Chapter 9 Learning Methodology and Activities In Communicative Curriculum Learning Objectives After learning this chapter, the students will be able to: 1. define the kinds of methodologies which are applied in learning process suitably. 2. describe which methods can be realized in some techniques and aetivities/ workouts precisely. 3, use learning methodology and design learning activities (workouts) based on learning objectives effectively. Learning Methodology The term methodology has been to equalize historically with method, as Richards (1987: 11) pointed out ‘the goal of many language teaching is to find the right method, improvement in the quality of method and that ultimately to develop effective language teaching method’. Tt means that as a professional teacher or a teacher- to-be must be able to improve, achieve and maintain teaching quality in a language programme. How people learn will become the starting point for all language teaching because where teachers should understand better how learners learn. ‘Therefore, a teacher must not only be able to choose which approach and method are suitable for learners but also apply which proper- techniques should be applied for a classroom. In other words, we wish to improve the methods, the techniques and the contents of language teaching based on the principles of learning. In this section, we will look at how theory has been realised in methodological practice, within the general area of methodology, including, approaches, methods, techniques, and all of which go into the practice of sl tearing Materials | 7English teaching. These terms as Anthony (in Richards and Rodgers, 200: 19) explained as follows: 1. An approach is a set of correlative assumptions dealing with the natur of language teaching and learning. Language can be properly understood a: a reflection of the human thought process, thus language learning i conditioned by how the mind observes, organises and stores information An approach is axiomatic, it also refers to theories about the nature o language and language learning that serve as the source of practices an¢ principles in the language teaching process. An approach is a way of looking at teaching and learning, besides it gives rise to methods, the way o teaching something which use classroom activities or techniques to helz learners learn. Let’s take a look at the summary and elements and sub- elements that constitute method (Richards & Rodgers, 2003: 33) For example; The Communicative Approach is the best- known current approach to language teaching. It is a set for communicative language teaching rather than for structuring lessons. A theory of how languages are best learned and taught for effective communication we need to know both the language itself and how to use it. So, we collect some phrases or sentences that will be introduced to our students, by ‘using Phonetic Method at first then combined with Communicative Language Teaching Method (CLT), Here are the sentences ‘Many students choose to take a break from their studies to travel or gain work experience before moving on to university... this is what we call a gap year. Taking a look at these sentences we can adopt The Communicative Approach to communicate with our learners by using Phonetic Method and CLT to listen to what we say, in the meantime, we are implementing Role Playing, Students Team, ot Conversation as techniques. The learning outcome ftom the short sentences is the learners will understand the term ‘a gap year’ means it’s a break or 78 | Curriculum and Material Development - Practical Learning Materialsgap in between your studies. The other theories are ‘The Cognitive- Code Approach and The Aural- Oral Approach’. How do teachers teach? They must teach effectively and they must use appropriate approaches, methods and techniques in a language programme. > A method is the practical realization of an approach. The originators of a method have arrived at decisions about the types of activities, roles of teachers and learners, the kinds of materials which will be helpful and some models of syllabus organisations. Methods include various procedures and techniques as part of their standard fare. Anthony (in Richards and Rodgers ,2001: 18-19) stressed that method is an overall plan for the orderly presentation of language material, and no part of which contradicts, and all of which is based upon the selected approach. In the previous sub-chapter, we have already mentioned that an approach is axiomatic, while the method is procedural. Within one approach, there can be many methods. According to this model, the approach is the level at which assumptions and beliefs about language and language learning are specified while the method is the level at which theory is put into practice and at which choices are made about the particular skills to be taught, the content to be taught, and the order in which the content will be presented. For example; if we pick out The Audiolingual Method, we can apply for Student Team Achievement Division (STAD) as a model learning in a classroom. A learner has to know automatically what a learning theory is adopted by observing the available method and technique used in thet sample. That is A Behaviour Theory (behaviourism) which compatible with the Audiolingual Method and STAD model of learning A technique is implementational that which takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must be consistent with a method, and therefore in harmony with an approach as well. The technique is the level at which classroom procedures are described. A common technique when using video or film material is called ‘silent viewing’. This is where the teacher plays the video with no sound. Silent Viewing isa single activity rather than a sequence, and as such is a technique rather than a whole procedure. A procedure is an ordered sequence of techniques. It is a sequence which can be described in terms such as ‘first you do this, then you dothat..” smaller than a method, however, itis bigger than a technique. (Curriculum and Material Dewlopment- Practical Learning Materials | 79ay ‘The sample of procedure; Classroom techniques, practices, and behaviours observed when the method is used. When we implement STAD, Role Playing, Make a match, or Jigsaw as a model of learning or technique in a classroom, then we need to arrange our tactics and strategies, interactional patterns observed in lessons, also resources in terms of time, space, and equipment used. But anyway, what aspects of language will be needed, and how will they be deseribed, how will the learning be achieved, what learning theory will underlie the course, and what kind of methodology will be employed? As the following representation: Factors affecting Course Design To extend the theoretical models and outline some basic principles of language learning need to sustain a learning- centred methodology (Hutchinson and Water, 1987: 128-130) as follows: Second Language Learning is a developmental process Learners can make new information comprehensible by using their existing knowledge. Learning can only take place in this way, comprehension precedes learning (Strevens, 1985). The learners’ existing state of knowledge is a vital element in the success ot failure of learning, so the good teacher will be able to establish and exploit what the learners have already known about. 80 | curvicutum and Material Development - Practical Learning MaterialsQ ‘Language learning is an active process It is not enough for learners just to have the necessary Seowledge to make things meaningful, they must also use that ssowledge, however, this term means “active”. There are two types of activity: =) Psycho-motor Activity, is about the observable movement. of speech ozgans or limbs by following the signal from the brain. ©) Language Processing Activity, that is the organization of information into a meaningful network of knowledge. Language learning is a decision- making process Most of the teachers made all the decisions in the traditional classroom in order to avoid all possibilities of error. The teachers can’t make decisions without taking risks and taking risk makes possible ezrors or even likely. But the process of developing and using a network of knowledge relies upon a train of leaners’ decisions, and for those learners must be decision-makers (Allwright, 1978). Language learning is not just a matter of linguistic knowledge “The most fundamental problem of a second language learning is the mismatch between the leamers’ conceptual/cognitive capacities and the learners’ linguistic level. They develop together in mother tongue learning, however, they are grossly out of focus in the second language; the second language learner is someone who is conceptually and cognitively mature, but is linguistically an infant. This is a particular problem in the language learning process where the learners’ knowledge of their subject specialism is a very high level, while their linguistic knowledge is virtually zero/nothing. Teaching must respect both levels of the learners’ state (Breen and Candlin, 1980). Language learning is not the learners’ first experience with language Every second language learning has already had communicatively competent in one language. They do not know the specific forms, words, or possibly some concepts of the target language, but they know what communication is and how it is used. Learners’ knowledge of communication should be actively exploited in second Gurrieulwn and Material Development - Practical Learning Materials | 81language learning, for instance; by getting students to predict before reading or listening (Widdowson, 1978). 6. Learning is an emotional experience Teachers’ concern should be to develop the positive emotions as opposed to the negative ones, for instance; by using group work to build on existing social relationships; giving students time to think and avoiding undue pressure, putting less emphasis on the product (the right answer) and more on the process of getting an answer, etc. 7. Language learning is to a large extent incidental You don't have to work with language problems in order to learn language. You can learn a language incidentally while you are thinking about something else. The problems to be solved in a problem-solving approach, do not have to be language problems (Prabhu, 1983). The important point is that the problems should oblige the learners to use Tanguage and to fix the language into the matrix of knowledge in their minds (Krashen, 1981). 8. Language learning is not systematic Welearn by systematising knowledge but the process itselfis not systematic. Laying out information in a systematic way will not guarantee to learn, the Jearner must create an internal system yet an external system may help, but that is all it can do. In the next model lessons of language learning, we will show how these eight principles with learning activities can be realized in the classroom. Learning Activities (Workouts) Practice material has only emphasized at mechanical and analytical processes in the grammar-translation and audiolingual period. The recent communicative period has expanded this storehouse to include more global, cognitive, and creative activities as shown in the diagram. Global activities are directed at overall language use rather than at discrete elements; Cognitive activities prepare learners for on stress intellectual aims; while Creative practices give leaners the widest possible 82 | curviuum and Material Development - Practical Learning Materialsopportunities to use language for self-expression (Dubin and Olshtain, 1990). Many of the global, cognitive, and creative activities which associated with communicative language courses have been drawn from other fields, particularly the social sciences where group interaction techniques have come in for special attention in the past decade. Consequently, course planners and materials writers must develop the familiarity with the widest possible range, always on the lookout for ways to extend, combine, and innovate workouts. Workouts are language learning and language using activities which enhance the learners’ overall acquisition process by engaging and rewarding. Samples of such workouts are presented here under ten different categories: 1. Operations/ Transformations enable learners to focus on semantic-grammatical features which are necessary when aiming at accuracy in language use. All learners require such predictable and controlled workouts at times if their goal is to achieve accuracy in language production and interpretation. For instance; Elements of language are added, deleted, substituted, re-ordered, or combined; alternative language elements are presented so that learners must make a choice. 2. Warm-ups/ Relaxers are motivational workouts which add an element of enjoyment and personal involvement. They can be used at various points during the session, especially when a relief of tension or a change of pace is called for. For example; Games, songs, physical activities, puzzles. 3. Information-Centred Tasks enable learners to use the language naturally while being fully engrossed in fact-gathering activities. For instance; Share and tell in the classroom, Treasure hunts outside the classroom, Interview with peers and others. 4. Theatre Games encompass all activity types which simulate reality within the classroom situation. These workouts are especially important since they enable the language session to broaden its context beyond the four walls of the classroom. For instance; Improvisation (creating a scene based on a given setting or situation); Roleplaying CCarrcuum ane Material Development Prectizal Learning Materials | 83(assuming the role of someone else or playing oneself in a typical situation). 5. Mediations/ Interventions are workouts which enable learners to experience bridging information gaps while using the target language. For instance; Interacting with another or other based on ineomplete information, Interacting with others to change their opinions, talking one’s way out of a difficult situation. 6. Group Dynamics Activities are group activities which create opportunities for sharing personal feelings and emotions among learners. For example; Small groups or pairs solve a problem or discuss issues which centred on topics of personal concern, sharing of self and feelings rather than general subject matter or topies external to the self. 7. Experiential Tasks are group activities which make, build, construct, or create something concrete that relates to the thematic material of the language course. For example; As a group activity, making, building, constructing, or creating something concrete that relates to the thematic material of the language course. 8. Problem-Solving Tasks involve learners in making decisions about issues while using the target language, enabling them to focus on the features of the activity rather than on language usage. In this type of activity, learners are involved in the process of a whole task in terms. For example; Small group discussion around topical, political, or local issues, posing a concrete problem about which the group must come to a consensus, etc. 9. Transferring/ Reconstituting Information emphasizes cognitive uses of language. For example; Following a language stimulus, often a reading passage, transferring information from text to a graphic, ete. 10. Skill-Getting Strategies are activities which enable learners to develop specific skill areas in the target language. For example; Using the SQ3R strategy (Survey, Question, Read, Recite, and Review) in previewing reading material. Every workout type focuses on a special aspect of language use yet together they aim at helping the learners become a more effective language 84 | Curriculum and afaterial Development - Practical earning Materialsuser. The product area has reflected re- emphasized interest in language skills, particularly reading and writing. Although the communicative approach may not always create radical changes, it has affected our view of the way in which course outcomes are presented, defined, and evaluated. Thus, the language content can expand through a communicative curriculum. Summary The term methodology has been historically to equalise with a method, it is the practical realization of an approach. The originators of a method have decided on the types of activities, roles of teachers and Jearners, and the kind of materials which will be helpful to support and associate with some models of syllabus organisation. Methodologies include various procedures and techniques or tactics as part of their standard fare. An approach is axiomatic while a method is procedural, thus there can be many methods within an approach. Active learning, always depends on the approaches, methods, and techniques, which proportionally applied for the classroom activities for communicative goals. Review Questions /Tasks 1. What is the difference between approach and method? Explain them briefly and give some examples! 2. What teaching techniques and activities work best and under what circumstances? 3. Prepareasinglelesson material you love to implement in an English language class for 50 minutes of allocation. Choose your best approach, method, and technique to deliver your topic in the front class, in a communicative way! Curriutm and Material Development - Prac! Faring Meters | 85What I hear, I forget. What I see, I remember. What I talk, I understand. What I do, I comprehend. Learn today, Reach the Future References Dubin, Fraida & Olshtain, Elite. 1990. Course Design. New York : Cambridge University Press, Richards, J. C & Rodgers, T. S. 2003. Approaches and Methods in Language Teaching. New York : Cambridge University Press. Brown, H. D. 2001. Teaching by principle ; An interactive approach to language pedagogy. New York : Longman. Krashen, Stephen. 1981. Matrix of Knowledge. New York : Longman. 86 | corricutum and Material evelopment- Practical Learning Materials