive bilingualism rather than
subtractive bilingualism. This means that we should add to our repertoire of languages to
gain power while retaining skills and pride in our own languages. In order to do this the
state and our education system should promote the concept of linguistic rights.
3
.6 Summary Points
Following are the summary points of the unit:



Despite being a controversial issue, English enjoys the elite status in our country
Pakistan.
Therefore English language teaching has very important place in our educational
policy.
Despite this fact, English language teachers face many problems in teaching it and
acquiring the desirable outputs.
The conditions under which English is taught in Pakistan are: Lack of clear-cut
educational policy, little understanding of aims of teaching English, dearth of
competent teachers, wrong teaching methods, defective textbooks, faulty
examination system, large classes, changing psychological behavior and
insufficient provision of audio-visual aids.

English has its own cultural impacts and subsequently one having English speaking
skills is regarded as an educated person in the Pakistani society.
2
5
4
.3 Characteristics
Despite a number of new methods and techniques, the Grammar Translation Method
(GTM) was and still is one of the popular methods of teaching English in our country. It
is because of the following characteristics:



Classes are most of the time taught in the mother tongue.
Much vocabulary is taught in the form of lists of isolated words.
Little or no attention is given to pronunciation, which make it easy for teachers to
follow.

Reading of difficult texts is begun at early stages. The idea behind is that learning a
foreign or target language is to be able to read its literature.


Thus reading and writing is the major focus of GTM.
Long, elaborate explanations of the intricacies of grammar are given in form of
grammar rules in the mother tongue, followed up by the translation of sentences
and texts into and out of the target language. So Stern (1983) rightly asserts, “The
first language is maintained as the reference system in the acquisition of the target
language” (P.455).

Majority of the language teachers are themselves taught language through this method.
4
.4 Why Grammar Translation Method?
Now question arises; why would I use this method? The answer is:
GTM focuses on the application of grammar and correct sentence structure. This is
especially helpful in teaching students how to write and read correctly in another
language, allowing them to explore interchangeable words and phrases (i.e., different
words for different tenses) more effectively than a verbal teaching method. Tests of
grammar rules and of translations are easy to construct.
Class activities or learning games are rarely necessary, as students are translating text to
another language directly. Teachers who are not fluent in English (but fluent in the other
language that the students primarily use) can teach English using this method easily, as
the emphasis is not on the spoken word but on translations. And its advocates believe this
translation can be best interpreted in words and phrases and sentences by a learner.
English inspired difficulty but it becomes easy, if it is compared and contrasted with the
structure the learners’ mother tongue. This method also helps the students in attempting
simple exercises of composition.
4
.5 Procedure of the Grammar Translation Method
The process of teaching English or target grammar starts with reading material as a
source. The teacher utilizes it for translating words, phrases and sentences into the
learner’s mother tongue. Teachers write the same on the blackboard to be copied and
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memorized by the students into their notebooks. The main emphasis is laid on the
learning of grammar rules, for example about parts of speech and conjunctions. The
purpose behind it all is the internalization of the English structural patterns
4
.6 Strengths
Following are the strengths of the Grammar Translation Method (GTM):





It proceeds from known (mother tongue) to unknown (target or second language).
Students learn a lot of vocabulary.
Reading and writing skills are excelled.
It activates students´ memory.
It is a time saving easy method for both of the teachers and the taught for the
purpose of teaching and learning English grammar.



The students’ grasp of English grammar can be assessed easily and quickly.
It gives the chance of learning a new language using textbooks.
Students can learn vocabulary not only in the target language but also in their
mother tongue.
4
.7 Weaknesses
Following are the shortcomings of the Grammar Translation Method (GTM):

It ignores the natural sequence of learning a language, which is listening, speaking,
reading and writing.




It cannot cater the need to improve listening and speaking.
Thus students have then unnatural and inaccurate Pronunciation.
GTM is not interactive and engaging for students.
It binds the language with the rules of Grammar.
4
.8 Conclusion
Though GTM is under criticism for not developing the students’ abilities to use language
in the real life situation yet it has many advantages also inherent in it. It depends on the
teachers how to handle it for more productive language output. It is like a backbone in
teaching and learning English language especially in our country as learning grammar is
vital for correct or accurate written and spoken communication. So we cannot give it up
all over rather we have to use it carefully and wisely in order to develop competence
(knowledge) of the students along with developing their performance.
3
1
5
.3 What is the Communicative Approach?
The Communicative Approach – or Communicative Language Teaching (CLT) – is a
teaching approach that highlights the importance of real communication for learning to
take place. In the Communicative Approach, real communication and interaction is not
only the objective in language teaching and learning, but also the means through which it
takes place. This approach was introduced in the 1970s and became prominent as it
proposed as an alternative to the then ubiquitous systems-oriented approaches and
methods such as the Audio-lingual method. That means instead of focusing 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 Wilkins, in communicative approach the focus has been shifted
from what language ‘is’ to what language ‘does’. Hence it involves:





a communicative purpose,
a desire to communicate,
mostly content and not the form (structure),
variety of language, and
motivation
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.
5
.4 Some Key Features of the Communicative Approach
Among some key features of the Communicative Approach, the first one is that lessons
have communicative aims. Communicating meaning is the main goal in CLT, and
language is seen as a tool for learners to reach this aim. For this reason, the syllabus of
courses that adopt a Communicative Approach to teaching favor lesson aims that will
help students practice and develop their linguistic competence, rather than their
grammatical competence. In order to achieve this, different types of syllabi were created,
amongst them, the functional-notional syllabus, that enables learners to focus on the
meaning (function) of language and practice it in a realistic setting.
Besides that, the syllabus might also include work on the four skills (Reading, Writing,
Listening and Speaking), as their development is vital for students to perform real-life
goals. The skills are many times worked with simultaneously in what is known as
integrated-skills approach. For instance, in a listening lesson, students can be asked to
watch a video online and post their opinion about it in the comment section. Instead of
just asking learners to leave their comment, the teacher might work on the appropriate
language, vocabulary and register for this text explicitly, integrating the writing skill in a
listening lesson.
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6
This is desirable when adopting the Communicative Approach because it seems more
realistic: in genuine communication, skills are seldom employed in isolation, and an
integrated-skills approach simulates what happens in real life. The source of the texts in
skills lessons is also important. In the Communicative Approach, authentic texts are
usually favored, as they might provide learners with exposure to a more genuine use of
language.
In employing this method of teaching, the teacher acts as a facilitator in the learning
process. In the Communicative Approach, learners are at the center of instruction. That
means that the teacher’s role has changed when compared to previous methodologies
such as Audio-lingualism and the Direct Method. The teacher is now seen as a facilitator
in the learning process, whose main responsibility is to develop the students’ fluency and
accuracy through communicative practice.
In order to help learners improve their communicative competence, it is important to
provide a range of practice activities. Although the ultimate aim is genuine
communication, there is room for activities and exercises that ensure students practice
language in a more controlled manner, focusing on the development of accuracy as well.
These should not, however, be the only source of language practice. Activities that focus
on the development of fluency are a vital part of a Communicative Approach lesson, as
they give learners the opportunity to communicate meanings.
5
.5 Activity Types and Classroom Tips
As the teacher is not the Centre of instruction anymore, activities in the Communicative
Approach usually favor student-student interaction and maximize learners’ opportunities
to speak. The activities below can be used to provide learners with practice of the
language, and the level of support given might vary depending on the stage of the lesson,
the lesson aim, and the students’ level of ability. Nevertheless, it is important to stress
that preparing students to perform tasks is a vital step for the successful completion of
activities and the development of their communicative competence. Here are some
activities that can be used in a Communicative Approach lesson:
5
.5.1 Role-plays
In role-plays, learners are given an imaginary situation and are asked to perform a
different role or act as themselves in a particular scenario. Role-plays enable learners to
imagine themselves in realistic situations and ‘rehearse’ before they need to use English
in real life. They are also fun and motivating for some learners.
5
.5.2 Information-gap Activities
Information-gap activities require learners to talk to each other and find out missing
information they need to perform a certain task. The information missing might include
words, numbers and even drawings. The main point is to get students to talk and work
collaboratively to share all information they need.
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5
.5.3 Jigsaw Activities
Jigsaw activities involve learners reading, listening or performing different tasks at the
same time and later sharing what they have done with their peers. For example, half of
the students can be asked to watch a video on a certain topic and the other half can be
asked to watch a different video, with a different viewpoint. After learners watch the
videos and complete tasks for comprehension, they are asked to share what they had
found out with their peers.
5
.5.4 Open-ended Discussions and Debates
Debates and discussions can be a useful tool for fluency practice. They enable learners to
share their own views on topics and use their communicative resource to convey ideas,
make points, and agree and disagree with others. Debates are usually engaging and
provide a rich resource for teachers to assess their learners’ communicative competence.
However, preparation for debates should be done thoroughly to help students succeed.
5
.6 Developments of the Communicative Approach
After its advent in the 1970s, the Communicative Approach branched out into different
approaches and methodologies that aim at helping learners develop their communicative
competence and is now a term that encompasses different approaches to teaching and
learning. Some of these approaches are:
.
.
.
Project-based learning,
Task-based learning, and
Content-based instruction
5
.7 The Doctrines of the Communicative Approach
Following are the principles of the Communicative Approach.

Authentic language is used in a real context.

Communicative competence should be developed which means that the students
should be enabled to understand and interpret the speaker’s and writer’s intentions.
The target language is the language of the communication and not just mere the
subject of the study.



Linguistic functions and forms are presented together.
Students should learn the language at discourse level and must be aware of
cohesion and coherence, binding properties of a language.

Students should be active in communicative classes in order to express their ideas
and opinions.



Errors are considered a mark of learning.
Students’ success is measured by their fluency and accuracy simultaneously.
The teachers’ major responsibilities are to use situations that can develop
communication.
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

5
Communicative interaction promotes cooperative relations among students which
helps them to work on negotiating meanings within social and situational contexts.
The teacher’s role is that of advisor.
.8 Conclusion
To conclude we can say that communicative approach of teaching takes into
consideration of the real purpose of language teaching and learning and that is
communication in real life situation. So a teacher, using this approach, can utilize
different methods of teaching English according to the students’ requirements and aims
as well as objectives of the teaching English language, the class size, the availability of
audio-visual aids, and the age and capacity of the students. It requires teachers’
competency to be flexible and adopt suitable methods in their particular situation.
5
.9 Summary Points
Following are the summarized points of the unit:

Communicative Approach or Communicative Language Teaching (CLT) is a
revolutionary approach that focuses its attention on the main purpose of teaching
and learning language and that communication.


It centralizes contextualized meanings of oral and written communications.
Mostly the target language is used but the occasional use of mother tongue is also
allowed in it.

Not only form or structure is important in it abut also language function or
meanings so they are developed simultaneously.


The teacher’s role is that of facilitator and classrooms are students-centered.
There could be a variety of students-centered activities like role-plays, gap-
information and jigsaw activities as well as open ended discussions and debates.

Based on the purpose Communicative Approaches flexible and all inclusive, so it has
many approaches and methods within it to develop communication among the learners.


All the language skills are developed in integration.
Though fluency is primary goal yet accuracy is also not compromised in it.
5
.10 Self-Assessment Questions
Q.1 Elaborate what you have understood the Communicative Approach and its
characteristics?
Q.2 Discuss whether Communicative Approach of teaching English language is used in
its real sense in Pakistan?
Q.3 Illustrate the doctrines on which the Communicative Approach is based and
 developed.
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6
.3 Characteristics
Following are the characteristics of DM:





Classroom instruction is conducted in the target language.
Grammar is taught inductively.
Correct pronunciation along with grammar is emphasized.
Both of the speaking and listening comprehensions or oral skills are taught.
Only everyday vocabulary and sentences are taught by means of association with
direct objects, actions or in natural contexts.
6
.4 Why Should I Use this Method?
In contrast with the GTM, the Direct Method is mostly taken as effective remedy in
teaching and learning English language. It can be very effective at creating fluent
speakers of the target language who can actually use it to get by in day-to-day situations.
Teachers may also ask the students questions, have them fill in the blanks in an example
sentence, or have them read from a work of literature. All of these techniques emphasize
the Direct Method’s core strength – teaching students to be able to speak the target
language rather than merely be able to translate it.
6
.5 The Principles of the Direct Method (DM)
Following are the doctrines on which WM is based:

Reading and writing in the target language should be started from the beginning of
language teaching. However, it will be developed in integration with the speaking
skill.

Objects like that of realia and pictures present in the classroom should be used to
help students understand the meanings.


The mother tongue should not be used.
The teacher should play the role of demonstrator rather than authoritative role of a
translator.

Vocabulary is acquired naturally than that in unnatural way of memorizing the
word lists.



Pronunciation should be worked on right from the beginning.
Self-correction initiates and expedites language learning.
Lessons contain some conversational activities having contextual clues so that
students should be encouraged to speak as much as possible.

Syllabus is more about situational and cultural contexts rather than only the
structural ones.
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6
.6 Strengths
Following are the advantages of the DM:

This method is natural one and is focused on question-answer patterns.

Grammar is taught inductively. So more opportunities are there to listen to spoken
language.



The most important aspect is spoken language, so that pronunciation and grammar
are taken into account.
It strengthens the ability of self-expression in the target language while becoming
habitual of thinking even in the target language.
There is an ample use of AV aids, which makes the language instruction easy,
interesting and more concrete.


Instructions are given in the target language.
So it is an experience of living in language.
On the one hand, it will be a good chance for students to improve our knowledge about
Grammar and to excel our pronunciation, and at the other hand it is a good method for
intermediate and advanced teachers to make student´s skills float. Comparing this method
with the Grammar Translation, this one will open more doors now.
6
.7 Weaknesses
Following are the shortcomings or disadvantages of the DM:



There is no specialized attention to some areas like reading and writing.
It is not convenient for large classes.
For people that are accustomed to teach or to be taught with the Grammar
Translation Method, Direct Method may not hold well.


It is likely to prove time-consuming method.
Moreover it lays stress on students to participate in their learning of the language,
so they have to exert more energies and time to participate in such activities by
plunging into a language bath.
Henry Sweet, the British applied linguist, also pointed out its limitations by asserting that
the Direct Method offered innovations at the level of teaching procedures but lacked a
thorough methodological basis. Stern has observed (1983) that the Direct Method has
embodied the ‘first attempt to make the language learning situation one of language use
and to train the learner to abandon the first language as the frame of reference’ (459).
4
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6
.8 Conclusion
In short, it is quite clear that the DM, with all its weaknesses as pointed out in section 6.7,
enjoys immense popularity and high reputation not only in our country but all over the
world. It is a rationalist method which is very useful in introducing and teaching the
target language directly. It starts with oral work, drill and graded structures and hence
prepares a sound language background for the learners. Despite all its utility, however,
dear students you should keep on looking and exploring for more new methods and
techniques to be employed for more effectual output in language teaching and learning.
As the new era demands, especially in this world of internet and online classes (as they
were during COVID situation) there is much more demand on teachers to cope up with
the current situation. So the teachers have to keep themselves up to the mark for new
destinations and goals and sources to reach there successfully.
6
.9 Summary Points
Following are the summarized points of the unit:

Direct method, as a response GTM, aims at teaching through utilization of the
target language in teaching languages.

Native or mother tongue is prohibited to use for the greater extent but in a limited
way it can be used, only if it deems necessary.




The students-centered learning is the major focus of the method.
Grammar is taught but inductively.
Teachers play the role of facilitators and that of demonstrators.
Students’ speaking and listening skills are developed mainly also but through with
integration in reading and writing skills.

Thinking in the target language is focused by developing the students’ concept in
the target language.



Fluency though is main concern of the DM yet accuracy is not ignored also.
Everyday vocabulary is taught.
Classroom activities are mostly oral ones like role-playing, jigsaw activities and
open-ended discussions and debates.



Syllabus is more functional than structural to develop students’ ability for
negotiating meanings.
DM has also its strengths and weaknesses. However it is the useful method for
teaching the linguistic performance.
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7
.3 Characteristics
There are five assumptions, in light of the American Structural Linguistics, for ALM put
forward by Moultan, W. G. (1963, 462-3). These assumptions are basis of ALM
characteristics.
1

2
.

.
Language is speech and not writing as it happens in the acquisition of the mother
tongue. The pedagogical implication is that oral presentation should precede than
the written one.
A language is a set of habits, having its foundation in B. F. Skinner’s point of view
about language as ‘verbal behavior’. So his operant conditioning has an influence
on ALM having its assumption in forming habits. In the language teaching, this
assumption has taken the form of mimicry, memorization and drilling.
Teach the language and not about the language. It is quite against GTM that
focuses on about the language and not on the language itself, which is use of
contextual language.
Related to the third point is the fourth one and that is a language is what its native
speakers say and not what someone thinks they ought to say. It means that the
language is as it is spoken by its natives and not as suggested by the grammarians.
The last assumption is very important which considers languages as different living
entities. Bloomfield, L. (1942, 1) stresses the point that the learners should ‘start
with a clean slate’ as the different languages have different constructions, sound
patterns and meanings. Therefore, ALM materials provide drills in these
contrasting points.
3

5
.

.
Now based on the above-mentioned assumptions, following are the major characteristics
of the ALM:






Material is presented in a dialogue form.
Structural patterns are taught using repetitive drills.
There is little or no grammatical explanation.
Great importance is put onto pronunciation.
Very little use of the mother tongue by teachers is permitted.
Vocabulary is strictly limited in context.
7
.4 Why Should I Use This Method?
As the GTM, students can learn by repetition. Students pay attention and carry a
sequence of what they are doing, but despite of learning it in class, teachers can make
activities to be performed at home so they can practice writing and reading. It sounds
really boring the fact that students have to repeat only. Teachers might find the way to
make it interesting and look for different and funny activities.
5
2
7
.5 Principles of the ALM
The principles of ALM are as following:

Language forms occur naturally in some socio-cultural context.

Students must learn syntax (sentence structure) and parts of speech to adjust the
parts of speech in its slot.



Correct habits are developed through positive reinforcement.
This is possible only through students’ response to the provided stimuli.
Each language has specific number of structural patterns and practice of these helps
to form habits among students. Subsequently it enables the students to use them.



The students learning should make them use language automatically without
stopping to think on it.
The teacher’s role should be that of an orchestra organizer, conducting, guiding,
and controlling the students’ behavior.
Being the language different, they should be kept separate so the mother tongue
should not interfere with the learning of the target language and it is possible only
to restrict the usage of the mother tongue in the language classroom.



The language teacher’s role should be like that of a native speaker model to be
copied by the students for learning it in the best way.
Errors should be avoided in order to prevent the bad habit formation. That is why
drills are used in ALM for the accurate habit formations.
Natural order of learning a language must be followed in which speech has greater
importance than the other skills.
Language and culture are part and parcel of each other. So cultural contexts should
be provided in language teaching.
7
.6 Strengths
Following are the strengths of the ALM:

Automatic learning without stopping is the main strength of the ALM through
drilling and repetition.





It is emphasized in sentence production.
It forms verbal behavior through habit formation.
The language laboratory and use of audio visual aids are also its tools.
Takes advantage of pronunciation skills.
Most part of the lesson is given in the target language
5
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7
.7 Weaknesses
Following are some of its weaknesses:



Too much repetition makes the drill mechanical and not the meaningful ones.
Errors are necessarily to be avoided at all costs.
No meaningful learning is there because of just structural forms being drilled in a
mechanical way.



There does not develop any relation between form and meanings.
Takes advantage of pronunciation skills.
Most part of the lesson is given in the target language
7
.8 Conclusion
Though ALM has certain weaknesses, yet to be short it can be best utilized for its good
impacts with inventiveness and resourcefulness on the part of the teacher. It can be done by
him or her by varying the careful presentation of the material and creating interesting
situations for the students. For this purpose the teachers should be provided with in-service
training. The Audio-lingual, in short, is very useful method in developing accurate target
language through habit formations. We conclude our discussion of this method with the
summary of H. H. Stern (1983, 465-66) as following: First of all, it is the one of the earlier
theories that recommend the development of language on declared linguistic as well as
psychological principles. Secondly, it attempts to make language learning accessible to large
groups of ordinary learners. Thirdly, it stresses syntactical progressive development unlike the
other methods. Fourthly, it leads to the development of simple techniques, while excluding
and intensive practice of specific features of the language. And lastly it separates the language
skills into a pedagogical device of auditory and oral practice.
7
.9 Summary Points
The summary points of the unit are as following:

Language is a system of linguistic structures and ALM is basically the method to
promote their learning along with developing the communication skills through
habit formation.


Language is speech and not just writing.
A language can be learnt through verbal habit formation by means of repetition,
drills, stimuli and responses.


For the above-mentioned purpose reinforcement plays a vital role.
The use of drills and pattern practice has great benefits in language teaching and
learning.




Language skills are taught in natural way of listening, speaking, reading and writing.
Accuracy and fluency are focused.
Language and culture go side by side.
Teaching vocabulary is of secondary importance.
5
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8
.3 Characteristics
Suggestopedia is, in fact, an application of suggestion to pedagogy that eliminates the
alien feelings of the students for not being able to be successful in language learning and
thus making them motivated and inspired learners. All this is an impact of the following
characteristics of Suggestopedia Method (SM):

The use of extended dialogues, often several pages in length, accompanied by
vocabulary lists and observations on grammatical points are one of its characteristic
features.

Creation of comfortable environment through music is one another feature of this
method. Lozanov employs music ‘to relax learners as well as to structure, pace and
punctuate the presentation of linguistic material’ (Richards & Rodgers, 1986, 144).
But Lozanov suggests a series of slow music having 60 beats a minute because
only then the body relaxes and the mind becomes most alert to receive learning
material.

Along with the musical background, the shape of the chairs and the personality of
the teacher are considered equally important as that of form of the instructional
material itself.



It also focuses on learning free of errors.
It has 3 stages in any lesson: Presentation, Concert, and practice.
Suggestopedia also lays stress on memorization of vocabulary pairs.
8
.4 Why Should I use This Method?
Teachers can use suggestopedia as teaching method in their teaching. Using
suggestopedia is very interesting but challenging also. It can be seen from some
considerations. At one side it has some benefits, but on the other side it also has some
weaknesses. With this method, we learn to believe in the power of the human brain and
that the deliberately induced states of relaxation may be beneficial in the classroom.
Accordingly many teachers have at times experimented with various forms of music as a
way to get students to sit back and relax.
8
.5 The Principles of Suggestopedia
Following are the basic principles of Suggestopedia:

A relaxed and comfortable environment expedites and facilitates the process of
learning.


Learning occurs in an environment.
The respect to the teacher’s authority will help the students in retaining the
information in a better way.
Stimulating the students’ imagination helps them in learning.
Students’ confidence should be boosted up.


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


The language of the dialogue is such as to make students enable to use language
immediately.
The teacher should integrate indirect positive suggestions like ‘there is no limit to
what you can do’ into the learning situation.
Though the teacher does not dwell upon grammar and vocabulary yet he presents
and explains them in the class.
Use of mother tongue is there for translating in and out the target language to make
the meanings of the target language clear.
Dramatization is a particularly valuable way of playful activities which removes
barrier hindrances erected on the way of learning.
The fine arts, music, art and drama, should be integrated into teaching process as
much as possible as they reach the subconscious and as a result optimal learning
happens. The reason being the learners’ attention on using the language rather than
its form and hence it makes learning a fun.



Novelty aids language acquisition. Thus classroom activities like role-playing,
games, songs and gymnastic exercises are designed to help the learners develop
self-confidence, spontaneity and receptivity of the child.
The primary role of a teacher is to provide suggesting situations in which the
learners become suggestible in order to encourage the students’ positive reception
of the language items.

Global attitudes are emphasized in comparison to the analytical attitudes.
8
.6 Strengths
Following are the strengths of the Suggestopedia:



Suggestopedia encourages the students to apply language independently.
It makes students feel relaxed.
It gives the opportunity to the teacher of creating situations in which learners are
most suggestible.

It ensures comfortable and conducive learning environment
8
.7 Weaknesses
Following are the weaknesses of the Suggestopedia:



It does not mention anything about homework assignments, so homework is
limited.
According to it there should be 12 students in the class, so there’s a kind of
environment limitation.
Music will be a distractor. Even then the teachers must use music that creates a
good environment; for example, relaxing music, opera, instrumental music, indie,
etc. But they should not use music that students like; that will be distractive also.
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.8 Conclusion
To conclude we can that the Suggestopedia is a method which totally shifted the central
focus of teaching from the teacher-centered- to the students-centered classes. In it the
environment is a focal point and that also relaxed and comfortable one which takes into
accounts the maximum working of the human brain and hence the learning is motivated
and speedy. Music plays a vital role in that. So the teaching through songs and dialogues
while accompanying the music is thought to facilitate the learning process. As its names
imply, the method of Suggestopedia gives choice to the students to become suggestible,
hence making them responsible for their own learning. Like every method, it has its own
advantages and its disadvantages but its again the competent teacher, who can utilize to
the best possible way for achieving his or her aims and goals of teaching language. It is
suggested here that the teacher should remain flexible and should adopt various methods
in combination for the successful teaching and learning process.
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.9 Summary Points
Following are the summary points of this unit:

George Lozanov is the originator of the method of Suggestopedia.

According to him full mental powers should be utilized in learning a language for
which the comfortable environments is required.





That is possible to create with the music.
This method is a specific set of learning methods derived from Suggestology.
Vocabulary memorization in pairs is emphasized.
The teachers’ respect is important for better learning.
Confidence of learners is enhanced in it through their active participation in
teaching and learning process.



The fine arts like music, art and drama should be integrated for making the
classroom activities interesting and playful.
It results into the use of language and not the attention towards form or linguistic
structures.
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.10 Self-Assessment Questions
Q.1 What have you understood about the method of Suggestopedia; explain its
advantages and disadvantage with special reference to the Pakistani English
classes.
Q.2 W. J. Bancroft notes that the teaching material is “presented with varying
intonations and a coordination of sounds and printed word or illustrations” (1972,
1
7); discuss it in detail.
Q.3 Explain with illustrations the main doctrines of the method of Suggestopedia.
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.3 Characteristics
The Silent Way is characterized by its focus on discovery, creativity, problem solving
and the use of accompanying materials. Richards and Rodgers (1986:99) summarized the
method into three major features.
1
.
Learning is facilitated if the learner discovers or creates. The Silent way
belongs to the tradition of teaching that favors hypothetical mode of teaching (as
opposed to expository mode of teaching) in which the teacher and the learner work
cooperatively to reach the educational desired goals. (Bruner 1966.) The learner is
not a bench bound listener but an active contributor to the learning process.
Learning is facilitated by accompanying (mediating) physical objects. The
Silent Way uses colorful charts and rods (Cuisenaire rods) which are of varying
length. They are used to introduce vocabulary ( colors, numbers, adjectives, verbs)
and syntax (tense, comparatives, plurals, word order …)
2

3
.

.
Learning is facilitated by problem solving involving the material to be learned.
This can be summarized in Benjamin Franklin’s words:
“
Tell me and I forget
Teach me and I remember
Involve me and I learn”
A good silent way learner is a good problem solver. The teacher’s role resides only in
giving minimum repetitions and correction, remaining silent most of the times, leaving
the learner struggling to solve problems about the language and get a grasp of its
mechanism.
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
.4 Principles of the Silent Way
The teacher should proceed from known to the unknown. Languages share a
number of features, sounds being the most basic.
Language learners are intelligent and bring with them the experience of already
learning a language.
Language is not learnt just through repetition but through students’ own
responsibility to produce the target language for which they to work
collaboratively.




The teacher works with the students while the students work on the language.
Learning involves transferring what one knows to new contexts.
Silence is a tool. It helps to foster autonomy and students-centered learning.
Reading is also developed from the beginning but it is developed on already learnt
students’ knowledge.
Meaning is made clear by through students’ perceptions and not just through

translation.
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







The teachers’ silence encourages group cooperation of the students.
Errors are important indication of rate of learning.
Different students learn at different rates so learning takes place in time.
Students should receive a lot of meaningful practice but without repetition.
Language is to express oneself.
It takes a structural approach to the organization of language be taught.
Grammar rules of the language are taught inductively.
Silence helps the students in in concentrating on thetask in hand and the potential
means to be accomplished. Stevick (1974, 4) calls the Silent Way a ‘productive’
rather than a ‘reflective’ method.


Most of the activity is the teacher-directed but the teacher’s talk is minimal.
Responses to commands, questions and usual cues are some of the classroom
activities.

Teacher’s role is that of creating an environment that facilitates learning.
‘
In sum, the Silent Way teacher, like the complete dramatist, writes the script , chooses
the props, sets the mood, models the actin, designates the players, and is critic for the
performance’ (Richards and Rodgers, 1986, 105).
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.5 Advantages

It combines a high degree of mental involvement and interest with the actual use of
the language.






Learning through problem solving looks attractive especially because it fosters:
creativity,
discovery,
increase in intelligent potency and
long term memory.
The indirect role of the teacher highlights the importance and the centrality of the
learner who is responsible in figuring out and testing the hypotheses about how
language works. In other words teaching is subordinated to learning
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


.6 Disadvantages
The Silent Way is often criticized of being a harsh method. The learner works in
isolation and communication is lacking badly in a Silent Way classroom.
With minimum help on the part of the teacher, the Silent Way method may put the
learning itself at stake.
The material (the rods and the charts) used in this method will certainly fail to
introduce all aspects of language. Other materials will have to be introduced.
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.7 Conclusion
To be brief, we want to conclude this unit as a comment on all the methods introduced in
this course. This is the last method in the course study book. The silent way like all of the
other methods of teaching have strengths and weaknesses. However, it is the best strategy
of the teachers to use all the methods as per requirements of the students. The Silent Way
though makes the silence an important feature of teaching and learning process as it helps
in concentrating on linguistic forms and meanings yet it also focuses on all of the
language skills while making the errors rectification not a major concern. So in Pakistani
context, in addition to GTM and DM, both of these less used methods of Suggestopedia
and the Silent Way can also be used effectively in order to appreciate and encourage the
students’ participation in their own learning process which will eventually result into
more productive results.
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.8 Summary Points

The Silent Way basically favors that the language can be learnt through rule
formation, and not just as a result of habit formation.


Students use their own cognition to discover the rules of the acquired language.
The learners become more active and responsible for their own learning and
formulate their hypotheses.


The errors are then just a symbol of their learning progress.
All four skills in the integration and form as well as meanings are considered
important in the Silent Way Method (SWM).







Learning is facilitated if the learner discovers or creates.
Learning is facilitated by accompanying (mediating) physical objects.
Learning is facilitated by problem solving involving the material to be learned.
The teacher proceeds from known to the unknown.
Language learners are equal participants in language learning and teaching process.
Learning involves transferring what one knows to new contexts.
Silence is a tool which enhances students’ confidence and makes the teacher’s talk
to the minimal level.
Students receive a lot of meaningful practice but without repetition.
Grammar rules of the language are taught inductively.
The Silent Way is more a ‘productive’ than a ‘reflective’ method.
Responses to commands, questions and usual cues are some of the classroom
activities.





Teacher’s role is that of a facilitator.
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1
0.3 Parts of Lesson Planning
The most effective lesson plans have six key parts:
i.
Lesson Objectives,
ii.
Related Requirements,
iii. Lesson Materials,
iv. Lesson Procedure,
v.
Assessment Method and
vi. Lesson Reflection
Because each part of a lesson plan plays a role in the learning experience of your
students, it is important to approach them with a clear plan in mind.
Let’s start with the first part of every lesson plan – the lesson objectives!
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0.3.1 Lesson Objectives
Measurable lesson objectives or smart objectives enlist what students will be able to do
after completing the lesson.
Dear students, these objectives let you easily tell if your lesson has effectively taught
your students new concepts and skills.
It can feel overwhelming to pin down specific takeaways for a lesson, but you can break
the process into steps to do it in a breeze!
First, it is the best to view your lesson objectives as goals for your class and students.
In the context of lesson planning, one of the most popular following goal-setting
strategies is the ‘SMART’ criteria, which ensures goals are focused.





Is the objective specific?
Is the objective measurable?
Is the objective attainable by all students?
Is the objective relevant to your class and students?
Is the objective time-based to align with your syllabus?
For each objective, it is important to start with an action that relates to what students
should be able to do after the lesson.
Depending on what topic you are teaching and the level of knowledge your students
have, these actions will vary.
For example, when teaching brand new concepts, you may define actions like define,
identify, explain, and determine.
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However, if your lesson involves more advanced tasks, the objectives may include
actions like create, use, perform, or measure.
To see these phrases in context, let’s look at examples that a computer teacher might
choose when teaching Microsoft Word. For an introductory lesson about Microsoft
Word, objectives could be:



identify parts of the ribbon menu;
determine methods of selecting text in a document; and
define fonts and font styles.
In a more advanced class, objectives might include:



insert a document header;
use document themes; and
add a page border
When creating your lesson objectives, keep in mind that it is easier to measure students’
success when you have specific goals.
Once you have put your lesson objectives together, it is time to tie them in with the next
part of your lesson plan -- the related requirements!
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0.3.2 Related Requirements
Related requirements are national, state, or school standards that dictate what you need to
teach in a class.
Every lesson you teach should help you hit those requirements. Listing them in your
lesson plans helps you satisfy those requirements while focusing on the end goal of your
class!
On top of that, some administrators require teachers to distinctly show how they will
teach course standards in each lesson.
If you put them on your lesson plans, you have got a quick reference to prove you are on
the ball!
When listing course standards or certification items on your lesson plan, it is smart to use
the exact organizational system found on your standards to make sure your class aligns.
If you do not have the specific outline for your course standards, ask another teacher or
your administrator where you can find them.
To get detailed certification requirements, check the certification provider’s website for
an exam outline or test plan.
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Laying out each lesson plan according to your requirements can be tedious work, but it
will ultimately help you stay organized and aligned with what you are supposed to teach!
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0.3.3 Lesson Materials
The third section on your lesson plan is the list of materials that you need to teach the
lesson and measure student outcomes.
This section prepares you to deliver your lessons every day.
Without this list, you may accidentally forget to print an important document or sign out
the shared laptop cart! Common types of lesson materials include:






students’ handouts,
textbooks,
visual aids,
grading rubrics,
activity packets, and
Computers / Tablets
The list of materials for each lesson depends on what you plan to teach, how you will
teach it, and how you will measure lesson objectives. Because of this, many teachers
compile their list of lesson materials in tandem with their lesson procedure!
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0.3.4 Lesson Procedure
Your lesson procedure is an in-depth explanation of how the lesson will progress in the
classroom.
The lesson procedure is essentially step-by-step instructions that walk you through
everything from the time students enter the classroom until the bell rings at the end of the
period. It is smart to be very detailed in this portion of your lesson plan. After all, there
will be cases when another teacher or substitute needs to fill in for you!
When writing your lesson procedure, you need to choose the type of activities that will
help students meet the lesson objectives.
To do that, you can answer a list of questions, including:





How will you introduce the topic?
What is the best way to teach this information to your students?
How can you incorporate problem solving and critical thinking?
What real-life scenarios relate to this topic?
Does this topic lend itself to group work?
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It is also a great idea to find out how other teachers address the topics in the classroom.
You can do this by talking to coworkers, joining an online community, or searching for
lesson ideas on educational blogs.
After writing out a rough draft of your lesson procedure, many teachers outline it
according to a specific teaching strategy.
Some teachers use the four phases:
i.
Explore: Students discover a concept
ii.
Learn & Practice: Students apply their discoveries
iii. Reflect: Students review what they’ve learned
iv. Reinforce: Students apply their knowledge to problem-solving scenarios
Phase 1– Explore
In the Explore phase of your lesson, you will introduce the objectives of the lesson and
discuss key concepts students should know.
This portion of your lesson procedure may entail an icebreaker activity to get students
thinking about a new concept.
In other cases, you might introduce the information by using a presentation to lecture
while your students take notes.
Ultimately, the strategy you use in the Explore phase will depend on the topics you will
be teaching and your students’ prior knowledge.
Phase 2 – Learn & Practice
In the Learn & Practice phase, your students will work independently to get into the
details of your lesson.
If you use a textbook as your main curriculum resource, your students can read through
an assigned passage to take notes or complete a worksheet.
If you use a digital curriculum system, it is the perfect time for students to work through
the digital lessons and guided notes.
You may also incorporate a class activity, group work, or skills practice to further engage
your students in what they are learning.
Overall, this phase will make up the bulk of your lesson time, so be sure to detail
everything out in your lesson procedure!
Phase 3 – Reflect
In the Reflect phase, students will look back (and reflect on) what they have learned in
the lesson.
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Most often, teachers lead a class discussion with critical thinking questions for students to
answer aloud or in their class journal.
It is important to list the questions you plan to ask within the lesson procedure, to make
sure you do not forget anything!
Phase 4 – Reinforce
In the Reinforce phase, students will apply what they have learned through critical
thinking activities.
Depending on the lesson, you may want students to complete these tasks individually or
as part of a group.
This portion of the lesson procedure helps you gauge if your students will achieve the
lesson objectives and often tie in with the assessment method!
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0.3.5 Assessment Method
The assessment method measures whether your students learned a lesson’s information
and met your lesson objectives.
The methods listed on your lesson plan will most often be formative assessments and
vary from lesson to lesson.
To start, there are dozens of ways to measure students’ learning through formative
assessments. Some of the most common assessment options include:






Quizzes,
Hands-on activities,
Writing assignments,
Group presentations,
Exit slips, and
Class journal entries
In addition, your assessment method may be an in-class assignment or homework for
students to complete prior to the next class.
When choosing your assessment method, it is important to incorporate your lesson
objectives.
If an objective was related to understanding a concept, consider an assessment that
requires students to explain that concept.
If an objective was for students to demonstrate a skill, design an assessment to confirm
they can do that skill.
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Also, while many assessments receive grades in a class, formative assessments do not
always need to be graded!
Ultimately, the purpose of this assessment is to measure how well your students learned a
lesson’s material based on the way you presented information.
This measurement will help you wrap up each lesson plan with the lesson reflection.
1
0.3.6 Lesson Reflection
The lesson reflection portion of a lesson plan encourages teachers to take notes on how to
improve a lesson after it has been completed.
By this point, your lesson has clear objectives, a plan for teaching, and a way to assess
student learning.
But if you do not critically consider whether you succeeded, you are doing a disservice to
your future students!
When completing your lesson reflection, ask yourself questions like:





Did a part of the lesson take longer than expected?
Was there a portion that students asked for a lot of help with?
Did students breeze through the information with no problem?
Were students engaged and interested in the lesson?
Were the objectives met by most (or all) of the students?
Essentially, you want to note any part of your lesson that did not go as expected.
In addition, it is smart to record ideas for improvement or adjustments in this section as
well.
That way, when you go to teach your lessons in the future, you have all of the
information for improvement in one place!
1
0.4 Lessons are Just the Beginning
Lesson plans are the first steps in creating a full-fledged curriculum for a class.
They dig into the details that ensure you teach the right information to your students at
the right time, and they simplify your career by giving you a roadmap to follow each and
every day but what about the big picture?
This is one of the hardest parts of teaching for educators throughout the world. It is not
just the individual lessons that need your attention – it is the class as a whole!
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0.5 Conclusion
In nutshell we can affirm that whatever a teacher has to teach is deemed necessary to plan
the lessons, written or at least mentally for well-planned conduction of the classroom
activities. It is the requirement of this scientific and technological age. Lesson planning is
done while keeping in the mind the students’ psychological and socio-linguistic needs.
Unplanned classroom lessons fail to bring outthe expected results and causes
disappointment for both of the teachers and the students. So a successful lesson should be
well-planned and psychologically organized, bearing the stamp of the teacher’s pre-
thinking or planning about the classroom activities. In short, planning a lesson for
language instruction is vital to ensure sequenced structural linguistic items, grasp of
integrated four language skills (listening, speaking, reading and writing), keeping both of
the teachers and students on track, knowing the gap between learnt and still to be learnt
linguistic items and subsequently achieve the sequential success with the passage of time.
1


0.6 Summary Points
A lesson plan is a teacher’s daily guide for what students need to learn, how it will
be taught, and how learning will be measured.
Lesson plans makes teachers more operational in the classroom by providing a
detailed outline to follow each class period.
This ensures every bit of class time is spent teaching new concepts and having
meaningful discussions.
The most effective lesson plans have six key parts:
i.
Lesson Objectives,
ii.
Related Requirements,
iii. Lesson Materials,
iv. Lesson Procedure,
v.
Assessment Method and
vi. Lesson Reflection

Lesson plans are the first steps in creating a full-fledged curriculum for a class.
1
0.7 Self-Assessment Questions
Q.1 What is lesson planning and why should a language teacher plan a lesson?
Q.2 What is the current situation lesson planning in Pakistan and how is it affecting the
production of desirable results in our language classrooms; discuss with the
practical examples of it.
Q.3 Take an excerpt from any English textbook you teach and plan a lesson for
developing all of the four language skills based on the chosen text. Please keep in
mind all of the six key parts of a lesson plan while writing your assigned lesson
plan.
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