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Lahore, Pakistan
Contents
Q.No. topic page #
--- Dedication 3
1 What is language? 4
1 Status of Language 5
1 Components of Language 6
1 More Components 8
1 Function of Language 9
2 Theories of Language 11
2 Behaviorist Theory 11
2 Operating principle of Behaviorist Theory 14
2 Mentalist Theory 15
2 Main Features of Mentalist Theory 16
3 Factors that affect Foreign Language Acquisition 19
3 Affect of AGE 20
3 Affect of gender 20
3 Affect of Intelligence 20
3 Affect of Aptitude 21
3 Affect of Personality 21
3 Affect of Anxiety 21
3 Motivation and Attitudes 21
4 Grammar Translation Method 23
4 Advantages of GTM 24
4 Disadvantages of GTM 24
4 Communicative Approach 26
4 Communicative Activities 28
4 Four styles 29
Q.No. topic page #
5 Role of teacher 32
Prof. M. Tayyab Iqbal M.A. Eng. M.A. TEFL. M.A. Linguistics. Lahore, Pakistan
5 Student centered 32
5 Similarities between 1L & 2L Learning 33
5 Stages of Learning 1L & 2L 34
5 Acquisition Order 35
Dedication
Prof. M. Tayyab Iqbal M.A. Eng. M.A. TEFL. M.A. Linguistics. Lahore, Pakistan
Pakistan ,
whether in the field of
research, medicine or any other field.
And the most important field of all is
“teaching”.
May Allay make our teachers more and more
dedicated
to the country and this profession.
(AAmeen)
Q.No.1.
Describe language in terms of your own understanding.
Also discuss the components.
Prof. M. Tayyab Iqbal M.A. Eng. M.A. TEFL. M.A. Linguistics. Lahore, Pakistan
Language:
In human society communication between people is a necessity of
life. Human beings use a variety of means of communication, for all of
which they have devised ‘systems of signification’. The most distinctively
human communication system of all, however, is verbal language. Verbal
language is usually simply referred to as ‘language’, although other such
‘systems of communication’, both human and animal, are also regularly
called ‘languages’.
(Verbal) language is by far the most elaborate and complex of all
languages. Moreover, it appears in many different shapes. Mankind has
developed thousands of languages, many of which are so wide apart that
they are mutually unintelligible. Language is of prime importance in
communication among individuals and between groups of people. Most
individuals are born into and brought up in only one language.
Communication between (groups of) people with different language
backgrounds is always to a greater or lesser extent problematic. Nations
and communities the members of which are native to a number of
different languages may have grave internal communication problems to
cope with. In plurilingual societies and communities language(s) and
language use planning is a first requirement.
Language is also fundamental in forming and expressing both
individual and group identities. Human beings at a very young age
become so much accustomed to the language of their surroundings that
they lose the natural capacity to properly perceive the sound system of all
other languages. They feel at one with their mother-tongue’; the language
in question forms part of the individual’s identity. Similarly, people who
share the same language tend to look upon that language as an essential
element of their group identity. It is not unusual for conflicts between
groups to centre around or culminate in a linguistic conflict. Not only is
the
learning of –and communicating in- other languages a hard job to achieve
for most people, but the adoption itself of such languages also often
meets with feelings of emotional resistance. Therefore, there are
Prof. M. Tayyab Iqbal M.A. Eng. M.A. TEFL. M.A. Linguistics. Lahore, Pakistan
Components of Language:
Phonology:
The study of speech structure within a language, including both the
patterns of basic speech units and the accepted rules of pronunciation, is known
as phonology. The smallest units of sound that make up a language are called
phonemes. For example, the word “cat” contains three phonemes the “c”
Prof. M. Tayyab Iqbal M.A. Eng. M.A. TEFL. M.A. Linguistics. Lahore, Pakistan
represents one phoneme /k/, the “a” maps to the short a sound / æ /, and the “t”
Syntax:
The study of how individual words and their most basic meaningful units
are combined to create sentences is known as syntax. As words are grouped
together when we communicate, we must follow the rules of grammar for our
language, in other words, its syntax. It is the knowledge of syntax that allows us
to recognize that the following two sentences, while containing different word
order and levels of complexity, have the same meaning.
• The boy hit the ball.
• The ball was hit by the boy.
Semantics:
Not only does the grammatical structure of our language provide the
needed clues for understanding, we also have a wealth of figurative language
and rich description that adds color and nuance to our communication.
Semantics refers to the ways in which a language conveys meaning. It is our
understanding of semantics that allows us to recognize that someone who is
“green with envy” has not changed hue, or that “having cold feet” has less to do
with the appendage at the end of our legs and more to do with our anxiety about
a new experience. Because semantics moves beyond the literal meaning of
words and is culture-dependent, this is among the most difficult aspects of
language for individuals who are not native speakers and even those who speak
the same language but come from different cultures and convey meaning using
Prof. M. Tayyab Iqbal M.A. Eng. M.A. TEFL. M.A. Linguistics. Lahore, Pakistan
words in unique ways. Anyone who has attempted to converse with a teenager
in his own vernacular can appreciate the importance of sharing a semantic base
for communicating clearly.
Orthography:
Orthography refers to the system that a culture developed to represent
the pronunciation of its language in print. Originally, this may have been on tree
bark or on stonewalls, parchment or church walls. Today, since the invention of
the printing press, print is shared on paper with the public.
There are conventions for spelling the words we pronounce and
punctuation rules to make understanding of the printed words easier. We mark
direct speech (“…”) and the end of a statement (!?.). We also place commas to
help readers pause and understand otherwise confusing information better (see
Truss’ books on punctuation for students)
Grapheme:
A grapheme is the printed version of a phoneme. It is the smallest unit of
print that carries meaning. While a phoneme refers to how a single sound in a
sequence of sounds can bring about a change in meaning, a grapheme causes
change in meaning as a single letter or letter pattern (gr-, -st). As with
phonemes, this can occur with graphemes at the beginning at the end and in the
middle of a word. For instance, since {can} means something different than
{ban} and these two words in print mean something different than {Stan}, the
print patterns (letters) {st}, {c}, and {b} are graphemes.
Prof. M. Tayyab Iqbal M.A. Eng. M.A. TEFL. M.A. Linguistics. Lahore, Pakistan
Functions of Language:
Answer:
There are some basic theories advanced to describe how language is acquired and
taught. The behaviorist theory, Mentalist theory, Rationalist theory (otherwise called
Cognitive theory), Empiricist theory (Audio-lingualism), and Cognitive-code theory are
some of these theories. Of these, behaviorist theory and mentalist theory are mainly
applicable to the acquisition of native languages while the rest can account for foreign
Prof. M. Tayyab Iqbal M.A. Eng. M.A. TEFL. M.A. Linguistics. Lahore, Pakistan
language acquisition. Yet, these five fundamental theories of language learning cannot be
totally divorced from each other, for "the objectives of second language learning are not
necessarily entirely determined by native language competence inevitably serves as a foil
against which to set second language learning." (H.H. Stem, .1983; 30).
Behaviorist Theory:
Behaviorist theory, which is basically a psychological theory in its essence, founded
by J.B. Watson, is actually a theory of native language learning, advanced in part as a
reaction to traditional grammar. The supporters of this theory are Leonard Bloomfield, O.N.
Mowrer, B.F. Skinner, and A.W. Staats.
As he experimented with rats, Skinner noticed that the responses he was recording
were influenced not only by what preceded them but also by what followed them. The
common behavioral approach at the time was influenced by the work of Pavlov and Watson,
both of whom focused on the stimulus-response paradigm. Their form of classical
conditioning focused on what occurred prior to a response and how these stimuli affected
learning. Skinner, however, focused on what occurred after a behavior, noting that the
effects or repercussions of an action could influence an organism's learning. By 1931, he had
his PhD in psychology and was well on his way to developing operant conditioning, the
behaviorist paradigm that ruled for the second part of the 20th century.
Core to all of behaviorism is the assumption that human and animal behaviors are
determined by learning and reinforcement. Whether by classical conditioning or operatant
conditioning, species acquire new skills, deepening on the effects these skills have on the
specie's environment. If an action proves to have a positive outcome (e.g., if by pressing a
button, a rat receives food), the organism is more likely to continue to repeat this behavior.
However, if the outcome is negative (e.g., if by pressing a button, a rat receives a shock), the
organism is less likely to repeat the behavior.
establishes links between stimuli and their environmental antecedents and consequences.
Responses that were reinforced would be repeated, and those that were punished would not.
Thus, if a dog brought its human a ball and the human pet it, the dog’s behavior would be
reinforced, and it would be more apt to getting the ball in the future. Likewise, if the dog
brought its human a ball and the human kicked it, the dog’s behavior would be punished, and
it would be less likely to do it.
These associations between stimuli, actions, and responses could explain virtually
every aspect of human and animal behavior and interaction, but one seemed particularly
problematic for the behaviorist theory: language. In 1957, Skinner published his book,
Verbal Behavior, in which he attempted to apply his form of operant conditioning to
language learning.
A basic assumption of his was that all language, including private, internal discourse,
was a behavior that developed in the same manner as other skills. He believed that a
sentence is merely part of “a behavior chain, each element of which provides a conditional
stimulus for the production of the succeeding element” (Fodor, Bever, & Garrett, p25). The
probability of a verbal response was contingent on four things: reinforcement, stimulus
control, deprivation, and aversive stimulation. The interaction of these things in a child’s
environment would lead to particular associations, the basis of all language.
Skinner proposed that language could be categorized by the way it was reinforced.
He claimed that there were four general types of speech: echoic behavior, mand, tact,
interverbals and autoclitic.
Echoic behavior is the primary form of verbal behavior of language learners. These
verbalizations include repeated utterances, as in (1)
(1) PARENT: [pointing to cookie] That’s a cookie. Can you say ‘cookie’?
CHILD: Cooookie Mands (short for deMANDS) are defined as utterances that are
reinforced by the elevation of deprivation. So for instance, if a child were hungry or cold,
her requests (as in (2))
(2) Cookie. Directives such as “Stop,” “Go,” and “Wait” also count as mands. However,
in (3), the child may be simply naming the object or stating what she likes.
(3) Cookie! Utterances that are produced when the speaker is not deprived are called tact
(short for conTACT). Tacts are verbalizations that the speaker produces to provide
information instead of attending to states of deprivation. While on the surface, tacts and
mands may seem similar, their underlying motivations (stimuli) and their reinforcements are
Prof. M. Tayyab Iqbal M.A. Eng. M.A. TEFL. M.A. Linguistics. Lahore, Pakistan
different. When a mand is reinforced, the need is sated. When a tact is reinforced, there is
no need to sate.
The fourth type of utterance is the interverbals. These include such things as “Please”
and “Thank you.” These utterances are not necessary to provide information. Rather, they
are used in discourse situation and pertain to the interactive nature of dialog. So for example,
in (4), the second utterance, the response to the question, is an interverbal. Likewise, the
associative response in number (5) is also an interverbal.
(4) SPEAKER A: Who’s your favorite graduate student?
SPEAKER B: You
(5) WORD: CAT RESPONSE: Dog
With the final category, autoclitics, Skinner attempted to deal with internal speech, or
thought. Autoclitics, by his account, are subject to the same effects of reinforcement as
verbalized speech and that previously reinforced internal, or thought behaviors, will
influence not only current and future thought but also current and future verbal behavior.
The following principles illustrate the operating principles of behaviorism:
1. Behaviorist theory dwells on spoken language. That is, primary medium of language
is oral: speech is language because we learn to speak before we learnt to read and
write. Then, language is primarily what is spoken and secondarily what is written.
That’s why spoken language must have a priority in language teaching.
2. Behaviorist theory is the habit formation theory of language teaching and learning,
remaining us the learning of structural grammar. Language learning concerns us by
“not problem-solving but the information and performance of habits” (Nelson
Brooks, 1960; 46-47). In other words, language learning is a mechanical process
leading the learners to habit formation whose underlying scheme is the conditioned
reflex. Thus it is definitely true that language is controlled by the consequences of
behavior.
3. The stimulus-response, chain, S R response, is a pure case of conditioning.
Behaviorist leaning theory “emphasizes conditioning and building from the simplest
conditioned responses to more and more complex behaviors” (Davic S. Palermo,
1978; 19-20). This comes to mean that clauses and sentences are linearly as longer
and longer stimulus-response chains, produced in a left-to right series of sequence
like S1 S2 S3S4 …… as probabilistic incidents, which are basically Markov’s
processes. Each stimulus is thus the caser of a response, and each response becomes
the initiator of a stimulus, and this process goes on and on in this way.
Prof. M. Tayyab Iqbal M.A. Eng. M.A. TEFL. M.A. Linguistics. Lahore, Pakistan
4. All learning is the establishment of habits as the result of reinforcement and reward.
Positive reinforcement is reward while negative reinforcement is punishment. In a
stimulus situation, a response is exerted, ad if the response is positively augmented by
a reward, then the association between the stimulus and response is itself reinforced
and thus the response will very likely be manipulated by every appearance of
stimulus.
5) The learning, due to its socially-conditioned nature, can be the same for each individual.
In other word s, each person can learn equally if the conditions in which the learning takes
place are the same for each person.
the nature and the structure of human language. LAD is what counts for language acquisition
where in environment has got no importance for the learning process at all.
LAD, in fact, was offered by Chomsky as an explanation why kids develop competence in
learning a first language in a relatively short time, just by being exposed to it, owing to the
fact that every normal human being is born with a LAD.
In 1967, Eric H. Lenne berg in a book titled Biological Foundations of Language stated that
"Language is a species-specific behavior' and that certain modes of perception, categorizing,
and other language-related mechanisms are biologically determined" (H. Doughlas Brown,
1980: 22) Through this book he provided a biological support and interpretation to
Chomsky's Mentalist and nativist claims. Thus, this very fact on biologically-oriented nature
on language acquisition is very reminiscent of biolinguistics, which is "the study of language
as a biologically determined activ.ity of the organism with emphasis on neurophysical,
embryological and genetic features" (Mario Pei 1966: 30).
The additional notion propounds by Mentalist language learning theory is that the learning
capacity of human being by definition is not only universal but also innate, and this innate
capacity is not something to be obtained soeial1y.ln other words, language learning is not
socially oriented. Then, language learning and its environment must be viewed as a
biologically acquired process rather than a result of social learning. In the end, the
Chomskian doctrine came up to support the fact that universals of language were a set of
rules programmed in the brains of only and only human infants. .
Mentalist theory and children's language acquisition:
The inborn mechanism for learning in kids mind works through a unique process. After birth,
a child is exposed to language utterances which start to manipulate the learning levels as the
child grows up in his family. At each learning level, the kid subconsciously forms up
hypotheses, and tests them in his linguistic formations and thus he induces rules from his
data. As he discovers that his hypotheses fall short for his utterances he rechecks them and
makes the necessary modifications and then induces new rules. As he grows up more and
more, his hypotheses become gradually complex, and by applying them to his performance
he, by and by, becomes a competent speaker of the language he is born into. By 18 months of
age he forms of two -word or there- word sentences that are known as telegraphic utterances
that signal his competence over the language. In this way, right from his birth up to his
childhood he builds up an internal adult grammar of his native language through these
hypotheses. Then, "the mentalist view of the language and use accepts the fact that speakers
make conscious choices when they speak. Their use of language reflects their thoughts,
Prof. M. Tayyab Iqbal M.A. Eng. M.A. TEFL. M.A. Linguistics. Lahore, Pakistan
which may be entirely original and unpredictable"(Hubbard Jones and Thomton Wheeler,
1983: 329).
Main features Of The Mentalist Theory Revisited:
Chomsky, who is the originator of the Mentalist theory, made a serious attack on the thesis
and concepts established by B.F. Skinner's behaviorist practice. Chomsky's principal
criticism of Behaviorist language learning is based on the argument that a language learning
theory in the way behaviorist psychology processes cannot account for the development of
language and its learning, owing to the following reasons:
1. Language learning is of inborn nature for the most part, and therefore "language is not a
habit structure" (N. Chomsky, 1966: 412). In addition, language learning and language
development are a biological process, having nothing to do with the results of social learning.
For this reason human knowledge is embodied as LAD at birth and develops via structures,
processes; and ideas, which are all mental developments. In a word, language acquisition is
innately determined. This innate property "whose, nature and mode of operation are
inviolable" (D.A. Wilkins 1972: 171), otherwise known as LAD, has got the following
features:
a) The power to differentiate speech sounds from each other,
b) The capacity to organize linguistic events into various classes that can easily be redefined
afterwards.
c) Knowledge specifying the possible linguistic system and rejecting the impossible and
inadmissible ones.
2. The Linguistics behavior is not composed of responses to stimuli, that is, of S R
relationship and it is not a matter of habit -formation and generalization. S R theory is so
limited, the problem of language acquisition simply falls beyond its domain" (D. McNeil,
1966: 412). The stimuli-response is therefore nonsense, for a kid uses hid cognitive capacity
to discover the structure of the language spoken around himself. Moreover, Behaviourist
theory mostly analyzed animal behavior in labs, but human behavior is much more complex
than animal behavior. Language behavior is so unique to humans that it can never be
explained by means of animal behavior. Not the external environment ad its resulting
responses but innate environment is important.
3. According lO Chomsky, LAD is peculiar only to human beings who use language, where
as other animals do not. Since all human beings learn their language successfully they have
to possess same internal capacity for language learning that other animals do not own; then,
this capacity cannot have been acquired socially, therefore, it must be innate. Thus, social
Prof. M. Tayyab Iqbal M.A. Eng. M.A. TEFL. M.A. Linguistics. Lahore, Pakistan
factors have virtually no function at all in learning languages. It is the inborn capacity which
is responsible for the language acquisition process.
4. Analogizing and generalizations made by children are, in fact, production and application
of rules, because "ordinary linguistic behavior characteristically involves innovation.
Formation of new sentences and new patterns in accordance with rules of great abstractness
and intricacy... therefore there are no known principles of association or reinforcement, and
no known sense of generalization that can begin to account for this characteristic "creative"
aspect of normal behavior" (N. Chomsky, 1966: 48). To put it in other words, such
bchavioristical1y oriented, customary notions like imitation-practice-Learn-by doing-habit-
formation, as I clarified by Transformational-generative Grammar, do not work positively. to
expose the linguistic creativity in language learning.
5. Children quite often parrot the words and structures of their parents, but in many cases
children's language indicate systematic departures from the language used by their adults:
then, such systematic deviations refute to deductions of a theory which relegates the learning
of a language to imitative behavior. The fact here is that the kids do not always imitate what
they hear. For example, in terms of over generalization, irregular past tense verbs are
infrequent in parents" speech, and kids do not often imitate such verbs but produce
systematic forms like:
comed, 'goed, 'doed, 'speaked, and 'becomed.
And this very fact indicates that the kids in a majority of cases go on their own ways in
speaking. Parental frequency, approval or disapproval are very limited in terms of
grammaticality because parents mostly insist on truth values of the utterances.
Prof. M. Tayyab Iqbal M.A. Eng. M.A. TEFL. M.A. Linguistics. Lahore, Pakistan
Language Learning:
Language learning has always become an important work-field both in schools and
other private sectors dealing with language teaching and learning process. Second language
learning is a process which is affected by many factors. It is accompanied by different kinds
of factors including the learner’s environment both in and out of school. In this article the age
and motivation factors in the second language learning process will be analyzed, discussed
and some perspectives will be put forward.
According to Collier (1988), the factors that affect second language acquisition and
advancement in language learning depend on the learner’s cognitive style, socio-economic
background, formal schooling in first language and so on. Yiğiter (1988), expresses that, in
general, there are three factors affecting second language learning. They are the teacher,
learner and method respectively. These three factors have great impact on language learning.
Learner is affected by many factors in the second language acquisition process. The level of
cognitive development, socio-economic and cultural background, and the ability to acquire a
language, age and motivation of the learner’s can be expressed as the factors affecting second
language acquisition. The competency of a learner’s in his or her first language has a direct
relationship with his or her age. Schooling and cognitive development are the other factors
affecting the second language acquisition. In researches and studies made on second
language acquisition, the learners who completed their first language acquisition have been
found more successful in second language acquisition. Motivation is another factor affecting
second language acquisition. Achieving motivation lets the learner a desire to learn a
language. Studies on motivation show that motivated learners are more successful in second
language acquisition.
Following are the factors that affect foreign language learning:
1. Age
2. Gender
3. Intelligence
4. Apptitude
5. Personality
6. Anxiety
Prof. M. Tayyab Iqbal M.A. Eng. M.A. TEFL. M.A. Linguistics. Lahore, Pakistan
the Modern Language Aptitude Test (MLAT) or the Pimsleur Language Aptitude Battery
(PLAB). In these tests, the subject has to do exercises to find out, for instance, the ability to
memorize words. In general, they test the auditory ability, grammatical sensitivity, inductive
language learning ability, and memory. For example, the MLAT tests recognition, analogy,
and understanding of syntactic structures. In the following example, the first sentence is the
key sentence. One word in the key sentence will be printed in capital letters. You have to
determine the word in the second sentence that plays the same role in that sentence:
JOHN took a long walk in the woods.
Children in blue jeans were singing and dancing in the park.
The Effect of personality on Second Language Acquisition :
Several personality characteristics have been selected that may affect second
language learning, but it is impossible to demonstrate that in long-term research studies. You
may think that when learning a second language it is more effective to be an extroverted
person. But there are researches that document just the contrary. Lily Wong Fillmore (1979)
observed that “in certain learning situations, the quiet observant learner may have greater
success” (Lightbown/Spada 61). Another characteristic that has been researched on is
inhibition. Alexander Guiora made a study where he found out that small amounts of alcohol
leads to more success in pronunciation tests. But on the other hand, larger amounts certainly
distort the pronunciation!
2. In the second phase, the ‘executive motivation’, the learner has to work in order
to
maintain the motivation and the third phase,
3. The ‘motivation retrospection’, self-appraisal and self-confidence develops.
Advantages:
1. The phraseology of the target language is quickly explained. Translation is the
easiest way of explaining meanings or words and phrases from one language into
another. Any other method of explaining vocabulary items in the second language is
found time consuming. A lot of time is wasted if the meanings of lexical items are
explained through definitions and illustrations in the second language. Further,
learners acquire some short of accuracy in understanding synonyms in the source
Prof. M. Tayyab Iqbal M.A. Eng. M.A. TEFL. M.A. Linguistics. Lahore, Pakistan
language has its own structure, idiom and usage, which do not have their exact
counterparts in another language. Thus, translation should be considered an index of
one’s proficiency in a language.
4. It does not give pattern practice. A person can learn a language only when he
internalizes its patterns to the extent that they form his habit. But the Grammar
Translation Method does not provide any such practice to the learner of a language.
It rather attempts to teach language through rules and not by use. Researchers in
linguistics have proved that to speak any language, whether native or foreign entirely
by rule is quite impossible. Language learning means acquiring certain skills, which
can be learnt through practice and not by just memorizing rules. The persons who
have learnt a foreign or second language through this method find it difficult to give
up the habit of first thinking in their mother tongue and than translating their ideas
into the second language. They, therefore, fail to get proficiency in the second
language approximating that in the first language. The method, therefore, suffers
from certain weaknesses for which there is no remedy
Language was not just thought of in terms of usage, i.e. the manipulation of grammar,
but also in terms of use, i.e. the appropriate use of language in a variety of situations and
circumstances. In the 70s, grammar was even completely abandoned by some who assumed
students would naturally pick it up via communicative learning, but due to a sharp decline in
learner accuracy and the realization that grammatical accuracy is a necessary part of
linguistic competence and communication, the communicative teaching of grammar was
integrated into the overall approach. Grammar was “necessary, but not sufficient”
(McDonough and Shaw 1993:25) and the language learner has a whole bunch of other things
to keep in mind too, such as:
1. The social and cultural rules which apply to the context or situation.
2. The relationship between the interactants.
3. The purpose of the communication.
4. The topic.
5. How to use the channel of communication (spoken or written) for a specific purpose.
Given the decades of research and experience that has gone into developing it then, the
Communicative Approach has a lot to take into account and therefore has a very broad and
rich scope of characteristics, the basics of which I have tried my best to lay out here:
1. Both spoken and written language are important. Reading, writing, speaking and listening
are all necessary parts of communicative competence, whether it’s reading a menu, ordering
the food, or filling in an application form to work at the restaurant.
2. Language is viewed and learned within its social and cultural context, which learners need
to develop knowledge of in order to develop appropriate language use, egg talking to friends,
facilitating a meeting, or writing a letter. There is an emphasis on the authentic use of
language, as it would be used in its real context.
3. Focus is on meaning, rather than language structure, which is seen as a means of aiding the
understanding and production of meaning.
4. Both fluency and accuracy are important. Grammar is necessary for communication to
occur, but not sufficient by itself. (Socio-linguists have developed a new way of looking at
grammar that shows how we change and adapt it according to social function and
circumstances, thus improving our knowledge of how language is used appropriately).
Students need grammatical explanations, drills and exercises, when and only when they are
appropriate.
5. Course content is based on student needs. What do they need to learn/use English for?
Interacting with friends? Functioning day to day abroad? Work? Passing their exams?
Prof. M. Tayyab Iqbal M.A. Eng. M.A. TEFL. M.A. Linguistics. Lahore, Pakistan
6. Teaching is more learner-centered. Students are far more involved, rather than listening to
the teacher for 50 minutes. Students should be encouraged to contribute as much as possible.
7. The teacher becomes more a planner and facilitator of language learning activities, helping
the students throughout, rather than a didactic teacher.
8. Mistakes are only corrected when appropriate, for example, after an activity has occurred,
not during. To correct a student while they are communicating would hinder the main goal of
successful and effective communication. Students will find it useful though to hear what they
were doing wrong, once they are done, especially if it is an error common to the whole class.
9. Activities are based on real-life communication because that is what we learn languages
for, e.g. “This is my friend, Keiko. She’s from Japan”, rather than “This is a pen. That is a
pencil”.
10. Activities are task-based in which language is used for a purpose, often based on an
information-gap and/or the sharing of information to achieve such a communicative purpose,
e.g. selling fruit, making an appointment, a class survey or debating the pros and cons of
school uniform.
11. Course content is more relevant to students’ lives so they can actually use it and are more
likely to want to.
12. Use of pair-work and group-work activities is common as well as individual and also
teacher-led activities. Varied types of interaction are encouraged and nurtured. Learners hear
more types of language from different sources, interact with more people, use language in
context, hear it repeated, rephrased and clarified, ask and answer questions, build confidence
and don’t have to speak in front of the entire class.
Communicative Activities:
The above characteristics make up a communicative methodology, which determines the
specific, individual methods and activities we refer to as communicative. You can see then,
from this and from earlier sections on other approaches, that the larger ideas about languages
and how they are learned have a top-down effect on the general methodology we follow and
ultimately the individual activities that we pencil into our lesson plans. So, what follows is a
brief look at four activities that, after introducing and practicing useful expressions and
vocabulary, might be employed in a communicative classroom. Each activity has its
strengths and weaknesses.
1. Class Survey (JHS and SHS; Simplified versions also possible at Elementary): The entire
class carries out a survey of things that the students are interested in, e.g. favorite actors,
hours spent watching TV, anything. Students can be divided into groups and each group
decides what they will survey, so that each group does something different. Students design
Prof. M. Tayyab Iqbal M.A. Eng. M.A. TEFL. M.A. Linguistics. Lahore, Pakistan
their survey/questionnaire and then are given time to approach other students and interview
them, collecting data. Students return to their groups and collate their data to prepare for
presenting their results to the class. This activity is task-based in that students use English to
get something done.
They interact and communicate for a real purpose, whilst probably also practicing wh-
questions and some set expressions during the survey, and perhaps simple present tense and
comparatives and superlatives during the presentation. Thus, they practice and learn grammar
and vocabulary as a by-product of the main communicative purpose. Activities working on
similar principles include “Find Someone Who …” and “Shopping” in which students go
round different ‘shops’ in the classroom trying to buy many items using a dialog (with the
extra bonus of mimicking a real-life situation).
2. Finding a Good Time… (JHS and SHS): Students work in pairs. They receive a handout of
a blank, weekly schedule and are asked to fill it out randomly (or based on their real
schedule), making sure to leave about half of it empty. They then work with a partner or
several partners to find a time that they are both free to do something together. Once they
have found a good time, they decide what it is they want to do, where and when, and then fill
in the information in their schedule. This activity is also task-based involving a real
communicative purpose. It is slightly advanced in that involves a lot of discourse, i.e.
students must rally info back and forth, asking and replying until they reach an agreement.
Students definitely need to practice the expressions and strategies for doing this beforehand
and feel reasonably confident with it. It’s a very good activity, though. “Find the difference”
activities, in which students try to find the differences between two pictures using English
only, are based on similar principles.
3. Role-plays (JHS and SHS; Simplified versions possible at Elementary, e.g. greetings):
Students work in pairs or small groups to write a short role-play using the target expressions
in an appropriate situation and perform it, either in front of the whole class, or just to another
pair/group/JTE/ALT, if it’s a shy class. This activity is not really task-based, but students do
have to think about communicating in a real situation and what kind of language is needed to
achieve that. They really have to think about using language in a real context and also benefit
from seeing how other students have done that in their role-plays. It is however, a time-
consuming activity, as each part of it takes some time, though if students are asked to do it
regularly, the speed and ability with which they can do it will get better over time and they
will benefit in the long term from using English in a very naturalistic way.
4. Pin the Tail on the Donkey (Elementary School): This is exactly the same as the popular
party game you used to play as a kid. Students make groups. One student is blindfolded and
Prof. M. Tayyab Iqbal M.A. Eng. M.A. TEFL. M.A. Linguistics. Lahore, Pakistan
must listen to the other kids’ instructions to pin the tail on the donkey in the right place. This
is a Total Physical Response (TPR) activity in which students respond physically to the
language they hear (like Simon Says). If the response is adequate, then effective
communication has taken place. This kind of activity is very useful in Elementary school.
Kids like it.
The four styles are listed below:
1. Concrete Learners – “Direct means of processing information; people-orientated;
spontaneous; imaginative; emotional; dislikes routinized learning; prefers kinaesthetic
modality” (ibid: 507). These learners tend to like games, pictures, films, video, using
cassettes, talking in pairs and practicing English outside class.
2. Analytical Learners – “Focuses on specific problems and proceeds by means of
hypothetical-deductive reasoning; object-orientated; independent; dislikes failure; prefers
logical didactic presentation” (ibid). These learners like studying grammar, studying English
books and reading newspapers, studying alone, finding their own mistakes and working on
problems set by the teacher.
3. Communicative Learners – “Fairly independent; highly adaptable and flexible;
responsive to facts that do not fit; prefers social learning and a communicative approach;
enjoys taking decisions” (ibid). These students like to learn by watching, listening to native
speakers, talking to friends in English and watching TV in English, using English out of class
in shops, trains etc, learning new words by hearing them, and learning through conversations.
As you can see, the four types of learners set out above are all quite different, and
probably respond best to differing teaching approaches. You have probably identified the
kinds of learners that would respond better to each of the theoretical language learning
approaches set out earlier in this article. You have probably also noticed that there are
learners who may not particularly benefit from doing lots of communicative activities, and
yes, some students benefit from and actually prefer grammar translation and drills, and most
kinds of learners need them for support and accuracy before trying the communicative stuff
Prof. M. Tayyab Iqbal M.A. Eng. M.A. TEFL. M.A. Linguistics. Lahore, Pakistan
anyway. Everyone is different, everyone has a preferred way of learning and they all sit in
the same classroom, which makes things a little difficult for us.
Fortunately, there is one way to get around this though and that is eclecticism. Just
because a learner (and a teacher) likes doing things one way, this does not mean that they
cannot learn to do it in two, three or four ways, alongside their classmates who happen to
prefer something different. In fact learning to learn is something that all students can benefit
from. If you can broaden their scope and their learning skills in this way, you are helping
them way beyond their team teaching classes. If there is one goal of this article, it is to
supplement your experience with theory to help you become the ‘informed eclectic’ whereby
you know what it is that you want to achieve, you know what your students want to achieve
and you know some of the theoretical problems that stand in your way, but by broadening
your approach and giving all kinds of activities a place where you can, you are able to appeal
to all your students and make your lessons useful to everyone in some way. This basically
means selecting from a range of different activities to fit in to a broad lesson plan, and you
will probably see a logical order in which activities can be arranged (see also the article on
Lesson Planning), moving from more controlled, grammar-based or teacher centered
activities towards freer, more communicative and student-centered ones in context, so that
students become more independent with the new target language and try to use it for a
communicative purpose, which should always remain the ultimate goal of any lesson, and
language learning in general.
Prof. M. Tayyab Iqbal M.A. Eng. M.A. TEFL. M.A. Linguistics. Lahore, Pakistan
Role of teacher:
It is the teacher who acts as facilitator, resource person and language model for the
second- language classroom. If developing units, the teacher needs to predict the possible
needs of the students and have communicative language activities readily available to meet
these needs. The activities should be designed so that the students experience a high degree
of success. Teachers will also experience greater success when activities are planned around
the students' interests and take into account subjects that they have some knowledge about.
The constant re-entry and review of linguistic content throughout the different units
enable the students to practise and internalize the language. Although this spiral approach is
ideal in language learning, the teacher must be aware of the program objectives and ensure
that the objectives are being met. Instruction and evaluation must reflect these objectives.
Student centered:
The classroom becomes student-centered rather than teacher-centered; the students do
most of the talking and the role of the teacher is to facilitate, advise, assist and offer
direction. As the students most often work in small groups the teacher will observe the
activities, noting problem areas for future work. During these activities, the teacher will
interrupt to correct students only if the errors are so serious as to block communication. The
role of the Core French teacher in the classroom has traditionally been to convey knowledge.
As the teacher moves toward being a facilitator of language learning, the students acquire
skills that will enable them to be independent language learners.
Various theories are put forward to describe first language (L1) acquisition and
second language (L2) acquisition. In order to understand the nature of L1 and L2 language
acquisition, various aspects were examined, compared, and contrasted. Results from these
comparisons and contrasts have valuable implications for language teachers which can help
Prof. M. Tayyab Iqbal M.A. Eng. M.A. TEFL. M.A. Linguistics. Lahore, Pakistan
them to design their syllabuses, teaching processes and classroom activities. These results
also enable the language teacher to understand his/her students’ learning processes.
Many characteristics of L2 acquisition were highlighted by studies conducted on the
issue of Inter-language. Inter-language theory was developed in the 1970s and 1980s to
emphasize the dynamic qualities of language change that make the Inter-language a unique
system. Selinker (1969, cited in McLaughlin, 1987) defines Inter-language as the interim
grammars constructed by second language learners on their way to the target language. Inter-
language is the learner's developing second language knowledge and has some characteristics
of the learner's native language, of the second language, and some characteristics which seem
to be very general and tend to occur in all or most Inter-languages. It is systematic, dynamic
and constantly evolving.
Inter-languages have some common characteristics with L1 acquisition, because both
share similar developmental sequences. Some of the characteristics of L2 acquisition show
similarities with L1 acquisition, whereas others show differences.
2. Similarities between First and Second Language Acquisition:
Researchers have carried out numerous studies to understand the nature of first and
second language acquisition. These studies have revealed that both first and second language
learners follow a pattern of development, which is mainly followed despite exceptions. Rod
Ellis (1984) covers the idea of developmental sequences in detail and outlines three
developmental stages: the silent period, formulaic speech, and structural and semantic
simplification.
Research in natural settings where unplanned language, such as the learner language
that results from attempts by learners to express meaning more or less spontaneously, is used
to show that both first and second language learners pass through a similar initial stage.
In the third stage the first and second language learners apply structural and
semantic simplifications to heir language. Structural simplifications take the form of omitting
grammatical functors (e.g. articles, auxiliary verbs) and semantic simplifications take the
form of omitting content words (e. g. nouns, verbs). There are two suggested reasons why
such simplifications occur. The first reason is that learners may not have yet acquired the
necessary linguistic forms. The second reason is that they are unable to access linguistic
forms during production.
These three stages show us that L1 and L2 learners go through similar stages of
development with the exception that L2 learners are urged to skip the silent period. However,
learners do not only show a pattern in developmental sequences, but also in the order in
which they acquire certain grammatical morphemes.
Acquisition Order:
Researchers have tried to find out if there is an order of acquisition in acquiring
grammatical morphemes. The findings are important but contradictory and have implications
on first and second language acquisition. Morpheme studies aimed to investigate the
acquisition of grammatical functions such as articles or inflectional features such as the
plural -s. An important research in this field is that of Roger Brown (1973, cited in
McLaughlin, 1987). According to Brown, there is a common - invariant - sequence of
acquisition for at least 14 function words in English as a first language - noun and verb
inflections, prepositions, and articles. Findings of these studies pointed out that there is a
definite order in the acquisition of morphemes in English first language learners. Other
Prof. M. Tayyab Iqbal M.A. Eng. M.A. TEFL. M.A. Linguistics. Lahore, Pakistan
morpheme studies were carried out on various functors suggesting that an order of
acquisition does exist.
Lightbown and Spada (2006) review studies which have proposed that the acquisition of
question words (what, where, who, why, when, and how), show a great similarity in first and
second language acquisition. Based on the morpheme studies in L2 acquisition, Krashen
(1982) put forward the Natural Order Hypothesis which he developed to account for second
language acquisition. He claimed that we acquire the rules of language in a predictable order.
This acquisition order is not determined by simplicity or the order of rules taught in the class.
Thus far it seems as if L1 acquisition and L2 acquisition follow similar routes, however,
other morpheme studies have shown that not all first language learners follow the order of
acquisition predicted. There appears to be inter-learner variation in the order of acquisition.
Wells (1986b, in Ellis, 1994) proposes inter-learner variables affecting the order of
acquisition as sex, intelligence, social background, rate of learning, and experience of
linguistic interaction. Furthermore, McLaughlin (1987) claims that evidence from research
shows that the learner's first language has an effect on acquisitional sequences which either
slows their development or modifies it. He adds that, considerable individual variation in
how learners acquire a second language, such as different learning, performance, and
communication strategies, obscure the acquisitional sequences for certain constructions.
Therefore, McLaughlin (1987) argues that "Krashen's claim that an invariant natural order is
always found is simply not true” (p. 33).
In sum, making direct comparisons between first and second language acquisition can
be a difficult and complex task. Indeed, it is important to observe the incredible cognitive,
physical and affective differences between child L1 learners and adult L2 learners (Brown
1994). Moreover, children are not conscious of the fact that they are even acquiring
sophisticated rules of language. Children master their first language and develop their
knowledge of syntax subconsciously (O’Neill 1998, L2 Learning. para.2).
As mentioned in this discussion, children acquire their first language prior to the
onset of puberty. It is during this time period that children are learning about the world they
live in and other very important life skills. Adult L2 learning, on the other hand, is not
genetically
triggered in any way.
It is also interesting to note that children, in contrast to adult second language
learners, never experience the urge to consciously or subconsciously reject their first
language (O’Neill 1998, L2 Learning. para.4). It appears that children do not question the
Prof. M. Tayyab Iqbal M.A. Eng. M.A. TEFL. M.A. Linguistics. Lahore, Pakistan
learning process and are not overly analytical with the new language like adult L2 learners
appear to be (O’Neill 1998, L1 Acquisition. para.4).
Also, children with brain injuries as well as mentally disordered children will acquire
all the formal rules and structures of their language. This was evident in Lenneberg’s
research, which revealed that the damage to the left hemisphere in pre-pubescent children did
not prevent the children from eventually recovering all of their language abilities.
Lastly, it has been found that adult second language learners do not acquire the rules
of syntax unconsciously in the way that children do. In short, L2 syntax is not acquired with
the same ease as L1 syntax (O’Neill 1998, L2 Learning. para.2). The information generated
from the case studies of Wes, the Japanese artist in Hawaii and the tragic story of Genie and
the Asian immigrants who moved to America support the assertion that the rules of syntax
are not as easily acquired by adult learners as opposed to child L1 learners.