Marrakech - In many EFL classes, teachers are still adopting traditional methods in teaching. A teacher is the source of “correct and accurate” knowledge. He or she does not give many opportunities to students to express their opinions freely. For example, in the Grammar Translation method, the language is being learnt not for real life communication, but merely to read and translate foreign texts. Students are exposed to content that could enhance their receptive skills while the productive ones are not much emphasized. There is only a one-way communication between the teacher and the students, which reduces the chance for the students to interact with each other. The students have to remain sitting during the whole session in a matrix and fixed layout. They do not move or independently choose the ways that suit their learning style. These teaching methods are not conducive to language learning, and therefore new methodologies of instruction are being created.
Marrakech – In many EFL classes, teachers are still adopting traditional methods in teaching. A teacher is the source of “correct and accurate” knowledge. He or she does not give many opportunities to students to express their opinions freely. For example, in the Grammar Translation method, the language is being learnt not for real life communication, but merely to read and translate foreign texts. Students are exposed to content that could enhance their receptive skills while the productive ones are not much emphasized. There is only a one-way communication between the teacher and the students, which reduces the chance for the students to interact with each other. The students have to remain sitting during the whole session in a matrix and fixed layout. They do not move or independently choose the ways that suit their learning style. These teaching methods are not conducive to language learning, and therefore new methodologies of instruction are being created.
Recently, some EFL classes began using computers as additional material in class. This is a positive development in EFL classes, but is still weighted down by traditionalist methodologies. For example, the seats are still organized in a matrix, and thus, it becomes rather difficult for the teacher to reach all of the students. Additionally, the problem of class layout creates distance between the teacher and students. The remote teacher hiding behind a screen is a far cry from the kind of personal attention and understanding that developing thinkers need.
Another, and even more encouraging development in EFL learning is the Communicative Language Technology (CLT) language learning approach. CLT emphasizes group work, student-student communication, and interaction between students and teachers. It makes technology use central to language teaching, and focuses on real-world language situations, rather than text translation or grammar. Scholars of language learning suggest that CLT, which focuses on person-to-person interaction, might be one of the best methods of learning a foreign language. However, research into this teaching method is still in its early stages.
CLT offers opportunities for radically re-thinking the way languages are taught. One study, conducted by Huang Shih-Jen in China, entitled “Communicative Language Teaching in a Multimedia Language Lab” offers a glimpse into the future of this teaching method. In this study, language learners could use technology communicatively by using a software game called SemiTown (a computer simulation program created by Maxis/Electronic Arts). Within the SemiTown programs, students play and try to build their own city according to certain rules and conditions. This activity allow the students to become independent in their learning, and involved in the building of the city, which familiarized them with the vocabulary used masonry, architecture, gardening, and urban life. Students learned the vocabulary communicatively, and they could also work in groups. During the building of their cities, they had the opportunity to negotiate and discuss in English which boosted their communicative competences.
Additionally, students’ language fluency is the goal of using the activities, as there is no explicit focus on the form and accuracy of language. After the building of the city, the students presented the project to their peers. They were not penalized for making any language mistake, as the objective of the game was to enhance their linguistic fluency. To sum up, during such activities the learner is highly centered. The teacher does not play any major role, which reduces his TTT and involvement in activities and tasks.
Lastly, the use of technology in class is not the only objective that educators should strive to realize. They should also investigate how technology should be adapted to the class. The combination of the principles of CLT, especially communication, and ICT in EFL classrooms might be one of the most effective and practical strategies for the sake of constructive and independent self learning.
© Morocco World News. All Rights Reserved. This material may not be published, rewritten or redistributed
