Innovative methodological practices in the esl classroom at tertiary institution

Размещено на http://www.allbest.ru/

Innovative methodological practices in the esl classroom at tertiary institution

Korotiaieva I.B.

Bachelor's Degree Programme Student, Department of Philology (English

and German Languages), Donbas State Teachers' Training University

Kostiuk K.O.

Bachelor Programme Student, Foreign Languages Department

Donbas State Teachers' Training University

Abstract

The article is devoted to methodological innovations (learning strategy training, cooperative learning and multiple intelligences) in the ESL classroom at language departments of tertiary institutions. Among current methodological innovations - learning strategy training, cooperative learning and multiple intelligences - occupy a prominent position. Their main concern is the language learner. These approaches have a different focus, so they complement, rather than challenge, foreign language teaching methods. According to foreign researchers and educators, these innovations are not comprehensive methods of language teaching; rather they reflect interesting and enduring methodological practices. Practically all scholars, researchers and foreign language teachers agree that these methodological practices are more likely to go well if they are properly planned and organized. Both planning and organization require an understanding of the principles that lie behind successful learning strategy training, cooperative learning and multiple intelligences. learning cooperative intelligences

The purpose of the article is to analyze and compare different points of view on the problem of the three methodological innovations: learning strategy training, cooperative learning and multiple intelligences in today's ESL classroom; to consider general assumptions about these methodological practices, as well as their principles and objectives; to generalize the principal guidelines for language teachers in the ESL classroom.

The main conclusion is that English language teachers should think about teaching learning strategies, as well as working cooperatively, in addition to skills that relate directly to a foreign language. When English language teachers adopt interesting practices from cooperative learning they diversify the instructional practices in order to accommodate students' learning styles, multiple intelligences and cultivate their five minds. In this way, language learners are asked to do things in the ESL classroom that they are asked to do in real life - take charge of and responsibility for their own success in learning.

Key words: learning strategy training, cooperative learning, multiple intelligences, English language teacher, language department students, tertiary institution.

ІННОВАЦІЙНІ МЕТОДИЧНІ ПРАКТИКИ У ВИКЛАДАННІ АНГЛІЙСЬКОЇ МОВИ У ЗАКЛАДАХ ВИЩОЇ ОСВІТИ

Коротяєва І.Б.

кандидат філологічних наук,

доцент кафедри германської та слов'янської філології

Донбаський державний педагогічний університет

Костюк К.О.

студентка IV курсу філологічного факультету

Донбаський державний педагогічний університет

Стаття присвячена актуальним проблемам інноваційних методичних практик (навчання навчальних стратегій, навчання у співпраці, множинність інтелектів) у викладанні англійської мови у мовному закладі вищої освіти. Серед сучасних методичних інновацій зазначені підходи займають одну з провідних позицій. У центрі їх уваги учень або студент, який вивчає іноземну мову. Ці підходи мають дещо інший фокус у порівнянні з традиційними методами навчання іноземних мов. Метою статті є аналіз різних точок зору сучасних зарубіжних методистів і дослідників на зазначені методичні практики в контексті навчання іноземних мов. Розглядаються принципи організації, дослідницькі спостереження, цілі та зміст зазначених методичних практик, що використовуються на практичних заняттях з англійської мови;

акцентується увага на їх ефективності та результативності. Формулюються певні методичні рекомендації викладачам англійської мови щодо планування та організації навчання з урахуванням новітніх методичних практик на заняттях зі студентами мовних спеціальностей.

Основний висновок полягає в тому, що викладач англійської мови повинен брати до уваги різноманітні навчальні стратегії студентів, враховувати теорію і практику множинності інтелектів та організовувати процес навчання в атмосфері співпраці та співробітництва. Таким чином, студенти мовних спеціальностей оволодівають не тільки іншомовними комунікативними навичками та вміннями, але і вчаться брати на себе відповідальність за результати і успіх власного навчання.

Ключові слова: навчання навчальним стратегіям, технологія навчання у співпраці, множинність інтелектів, викладач англійської мови, студенти мовних спеціальностей, заклад вищої освіти.

Problem statement. Among current methodological innovations - learning strategy training, cooperative learning and multiple intelligences - occupy a prominent position. Their main concern is the language learner. These approaches have a different focus, so they complement, rather than challenge, foreign language teaching methods. According to foreign researchers and educators, these innovations are not comprehensive methods of language teaching; rather they reflect interesting and enduring methodological practices.

It seems to be significant to analyze these methodological innovations, their essence and main principles, advantages and benefits from the point of view of current foreign language teaching practices.

Overview of the recent researches and publications. Various aspects of the problem under discussion have been studied by many foreign educators, researchers and methodologists, in particular:

1) Learning Strategy Training - N. Anderson, A. Cohen, M. O'Malley and A. Shamot, and others [1; 4; 12].

2) Cooperative Learning - E. Cohen, R. Gillies, A. Ashman, S. McCafferty and others [5; 8; 11].

3) Multiple Intelligences - H. Gardner, M. Berman, M. Christison and others [7; 2; 3].

Practically all scholars, researchers and foreign language teachers agree that these methodological practices are more likely to go well if they are properly planned and organized. Both planning and organization require an understanding of the principles that lie behind successful learning strategy training, cooperative learning and multiple intelligences. Several factors work together to result in effective learning where every student is interested, active and thoughtful.

Purpose of the article is to analyze and compare different points of view on the problem of the three methodological innovations: learning strategy training, cooperative learning and multiple intelligences in today's ESL classroom; to consider general assumptions about these methodological practices, as well as their principles and objectives; to generalize the principal guidelines for language teachers in the ESL classroom.

Research course.

1. Learning Strategy Training. Nowadays, foreign language learners seem to be more actively responsible for their own learning. "Good language learners" try to do everything to facilitate their learning. They are willing and accurate guessers who have a strong desire to communicate, and will attempt to do so even at the risk of making mistakes. Language educators and methodologists realize that simply recognizing learners' contributions to the process is not sufficient. In order to maximize their potential and contribute to their autonomy, language learners need training in learning strategies [10, p. 229].

Foreign educators and researchers came to the conclusion that language teachers' time might be profitably spent in learner training, as much as in language training [1; 4]. Such suggestion led to the idea of learning strategy training, that is training students in the use of learning strategy in order to improve their learning effectiveness.

American scholars D. Larsen-Freeman and M. Anderson made a detailed analysis of the experience of learning strategy training in the ESL classroom and summarized general principles based on practical observations. They can be presented in the following way [10, p. 233]:

The research conducted has shown that to be effective, learning strategies should not be taught in isolation, but rather as part of the content-area or language curriculum [4]. An additional benefit of learning strategy training is that it can help English language learners to continue to learn after they have completed their formal study of the target language.

Foreign educators and researchers [1; 4; 12] distinguish three main groups of strategies:

1) Metacognitive strategies,

2) Cognitive strategies,

3) Social / affective strategies.

Metacognitive strategies are used to plan, monitor and evaluate a learning task. They also include arranging the conditions that help one learn; setting long and short-term goals; checking one's comprehension during listening or reading.

Cognitive strategies involve learners interacting and manipulating what is to be learned.

Social / affective strategies are the ones where language learners interact with other persons or use affective control to assist learning. Examples include creating situations to practice the target language with others; cooperating or working with others to share information, obtain feedback and complete a task [10, p. 234].

2. Cooperative Learning. Cooperative learning, which is sometimes called collaborative learning, essentially involves students learning from each other in groups [5]. However, it is obvious that it is not the group configuration that makes cooperative learning effective; it is the way the students and English language teachers work together that is important. In cooperative learning language teachers teach students collaborative or social skills, so that they can work together more successfully. Indeed, cooperation (or collaboration) is not only a way of learning, but also a theme to be communicative about, studied and analyzed [8; 9].

D. Larsen-Freeman and M. Anderson generalized their observations on cooperative learning in teaching practice and formulated its leading principles. They are presented in the following table [10, p. 238-239]:

They emphasize that cooperative learning groups can easily work on tasks from a task-based approach to foreign language instruction, as well as various activities used with other teaching methods and approaches.

3. Multiple intelligences. Multiple intelligences is a concept introduced by Harvard Psychologist Howard Gardner [7]. His book "Frames of Mind" is very influential in language teaching circles. English language teachers who recognize multiple intelligences of their students acknowledge that students bring with them specific and unique strengths, which are often not taken into account in classroom situations. Howard Gardner says that all people have multiple intelligences, but in each person one (or more) of them is more pronounced. In his book [7] he listed eight distinct intelligences that can be developed over a life time. They are the following:

1) Logical/mathematical - the ability to use numbers effectively, to see abstract patterns, and to reason well;

2) Visual/spatial - the ability to orient oneself in the environment, to create mental images, and a sensitivity to shape, size, color;

3) Body/kinesthetic - the ability to use one's body to express oneself and to solve problems;

4) Musical/rhythmic - the ability to recognize tonal patterns and a sensitivity to rhythm, pitch, melody;

5) Interpersonal - the ability to understand another person's moods, feelings, motivations, and intentions;

6) Intrapersonal - the ability to understand oneself and to practice self-discipline;

7) Verbal/linguistic - the ability to use language effectively and creatively;

8) Naturalist - the ability to relate to nature and to classify what is observed.

While everyone might possess these eight intelligences, they are not equally developed in any one individual. Some teachers feel that they need to create activities that draw on all eight, not only to facilitate language acquisition among diverse students, but also to help them realize their full potential with all of the intelligences. One way of doing so is to think about the activities that are frequently used in the classroom and to categorize them according to intelligence type. By being aware of which type of intelligence is being tapped by a particular activity, teachers can keep track of which type they are emphasizing or neglecting in the classroom and aim for a different representation if they so choose [10, p. 239-240]. Christison (1996, 2005) and Armstrong (1994) provide examples of activities that fit each type of intelligence:

1) Logical/mathematical - puzzles and games, logical, sequential presentations, classifications and categorizations;

2) Visual/spatial - charts and grids, videos, drawing;

3) Body/kinesthetic - hands-on activities, field trips, pantomime;

4) Musical/rhythmic - singing, playing music, jazz chants;

5) Interpersonal - pairwork, project work, group problem solving;

6) Intrapersonal - self-evaluation, journal keeping, options for homework;

7) Verbal/linguistic - note-taking, storytelling, debates;

8) Naturalist - collecting objects from the natural world; learning their names and about them [10, p. 240].

Foreign educators believe that not every intelligence has to be present in every lesson plan. The point is that, typically, linguistic and logical-mathematical intelligences are most prized in schools. In language classrooms, without any special attention, it is likely that verbal/linguistic intelligence and interpersonal intelligence will be regularly activated. The challenge for teachers who wish to honor the diversity of intelligences among their students is how to activate the other intelligences and enable each student to reach his or her full potential, while not losing sight of the teachers' purpose, which is to teach language [10].

In 2007 Howard Gardner developed a related theory, focused on cognitive abilities that individuals need to develop in order to be successful in a changing world [6]. Gardner proposes five minds, ways of thinking and acting in the world, which students need to develop. Of the five minds, three focus on intellectual development and two minds on character development.

1) The Disciplinary Mind is the first of the intellectual minds, in which students master a traditional body of information, such as important historical developments in a particular country or countries.

2) The second mind that deals with intellectual development is the Synthesizing Mind, where the focus shifts to bringing together, organizing, understanding, and articulating information from various disciplines in a unified and coherent whole.

3) The third mind is the Creating Mind, where students are encouraged to come up with new ideas, original solutions to problems, and creative questions. This could include creative writing or original historical or political analysis. One might consider use of the Creating Mind as an example of 'thinking outside the box', thinking in an unusual way.

The two minds focusing on character or moral development are the Respectful Mind and the Ethical Mind.

4) A well-developed Respectful Mind is reflected by an awareness of, appreciation for, and openness to the differences and individuality of others. This would naturally include fostering tolerance for people from other cultural backgrounds, religions, races, and identities within and beyond the classroom.

5) The Ethical Mind encourages students to cultivate a sense of responsibility for themselves and for the wellbeing of others [10, p. 242243].

Teaching English as a second language to students in a way that takes into account these five minds might encourage students to develop necessary communicative habits and skills, as well as important skills for life and work in the world in general.

Conclusions and perspectives of further research. Thus, we have considered and analyzed three methodological innovations (learning strategy training, cooperative learning, multiple intelligences) that have revolved around foreign language learners. The main conclusion is that

English language teachers should think about teaching learning strategies, as well as working cooperatively, in addition to skills that relate directly to a foreign language. English teachers should thoroughly think about learning strategies that they can introduce to their students to facilitate their successful language acquisition. When English language teachers adopt interesting practices from cooperative learning they diversify the instructional practices in order to accommodate students' learning styles, multiple intelligences and cultivate their five minds. In this way language learners are asked to do things in the ESL classroom that they are asked to do in real life - take charge of and responsibility for their own success in learning.

It can be useful to be reminded about the unique qualities of each student when language teachers are confronted with the question of methodological choice. To sum up, further research on the current methodological innovations will provide useful guidelines for English language teachers working with language department students at tertiary institutions and universities.

References

1. Anderson N. `L2 learning strategies' in E. Hinkel (ed.). Handbook of Research in Second Language Teaching and Learning, pp. 757-772. Mahwah, NJ: Lawrence Erlbaum. 2005.

2. Berman M. A Multiple Intelligences Road to an ELT Classroom (2nd edn.). Carmarthen: Crown House Publishing. 2001. 216 p.

3. Christison M. Multiple Intelligences and Language Learning: A Guidebook of Theory, Activities, Inventories, and Resources. San Francisco, CA: Alta Bank Center Publishers. 2005. 361 p.

4. Cohen A. Strategies in Learning and Using a Second Language. New York: Longman. 1998. 295 p.

5. Cohen E., Brody C., Sapon-Shevin M. (eds.). Teaching Cooperative Learning: The Challenge for Teacher Education. Albany, NY: State University of New York Press. 2012. 248 p.

6. Gardner H. Five Minds for the Future. Cambridge, MA: Harvard Business School Press. 2007.

7. Gardner H. Multiple Intelligences: New Horizons in Theory and Practice. New York: Basic Books. 2008. 320 p.

8. Gillies R. Cooperative Learning: Integrating Theory and Practice. Thousand Oaks: Sage. 2007. 288 p.

9. Gillies R., Ashman A. (eds.). Cooperative Learning: The Social and Intellectual Outcomes of Learning in Groups. London: Routledge. 2003. 256 p.

10. Larsen-Freeman D., Anderson M. Techniques & Principles in Language Teaching. Third Edition. Oxford University Press, 2011. 318 p.

11. McCafferty S., Jacobs G., DaSilva Iddings C. (eds.). Cooperative Learning and Second Language Teaching. Cambridge: Cambridge University Press. 2006. 240 p.

Размещено на Allbest.ru