Richards and Rodgers Framework Approach - Essay Example

APPROACH, DESIGN, AND PROCEDURE APPROACH, DESIGN, AND PROCEDURE ESSAY ON RICHARDS AND RODGERS 3 LEVELS OF METHOD EVALUATION Titus Rock Manickam Order No. 205840 24 March 2008 Table of Contents: 1. Introduction3 2. Two Languages Theory..3 3. Approach, Design and Procedure...4 4. Structure, Function and Interactions...5 5. Linguistic and Learning Theories...6 6. Table 1.7 7. Conclusion..11 8. Bibliography13 APPROACH, DESIGN, AND PROCEDURE Richards and Rodgers 3 Levels Framework-Approach, Design, and Procedure 1. Introduction Language teaching and learning are made possible through the effective use and application of methods. Over the years, various methods have been tried by linguistic theorists and psychologists aiming to develop good communication skills to the learners especially focused on second language learning. In the early years of language education, no formal systems or methods are employed. (Seth Lindstromberg, March 03). Early language education is based mostly on the first language acquisition beliefs - or the acquisition of a native language. Normally, people learn their first language through the natural inputs of hearing, seeing and observations in their daily life experiences. It was only after the emergence of psychology as a branch of science that interest on the evolution of methods based on the research findings of how human acquire learning and how they respond to different modes of teaching took a paradigm shift. And as part of a changing world system, the methods have also evolved to become more effective over the years. (Anthony, E.M. 1963). 2. Two Languages theory Most of us learn to speak at least two languages. Our first language (L1) is known as our native language, and is acquired from our childhood years. The Second Language (L2), also known as foreign language, is acquired as taught in schools, or by living in a state where another language is spoken. Acquiring the first language in most situations is as effortless as learning normal routines. We learn it because we are exposed to it most of the time. On the other hand, learning a another new language calls for greater effort and dedication, and persistent application of the trial and error methodology. (Sally Morrison). The emphasis on this type of language teaching is on how an individual can successfully grasp a second language over a given period of time. It is suitable for the classroom as well as the individual student, because every student who wants to learn a new language has different learning needs, and the instructor has to choose the right method to be used in teaching the classroom which can be easily understood by everyone and does not alienate any student in the class. (JoAnn (Jodi) Crandall, p.3). The existence of various methods for learning the second language has made the task for instructors simpler albeit more strenuous. On the one hand, they have a fine array of systematic learning to suit different needs and tastes. On the other, they have the unenviable task of studying each method separately, and then they choose the method best suited for the purpose. 3. Approach, Design and Procedure Richards and Rodgers developed a three levels framework to help instructors in choosing the right method. The three levels: Approach, Design, and Procedure, are interrelated to each other as the content of each level directly affects the contents of the other levels. Richards and Rodgers implied that in order to select the best method, we should look at each method as a separate series of theories and applications, and that the methods can be evaluated by comparing and coordinating the three interrelated levels. Now let us define the three levels first. (Richards, J. and T. Rodgers. 1986). Approach Approach refers to a particular theory that supports and serves as a foundation of any methodology. No methods exist alone unsupported by theoretical views, and that is why methods and theories must be viewed together. Design is the creation of specifications based on the coherent views of both Linguistic and Learning theories. That is the design can be done after the theories supporting the methods are finalized. Procedures refer to the translated version of approach and design in a form of systematic or step-by-step activities that will be prevalent throughout the course. (Seth Lindstromberg, Skehan's proposals). Any learning effort starts from identification of a need. In our case, the need is "second language acquisition" of an individual. A need can be provided with solution or resource after a comprehensive understanding of its roots or source is accomplished. For the purpose of L2 learning, the main source is the linguistic system. Richards and Rodgers divided this system into 3 different components: Structural, Functional, and Interactive communications. 4. Structure, Function and Interactions Structural component defines the composition of the language. It provides the framework of a language which includes grammar rules and units, phonology, and other lexical issues. Functional component provides that any form of language has meaning - semantic. It implies that language does not exist only to support a single stream of thought but rather of various meanings or thought process that correspond to different situations where it is being used. Richards and Rodgers dwell on the functionality or usage or these structurally related elements such as phrases and clauses, crucial to every language learner in their participation in any communication process. Interactive component provides the use of linguistic system composed of structurally related elements derived from the study of the patterns of human actions, movements or behavior in a conversational process categorized according to its functionality. Most learners are initially comfortable with standard phrases, clauses and sentences. They are more likely to begin with their favorite lines and proverbs, use of subject-verb agreements, tenses, prepositions, punctuations, and other grammatical forms. (Richards, J. and T. Rodgers. 1982). 5. Linguistic and Learning theories Apart from linguistic theory, another source we must consider is the learning theory. As said earlier, different learners have different learning preferences. And learning effort consists of both personal and psychological processes. Therefore a successful learning effort is one where there are practical and determined involvements towards completion of a well-designed instructive course based on the approach, design and interaction criteria. The Design level of this framework shows the specification and details of the instructional system components which is influenced directly by the linguistic and learning theories identified in the approach level. These are the components of the instructional system: Objectives, Selection and Organization of Content, Learning activities, Roles of learners, teachers, and materials. Objective specifies what subject matter will be taught and how it should be taught. Selection and organization specifies what should be taught first and what follows, and is influenced by the selected method. Roles of materials specifies what types of tools will be used to facilitate learning. Role of teacher and learner specifies how they interact with each other in the classroom, and where and when the teacher and the taught spend more time instructing or practicing. After the approach and design level are through, the procedure level specifies the step-by-step actions or activities that are designed to attain the learning need. The procedure level is the outcome of the approach and design levels; that is, it is the level where the theories and design are applied or cohesively put together in the form of a complete course. (Skehan, P. 1998). This framework could be used to evaluate one or more methods by going deeper into the methods at all the three levels of approach, design, and procedure. Since our main focus is the identification of the method which best suits the need, we need to look at the method from every angle in relevance to the three levels. Finally, by way of output, we can tell the differences or similarities of: approach-learning and linguistic theories where the method is based on design-specifications of the method, procedure-learning task and activities. We begin by looking at methods at pieces by using the three levels, and look at it as a whole. Richards and Rodgers created this framework as a tool of method evaluation. (Richards, J. and T. Rodgers. 1982). At this point we will now try to present a simple evaluation of two famous methods using the Richards and Rodgers framework. We will use the methods: Communicative Language Teaching, and Natural approach. The table below shows the summarized differentiation of the two methods according to the three levels. 6. Table 1 Levels Method Description Approach Communicative Language Teaching Method This method implies a functional approach to linguistic theories which emphasizes the importance of meaning and the use of context to learning focus. Concepts are: 1. Activities that promote communication and learning. 2. Activities that use meaningful tasks to promote language learning. Based on learning theories and beliefs of the role of fun, enjoyment, and self-expression in the learning environment. Natural Approach This method implies that vocabulary is the main focus. Learning is based on the theory that learners acquire language by giving comprehensible inputs. Design Communicative Language Teaching Method Objectives: 1. Students will learn to use language as a means of expression. 2. Students will learn to use language to meet the learner's communicative needs. Role of Learners and Teachers: both teachers and students give input. Teachers monitor the performances of the students and correct points where students get wrong. Role of materials: Encourages wide learning acquisition of the language by familiarizing oneself with the use of grammatical units (ex. Proper organization of thoughts in any form of self-expression either orally, written, actions, and mode portrayal (gestures and body language). Any material used is viewed not just physically, but also by expansion of ideas as a tool to gather thought from different viewpoints of participants in the instruction. Natural Approach Objectives: 1. Give learners basic or survival communicative skills Role of Learners and Teachers: Teacher gives the input and students listen. Role of materials: Encourages comprehension skills development. Supplements student with at least basic vocabulary skills. The material is viewed physically. Communicative Language teaching method is more than just imparting the basic skills as compared to what the natural approach provides. The inadequacy in using the natural approach is that there is a likelihood that learners may not gain sufficient inputs to be able to communicate effectively in situations not presented in the learning days. On the other hand, because the meaning of language is presented in the learning days in the CLT method and because the learners are given the chance to pre-explore the language deeply in practice discussion, they are in a better position to communicate effectively with other people in real situations. Procedure Communicative Language Teaching Method Activities like discussions, self introduction, and describing pictures (picture-reading) are presented. Reading magazines, books and other materials that contain dialogues. Engaging in role plays and other exciting activities. Students also act as input providers to each other, creating the healthy situation where the teacher is not the only source giving inputs most of the time. The main concept here is that the students are encouraged to practice talking the Target language or the language to be acquired from a very early stage. Natural Approach More teacher-centric approach. Teacher presents pictures and may ask questions answerable by yes/no. Students are not sufficiently encouraged to talk in the Target Language. The procedure used in the CLT helps the learner master the Target language while learning its functional use. On the other hand, natural approach embarks on the difficult course of expecting the student to master vocabulary, rather than focusing on the functionality of the Target Language. The above columns show the application of the framework. As stated earlier, it helps us see the similarities and differences in the existing methods. The above example illustrates that at some point of any method there are levels where they have the same contents (objectives, application, procedures, activities, task, and other view points). Richards and Rodgers believed that the failure to realize these similarities and differences, no matter how insignificant they may appear to be, will lead to inadequate selection and application of method. Apart from this, it helps to identify whether the intended learners needs are met. For example, encouraging students to talk unobtrusively in the class will enable the instructor to monitor the degree to which the students have adapted to the teaching procedures applied. Conclusion We can conclude that communicative language teaching approach is more enjoyable and challenging as compared to the natural approach which tends to be stereotype and uninteresting. The CLT approach makes language a habit almost from the beginning of the classroom instruction. The more it becomes a habit the more we get exposed to the language. The favorable learning environment affords the observers a good idea of the strong and weak points of the classroom instruction procedures, and gives the students the opportunity to adjust with the learning patterns to meet with their own needs. (Woodward, T. 1999). Another thing is one could easily make any adjustment to any method once the three levels have been explained. Furthermore, if we want to adopt a method but are unable to provide the materials, we can choose any replacement or supplementary materials and procedures to facilitate learning. We can constructively look at the efficacy of all components of the learning process as stated above: the role of linguistic system, role of learners and teachers, role of materials, role of learning theories, and so on. Ultimately, a regular use of these components will effectively finalize the applicability of different methods to various situations in learning efforts. The framework itself is easy to use. However it requires the mastery of the method evaluator to the linguistic and learning theories. Perhaps this is the only drawback of this framework. (Woodward, T. 1991). However, it is very clear that this framework can help explore any method and make it more feasible. The framework has received wide acceptance by teaching practitioners although criticized by those who were not able to grasp the concept of approach, design and interactions in language learning. This framework encourages us to search among different viewpoints and provides us a more detailed insight of what needs to be done in different situations with focus and fortitude. Bibliography: Anthony, E.M. 1963. 'Approach, method, technique'. English Language Teaching, 17: 63-67, JoAnn (Jodi) Crandall, Language Teacher Education, Annual Review of Applied Linguistics (2000), http://userpages.umbc.edu/crandall/Language_Teacher_Education.pdf. Richards, J. and T. Rodgers. 1982. 'Method: approach, design, procedure'. TESOL Quarterly, 16: 153-68. Richards, J. and T. Rodgers. 1986. Approaches and Methods in Language Teaching University of Cambridge Press. Sally Morrison, Second Language Teaching Methodologies, CAL Resource Guides Online, http://www.cal.org/resources/archive/rgos/methods.html. Seth Lindstromberg, Making sense of the approach, method and a few neighboring terms, HLT Magazine, March 03, http://www.hltmag.co.uk/mar03/lind.htm. Seth Lindstrombert, Skehan's proposals for task design in Task Based Learning/Teaching, HLT Magazine, July 03, http://www.hltmag.co.uk/jul03/mart2.htm. Skehan, P. 1998. A Cognitive Approach to Language Learning. Oxford University Press. Strain, J.E. 1986. 'Method: design-procedure versus method-technique'. System, 14/1: 287-94. Woodward, T. 1991. Models and Metaphors in Language Teacher Training. Cambridge University Press. Woodward, T. 1999. 'A way of getting from classroom tactics to talk of beliefs and values'. The Teacher Trainer, 14/2: 8-10. Read More