SIX PROPOSALS FOR CLASSROOM TEACHIN

SIX PROPOSALS FOR CLASSROOM TEACHING

1. GET IT RIGHT FROM THE BEGINNING

In this proposal, there is a focus on structure based instruction and it is given emphasis to form and accuracy. In its origin, there are grammar translation and audio-lingual approaches. According to this proposal, free language use is not allowed because students can make mistakes and if they repeat these mistakes, they can be habits or get fossilized. Therefore, teachers should give corrective feedback to the students.
However, the supporters of more communicative approaches argue this view and they suggest that errors are natural for learning and it is better to encourage learners to develop fluency before accuracy, but allowing learners too much freedom without correction and explicit instruction is a negative side of this view.
There are some studies on this proposal and let’s look:

Study 12: Audio-lingual pattern drill

In the late 1970s, Patsy Lightbown carried out an experiment to investigate the effect of audio-lingual instruction on interlanguage development. At the end of this research, it is understood that exclusive focus on accuracy and practice of form doesn’t mean that learners will use the forms correctly. It does not guarantee lasting accuracy and knowledge of forms.

Study 13: Grammar plus communicative practice

In 1972, Sandra Savignon studied the linguistic and communicative skills of students. She gave additional language instruction to the each group of students and tested the differences in students’ language development before and after instruction. This study shows that focus only on accuracy and form do not give students opportunity to develop communication abilities.




 If I become a teacher, I can benefit from this proposal. As we know, this view gives importance on accuracy and form, so I think that I can use this proposal in pronunciation and grammar lessons especially at beginner or elementary levels. Also, I can take advantage of this proposal in terms of repetition and preventing the fossilization of errors. Students repeat some complex linguistic items and by this way they can learn. With the help of corrective feedback, I can prevent the fossilization of errors in pronunciation and grammar. Furthermore, I can employ this proposal while teaching the students who have to pass the university exam, because we know that linguistic knowledge is very important in this kind of exams so I can use structure based instruction in these language classrooms.
However, for upper levels this proposal can not be appropriate in terms of error correction. We know that too much focus on accuracy can lead learners to feel inhibited and reluctant to use knowledge for communication.