Approach to Teaching

According to academic research, linguists have demonstrated that there is not one single best method for everyone in all contexts, and that no one teaching method is inherently superior to the others. Also, it is not always possible – or appropriate – to apply the same methodology to all learners, who have different objectives, environments and learning needs. So, I have adopted Communicative Language Teaching (CLT) approach, Task Based Learning (TBL) method and PPP in my teaching practice.

Communicative Language Teaching (CLT)

The communicative approach is best known current approach to language teaching. The main focus of CLT is Interaction, authentic communication and negotiating meaning. For example: I have given the students small group activity where they found the scope to interact with their partners. The characteristics of the teaching/learning process are

• The most obvious characteristic of CLT is that almost everything that is done with communicative intent.

• Another characteristic of CLT is the use of authentic materials. Whenever possible, ‘authentic language’-- language as it is used in a real context -- should be introduced.

• Activities in CLT are often carried out by students in small groups.

Task Based Learning (TBL)

Task-based learning focuses on the use of authentic language through meaningful tasks such as visiting the doctor or a telephone call.  This method encourages meaningful communication and is student-centered. There are pre-while-post activities in TBL. A teacher gives a task that the students have to perform or a problem that they have to solve. For example: I always give the students a task that they have to perform. The characteristics of TBL are

a.  Students are encouraged to use language creatively and spontaneously through tasks and problem solving

b.      Students focus on a relationship that is comparable to real world activities

c.      The conveyance of some sort of meaning is central to this method

d.      Assessment is primarily based on task outcome

e.      TBLT is student-centered.

Figure 1: PPP & TBL

PPP (Presentation, Practice, & Production)

It is a method to teaching language items which follows a sequence of presentation of the item, practice of the item and then production of the item. The first stage is the presentation of an aspect of language in a context that students are familiar with. The second stage is practice, where students will be given an activity that gives them plenty of opportunities to practice the new aspect of language and become familiar with it whereas receiving limited and appropriate assistance from the teacher. The final stage is production where the students will use the language in context, in an activity set up by the teacher who will be giving minimal assistance. For example: I have shown them a video which student presented and given them flash cards to practice them and lastly they provided feedback.