INTRODUCTION:

English is a globally accepted language of education and business. Thus, being proficient in the language usage is an important aspect for language learners. Not only for their academic career but also for their prospective professional life non native speakers, need language proficiency.

Given the ever changing global and multicultural workplaces, the methods of language learning and teaching, has undergone a great changes. In an increasingly global world non native speakers are moving out of their countries and competing with people all over. In this regard the English teaching ideologies and practices, for instance; unproductive teaching methodologies, inappropriate study materials, ineffective evaluation systems and emphasis on multi language skills etc, have been influenced by various factors. The focus is no longer on grammar, memorization and learning by rote. New technology, teaching methods, variety of learners and global scenario are having a tremendous impact on the English teaching- learning scene.

Language teachers must understand that language acquisition is a complex phenomenon for non-native speakers. English is spoken all over the world with many variations across cultures and countries. Learners bring with them a range and variety in the language which is acceptable and handy in their specific environments. One of the many problems encountered by the language teachers is the diverse learner groups in the class. Some learners may be very fluent in usage while others will be more challenged when it comes to adjusting their English to different contexts and audiences. The teacher thus has to focus on teaching English that is most suited to the academic, professional and technical context rather than teaching English in an absolute sense. There are multifaceted learner-trainer interactions inside and beyond the classroom which enhances the learners’ critical thinking, language learning activities as well as performance outcomes. Various studies have been conducted to explore the perceptual differences and ensuing problems related to what the trainer tries to teach and what the learner understands. Moreover, the access to information in terms of technology, availability and flexibility has also evolved drastically. In view of the above discussion, language teaching can thus be broadly divided into two approaches; firstly, learning language as a subject thus the focus being subject oriented and secondly focus being language oriented that is learning language usage in various contexts.

With this background the paper thus attempts to analyze and explore new pedagogical approaches and English teaching methods for non native learners of English. However the effectiveness of these approaches are left to experimentation, suited to the needs of specific learner groups.

Analysis and Discussion:

Traditional Methodologies and their Impact

Grammar-Translation Method is one of the first traditional methods. Teaching methods and syllabus designed often focused on translating literary pieces written in English to the learners’ native tongue. Learners whose native language had a different grammatical structure than English were supposed to benefit from this approach. The method had limited scope and did not accomplish the required purpose, as any kind of spontaneous output or creative speaking was missing from the curriculum. Learners often failed to speak or write effectively in the target language. According to modern scholars, grammar–translation as a legitimate language teaching method has been rejected.

The Direct Method insists on thinking and communicating directly in the target language. The learner is not allowed to use his or her mother tongue. There is more emphasis on correct pronunciation and grammar rules are avoided. The direct method fell short of achieving its objective as it does not consider all aspects of Language Teaching. Major shortcomings are the lack of suitable textbooks and teachers. There is also not enough writing and reading, leading to constant spelling errors made by learners. The Direct Method also relies heavily on Aural-Oral Appeal, is expensive and cannot be implemented in schools with limited resources.

Audio-lingual Approach focuses on teaching young learners the pronunciation, sound and speech patterns of the language. Learners were required to recognize speech patterns even before they could read and write appropriately. The method ignored the function of knowledge and context in language education but insisted on repetition and memorization of standard expressions. As research on linguistics and its applications progressed, it was discovered that that it was not wrong to commit language errors and that language was not acquired through a process of habit formation. The ability of the methodology to deliver a long term improvement in communicative efficiency was also discussed and criticised.

Noteworthy among the various studies which have conducted to assess the elementary differences between what is taught and what is learnt by the learners, is the learning pyramid (Proposed by National Training Laboratories Bethel, Maine, USA) which summarizes the teaching- learning outcome effectively. It proposes that involved learners enhance their learning abilities along with the teacher involvement approach. Hence to involve learners in the language learning process, using various methods has been found to be highly effective. However retaining their interests and customizing teaching instruments and methods is a major challenge for facilitators.

The Teacher- Facilitator:

Several studies have proposed different roles for a language teacher, however in the modern education scenario the teacher’s role is controlled yet multidimensional, the language teacher is expected to be a :

· Facilitator

· Mentor

· Resource

· A participant in discussions

· Analyst

· Manager

· Observer

Exploring Modern Methodologies:

The learner enters a language classroom with great anxiety and apprehension, thus they need a sensible and effective approach in teaching and learning methodology. To a great extent the understanding of language and its usage depends on the teaching methodology adopted by the teacher. Ideal language learning necessitates that the teacher’s teaching objectives and student’s learning objectives should not differ.

Task Based Language Teaching:

The current paradigm shift in teaching pedagogy is basically towards Task Based Language Teaching, this method is a derivative of Communicative Language Teaching. The role of the learner is considerably altered as TBLT breaks through the challenges of the traditional English language teaching and learning practices. TBLT focuses on experimental learning or learning by performing on meaningful tasks using the target language. The role of the teacher is toned down to become a facilitator who communicates only to facilitate independent learning.

Combined Digital Learning:

Course materials and resources have started reflecting the digital trend as teachers are becoming more experimental with forms of teaching. Teachers, who are willing to infuse their teaching with digital learning, can blend face-to-face teaching with online interactions or lessons. Language learners all over the world are often part of the virtual world immersing themselves in applications and social media. Therefore teaching English in virtual worlds should be an effective option.

One such option is using an iPod to teach English. Learners can use their iPods in the classroom and alternatively at home. Hearing their own speech recorded, while speaking English will help them review and identify errors and make improvements. The iPod can also be effectively used to download materials, like relevant English movies, Audiobooks, Podcasts, TV show and listened to. Interestingly, in their convenient time learners can even take the Progress test on their iPod to measure their proficiency levels on the four skills (LSRW). There are also many effective language learning applications which can be downloaded and integrated with traditional classroom study for a combined digital learning.

Billions of users are active on social media like Twitter, Face book, LinkedIn Tumblr, Instagram and Snapchat. Social media then is a global phenomenon across countries and languages. So this is the right time to explore the opportunities provided by this platform and use it to teach English. A great way to bring learners together through social media is to create a classroom community and provide new opportunities for communication. The English language used on social media sites is a great way to analyze grammatical rules and errors, sentence constructions, acronyms, slang etc across learners. Learners will be amused and encouraged to bring the virtual world into a real classroom and participate in the discussions. The blended learning approach can accommodate language learning in the learners’ lifestyles by combining conventional lessons with home study.

Mobile Assisted Learning:

Mobile assisted language learning has been around for quite some time now. Mobile applications or mobile-friendly versions are also been many used widely. Online resources like Wordable (Cambridge University with Press Playlingo Ltd.) have built-in active-recall learning, and spaced repetition to make new words stick. Competitive games along with vocabulary learning can be played by including friends.

Tri Pro English Website and Mobile Apps is another useful source which provides high-quality recordings free for listening practice of learners, they are divided into levels and supported with comprehension questions. Another resource named ‘Essential English’ (OUP) provides free resources for learners and teachers using mobile technology. Activities, Phrasebooks, Lesson plans and flashcards are included as part of the store.

Learning through Games

Learn Languages with Ruby Rei (Wibbu), is an immersive learning technique. The learner has to negotiate an interactive adventure game by using their language skills to collaborate, discuss, and build friendships in order to break away from a forgotten planet at the edge of the universe. Learners are exposed to an extensive vocabulary in their target language; they can practise listening, speaking, reading, and writing.

Learn Match (VE Vision Education GmbH) appeals greatly to football lovers. The app combines football games and language learning. The app enhances language competence using step by step easy access to the English vocabulary and language using the framework of the popular sport. Training sessions, friendly matches, cup games and leagues makes vocabulary learning fun for young learners.

Get Set, Go! Phonics (Oxford University Press) is a three-level foundation language building and phonics skills series, aiming to help kindergarten children build phonological skills and eventually assist their development of reading, writing and speaking skills.

Inclusive learning:

Inclusive learning involves using the mind and the body to discuss, collaborate and explore. It is based on the idea that learning is not only about remembering but learners also need to be socially, physically, emotionally and intellectually connected with the process.

The Doodle Town (Macmillan Education) course is mainly designed for preschoolers. It uses a stimulating and inspiring interface to improve observation, memory, understanding, and imagination. Getting learners to watch audio visuals, draw, and get inquisitive and induce creativity are some of its objectives.

Orbit (Richmond) endeavours to develop the learners’ cognitive and socio-emotional skills through a language course which draws on the narrative of a ferret and children who experience adventures in multicultural environments.

Exploratory learning:

Course materials as part of curriculum often tend to become unrealistic and monotonous across nations. This has often led to debate in the academia, as to how adequately learners are being trained for real life, in the present scenario.

Some specially designed Courses in this aspect are; Wider World (Pearson with the BBC) and Fast Track 5 (EF Education First Ltd). They encourage young learners to practise communication and soft skills through genuine video and audio content, essential to face the challenges of the global communities. Another platform which uses TED talks and real-life stories to inspire learners to think creatively and critically is ‘Perspectives’ (National Geographic).

An unconventional approach to teaching grammar is Danny N. Davies’s Teaching Grammar: From Rules to Reasons (Pavilion Publishing). Teachers and learners discover how writers and speakers use grammar to express themselves in real life.

‘Teaching lexically’ by Hugh Dellar and Andrew Walkley’s (Delta Publishing). This is a novel concept in comparison to a simplified traditional view of grammar studies. The teaching of grammar and lexis is combined for more effective classroom practice.

The English Club

Creating an English interaction club could be an appealing way to allow learners various opportunities to interact and converse with each other in English. A specific time and day each week could be set aside depending on the convenience of the learners. Poetry, music, debate, discussions, reading aloud, role-play and such other activities can be introduced to sustain interest and enhance learning their new language. The key is to create a comfort level where anxiety will lessen, learners will feel more in control, and consequently participate and learn, thus enhancing their perform effectiveness.

CONCLUSION:

Academic research the world over suggests that there is no distinct method for teaching which is specifically suited for non- native learners in given contexts. Non native learners mostly have limited exposure to English language. Their conversational and interpersonal skills in English are also not adequate; therefore they require more time to develop successful learning and necessary skills in the regular classroom situation. However, learners who have had some prior exposure to language require less support and time before full integration. Learners also cannot come under the umbrella of the same methodology as they come from different environments; have diverse objectives, and learning needs. Since no single teaching method is essentially better than others; new approaches, teaching points, and concepts with an innovative approach can be incorporated into the teaching-learning system, to boost the learning process.

A diversified classroom needs a curriculum which has been designed keeping in view the learner’s needs and motivation to actively participate in discussions. A need based curriculum would assist learners to understand and analyse the acquired knowledge and apply the skills to meet the probable demands of future education and work. To ensure a well defined objective and assessment format the critical components of planning, pedagogy, assessment and reporting need to be examined so that the intended teaching- learning goals are met. Language learning also needs both formal and non-formal supplementary education during and beyond classes; this includes help with language learning including mother tongue learning, homework practice, mentoring during activities, and required language immersion with support from teachers. Outside classrooms, they require, increasing support and encouragement from parents’ and acquaintances for their education and development of language competences. Moreover, the incorporation of Information and communication technology (ICT) has become almost mandatory to boost the teaching-learning effectiveness. A new paradigm shift in teaching and learning by integrating the many innovations in the field can lead to successful English classes.

Inspite of the present digital intervention learners still depend on teachers to impart knowledge and processes know how. According to M. Swain learners and teachers should ideally interact through digital platforms as teachers help learners work independently, to work on their ‘‘languaging” process that puts together their language development. She is suggesting here about doing things with language rather than just learning about language. Swain asserts that learning cannot develop based on mere input. The learner needs human interaction to engage with another and create meaning together. Thus facilitators too should update their knowledge, technical skills, thorough understanding of the syllabus and teaching methods, to meet the demands of globalization since English is now a global language. On the other hand if the teacher is equipped with latest support of technology and language teaching tools, then in the new pedagogy, one can teach language effectively and motivate the learners towards language learning. Noteworthy is a fact that a university degree in English studies or a simple degree in education, however does not guarantee the language teaching competence required of teachers to particularly teach non-native learners. Emerging technology and innovative approaches does not reject or undermine the importance of traditional methodologies. Rather the whole teaching and learning process is supported and completed by alternative forms of knowledge acquisition and dissemination. However, the implementation of such exercises depends on specific teachers and teaching situations.

The role of learners have also transformed in the new paradigm of learning. As a teacher-facilitator, then, it is best to look at English language teaching not in an ‘absolute or correct’ sense, but that which is most suited to the academic, technical and business context. Thus the focus of teaching- learning process should be strategies that can assist non- native learners to practice effective pedagogical approaches and achieve the desired outcome.

As the authors makes suggestions for teachers, learners and new teaching approaches, the authors do not confront in this study the wider issues of language acquisition, problem of how these learners learn English, problems that teachers face in class and while teaching the subject, social issues etc. Indeed, a greater insight and future reflections can be made on how above the specific processes and problems may impact the new teaching approaches. It has been mentioned earlier in the paper that this paper discusses only new age methodologies which may be adopted for better learning outcomes. The new teaching approaches also need to be customised through trial and error to suit the requirements of the learners. Nevertheless, the authors hope that the discussions in the new light might motivate and encourage practitioners in the teaching context and the learning experiences of non-native English speakers.

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Received on 08.08.2018 Modified on 12.09.2018

Res. J. Humanities and Social Sciences. 2018; 9(4): 881-885.

DOI: 10.5958/2321-5828.2018.00147.X