UNIVERSIDAD PONTIFICIA BOLIVARIANA

SCHOOL OF EDUCATION AND PEDAGOGY

B.A. IN ENGLISH-SPANISH EDUCATION

Methods and Approaches in the Teaching of English

Ral A. Mora, Ph.D., Instructor
Argumentative Paper March 29-31, 2015

Lpez Lpez, Eliana

Marn Abondano, Paloma
Bautista Henao, Jaime Ignacio

Topic: A critical look at todays textbooks

Part 1: Under the Hood (Reloaded)
In order to address this argumentative writing, we have chosen two textbooks which feature
certain ranges of methods and approaches in ELT. The first one is New Interchange: English for
international communication, Intro - Student's book by Jack C. Richards, published by the Press
syndicate of the University of Cambridge. This textbook assumes a Communicative Language
Teaching method, that incorporates all the communicative competences. As a matter of fact, in its
introduction, there is a mention of the four skills of listening, speaking, reading and writing being
included along the whole book, as well as its supporting goal of improving pronunciation and
building vocabulary in the students. The primary aim of the textbook proposal is to teach the
ability to communicate according to the situation, purpose, and roles of the participants; in this
sense, Hall (2011) stated that the central issue in all these activities is the idea of communicative
purpose, which is that learners need to communicate something based on content and meaning
rather than on specific linguistic forms.

Besides the above-mentioned aspects, we can identify the Whole Language Approach, as it is
presented by Larsen-Freeman (2000) who, in Chapter 10, talks about working from top-down,

attempting first to understand the meaning of the overall text before working on the linguistic
forms comprising it. This contrasts with `bottom-up`, where students learn a language piece by
piece and then work to organize pieces, constructing meaningful texts out of the comprising
forms. Thus, in New Interchange - Intro we can observe that each unit contains different
emphases such as Snapshot, Conversation, Grammar Focus, Fluency Exercise, Pronunciation,
Listening, Word Power, Reading, Writing, Interchange Activities and Unit Summaries, in which
students can understand the linguistic forms and strengthen a wide set of competences by
understanding the diverse contents and accomplishing the different tasks featured in the book.
On the other hand, the incorporation of new characteristics to find alternative ways of learning
second or foreign languages in this particular edition provides, also, an alternative way of
teaching according to given approaches or methods (Richards and Rodgers, 2001). This is very
necessary, since Richards himself acknowledges that the world is changing every day with its
naturalness in the transformation and due to that, the New Interchange series includes fresh, new
content, more visuals to build fluency and up-to-date art and design. In addition, the instructions
that the textbook contains are detailed suggestions on how to teach the course, lesson by lesson
notes, numerous follow-up suggestions for optional tasks and supplementary material, including
class audio cassettes and interactive CDs .

In turn, the second textbook we chose, Essential Grammar in Use (Third Edition), is presented
by its author, Raymond Murphy, as a self-study reference and practice book for elementary
students of English. The structure of this textbook is based on independent learning, according to
a study guide provided on p. 270; if the students are not sure which units they must study,
depending on the answers, they will have to view or review certain topics for complementing
their grammatical competence in English. This methodology is based on Natural Learning",
which is similar to the principles of the Direct Method that have been characterized in:
1.Classroom interaction was conducted exclusively in the target language. 2. Only everyday
vocabulary and sentences were taught. [] 4. Grammar was taught inductively. [] 8. Correct
pronunciation and grammar were emphasized (Hall, 2011).

Natural Learning is used with different people to learn a second language, in this case English,
and it represents a good way for people that are self-sufficient when it comes to know something;
in the same way, Richards and Rodgers quote Krashen and Tarrel in the text about the Natural
Approach", when they said that it is based on an empirically grounded theory of second language
acquisition, which has been supported by a large number of scientific studies in a wide variety of
language acquisition and learning contexts. Likewise, the development of Natural Learning
studies how the acquisition process is something that is not easy for all people. For instance,
Richards and Rodgers (2001) reveal that:

Acquisition refers to an unconscious process which involves the naturalistic development

of language proficiency through understanding language and through using language for
meaningful communication. Learning, by contrast, refers to a process in which conscious
rules about a language are developed. It results in explicit knowledge 'about the forms of
a language and the ability to verbalize this knowledge. Formal teaching is necessary for
"learning" to occur, and correction of errors helps with the development of learned rules.
Learning, according to the theory, cannot lead to acquisition (p. 181).

Going back to the organization of the second textbook, we can identify that it is focused on
grammar as a particular area of linguistics, its material is organized in grammatical categories,
such as tenses, questions and articles. The units are meant to be selected and used in an
appropriate order for the learner; hence, the book should not be worked through from beginning
to end because the units, listed in the Contents, must be addressed according to the study guide
and the comprehensive Index at the end of the book. At the back, there is also a set of Additional
exercises, which provides mixed practice, bringing together grammar points from different
units. The aforementioned characteristics are assumed by Al-Kharrat (2000) in his conception of
deductive teaching with the use of metalinguistic information, which implicates particular
language rules, demonstrating how linguistic structures are formed by breaking them down in
their components and illustrating the type of contexts where students can use them.

Moving forwards to the treatment of language skills in both textbooks, New Interchange Intro
aims to encompass the four core skills of listening, speaking, reading, and writing, as well as

enhancing pronunciation and widening vocabulary. However, its explicit focus is on listening and
speaking, developing in the students the ability to communicate in different situations, with a
variety of purposes, roles and participants. There is a prevalence of American English over other
dialects; though, the author acknowledges the international status of English as the main
language of communication around the world. Therefore, cultural and sociolinguistic aspects
among the broad range of other English speaking countries and regions are disregarded.
Particularly, this Intro level is meant for students who require a whole review of grammar
foundations and vocabulary (Richards, 2000, p. 3).

According to the Common European Framework of Reference, the linguistic competence is

currently addressed from a descriptive perspective in which there is an endeavour to recognize
and categorize the comprising parts of language in order to define the knowledge of and the
ability to use the appropriate resources for assembling and uttering coherent and relevant
messages (CEFR, p. 109). From that action-based approach that the CEFR adopts, individuals
perform different tasks using a set of knowledge, skills and characteristics, known as
competences, which also determine communicative language aspects, formerly developed to
make those individuals able to act specifically according to linguistic means (CEFR, p. 9).

By contrast, as its author refers, the Essential Grammar in Use textbook does not deal with other
aspects of language, besides, as its name indicates, grammar for elementary levels. In addition, it
is not meant to be implemented as a course book, due to its units are not progressively organized,
what makes it just a reference book with exercises intended for learners self-study, which they
can use to work alone or, in explicit contradiction with the previous statement, as supplementary
course material for topic consolidation, later revision or remedial work. The textbook also
includes a self-study guide for helping students know, according to a grammar proficiency test,
which specific units they have to review and work on (Murphy, 2007, pp. 10-11).

In that respect, the Common European Framework of Reference assumes grammar as the set of
principles which determine the arrangement of the comprising parts of speech into sentences, and
grammatical competence as being able to comprehend and communicate coherent and assertive
speech acts, according to the referred set of principles, rather than by merely applying fixed

rules. Additionally, the CEFR realizes the variety of theories and models for sentence
production, without comparing them nor expressing a particular preference. Instead, it invites
users to identify the theories and models they follow and how those choices affect their own
practices (pp. 112-113).

Both New Interchange: Intro and Essential Grammar in Use should consider categorizing their
activities according to specific typologies among the multiple intelligences perspective, as
Larsen-Freeman (2000) recommend. In that sense, teachers would be aware of what they are
reinforcing or disregarding with the activities they choose for their assignments and would look
for additional material to keep the balance among their students capabilities, learning styles,
interests and needs. Besides, as an additional suggestion provided by the referred authors, both
textbooks should feature specific activities in which all the intelligences are represented,
enabling each student to apply their own strengths and to achieve their full potential through
individual and group work (pp. 170-172).

Furthermore, the textbooks should also consider, when planning their activities, the Cooperative
Learning approach presented by Larsen-Freeman (2000), since it allows that students and
teachers work together through social skills (acknowledging anothers contribution, asking others
to contribute, and keeping the conversation calm). The idea is that all students learn about others,
exchange and build knowledge together, because in this manner they are going to think
cooperatively and not individualistically, although each student is individually accountable.
Besides, language acquisition is facilitated by students interacting in the target language (pp.
167-168).

Another contribution could come from Task-Based Instruction which, likewise Cooperative
Learning, consists on interaction with the intention to acquire the language more easily; as
Candlin and Murphy (1987) state: The central purpose we are concerned with is language
learning, and tasks present this in a form of a problem-solving negotiation between knowledge
that the learner holds and new knowledge (Candlin and Murphy on Larsen-Freeman, 2000, p.
144). In this approach, there are three activities: Information- gap activities, where students
exchange information; opinion- gap activities, where they give their preferences; and reasoning-

gap activities, where they derive some new information by inferring it from information they
have been given (Larsen-Freeman, 2000, pp.148-149). In addition, task- based instruction
approach allows students to interact and share information about themselves.

From Kumaravadivelus method-typologies perspective, New Interchange: Intro explicitly

supports a learner-centered teaching model, based both in language use as well as in learner
needs, and featuring enjoyable and useful activities meant for providing full individual and
group practice and allow learners to apply what they learn (information-gap tasks, role plays,
task-based and information-sharing activities), all of which guarantees high levels of
communication generated by students themselves (Richards, 2000, p. 4). As Kumaravadivelu
states, the set of methods within this teaching model is aimed to develop communicative
functions among learners by means of meaning-focused activities and appealing to foster both
their formal and functional linguistic repertoire (2003, p. 26).

Meanwhile, Essential Grammar in Use presents a language-centered teaching model which,

according to Kumaravadivelu, is principally concerned with linguistic forms, also called
grammatical structures. In that sense, it intends to offer learners form-focused exercises in order
for them to apply predefined linguistic structures to communicate in and outside class (2003, p.
25). Therefore, the textbook emphasizes in formal rather than in functional linguistic elements
and aspects, leading to present language not as a whole but as a group of comprising, nonsequential and isolatedly addressed grammatical categories (Murphy, 2007, p. 10).

Part 2: Switcheroo

On one hand, from New Interchange - Intro, in its Unit 1: Its nice to meet you (Richards,
2000, pp. 2-7), it is worth keeping its communicative approach, which aims each activity for the
development of learners oral interaction in different contexts and some sociolinguistic aspects
such as markers for social relations. However, it should take into account other sociolinguistic

aspects related to politeness conventions, expressions of folk wisdom, register differences and,
especially, dialect and accent, as well as pragmalinguistic and strategic competences.

On the other hand, from Essential Grammar in Use, in its Unit 1:am/is/are (Murphy, 2007,
pp. 12-13), it is worth keeping its study guide, which is designed as an exam for the learner to
know, according to the answers, which topics from the book must be studied, as well as its CDROM with interactive grammar exercises. Although, it should provide some contextualization for
each topic, in order to help the learner in identifying the different uses of each grammar
structure. It also lacks the teaching of new vocabulary, reading comprehension, accuracy and
fluency, along with sociolinguistic, pragmalinguistic and strategic competences.

For instance, in Unit 1 from New Interchange: Intro, we would include a topic about register
differences, specifying in which contexts and situations each greeting, as well as the politeness
titles, result appropriate. Then, we would present a list of real life situations (having a job
interview, typing with a friend in WhatsApp, asking your parents for a permission) and, in pairs,
they have to write down and perform a conversation for each case. Likewise, in Unit 3 Where
are you from? (Richards, 2000, pp. 14-19), we propose an activity of making descriptions about
people, we would use synonyms and antonyms for doing it, since it would be easier to learn the
words through the comparison strategy.

Regarding Essential Grammar in Use, in Unit 1, we would classify by categories the uses of verb
to be in simple present (daily routines, habits, descriptions, information and tag questions, facts).
The activity would consist on drawing a table with those categories on the class board and,
according to a list of examples of all kinds, asking the students to place each of them on the
appropriate column behind each category. Likewise, when they finish with the classification of
the given examples, they should complete the remaining spaces of the table with sentences of
their own.

For the purposes of this argumentative paper, and as a way of going further the proposals of the
previously addressed textbooks and theorists, we have designed the following activity, which is
meant to be implemented in an ELT course as alternative class material:

Activity proposal: Freestyle Alphabetical Co-Storytelling

Learning objective: This activity is aimed to foster speaking fluency and accuracy by means of
pushed output, while applying students grammatical and lexical repertoires, as well as
sociolinguistic, pragmatic and strategic competences.

Teamwork: Gather in groups of 6 and improvise, in front of the rest of your classmates, a
collaborative storytelling, in which each of the teammates has to tell a part of the story following
an alphabetical order. For instance, Student A begins: A boy was sitting outside the library;
then, Student B follows: beside a gorgeous girl with the curliest hair he had ever seen; and so
on, until your team reaches the letter z.

References:

Al-Kharrat, M. Y. (2000). Deductive and Inductive Lessons for Saudi Freshmen

Students. The Internet TESL Journal, 6(10). Retrieved from:
http://iteslj.org/Techniques/Al-Kharrat-Deductive/
Council of Europe (2001). Common European framework of reference for
languages: Learning, teaching, assessment. Cambridge, U.K: Cambridge University
Press.
Hall, G. (2011). Exploring English language teaching: Language in action.
London, UK: Routledge.
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language
teaching. New Haven, CT: Yale University Press.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2
Ed.). Oxford, UK: Oxford University Press.
Murphy, R. (2007). English grammar in use: A self-study reference and practice
book for intermediate students of English with answers (3rd ed.). Cambridge, UK:
Cambridge University Press.
Richards, J. C. (2000). New interchange: English for international
communication, Intro - Students Book. Cambridge, UK: Cambridge University Press.

Richards, J. C. & Rodgers, T. S. (2001). Approaches and methods in language

teaching (2 Ed.). Cambridge, UK: Cambridge University Press.