Foreign Language Teaching Approach

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POLYTECHNIC UNIVERSITY OF THE P HIL IPPINES

PRINCIPAL TYPE OF LANGUAGE TEACHING TECHNIQUEEMPLOYED BY FOUR FEMALE FOREIGN LANGUAGE

INSTRUCTORS OF THE DEPARTMENT OF ENGLISHFOREIGN LANGUAGES AND LINGUISTICS

An Undergraduate ThesisPresented to the Faculty of the College of Arts and Letters

Polytechnic University of the PhilippinesSta. Mesa, Manila

In Partial Fulll!ent of the "e#uire!ents for the $egree%achelor of Arts in &nglish

Arcega, Angelo $.Ase'u#ue, She(inah $.

)ra*o, &velyn C.Mi+a, essa Mari- M.

Pasco, Maricar $.erdadero, ien an Claren-

A%& I/0

$ece!'er 1234




ABSTRACT

Title5 Principal Type of Language Teaching Techni#ue

&!ployed 'y Four Fe!ale Foreign Language

Instructors of the $epart!ent of &nglish Foreign

Languages and Linguistics

"esearchers5 Arcega, Angelo $

Ase'u#ue, She(inah $.

)ra*o, &velyn C.

Mi+a, essa Mari- M.

Pasco, Maricar $.

erdadero, ien an Claren-

$egree5 %achelor of Arts in &nglish

6ear5 1234

Institution5 Polytechnic University of the Philippines

Adviser5 $r. &vangelina S. Seril






This study ai!ed to deter!ine the teaching techni#ues

utili-ed 'y four fe!ale foreign language instructors fro! the

$epart!ent of &nglish, Foreign Languages and Linguistics 7$&FLL8.

For this purpose, the descriptive !ethod of research :as used to

address underlying concepts :ith regards to the foreign language

teaching vie:ed as an a'stract theoretical conte?t in this study.

According to %urns and )rove 7122=51238, $escriptive research is

designed to provide a picture of a situation as it naturally happensB. It

!ay 'e used to *ustify current practice and !a(e *udg!ent and also,

to develop theories for the purpose of this study.

Thus, t:o avenues are utili-ed to !a?i!i-e the in#uiry of

techni#ues 'eing e!ployed 'y the instructor/respondents, i.e. through

se!i/structured intervie: and a researcher/!ade/#uestionnaire.

SUMMARY OF FINDINGSFindings :ere dra:n 'ased on the gathered and analy-ed data5

3.8 Prole of the Foreign Language Instructors Dut of the four 708 instructors surveyed t:o 718 :ere 12/=2

years old and t:o :ere 43/E2 years old. T:o have less than seven 78

years of teaching foreign language and t:o 718 have !ore than eight

7G8 years of teaching foreign language. All have !ore than t:o 718

language co!!ands :here &nglish and Tagalog :ere the second and

rst languages.

1.8 Techni#ues Utili-ed




Findings sho:ed that the thirty/eight 7=G8 language teaching

techni#ues illustrated 'y %ro:n in his Ta?ono!y, t:enty 7128 under

controlled, nine 7@8 under Se!i controlled, and nine 7@8 under free

:ere e!ployed 'y foreign language instructors in their respective

classes. Dther techni#ues :hich are not in the ta?ono!y 'ut :ere

elicited 'y the instructors are5 the use of relevance, culture, and

literature particularly, through poetry :riting.

=.8 Co!!only used Techni#ues

A!ong the teaching techni#ues present in %ro:nHs Ta?ono!y,

four 708 teaching techni#ues under Controlled na!ely5 Content

&?planation, Copying, $rill, "eading Aloud, and Testing are the

techni#ues that o'tained the highest !ean in ter!s of the fre#uency

of use, :ith a !ean of 4.2 and an overall ualitative $escription of

Al:aysB used. ;hile only one 738 techni#ue under Se!i controlled,

:hich is Preparation, 'ear a !ean of 0.4 and an overall ualitative

$escription of DftenB used. Another techni#ue that instructors

co!!only e!ploy is $ra!a under the Free techni#ue :ith a !ean of

4.2 and an overall ualitative $escription of So!eti!esB used. Dn

the other hand ndings 'ased fro! the intervie: conr!ed that $rill

and "eading Aloud are the ones :hich are co!!only used together

:ith Setting.




0.8 Classication>s of the Techni#ues &!ployed 'y the Instructors

Fro! the thirty/eight 7=G8 language teaching techni#ues

illustrated 'y %ro:n in his Ta?ono!y, ndings sho:ed that all

techni#ues, t:enty 7128 under controlled, nine 7@8 under Se!i

controlled, and nine 7@8 under free :ere used 'y foreign language

instructors respectively, along diJerent levels of fre#uency. ;hile

intervie: ndings suggested that al!ost all of the techni#ues

e!ployed 'y fe!ale foreign language instructors :ere under the

controlled techni#ue and only one 738 fell under the free type.

4.8 The Principal Type of Teaching Techni#ue

A!ong the three 7=8 Types of Teaching techni#ues, ndings

deter!ined that, the Controlled technique is the do!inant type of

language teaching techni#ue utili-ed 'y foreign language instructors,

:ith an overall !ean of 0.40 !ar(ed as al:aysB 'een used Follo:ed

'y the Semi-controlled :hich o'tained a =.G overall !ean, !ar(ed as

oftenB used. The free technique gained =.00 overall !ean and

!ar(ed as a type of language teaching techni#ue that is so!eti!esB

used 'y the instructors. ;ith regards to the intervie:, al!ost all of

the techni#ues elicited 'y the fe!ale foreign language instructors are

also under the controlled type.




CONCLUSIONConclusions :ere dra:n 'ased on the gathered and analy-ed

data53.8 Prole of the Foreign Language Instructors

The foreign language instructors are 12/E2 years old :ith t:o

to nearly forty years of foreign/language/teaching e?perience. All

have !ore than t:o language co!!ands :here &nglish and Filipino

are the second and rst languages.


All of the techni#ues under Controlled, Semi controlled and

Free as proposed 'y %ro:n in his Ta?ono!y are utili-ed 'y the

instructors in various degrees. Dther techni#ues :hich are not in the

ta?ono!y 'ut :ere elicited 'y the instructors are5 the use of

relevance, culture, and literature, particularly, through poetry :riting.

=.8 Co!!only used Techni#ue

Fro! the given techni#ues present in %ro:nHs Ta?ono!y, four

708 teaching techni#ues under Controlled na!ely5 Content

&?planation, $rill, "eading Aloud, and Testing are the techni#ues

instructors co!!only use in their foreign language classes along :ith

the techni#ue under the Free type na!ely, $ra!a. Although none of

the techni#ues under se!i controlled 'ear a !ean of 4.2, the closest

a!ong the language teaching techni#ues to the ones !ost co!!only




e!ployed is Preparation. Dn the other hand, ndings 'ased fro! the

intervie: conr!ed that $rill and "eading Aloud are the ones :hich

are co!!only used together :ith Setting.

0.8 Classication of the Techni#ues &!ployed 'y the Instructors

Since all of the techni#ues present in %ro:nHs Ta?ono!y are

utili-ed 'y

Foreign Language instructors, it is evident that all classications

na!ely5 Controlled, Se!i controlled, and Free are 'eing considered in

the foreign language classes :ithin various e?tents. ;hile intervie:

ndings suggested that al!ost all of the techni#ues e!ployed 'y

fe!ale foreign language instructors are under the controlled

techni#ue and only one 738 fell under the free type.


The Controlled technique is the Principal type of language

teaching techni#ue utili-ed 'y foreign language instructors of the

$epart!ent of &nglish, Foreign Languages and Linguistics.

RECOMMENDATION %ased on the ndings o'tained and conclusions dra:n in the

study, the follo:ing reco!!endations are presented.3.8 Since !ost of the techni#ues utili-ed 'y Foreign Language

instructors are under the controlled type, they are encourage to




incorporate ne: :ays 7under the sa!e type of language teaching

techni#ue8 in presenting their !aterial as part of their traditional

teaching approach, to :here they nd the!selves !ost eJective.

1.8 In ter!s of the techni#ues :hich is>are al:ays used 'y the

instructors, given that ve 748 a!ong the controlled type of teaching

techni#ues appeared to 'e !ost utili-ed, and not at least one 738 of

the se!i controlled techni#ue happened to level its fre#uency of use,

foreign language instructors are encouraged to try techni#ues under

the se!i controlled to see if the studentsK response is innovative in

driving to:ards a ne: learning process.

=.8 Since a lot of language teaching techni#ues are !ade

possi'le as products of continuous research on the eld of teaching.

Foreign language instructors are encouraged to e?peri!ent :ithin the

'oundaries of their teaching !ethods to co!e up :ith possi'le

reali-ations of their teaching principles.

0.8 Since the su'*ect of the study only co!prises four fe!ale

respondents, :ith the atte!pt to understand the nature of *ust a 'rief

account of the teaching techni#ues they e!ploy in their foreign

language classes, researchers highly suggest that further study if not

!a(e a co!parative analysis 'et:een preference of teaching




techni#ues :hen gender is involved is to increase the nu!'er of

respondents to gain 'etter accounts of the techni#ues foreign

language instructors utili-e.

4.8 Since the study :as dra:n fro! a current research on 122G

at $e La Salle, Colu!'ia :here t:o &FL instructors :ere the su'*ects

of the study follo:ing a triangulation as avenues to understand the

nature of the foreign language teaching :hile this study utili-ed a

diJerent set of approach to co!e up :ith the account of approaches

foreign language instructors utili-ed, the researchers highly

encourage other researchers to e?peri!ent 'y incorporating other

!eans of data collection instru!ents to further the study in the eld

of foreign language teaching.




.

Table of Contents

Page

TITL& PA)&

C&"TIFICATID9 A9$ APP"DAL

S&&T..ii

ACN9D;L&$)&M&9T

.iii

A%ST"ACT

TA%L& DF CD9T&9TS

LIST DF TA%L&S

LIST DF FI)U"&S

CAPT&" I T& P"D%L&M A9$ ITS %ACN)"DU9$




Introduction

..3E

%ac(ground of the

Study.3G

Theoretical

Fra!e:or(.3@

Conceptual

Fra!e:or(.1=

State!ent of the

Pro'le!..10

ypothesis

.

Scope and

Li!itations14

$enition of

Ter!s..1G

CAPT&" II "&I&; DF "&LAT&$ LIT&"ATU"& A9$ STU$I&S




Introduction.

.

Foreign

Literature.......=E

Foreign

Studies0E

Local

Studies.4E

CAPT&" III "&S&A"C M&TD$DLD)6

"esearch Method

Used..4G

"esearch

$esign..4@

$escription of the Su'*ects of the

Study4@

Su'*ects of the

Study..4@

"esearch

Instru!entE2






%. Survey

uestionnaire

@4

C. Ta?ono!y

.321

$. alidation

Letter..32

&. Survey

"u'ric

.32@

F. Intervie: )uide

uestions..333

). Intervie:

Transcripts

33=

Curriculu! itae






LIST OF FIGURES

Figure Title

Page

3 Conceptual

Fra!e:or(..




CHAPTER I

THE PROBLEM AND ITS BACGROUND

This chapter provides the research introduction, its 'ac(ground,

and the pro'le! that the researchers :ill address.

INTRODUCTION

Language teaching 'eca!e a profession in the t:entieth century

and :as characteri-ed as a gro:ing 'attle 'et:een teaching

ideologies. 9otions li(e the syste!atic set of teaching practices 'ased

on a particular theory of language and language learning :hich lied

under the !ethod concept in teaching 7"ichards and "odgers, 12238.

According to Alatis 7122=8, &very instructor starts :ith an initial

theory of language teaching and learning, 'ased on personal

e?periences as a language learner and, in so!e cases, reading or




trainingB. And language, to Muf:ene 712235 3 as cited fro! Spols(y,

12208 is parasitic, :hose life and vitality depends on the acts and

disposition of its host, 7i.e. spea(ers on the society they for! and on

the culture in :hich they live8. The late t:entieth century has 'een

called the Oage of co!!unicationH, and :ith so!e *ustication

7;allace, 3@@38.

;allace in his 'oo( “Training Foreign Language Teachers: A

Reective Approach! stated that language teaching, especially of the

great :orld languages, :hich are seen as international channels of

co!!unication, 'eco!es ever !ore i!portant. In this 'oo(, he also

said that :ith the e?plosion in language teaching, there has 'een an

increased de!and for language teachers and the conse#uent need to

train these teachers.

In order to 'etter understand each other, language is i!portant.

Learning a specic language is #uite too co!ple? in its o:n as that of

teaching it. Dne of the purpose and goals of this paper is to open the

eyes of the readers in language diversity. This paper !ainly involves

foreign language teaching techni#ues. For as :e can see, coping :ith

in this age of co!!unication should 'e addressed.

For long years no:, the Polytechnic University of the Philippines,

!ainly the $epart!ent of &nglish Foreign Languages and Linguistics

under the College of Arts and Letters already addressed this




co!!unication gap. The $epart!ent has 'een nurturing Foreign

Language Instructors and has 'een teaching students fro! %achelor

of Arts in &nglish.

The researchers have 'een very interested in the teaching

techni#ues e!ployed and practiced 'y so!e of the Foreign Language

Instructors under the $epart!ent. Therefore, this research ai!s to

connect the 'ridge of languages, loo(ing for:ard to ho: the e?isting

Foreign Language Teaching Techni#ues e!ployed 'y the Instructors

:ere to 'e classied and if there :ill 'e any other techni#ues to 'e

possi'ly applied further.

BACGROUND OF THE STUDY

The Polytechnic University of the Philippines :as already having

a Foreign Language class for a long ti!e no:. The university has

conducted Spanish classes since then. It has 'een the !ain foreign

language in the university until so!e other languages such as

9ihongo and French 'eca!e part of the curriculu!.

ust a year ago, thatHs 1230, Mandarin as a Foreign Language

:as added to the list of Foreign Language classes specically tac(led

in the unior levels of %achelor of Arts in &nglish. It :as the ne: era of

Foreign Language Teaching 'ecause of the language added, and each

language :as taught in diJerent sections. This era has 'een




re!ar(a'le for it tends to :iden the range of possi'ilities for pre/

service foreign language teaching in the depart!ent.

Therefore, the researchers 'y no: :ould li(e to e?tend the

cogni-ance of the foreign language teachers and the teaching

techni#ues they e!ploy and :ants to deter!ine :hether these

teaching techni#ues :ould fall under teacher/centered, techni#ues or

student/centered ones. In line :ith this, the researchers dra:

inspiration fro! a recent study !ade in $e La Salle, Colu!'ia :here

t:o &nglish as Foreign Language 7&FL8 instructors 'eca!e su'*ects of

the study :hich ai!s to (no: the do!inant type of teaching

techni#ues the t:o professors e!ploy in their &FL classes using

%ro:nHs Ta?ono!y of Language Teaching Techni#ues as their

fra!e:or(.

THEORETICAL FRAMEWORK

Follo:ing a co!prehensive ta?ono!y of co!!on

techni#ues for language teaching, adapted fro! Croo(es and

Chaudron 73@@38, :as the paper:or( of . $ouglas %ro:n in 1223. In

recent classroo! o'servation :or( 'y Chaudron and alcrcel 73@GG8,

a tentative list of activity types has 'een developed. The list group

:as displayed according to three degrees of teacher versus student




control over the perfor!ance of the activity, although li(e other

practitioners, :e recogni-e that factors such as the topic and the

teacherHs goal can inQuence the degree of control 7Croo(es and

Chaudron 3@@38.

Croo(es and Chaudron 73@@38 classied the teaching

techni#ues as Controlled, Se!i/controlled and Free. This research

:or( :as further developed 'y %ro:nHs Ta?ono!y of Language/

Teaching techni#ues.

Teaching is si!ply the arrange!ent of contingencies of

reinforce!ent, as stated 'y S(inner 73@EG8. Follo:ing this state!ent

in his 'oo( The Technolog" of Teaching, S(inner provided that so!e

pro!ising advances have recently 'een !ade in the eld of learning.

Special techni#ues have 'een designed to arrange :hat are called

contingencies of reinforce!ent R the relations :hich prevail 'et:een

'ehavior on the one hand and the conse#uences of 'ehavior on the

other R :ith the result that a !uch !ore eJective control of 'ehavior

has 'een achieved.

Teaching and learning are al:ays correlated to each other. As

one is present so as the other. %ecause of this, a lot of researchers

and theorists has co!e up :ith diJerent ideas, theories and principles

:hich tac(les these relations. Theorists such as )age, ull, illgard




and the others studied the factors and theories in teaching and

learning.

A distinction can 'e !ade in theories of learning and theories of

teaching. ;hile theories of learning deal :ith the :ays in :hich an

organis! learn, theories of teaching deal :ith the :ays in :hich a

person inQuences an organis! to learn 7)age, 3@18. The teaching

theory proposed or applied 'y the teacher :ill al:ays 'e inQuenced

'y e?isting learning theory of the student.

o:ever, teaching varies especially teaching a language.

Teaching a language diJers depending on its conte?t. The diJerence

of the approach and theories used depending on :hether an

instructor teaches in a Second Language Conte?t or Foreign Language

Conte?t. In the case of this paper, dealing :ith the Foreign Language,

the Theory of Instruction proposed 'y %runer in 3@EE.

Unli(e the theories of learning and of develop!ent :hich are

descriptive, the theory of instruction is rather prescriptive in the sense

that is sets forth rules concerning the !ost eJective :ay of achieving

(no:ledge or s(ill. Theory of instruction is a nor!ative theory. It sets

up criteria and states the conditions for !eeting the!. A theory of

instruction so!eho:, is concerned :ith ho: :hat one :ishes to teach

can 'e learned, :ith i!proving rather than descri'ing learning

7%runer, 3@EE, pp. 028.




It has 'een custo!ary, in discussing predispositions to learn, to

focus upon cultural, !otivational, and personal factors aJecting the

desire to learn and to underta(e pro'le! solving. For such factors are

of deep i!portance. There is, for e?a!ple, the relation of instructor to

student R :hatever the for!al status of the instructor !ay 'e,

:hether teacher or parent 7%runer, 3@EE, pp. 018.

This theory proposed 'y %runer states that in order to learn a

language, a student :ho does not possess anything :ith the target

language !ust have a relational 'ond :ith one :ho does possess

so!ething or (no:ledge. This :ay, the instructor has a higher hold

over the process and the student learns fro! the instructor.

Another theory proposed 'y Atlatis 71228, focuses on the

teacher/centered :ay of teaching. &very instructor starts :ith an

initial theory of language teaching and learning, 'ased on personal


training. In reQective practice, the teacher applies this theory in

classroo! practice, o'serves and reQects on the results, and adapts

the theory. The classroo! 'eco!es a (ind of la'oratory :here the

teacher can relate teaching theory to teaching practice.




In his paper 7pp. 48, Atlatis 71228 also stated that the concepts

that the teacher ac#uires through reading and professional

develop!ent activities are a'sor'ed into the theory and tested in the

reQective practice cycle. %elo: is the fra!e:or( he proposed5

%oth theories proposed 'y %runer and Atlatis sho: the

dependence of the students in learning a language to a specic

source :ho, 'y !eans is the instructor. It sho:s that in learning a

language as a foreign language, one cannot rely on his prior

(no:ledge alone.

This paper :ill further open the space of (no:ledge in Foreign

Language Teaching and the relation of %runerHs theory of instruction

and AtlatisH reQective practice.




CONCEPTUAL FRAME!OR

The study ai!s to identify the do!inant type of techni#ue

e!ployed 'y the Foreign Language instructors of the $&FLL.

F"#$%e &' Resea%() Pa%a*"#+

The input fra!e contains the Language Teaching Techni#ues

utili-ed 'y the $&FLL Foreign Language instructors. This fra!e is

:here the researchers sho:ed the 'ac(ground of the techni#ues

co!!only used 'y the instructors.

Language

Teaching

Techniques

employed by theo!eign

Language

inst!ucto!s o"

#$LL

#ata %athe!ing&

o 'u!(ey&

o )uestionnai!e

o *e!sonal

+nte!(ie, ,ith the

"o!eign language

inst!ucto!s #ata -nalysis

*!esentation o"

#ata .onclusion&

o Techniques

utili/ed by the

L- inst!ucto!s

+denti"ied

teaching

techniques

#ominant type

o" language

teaching

technique

.ont!olled

'emicont!olled

!ee based on

the Taonomy o"

!o,n

DUTPUI9PUT P"DC&SS




The process fra!e contains the gathering of data 7through survey

#uestionnaires and intervie: :ith the instructors8, data analysis,

presentation of data, and the conclusion, :hich sho:s the teaching

techni#ues e!ployed

The last fra!e :hich is the output fra!e contains the identied

teaching techni#ues and the do!inant classication of these

techni#ues 'ased on the Ta?ono!y of %ro:n.

STATEMENT OF THE PROBLEM

This research ai!ed to identify the teaching techni#ues utili-ed

'y selected Foreign Language instructors of the $epart!ent of

&nglish Foreign Languages and Linguistics 7$&FLL8 in teaching their

students in French, Spanish, 9ihongo, and Mandarin.

Specically, the study sought to ans:er the follo:ing5

3.8;hat is the Prole of the respondents<

3.3 Age

3.1 6ears of teaching Foreign Language

3.= Language co!!ands

1.8;hat are the Language teaching techni#ues foreign language

instructors utili-ed<=.8Fro! the Language teaching techni#ues, :hat is>are the !ost

co!!only used 'y foreign language instructors<




0.8Follo:ing the ta?ono!y presented 'y %ro:n 712238 adapted fro!

Croo(es and Chaudron 73@@38, :hat are the possi'le

classication>s of the teaching techni#ues utili-ed 'y Foreign

Language instructors<4.8And to that, :hat is the !ost co!!only used type of language

teaching techni#ue Foreign Language Instructors e!ployed<

SCOPE AND LIMITATION

This research ai!ed to identify the teaching techni#ues e!ployed

'y the Fe!ale Foreign Language Instructors fro! the $epart!ent of

&nglish Foreign Languages and Linguistics :ho are teaching

Mandarin, Spanish, 9ihongo and French as Foreign Languages to

unior %achelor of Arts in &nglish students of the Polytechnic

University of the Philippines.

The researchers focused on the four e?isting Foreign Languages

taught in %achelor of Arts in &nglish last Acade!ic 6ear 1230/1234

unior students. This research only involved four fe!ale instructors,

one fro! each foreign language taught during the 1230/1234

acade!ic year period. The research paper is li!ited to the professors

alone as the researchers only ai!ed to identify the teaching

techni#ues e!ployed 'y the foreign language instructors and the

!ost co!!on type of language teaching techni#ue used in teaching

foreign language.




SIGNIFICANCE OF THE STUDY

Resea%()e%s

To the future researchers, this research introduces concepts that

lin( to other possi'le research topics :ith regards to language

teaching. The researchers are encouraged to continue, !odify or

develop varia'les that :ill help 'etter understand and identify the

diJerent techni#ues present in the underta(ing of Foreign

Language>Foreign Language teaching

In*$st%,

To the Polytechnic University of the Philippines 7PUP8, in general,

this study endeavored to identify the teaching techni#ues utili-ed 'y

so!e of the foreign language instructors of PUP, specically fro! the

$&FLL faculty. The faculties are encouraged to 'e part in sharing their

preferred>utili-ed language teaching techni#ue to enrich and pave a

:ay for the aspiring Foreign Language instructors in PUP.

Tea()e%s

To the teachers, since teaching foreign language is not given

!uch attention as having a second language taught, this research

entails the essence of having a !odel techni#ue in teaching a foreign




language. Also, the Foreign Language teaching techni#ues presented

here:ith !ay 'e adopted 'y teachers aspiring to teach foreign

language or !ay 'e therefore i!proved further for 'etter use.

St$*ents

To the students, as the recipient of the diJerent techni#ues

involved in the foreign language teaching, this research ai!ed to

!a(e the students understand the value of the techni#ues utili-ed 'y

their instructors. This !ay also help the students learn !ore or

perhaps through the course of ti!e 'e interested in involving !ore in

the foreign language teaching.




DEFINITION OF TERMS

Te()n"-$e

%ro:n 71223 as cited in )alindo and )u-!an, 1228 dened

techni#ue as a superordinate ter! :hich refers to various activities

that either teachers or learners perfor! in the classroo! since they

include all the tas(s and activities. In addition they are al!ost

planned and deli'erate considering they are the product of choice

!ade 'y the teacher that can 'e addressed to the pedagogical units

of classroo! session.

Cont%olle* Te()n"-$es

%ro:n 712238 characteri-ed the Controlled Techni#ues as, a

teacher/centered that is !anipulative and structured. It also involves

a predicted student responses :ith a pre/planned o'*ectives.

3. !a%+.$/5 Mi!es, dance, songs, *o(es, play. This activity has the

purpose of




getting the students sti!ulated, rela?ed, !otivated, attentive, or

other:ise engaged and ready for the classroo! lesson. It does not

necessarily involve use of the target

language.

1. Sett"n#5 Focusing in on lesson topic. &ither ver'al or nonver'al

evocation of the

conte?t that is relevant to the lesson point 'y :ay of #uestioning or

!i!ing or picture presentation, possi'ly tape recording of situations

and people, teacher directs attention to the upco!ing topic.

=. O%#an"0at"onal1 Managerial structuring of lesson or class

activities. Includes

disciplinary action, organi-ation of class furniture and seating, general

procedures for class interaction and perfor!ance, structure and

purpose of lesson, assigning ho!e:or( or any other out of class tas(,

etc.

0. Content e2/lanat"on5 &?planation of lesson content gra!!atical,

phonological,

le?ical 7voca'ulary8, sociolinguistic, prag!atic, or any other aspects

of language.




4' Role./la, *e+onst%at"on5 Use of selected students or teacher to

illustrate the

procedure7s8 to 'e applied in the lesson seg!ent to follo:. Includes

'rief illustration of language or other content to 'e incorporated.

E. D"alo#$e3Na%%at"4e /%esentat"on5 "eading or listening passage

presented

for passive reception. 9o i!plication of student production or other

identication of

specic target for!s or functions 7students !ay 'e as(ed to

understand8.

. D"alo#$e3Na%%at"4e %e("tat"on5 "eciting a previously (no:n or

prepared te?t,

either in unison or individually.

G. Rea*"n# alo$*5 Teacher or student reading directly fro! a given

te?t.

@. C)e(5"n#5 Teacher either circulating or guiding the correction of

studentsK :or(,

providing feed'ac( as an activity rather than :ithin another activity. It

can happen :hen students sociali-e :or( or after activities :hen it is




necessary to chec( students ans:ers to a given e?ercise. It also

includes studentsH peer correction.

32. Co%%e(t"on o% fee*ba(5 5 Teacher or students *u!ping in during

studentsH

perfor!ance to !a(e corrections, provide feed'ac(, !a(e related

co!!ents,

co!plete or nish students sentences, add infor!ation 7it includes

short content

revie:s8

33. Q$est"on.ans6e%7 *"s/la,5 Activity involving pro!pting of

student responses

'y !eans of display #uestions 7i.e., teacher or #uestioner already

(no:s the response or has a very li!ited set of e?pectations for the

appropriate response8. $istinguished fro! referential #uestions 'y

!eans of the li(elihood of the #uestionerKs (no:ing the response and

the spea(erKs 'eing a:are of that fact. StudentsH #uestions to the

teacher or their partners !a(e part of this activity. "e!e!'er that

the fact of using yes>no #uestions is not the only criterion the !ain

criterion is the fact that the #uestioner (no:s the ans:er. In class

students usually donHt (no: the ans:er for this reason their #uestions

:ould t into referential #uestions.




31. D%"ll5 Typical language activity involving ?ed patterns of teacher

and student

responding and pro!pting, usually :ith repetition, su'stitution, and

other !echanical alterations. Typically :ith little !eaning attached.

3=. T%anslat"on5 Student or teacher provision of Ll or L1 translations

of given te?t.

30. D"(tat"on1 Student :riting do:n orally presented te?t.

34. Co/,"n#5 Student :riting do:n te?t presented visually.

3E. I*ent"8(at"on5 Student pic(ing out and producing>la'elling or

other:ise

identifying a specic target for!, function, denition, !eaning or

other lesson/related ite!. "eading co!prehension e?ercises !a(e

part of this activity.

3. Re(o#n"t"on5 Student identifying for!s, etc., as in Identication,

'ut :ithout producing language as response 7i.e., chec(ing oJ ite!s,

dra:ing sy!'ols,

rearranging pictures8.




3G. Re4"e65 Teacher/led revie: of previous :ee(>!onth>or other

period as a

for!al su!!ary and type of test of student recall perfor!ance.

3@. Test"n#5 For!al testing procedures to evaluate student progress.

12. Mean"n#f$l *%"ll5 $rill activity involving responses :ith

!eaningful choices, as in

reference to diJerent infor!ation. $istinguished fro! Infor!ation

&?change 'y the

regulated se#uence and general for! of responses.

Se+" (ont%olle* Te()n"-$es

%ro:n also dened se!i controlled techni#ues as, using of

Language in a less restrictive :ay than the controlled, 'ut ta(ing into

account linguistic patters already set up 'y the teacher.

13. B%a"nsto%+"n#5 A special for! of preparation for the lesson, li(e

Setting, :hich involves free, undirected contri'utions 'y the students

and teacher on a given topic, to generate !ultiple associations

:ithout lin(ing the! no e?plicit analysis or interpretation 'y the

teacher.






1E. Info%+at"on e2()an#e5 Tas( involving t:o/:ay co!!unication

as in

infor!ation gap e?ercises, :hen one or 'oth parties 7or a larger

group8 !ust share

infor!ation to achieve so!e goal. $istinguished fro! uestion/

ans:er. "eferential in that sharing of infor!ation is critical for the

resolution of tas(.

1. !%a/.$/5 %rief teacher or student produced su!!ary or report at

the

end of a lesson or activity of point and>or ite!s that have 'een

practiced or learned.

1G. Na%%at"on3e2/os"t"on5 Presentation of a story or e?planation

derived

fro! prior sti!uli 7that is to say, a dialog or story that the student

received 'efore

and is not the product of so!ething the teacher is sho:ing hi!>her

li(e pictures or

scenes for students to construct at the !o!ent8. $istinguished fro!

Cued 9arrative

'ecause of lac( of i!!ediate sti!ulus.




1@. P%e/a%at"on5 Student study, silent reading, pair planning and

rehearsing,

preparing for later activity. Usually a student/directed or /oriented

pro*ect.

F%ee Te()n"-$es

;hile free techni#ues according to %ro:n is a student/centered

teaching type of techni#ue that is co!!unicative and open/ended

and involves unpredicted responses :ith negotiated o'*ectives.

=2. Role./la,1 "elatively free acting out of specied roles and

functions.

$istinguished fro! Cued $ialogues 'y the fact that cueing is provided

only !ini!ally at the 'eginning, and not during the activity.

=3. Ga+es5 arious (inds of language ga!e activity, if not li(e other

previously

dened activities 7e.g., 'oard and dice ga!es !a(ing :ords8.

=1. Re/o%t1 "eport of student/prepared e?position on 'oo(s,

e?periences,




pro*ect :or(, :ithout i!!ediate sti!ulus, and ela'orated on

according to student

interests. A(in to Co!position in :riting !ode.

== P%oble+ sol4"n#5 Activity involving specied pro'le! and

li!itations of

!eans to resolve it re#uires cooperative action on part of participants

in s!all or large group.

=0. D%a+a5 planned dra!atic rendition of play, s(it, story, etc.

=4. S"+$lat"on5 Activity involving co!ple? interaction 'et:een

groups and

individuals 'ased on si!ulation of real/life actions and e?periences.

=E. Inte%4"e65 A student is directed to get infor!ation fro! another

student or

students.

=. D"s($ss"on5 $e'ate or other for! of grouped discussion 7'et:een

teacher

and students or students a!ong the!8 of specied topic, :ith or

:ithout specied




sides>positions prearranged. In these discussions the teacher can also

play an

i!portant role

=G. Co+/os"t"on5 As in "eport 7ver'al8, :ritten develop!ent of

ideas, story

or other e?position.5

CHAPTER II

REVIE! OF RELATED LITERATURE

Fo%e"#n L"te%at$%e

Fo%e"#n Lan#$a#e

Little:ood 73@G08 !ade a distinction 'et:een Foreign Language

and L1 :herein he descri'ed a second language as so!ething having

a social function :ithin the co!!unity :here it is learned 7e.g. as a




lingua franca or as a language of another social group8, :hereas a

foreign language is learned for the initial purpose of co!!unicating

outside oneHs country 7$ictionary, n.d.8 or is studied for the !ere

purpose of cultural insights.

Lan#$a#e Tea()"n#

In classical )ree( and Medieval Latin periods, people tended to

learn foreign languages as 'oth of these languages :ere considered

!a*or languages. igh education li(e philosophy, 'usiness, politics,

religion, and history, :as i!parted in these languages. Thus, the

educated class of that very span of ti!e sharpened its edges over

spea(ing, reading, and :riting of these languages par e?cellence.

o:ever, there :as, that ti!e, no esta'lished :ay of teaching these

languages. And 'y this, :e can assu!e that the teachers or tutors

used infor!al and !ore or less direct approaches to convey the for!

and !eaning of the language they :ere teaching . . B 7Celce/ Murcia,

12218.

%efore the t:entieth century, t:o pri!ary approaches stood as

the 'asis of instructor,s !ethodology :hich are5 getting learners to

use a language 7i.e to spea( and understand it8 and getting learners

to anal"#e a language 7i.e to learn its gra!!atical rules8.




Te%+"nolo#"es

aving !entioned the ter! methodolog" and

approach, it is no: i!portant to give its denition and ho: these

ter!s and the li(e are related to technique as a focus of this study.

To 'egin, 7in )alindo )u-!an, 12238 teacher education can 'e

tac(le as a language teaching theory for it is an u!'rella ter! to

cover several ele!ents :hich constitute a solid 'ody of the act of

teaching. Dne of its di!ensions is +et)o*olo#"(al :hich is the !ost

relevant to this study since it is centered on :hat teachers do in their

foreign language class. Met)o*olo#, for %ro:n 73@@08 as cited fro!

)alindo )u-!an is the study of pedagogical practices in general

;hatever considerations in ho: to teachB are !ethodologicalB.

Fro! this, there :ill 'e diJerent approaches to language teaching and

a//%oa() is so!ething that reQects certain !odel or research

paradig! or as si!ply as theories a'out language, language learning

and teaching, thus it is the 'roadest a!ong the &d:ard Anthonys

tripartite distinction of approach, !ethod, and techni#ue. A +et)o*,

on the other hand, is a set of procedures, typically co!pati'le :ith

one approach and it is !ore specic than approach 'ut less specic

than techni#ue 7Celce/ Murcia,1221 8. A techni#ue is a classroo!

device or activity and thus represents the narro:est of the three

concepts. Moreover, a techni#ue is i!ple!entational R that :hich




actually ta(es place in a classroo!. It is a particular tric(, stratage!,

or contrivance used to acco!plish an i!!ediate o'*ective.

Techni#ues !ust 'e consistent :ith a !ethod, and therefore in

har!ony :ith an approach as :ell.B

Anthonys tripartite distinction :as developed and recast 'y

"ichards and "odgers 73@G1, 3@G48 as Approach, $esign and

Procedure enco!passed :ithin the overall concept of Method, an

u!'rella ter! for the specication and interrelation of theory and

practiceB 7"ichards and "odgers, 3@G48

u''ard et al. 7as cited in Sierra, n.d.8 claried the concept of

approach or principles !ethod an d techni#ue, :hich are !utually

and hierarchically related. They represent three levels of analysis. An

a//%oa() or strategy is the !ost a'stract of all three concepts and

refers to the linguistic, psycho/ and sociolinguistic principles

underlying !ethods and techni#ues. A technique is the narro:est of

all three it is one single procedure to use in the classroo!. Methods

are 'et:een approaches and techni#ues, *ust the !ediator 'et:een

theory and classroo! practice.

%efore research 'egan on language learning, !ethods used to teach

foreign languages in the United States :ere 'ased on the Classical

!ethod previously e!ployed for teaching Latin and )ree(. The




studying of classical languages :as thought of as !ental

gy!nasticsB and indispensa'le to an ade#uate higher education.B

7%ro:n, 1222, p. 348 Students :ere forced to !e!ori-e declension

and con*ugation patterns, voca'ulary lists, and other gra!!atical

rules. Translation and drills re!ained the only use of the language,

:hile pronunciation and conversational s(ills :ere ignored. Dpponents

of this !ethod !aintain that there is no theoretical 'asis or

practicality to the Classical Method 7also (no:n as the )ra!!ar/

Translation Method8. 6et it re!ains the !ost popular teaching !ethod

'ecause it does not re#uire that teachers 'e e?perts or is Quent in the

language, and it is the easiest gauge of foreign language a'ility that

can 'e deter!ined 'y standardi-ed test.

Another facet of foreign language learning that needs to 'e

addressed is the hierarchy of diculty 'y :hich a teacher or linguist

could !a(e a prediction of the relative diculty of a given aspect of

the target language.B 7%ro:n, 1222, p.33@8 T:o levels that present

particular pro'le!s :ith learning foreign gra!!ar are under

diJerentiation and over diJerentiation. ;ith under diJerentiation, an

ite! in the native language is a'sent in the target language.B




Conte+/o%a%, Lan#$a#e tea()"n#

The goal to esta'lish principles and procedures for the design of

teaching !ethods and !aterials for a !ore eJective and theoretically

sound teaching !ethod fueled the foundation of the conte!porary

language teaching, as spearheaded 'y applied linguist and others.

Language teaching 'eca!e a profession in the t:entieth century and

:as characteri-ed as a gro:ing 'attle 'et:een teaching ideologies.

9otions li(e the syste!atic set of teaching practices 'ased on a

particular theory of language and language learning :hich lied under

the !ethod concept in teaching 7"ichards and "odgers, 12238.

According to Alatis 7122=8, every instructor starts :ith an initial

theory of language teaching and learning, 'ased on personal


training. Farle? 7122=8 denes Language teaching as, teaching people

to spea( and understand a foreign languageB :hile to )age 73@E0 as

cited in LanguageB n.d.8 To satisfy the practical de!ands of

education, theories of learning !ust 'e Kstood on their headK so as to

yield theories of teaching. Teaching is guiding and facilitating

learning, ena'ling the learner to learn, setting the conditions for

learning 7LanguageB8.

Lan#$a#e Test"n#




Pierson 73@@E8 agrees in saying that the teacher and only

the teachers lead the learner to freedo! and autono!y.B olec

73@@38 ho:ever set out that language teachers should provide

students infor!ation on language co!petencies to help the students

set their o'*ectives and help the! learn :ith their language

strategies.

On Class%oo+ Assess+ent Te()n"-$e

Angelo and Cross 73@@=8 descri'e the! as si!ple, and

for!ative assess!ents that faculty can use to collect feed'ac( and

e?a!ine ho: :ell the students are learning the course !aterial.

Classroo! assess!ent techni#ues serve the dual purpose of

enhancing teaching eJectiveness :hile i!proving student

understanding. Classroo! assess!ent include assess!ent of prior

(no:ledge, assessing s(ill in analysis and critical thin(ing, assessing

s(ill in synthetic and creative :riting, assessing s(ill in pro'le!

solving, and assessing s(ill in application and perfor!ance.

Mean:hile, Drnstein 73@@28, a respected educator and

authors of several 'oo(s on education, asserted that teachers do

!a(e a diJerence in the classroo! in a su'topic on "evie: of

"esearch on Teaching. It :as sort of a reverse psychology :ho! he




'ared his thoughts through a series of hypothetical state!ents that

follo:5

If teaching does not !a(e diJerence, then the profession

has pro'le!s. If teacher do not !a(e a diJerence, the notion of

teacher evaluation, teacher accounta'ility, and teacher perfor!ance

are non/:or(a'le VsicW . . . there is a little hope for !any students to

continue to put their trust in the educational syste!.

On D"(tat"on an* Re/et"t"on

$ictation is one of the oldest language teaching activities.

$ictation is a decoding/recoding activity. It is the act or process of

dictating !aterial to another for transcription. Dller 73@@8 denes it

as a psychologically real syste! that se#uentially orders linguistic

ele!ents in ti!e and in relation to e?tra linguistic conte?t in

!eaningful :ays. Frodesen 73@@38 :rites that dictation can help

students to diagnose and correct errors as :ell as others. Montalvan

73@@28 added 'y saying that as students develop their aural

co!prehension of !eaning and also the relationship a!ong seg!ents

of language, they are learning gra!!ar.B

Testing plays a very i!portant role in language learning through

the years. "epetition and $ictation has 'een used as a pedagogical

strategy throughout the recent history of language teaching. In her




article entitled "epetition and $ictation as Language Testing

Techni#ue, 9atalico, S. 73@@@, p. 3E08 presented diJerent reactions on

the use of these teaching techni#ues in language teaching. "eactions

to repetition and dictation as language testing techni#ues have

ranged fro! strong oppositions 7e.g.Lado 3@E38 to enthusiastic

support 7e.g.Dller 3@=8. Although these t:o techni#ues are no: held

in an increasingly high regard a!ong those involved in or fa!iliar :ith

:or( in psycholinguistics, there is evidence of continued

!isunderstanding a!ong language teachers a'out the nature of

repetition and dictation.

Procedurally, 9atalico added, repetition and dictation tas(s are

si!ilar5 'oth involve an oral sti!ulus that, upon presentation to a

student, is not to 'e !odied, transfor!ed, translated or co!pleted

rather it is to 'e reproduced as faithfully as possi'le. She stressed

that the pri!ary diJerence 'et:een these t:o tas(s, o'viously, is in

the response !odality, oral reproduction in repetition and :ritten

reproduction in dictation.

On Pen("l an* Pa/e% Test

Ter!an 712208 posited that paper and pencil test refers to a

general group of assess!ent tools :hich candidates read #uestions

and respond in :riting. e stressed that this tool is used to assess a




*o'/related direction to the a'ility to solve nu!erical pro'le!s. e

further added that since !any candidates can 'e assessed at the

sa!e ti!e :ith a paper and pencil tests, such tests are ecient

!ethod of assess!ent.

Teacher/!ade paper and paper tests according to Nelly

7122E8, can 'e eJective !ethod of assessing (ey (no:ledge, facts,

s(ills and procedures. Carefully constructed, they can 'e used to

assess !ore co!ple? and challenging !ental processes as :ell. She

further added that pencil and paper tests re#uire students to read and

:rite independently or to de!onstrate understanding of concepts at a

sy!'olic level. Pencil and paper tests !ay 'e gradually included as

part of their overall assess!ent.

Mot"4at"on

LearnersK !otivation varies 'ecause of

nu!erous endogenous 7i.e., internal or inner inspiration8

and e?ogenous 7i.e., e?ternal to hu!an personality8 factors, such as

sociocultural circu!stances, professional needs, and language

re#uire!ents for international education. &ndogenous factors 'ring

pleasure and satisfaction to a student, and e?ogenous factors relate

to the tangi'le 'enets attached to an activity 79oels, Cle!ent,

Pelletier, 3@@@8. A nu!'er of studies over the past couple of decades

have analy-ed patterns of !otivation in language classroo!s in a




variety of situations 7e.g., Cheng $Xrnyei, 122 $Xrnyei, 1223

)li(s!an, )ardner, S!ythe, 3@G18.

Motivating students to learn is of para!ount i!portance.

Until recently, ho:ever, teachers :ere forced to rely on 'ag/of/

tric(sB approaches in their atte!pt to !anage their classroo! and

!otivate their learners. )ood and %rophy 73@@05 1318 hold that these

approaches have 'een inQuenced 'y t:o contradictory vie:s5

a8 That learning should 'e fun and that any !otivation

pro'le!s that !ay appear should 'e ascri'ed to the teacherKs

atte!pt to convert an en*oya'le activity to drudgery and

'8 That school activities are inherently 'oring and unre:arding,

so that :e !ust rely on e?trinsic re:ards and punish!ent :ith a vie:

to forcing students to engage in these unpleasant tas(s.

"e:ards and punish!ents !ay 'e a !ainstay of the

teaching/learning process, 'ut they are not the only tools in teachersK

arsenal. $ornyei 712235 33@8 'elieves that Othe spectru! of other

potentially !ore eJective !otivational strategies is so 'road that it is

hard to i!agine that none of the! :ould :or(K. According to

Cha!'ers 73@@@5 =8, OViWf the teacher is to !otivate pupils to learn,

then relevance has to 'e the red thread per!eating activitiesK.




On !)ole Lan#$a#e A//%oa()

The :hole language approach to phonics gre: out 9oah

Cho!s(yHs conception of linguistic develop!ent. Cho!s(y 'elieved

that hu!ans have a natural language capacity that :e are 'uilt to

co!!unicate through :ords. This idea developed a large follo:ing in

the 3@E2s. In 3@E, )ood!an :rote a :idely/cited article calling

reading a psycholinguistic guessing ga!eB and chiding educators for

atte!pting to apply unnecessary orthographic order to a process that

relied on holistic e?a!ination of :ords. )ood!an posited the

e?istence of three cuing syste!sB that regulate literary

develop!ent. These cuing syste!s are the graph phone!ic cuing

syste!, the se!antic cuing syste!, and the syntactic cuing syste!,

related to the linguistic do!ains of phonetics, se!antics and synta?

respectively. The graphB portion of the graph phone!icB syste!

referred to the graphic input, i.e., the te?t. According to )ood!an,

this syste! overlaps and :or(s in tande! to help readers guessB

appropriately. e e!phasi-ed that pronouncing individual :ords :ill

involve the use of all three syste!s 7letter clues, !eaning clues fro!

conte?t, and syntactical structure of the sentence8. Part of his

rationale :as that in his studies of children :ho read :ords

individually and then the sa!e :ords in connected te?t, the children




did 'etter :hen they read the connected te?t. Later replications of the

e?peri!ent failed to nd eJects, ho:ever, :hen children did not read

the sa!e :ords in connected te?t i!!ediately after reading the!

individually, as they had in )ood!anHs e?peri!ent.

As cited 'y "ich 73@G48, language teachers preferred ;hole

Language Approach 'ecause they vie: language teaching as a

dyna!ic, cooperative and interactive process :here they can design

a curriculu! using storytelling, ga!es, songs, dra!as, videotapes,

group discussion, etc. to integrate it :ith the ;hole Language

Approach for an interactive, culturally a:are pedagogy for language

classroo!s. Therefore, ;hole Language Approach can 'e used to

organi-e diJerent activities in order to create a !eaningful,

interactive and co!!unicative language learning environ!ent

Fo%e"#n St$*"es

Lan#$a#e Tea()"n#

The :or( of teaching is si!ultaneously !ental and social. It

is also physical, e!otional, practical, 'ehavioral, political,

e?periential, historical, cultural, spiritual, and personal. In short,

teaching is very co!ple?, inQuenced not only 'y these 31 di!ensions

and perhaps others, 'ut also re#uiring their contingent orchestration




in support of studentsH learning. ;hen language teaching in particular

is in focus, the co!ple?ity is even greater, shaped 'y teachersH vie:s

of the nature of language, of language teaching and learning in

general, and 'y their (no:ledge of the particular sociocultural setting

in :hich the teaching and learning ta(e place 7Ada!son 12208.

Tho!pson, 9ataschain her research Language Teaching

Strategies and Techni#ues Used to Support Students Learning in a

Language other than Their Mother Tongue in Nongs'erg International

School identied the specic language teaching strategies and

techni#ues that :ere 'eing used during a lesson. The follo:ing

descri'es the overall strategies and techni#ues that Tho!psonHs

participants :ere o'served using, 'y Tho!pson, during the lesson

o'servation.

Vo(ab$la%, C)e(5s. At 13Y, the language teaching

strategy of voca'ulary chec(s :as used the !ost 'y teachers and in

several diJerent :ays. Dne participant predicted that the students in

her class :ould not (no: :hat a particular :ord !eant :hich :as

crucial to the students understanding a story. The teacher chose to

sho: the class a picture of the :ord. This is a strategy that !ight

have helped to !a(e the :ord easier for students to understand and

re!e!'er 7%loor 3@@38. Several teachers too( ti!e during lessons to

chec( that students had understood the !eaning of (ey :ords or




concepts. This strategy !ay have ena'led individuals to connect ne:

voca'ulary :ith :ords that they already (ne: in their rst language

7%re:ster, &llis and )irard 12208. Participants often used #uestions to

chec( that students had understood the !eaning of (ey :ords or

concepts. %re:ster, &llis and )irard 712205G38 suggest that, Providing

e?a!ples of :ords, their !eanings and de!onstrating ho: they

!ight 'e used :hen 'eginning to learn a language !ay 'e !ore

i!portant than attention to the gra!!atical co!ponents and spelling

of voca'ularyB 7%re:ster, &llis and )irard 12205G38. It !ay also 'e of

i!portance to note that, The ac#uisition of :ord !eanings ta(es

!uch longer than the ac#uisition of the spo(en for! of the :ords, and

children use :ords in their speech long 'efore they have full

understanding of the!B 7Ca!eron 12235=8.Another strategy

teachers used to chec( voca'ulary understanding :as to revie: and

recycle previously discussed voca'ulary associated :ith the Unit of

In#uiry or fro! prior lessons at the 'eginning of a lesson. This !ay

have provided learners :ith the opportunity to re/hear :ords and

possi'ly helped :ith the retention of these :ords in their long/ter!

!e!ory. %re:ster, &llis and )irard 712215E=8 add Children constantly

need to recycle :hat they have learned so they donHt forget, and to

perceive progress, !aintain !otivation and aid !e!ori-ationB.




El"("t"n#. &liciting :as a techni#ue that :as used a total of

12Y in lesson o'servations. This strategy helps a teacher to 'ring

for:ard studentHs ideas and e?tend and sustain discussion :hich

Fisher 712248 considers 'eing an i!portant function of a teacher.

Conversations that e?tend past a single e?change !ay help a

learnerHs language develop!ent as it could provide a !ore realistic

!odel of ho: an authentic conversation occurs 7;ells 3@GE8. This

(ind of discussion !ight also help to reveal to a teacher ... the

fra!e:or( the children are using to interpret ne: infor!ationB 7;ells

3@GE53348 and !ight possi'ly provide children :ith so!e of the

language and ideas they :ill need to co!plete su'se#uent activities.

Mo*el"n# of Ta%#et Lan#$a#e' The !odeling of target

language :as a strategy that accounted for 3@Y of the strategies and

techni#ues used during lesson o'servations. ill and Flynn 7122E51=8

suggest that, Language structure and for! should 'e learned in

authentic conte?ts rather than through contrived drills in language

:or('oo(sB. The !odeling of target language :ould see! therefore

to 'e an e?tre!ely i!portant strategy for teachers to use, as these

!odels !ay 'e a studentHs only guide on ho: the additional language

is used in a natural environ!ent.

T)"n5 Alo$*s. Thin( aloud :as a strategy and techni#ue

that :ere noticed a total of 3=Y of the ti!e during lesson






St$*ent T)"n5"n# T"+e. Student thin(ing ti!e totaled EY

of o'servation ti!e. This strategy :as e!ployed 'y participants after

they had as(ed a #uestion. Students need to 'e provided :ith the

opportunity to thin( a'out #uestions after they have 'een as(ed

'efore atte!pting to ans:er the!B 79unan 122253@=8. In a research

investigation it :as sho:n that 'y e?tending thin(ing ti!e fro! three

to ve seconds after as(ing a #uestion there :as a rise in student

participation 79unan 122253@=8 and a signicant increase in the

#uality of student ans:ers 7Fisher 122451=8. It :ould see! therefore

'y consciously allo:ing silence after as(ing a #uestion a teacher !ay

'e fostering an environ!ent !ore conducive to thoughtful responses

and allo:ing language learners !ore ti!e to connect to :hat has

'een as(ed.

Re.(asts. "ecasts :ere a strategy o'served to 'e used a

total of 4Y of all strategies and techni#ues. A recast, that is, the

repetition of a studentHs utterance !a(ing changes to convert it to a

correct phrase or sentence 7Light'ro:n and Spada 122E8 !ay provide

a teacher :ith the opportunity to !odel ho: a sentence or phrase

should 'e used :ithout having to o'viously highlight the studentHs

error. For e?a!ple5




3G500 Student &ight The trees are cutting do:n and ah, for

another house.

3G50 Teacher &?cellent Student &ight. TheyHre cutting

do:n the trees and they are going to 'uild a ne: house.

As no t:o students :ho are learning a language :ill have the

sa!e a!ount of grounding in their native language 7Flynn and ill

122E5=8 it :ould see! that this type of !odeling of language is

therefore of great i!portance.

E%%o% Co%%e(t"on. At 3Y, error correction :as the least

fre#uently used language strategy during the o'served lessons.

Light'o:n and Spada 7122E53@28 add that this corrective feed'ac(

should also 'e provided in a clear and precise :ay e.g.

1=.20 Student T:o I did choose caring.

1=.2E Teacher Dne Pardon, pardon<

1=.2G Student T:o I did caring either.

1=.2@ Teacher Dne 6ou did caring as :ell.

1=.33 Student T:o Ah ha.

It is i!portant to note that this type of correction !ight only 'e

'enecial if a student is at that current level in their gra!!atical

develop!ent a child :ho is not, is unli(ely to auto!atically use the






122253@38. The use of this type language :ith actions, illustrations,

conte?t or prior (no:ledge, is a (ey factor in helping children to learn

a second language 7%re:ster, &llis and )irard 12218.

Ali 73@@08 on his research on Teacher Teaching and Teacher

A:areness stressed that critical a:areness help decision !a(ing. e

said that it is :rong to assu!e that !astery of the teaching techni#ue

:ill e#uip teachers for this *o'. Further!ore, too !uch e!phasis that

traditionally 'een placed on (no:ledge has led to the neglect of the

perfor!ance areas.

Ali further added that teachers have often 'een accused of

'eing narro: and provincial in o'serving teaching practice and

assessing the!. Many language teachers tend to e!ploy :hat they

called a technicist approach, that considered carrying out a prescri'ed

plan of teaching strategies and assessed 'y a pre/deter!ined

chec(list of criteria. Ning 73@@=8 dra: out attention to assess!ent as

a for! of e?a!ination that co!'ines surveillance :ith nor!ali-ing

*udg!ent.B Teachers 'elieve that they have the right to classify,

punish and persecute errors. Therefore, language teachers !ust 'e

a:are of the changing focus in their preparation.

In this connection, Alderson 73@@08 states that language

teachers need to 'e concerned not only :ith the nature of language

'ut also :ith language learning and the design and researching






planning and evaluation, and post/evaluation of language learning

activities, and language use events.

Fo%e"#n Lan#$a#e Lea%n"n#

The purposes and uses of foreign languages are as diverse as the

students :ho study the!. So!e students study another language in

hopes of nding a re:arding career in the international !ar(etplace

or govern!ent service. Dthers are interested in the intellectual

challenge and cognitive 'enets that accrue to those :ho !aster

!ultiple languages. Still others see( greater understanding of other

people and other cultures. Many approach foreign language study, as

they do other courses, si!ply to fulll a graduation re#uire!ent.

"egardless of the reason for study, foreign languages have so!ething

to oJer everyone. It is :ith this philosophy in !ind that the standards

tas( force identied ve goal areas that enco!pass all of these

reasons1 Co++$n"(at"on7 C$lt$%es7 Conne(t"ons7 Co+/a%"sons7

and Co++$n"t"es [the ve CHs of foreign language education.

Co++$n"(at"on is at the heart of second language study,

:hether the co!!unication ta(es place face/to/face, in :riting, or

across centuries through the reading of literature.

Through the study of other languages, students gain

ac(no:ledge and understanding of the ($lt$%es that use that




language and, in fact, cannot truly !aster the language until they

have also !astered the cultural conte?ts in :hich the

languageoccurs. Learning languages provides (onne(t"ons to

additional 'odies of (no:ledge that !ay 'e unavaila'le to the

!onolingual &nglish spea(er.

Through (o+/a%"sons and contrasts :ith the language 'eing

studied, students develop insight into the nature of language and the

concept of culture and reali-e that there are !ultiple :ays of vie:ing

the :orld. Together, these ele!ents ena'le the student of languages

to participate in !ultilingual (o++$n"t"es at ho!e and around the

:orld in a variety of conte?ts and in culturally appropriate :ays.

7A!erican Council on the Teaching of Foreign Languages, Inc.8

Lo(al L"te%at$%e

On Lan#$a#e Tea()"n# Te()n"-$es

In his 'oo( Principles and Practices of Teaching, $r. ose F.

Calderon 73@@G, pp. 2/33@8 enu!erated the co!!only used




teaching strategies in the classroo!, i.e., !otivational, #uestioning,

sho:ing 7lecture/de!onstration8, cooperative learning, and telling

7teacher tal(8. These tools are availa'le to the teacher :henever he

dee!s appropriate.

Lardi-a'al 73@@G8 in her 'oo( Foundations of &ducation

enu!erated the factors that aJect learning as follo:s5

The rst !otivation, arouses interest in and provides an

o'*ective, and directs to:ards a 7learning8 goal.B "einforce!ent

co!es in second, in reference to the use of audio visual aids, etc.

Third is e?tinction, :hich !eans letting so!ething die out or to 'e

forgotten 'y disuseB. Association co!es in fourth to !ean that the

!ore connections are !ade :ith the su'*ect, the 'etter it :ill 'e

learned and retained.B Interest is fth as a facilitator of learning, and

server as its o:n !otivation. "ecency co!es in last, re#uiring

recurring revie:s on previous lessons to ensure students to not forget

:hat they have learned in class.

Mean:hile, the 9eed for &valuating the "esults of Teaching

has 'een discussed in Teaching revised edition. )regorio pointed out

that if education :ere to 'eco!e a science and an art.B . . . it !ust

develop !eans of deter!ining :ith accuracy the degree and (ind of

all the changes :hich it 'rings a'out. Teaching 'eco!es !ore




productive :hen follo:ed 'y an accurate appraisal of its results.B 7p.

0=48

The #uality of student learning re!ains to 'e the 'est gauge

to ascertain the #uality of teaching. After all, evaluation is a tool to

*udge the perfor!ance vis/\/vis desired standards !ade (no:n prior

to teaching engage!ent. A#uino 7122=, p. 3128 enu!erated the

follo:ing teaching !odels associated :ith su'*ect !atter>disciplines.

First is lecture, :hich for !any centuries has 'een the

pri!ary !ethod of trans!itting infor!ation. Second is discussion/

#uestioning, :hich co!'ines traditional recitation and classroo!

discussion !ethods. The third is vie:ing/listening :hich !a(es use of

educational technology. Fourth is in#uiry/training, :hich re#uires

students to develop s(ills in searching for and processing data to

develop concepts of logic and casuality.






Resea%() Des"#n

In order to deter!ine the teaching techni#ues utili-ed 'y the

$&FLL Foreign Language instructors and to co!e up :ith a possi'le

classication of these techni#ues, design under the descriptive

!ethod :as used.

Des(%"/t"on of t)e S$b9e(ts of t)e St$*,

The su'*ects of the study :ere the Foreign Language Instructors

of the $epart!ent of &nglish, Foreign Languages and Linguistics.

There :ere four 708 foreign languages i.e. French, 9ihongo, Mandarin,

and Spanish and each of these languages is represented 'y an

instructor chosen as respondent of the study. The respondents :ere

chosen 'ased on a specic set of criteria consisting of t:o years or

!ore language teaching e?perience, and had taught *unior students

fro! %achelor of Arts in &nglish acade!ic year 1230/ 1234.

S$b9e(ts of t)e St$*,

Four 708 fe!ale foreign language instructors under the

$epart!ent of &nglish, Foreign Language and Linguistics :ere chosen

as su'*ects of the study. They :ere chosen 'ecause they had




co!pleted teaching A% &nglish *unior students during the school year

1230/1234 :herein they utili-ed various teaching techni#ues on the

underta(ing of the foreign language classes.

Resea%() Inst%$+ent

The research :as conducted through the use of fre#uency li(ert/

scale and se!i/structured intervie:.

The entire #uestionnaire o'tained the instructorsH fre#uency of

use of the thirty eight language teaching techni#ues dra:n fro!

%ro:nHs ta?ono!y. The techni#ues :ere also pre/classied as

controlled, se!i/ controlled and free and :ere listed vertically :ith

one sentence/description. ori-ontal to every techni#ue :ere the

chec('o?es in accordance to the rate of use of instructors to each

techni#ue. The ve chec('o?es :ere5

AL!AY

S

OFTEN SOMETI

MES

RARELY NEVE

R

Along :ith this, the researcher see( the aid of professionals

fro! the Institute of $ata and Statistical Analysis for data

interpretation :here the research e?perts suggested that the

researchers apply nu!erical value to the er'al $escription :ith




Al:ays 'earing the value of 4, 0/ "arely, =/ So!eti!es , 1/ Dften , and

3/ 9ever.

AL!AY

S

OFTEN SOMETI

MES

RARELY NEVE

R: ; < = &

The #uestionnaire :as also presented to the research adviser

and to three professors :ith a ru'ric sheet for validation, correction

and suggestions regarding the content.

Dn the other hand, #uestions for the se!i/ structured intervie:

:ere prepared considering so!e rsthand suggestions given 'y

foreign language instructors. %ates et. al 7n.d.8 consider the use of a

#ualitative intervie: as a good choice :hen the goals are5 To o'tain

understanding through detailed e?a!ples and rich narratives. To

ascertain the !eanings of actions and e?periences and the

senti!ents underlying e?pressed opinions. To shed ne: light on

pu--ling #uestions. To unravel co!plicated events that evolve over

ti!e. To identify varia'les and to fra!e hypotheses for future survey

research.

Data.Gat)e%"n# P%o(e*$%e




The researchers e!ployed necessary steps and

instru!ents that :ere ad!inistered personally to gather the

data signicant for the study.

3. Letters of re#uests :ere issued 'y the researchers. They :ere later

on signed and approved 'y the CAL, Chairperson, $r. Seril. A copy of

the survey and intervie: letters of re#uests can 'e found at Appendi?

A.

1. alidation letter 7can 'e found at Appendi? $8 :as issued together

:ith the survey/ru'ric 7can 'e found at Appendi? F8.

=. The researchers sent the letters of re#uests together :ith the

validated survey /#uestionnaires to the instructors :ho :ill participate

in the study a day 'efore the intervie:.

0. The pri!ary data :ere gathered fro! the Polytechnic University of

the Philippines through the cooperation of the foreign language

instructors>respondents. The survey #uestionnaires are given and

intervie:s :ere scheduled in co!pliance to the instructorsH

vacant>free ti!e.

4. After the #uestionnaires have 'een acco!plished, the results :ere

tallied and ta'ulated. These data 'eca!e the 'ases of analyses and

interpretation.




E. Intervie:s :ith the instructors :ere audio/recorded :ith their

consent and :ere transcri'ed after:ards. Transcriptions of the actual

intervie: can 'e found at Appendi? ).

. $ata :ere co!piled for analysis.

G. In deter!ining the $o!inant Type of Teaching Techni#ue,

7Controlled, Se!i/controlled, Free8 the researchers !ade use of the

Ta?ono!y of %ro:n in categori-ing each techni#ue utili-ed 'y the

instructors.

T%eat+ent of Data

The data gathered through s$%4e, -$est"onna"%e :ere

collated, ta'ulated, and analy-ed !anually :ith the aid of

co!puter for precise interpretation of results.

To get the do!inant techni#ue>s and the principal type of

language teaching techni#ue utili-ed 'y the four fe!ale foreign

language instructors, the overall !ean and the !ean of each




techni#ue :ere co!puted using the sa!e given for!ula :ith diJerent

sy!'olical interpretations5

Mean For!ula5

For each techni#ue5

;her e is the su! of all the data values

$ is the nu!'er of response

Dverall Mean5

;he re is the su! of all the !ean values

$ is the total nu!'er of ite!s

The do!inant techni#ue>s :as dra:n 'ased on its !ean :hich

:as used as data for the ran( !ethod :here ve 748 'eing the highest

and one 738 as the lo:est. ;hile the Principal Type of Language

Teaching Techni#ue 'ore a ver'al description 'ased fro! the set

fre#uency value.

Infor!ation gathered through se+".st%$(t$%e* "nte%4"e6

:ere transcri'ed fro! the recorded a'stract !aterial considering no






The purpose of this study :as to identify the principal type of

language teaching techni#ue utili-ed 'y Foreign Language instructors

fro! the $epart!ent of &nglish Foreign Languages and Linguistics

7$&FLL8 under the College of Arts and Letters. Along this chapter :e

:ill delve into the description and analysis of the t:o instru!ents :e

applied to collect data and discuss the e!erging results fro! the

statistical analysis.

The survey #uestionnaire is divided into four 708 sections and

data generated :ill 'e presented as follo:s

• The rst section co!prises the prole of the respondents their

age and the nu!'er of years they taught foreign language.

• The second section co!prises the list of Controlled techni#ues

7ite!s 3/12 in %ro:nHs Ta?ono!y8 utili-ed 'y Foreign Language

instructors.

• The third section co!prises the list of Se!i Controlled

techni#ues 7ite!s 13/1@ in %ro:nHs Ta?ono!y8 utili-ed 'y FDLA

instructors.

• The fourth section co!prises the list of Free techni#ues 7ite!s

=2/=G in %ro:nHs Ta?ono!y8 utili-ed 'y FDLA instructors.

• The fth section co!prises the Principal Type of Language

Teaching Techni#ue e!ployed 'y foreign language instructors in

their foreign language classes.




• ;hile the last section co!prises the Principal Techni#ue>s

utili-ed 'y the foreign language instructors in the underta(ing of

the course:or(.

Profle o the Respondents

Table &

Inst%$(to% A#e N$+be% of Yea%s of Tea()"n# FOLA

N$+be% of Lan#$a#eS/o5en

A 43/E2 1G 0

% 12/ =2 1 =

C 12/ =2 E =

$ 43/E2 32 0

This ta'le sho:s that instructor/respondents under the $epart!ent of

&nglish Foreign Languages and Linguistics :ho teach foreign language have

at least t:o 718 years of teaching e?perience :ith their age ranging fro!

t:enty 7128 to si?ty 7E28 years old. All have !ore than t:o 718 language

co!!ands :here &nglish and Tagalog :ere the second and rst

languages.

According to Niplagat 712208 in his study, Factors that InQuence

the Choice of Teaching Techni#ues, he found out that, &?perience

appeared not to do as !uch value to the use 7choice8 of !ore

eJective !ethodB. "ichards 73@@G as cited in as in )alindo and




)u-!an, 1228 #uoted al(es and $ei(ers 73@G08, :ho state that

teaching criteria have to do :ith the personal su'*ective values a

person tries to pursue or (eep constant :hile teachingB as a

conse#uence, every teacher has his>her o:n vie: of hi!self>herself of

his>her learners, their goals and their role in the classroo! all of

:hich !ay 'e reQected in everyday practice. Moreover, according to

)alindo 71228 selected> preferred techni#ues have to do :ith a

teleological 7relating to purpose8 and procedural vie: of teaching :ith

respect to teachers stance, his> her personal traits, the specications

posed on the sylla'us, the institutional policies, the o'*ectives

e?pected to 'e achieved through a particular activity that is fra!ed

:ithin a lesson. . B

In line :ith this, )ill 7123=8 supported the notion that no t:o teachers

are ali(e, 'ringing the idea that teaching e?perience co!es :hen

teachers agree that their style of teaching is uni#uely their o:n.

The follo:ing ta'les sho: the language teaching techni#ues

utili-ed 'y the four language instructors and their rate of use for each

techni#ue.




Classifcation o Language Teaching Techniques

Table =

Controlled Techniques






Controlled type of Teaching Techni#ue as, a teacher/centered that is

!anipulative and structured. It also involves a predicted student

responses :ith a pre/planned o'*ectives in a Set Curriculu!.

Semi-Controlled Technique

Table <

Se+".Cont%olle*Te()n"-$e

A O S R NMea

nRan5

Des(%"/t"on

: ; < = &Frequency

%rainstor!ing 3 3 1 2 2 =.4 E DStory/telling 3 1 3 2 2 0.22 4 Duestion/ ans:erreferential

1 3 3 2 2 0.14 0 D

Cued narrative>dialog 1 1 2 2 2 0.42 = AInfor!ation transfer 3 3 1 2 2 =.42 DInfor!ation e?change 2 3 = 2 2 =.14 G S;rap/up 3 3 3 2 3 =.14 G S

9arration> e?position 1 3 2 2 3 =.4 E D

Preparation = 3 2 2 2 0.4 1 A

O4e%all Mean1 <'> O

Ta'le = sho:s that techni#ues under se!i controlled :ere also

e!ployed 'y the instructors :hich o'tained an overall !ean of =.G

:hich is interpreted at DftenB use 'y the instructors.

In a Se!i Controlled Type of Teaching Techni#ue, %ro:n 712238

dened it as, the use of Language in a less restrictive :ay than the




controlled, 'ut ta(ing into account linguistic patterns already set up

'y the teacher.

Free Technique

Table ;

F%ee Te()n"-$eA O S R N

Mean

Ran5

Des(%"/t"on

: ; < = &Frequency

"ole/play = 3 2 2 2 0.4 1 A)a!es = 3 2 2 2 0.4 1 A"eport 2 3 3 2 1 1.14 31 SPro'le! solving 2 3 1 2 3 1.4 32 D$ra!a 0 2 2 2 2 4.22 3 ASi!ulation 1 3 2 2 3 =.4 E AIntervie: 3 1 2 2 3 =.42 D$iscussion 2 3 3 2 1 1.14 31 SCo!position 2 3 2 3 1 1.22 3= S

O4e%all Mean1 <';; S

The illustration sho:s that a!ong the three 7=8 types of

teaching techni#ues, those under the free techni#ues fro! %ro:nHs

Ta?ono!y are so!eti!es utili-ed 'y the instructors in the

underta(ing of their foreign language classes 'earing an overall

!ean of =.00 :hich is interpreted as so!eti!esB used.

Follo:ing a se!i controlled is %ro:nHs Free Type of Teaching

Techni#ue :herein he characteri-ed as, a student/centered type of

teaching techni#ue that is co!!unicative and open/ended and




involves unpredicted responses :ith negotiated o'*ectives in a

Cooperative Curriculu!.

Table :

Commonly used Teaching Techniques

%R- For classi&cation'

Fro! the given Means, it appeared that a!ong the teaching

techni#ues present in %ro:nHs Ta?ono!y, four 708 teaching techni#ues

under Controlled na!ely5 Content &?planation, $rill, "eading Aloud,

and Testing are the techni#ues instructors co!!only use in their

classes. ;hile only one 738 techni#ue under Se!i controlled :hich is

Preparation is 'ore closed to the ones !ost co!!only used. Another

techni#ue that instructors co!!only e!ploy is $ra!a under the Free

techni#ue.

Class"8(at"on Te()n"-$e Mean Ran5

Cont%olle*

Content

&?planation

4.22 3

$rill 4.22 3

"eading Aloud 4.22 3

Testing 4.22 3

Se+". Cont%olle* Preparation 0.4 " 3

F%ee $ra!a 4.22 3




As adapted 'y %ro:n, Content e2/lanat"on concerns the

e?planation of lesson content gra!!atical, phonological, le?ical

7voca'ulary8, sociolinguistic, prag!atic, or any other aspects of

language.

D%"ll is concerned :ith the typical language activity involving

?ed patterns of teacher and student responding and pro!pting,

usually :ith repetition, su'stitution, and other !echanical alterations.

Typically :ith little !eaning attached.

Rea*"n# alo$* is teacher or student reading directly fro! a

given te?t and Test"n# :hich refers to the For!al testing procedures

to evaluate student progress.

P%e/a%at"on 7"epresentation8 concerns the student study,

silent reading, pair planning and rehearsing, preparing for later

activity. Usually a student/directed or /oriented pro*ect.

And lastly, a!ong the nine free techni#ues/ D%a+a :hich is a

planned dra!atic rendition of play, s(it, story, etc is the !ost used. It

:as *ust follo:ed 'y ga!es and role/plays.

Cited fro! the :or(s of Li-asoain and Drti- 7n.d.8 Asher 73@G18

:ho used dra!a techni#ues under his Total Physical "esponse

!ethod to teach foreign language co!e up :ith the idea that any

foreign language strategy should follo: 'iological progra! :here

co!prehension is developed through 'ody !ove!ents. The results




fro! Li-asoain and Drti- 7nd8 study de!onstrated that in a dra!a

techni#ue provision classroo! students are !ore !otivated and learn

in a realistic co!!unicative environ!ent oJering plenty of

opportunities to use language !eaningfully.B

Principal Type o Language Teaching Technique

Table ?

The illustration a'ove sho:s that the controlled technique is the

do!inant type of teaching techni#ues utili-ed 'y the respondents

:ith an overall !ean of 0.4G !ar(ed as al:aysB 'een used 'y the

instructors. The semi-controlled o'tained =.4 overall !ean, then it

:as follo:ed 'y the free technique :ith =.00 overall !ean and

!ar(ed as the language teaching techni#ue classication that is

so!eti!esB used 'y the respondents.

According to Scrivener 7n.d. as cited in %ou!ov, 122G8 teacher/

centered approach or the traditional teaching of foreign language has

'een used very often in schools :orld:ide. It teaches the :ritten

Cont%olle*Te()n"-$e

Se+".(ont%olle*Te()n"-$e

F%eeTe()n"-$e

0.40 =.G =.00




language as the highest priority in learning a foreign language. It is

the predo!inant !ethod in so!e cultures :here learning is i!agined

as aH *ug and a !ugH :here (no:ledge is poured fro! one receptacle

into an e!pty one.

INTERVIE!

The respondents are four fe!ale foreign language instructors

:ho all have taught *unior A%& students acade!ic year 1230/ 1234.

T:o of the! are in the age 'rac(et 13/02 years old, and the other t:o

'elonged to age 'rac(et 42/E2 years old. These instructors have at

least t:o years or !ore than t:enty/ eight years of teaching Fola.

Most of the! have the idea to teach foreign language 'ecause

they have the language in their curriculu! as a college student 'efore

and si!ply 'ecause they are very interested to the foreign language.

;ith that in !ind, 'eing fola instructor 'y choice or 'y appoint!ent

does not !atter

All of the! ans:ered that one of the challenges theyHre facing

in teaching foreign language is !a(ing their students interested in the

course :or( and !a(ing the! reali-e the relevance of learning the

language in connection to their courses or eld of e?pertise.

In response to the challenges they encountered li(e getting the

attention> getting the student to li(e the language, !a(e the lesson




!ore understanda'le, and others, they e!ployed the follo:ing

techni#ues5

Interie! Interpretation

Table @

TYPE OF

LANGUAGE

TEACHING

TECHNIQUE

A B C

D

CONTROLLED

3

!otivatio

n

31

repetition

3G

recap>recall

of previous

lesson

31

calling their

Chinese

na!es

3=

translation

of :ords

1

Picture

presentatio

n

G

reading

aloud

4

de!onstrati

on

3

ga!es

3

!usic,

singing

G

reading

aloud




1

audio

3@

#ui- after

lesson

dialogues

3

Music

videos

presentatio

n

SEMI

CONTROLLED

FREE

=2

!onologue

OTHER

TECHNIQUES

relevance culture Literature5

poe!

:riting

The ta'le sho:ed that al!ost all of the techni#ues utili-ed 'y

foreign language instructors are classied under the Controlled Type

of Language Teaching Techni#ue.

Dther teaching techni#ues foreign language instructors

incorporate focuses on relevance, culture and literature. Philips




71228, in his *ournal entitled Foreign Language (ducation: )hose

*e&nition+ :rote that !ost of the pu'lic still considers foreign

language study as a su'*ect for the elite, the college 'ound, and a

s(ill or talent that &uropeans or the citi-ens of developing nations

pri-e, 'ut in reality, schools, colleges, and universities provide

instruction for reasons of creating ne: understanding of languages

and cultures :ithin the fra!e:or( of the hu!anities they 'uild

co!petencies through a trained teaching force and appeal to student

interest and purposes for co!!unicating cultures that !ay or !ay

not 'e critical at the given !o!ent.

The respondents also perceived diJering opinion and

e?periences in having &nglish !a*or students and non &nglish !a*or

students. So!e of the! so!eti!es ad*ust their approach and

techni#ue to address challenges present in the class :hile others stic(

to their techni#ues.








language co!!ands :here &nglish and Tagalog :ere the second and

rst languages.


Findings sho:ed that the thirty/eight 7=G8 language teaching

techni#ues illustrated 'y %ro:n in his Ta?ono!y, t:enty 7128 under

controlled, nine 7@8 under Se!i controlled, and nine 7@8 under free

:ere e!ployed 'y foreign language instructors in their respective

classes. Dther techni#ues :hich are not in the ta?ono!y 'ut :ere

elicited 'y the instructors are5 the use of relevance, culture, and

literature particularly, through poetry :riting.

=.8 Co!!only used Techni#ues

A!ong the teaching techni#ues present in %ro:nHs Ta?ono!y,

four 708 teaching techni#ues under Controlled na!ely5 Content

&?planation, Copying, $rill, "eading Aloud, and Testing are the

techni#ues that o'tained the highest !ean in ter!s of the fre#uency

of use, :ith a !ean of 4.2 and an overall ualitative $escription of

Al:aysB used. ;hile only one 738 techni#ue under Se!i controlled,

:hich is Preparation, 'ear a !ean of 0.4 and an overall ualitative

$escription of DftenB used. Another techni#ue that instructors

co!!only e!ploy is $ra!a under the Free techni#ue :ith a !ean of

4.2 and an overall ualitative $escription of So!eti!esB used. Dn




the other hand ndings 'ased fro! the intervie: conr!ed that $rill

and "eading Aloud are the ones :hich are co!!only used together

:ith Setting.

0.8 Classication>s of the Techni#ues &!ployed 'y the Instructors

Fro! the thirty/eight 7=G8 language teaching techni#ues

illustrated 'y %ro:n in his Ta?ono!y, ndings sho:ed that all

techni#ues, t:enty 7128 under controlled, nine 7@8 under Se!i

controlled, and nine 7@8 under free :ere used 'y foreign language

instructors respectively, along diJerent levels of fre#uency. ;hile

intervie: ndings suggested that al!ost all of the techni#ues

e!ployed 'y fe!ale foreign language instructors :ere under the

controlled techni#ue and only one 738 fell under the free type.


A!ong the three 7=8 Types of Teaching techni#ues, ndings

deter!ined that, the Controlled technique is the do!inant type of

language teaching techni#ue utili-ed 'y foreign language instructors,

:ith an overall !ean of 0.40 !ar(ed as al:aysB 'een used Follo:ed

'y the Semi-controlled :hich o'tained a =.G overall !ean, !ar(ed as

oftenB used. The free technique gained =.00 overall !ean and

!ar(ed as a type of language teaching techni#ue that is so!eti!esB

used 'y the instructors. ;ith regards to the intervie:, al!ost all of




the techni#ues elicited 'y the fe!ale foreign language instructors are

also under the controlled type.

CONCLUSIONConclusions :ere dra:n 'ased on the gathered and analy-ed

data51.8 Prole of the Foreign Language Instructors

The foreign language instructors are 12/E2 years old :ith t:o

to nearly forty years of foreign/language/teaching e?perience. All

have !ore than t:o language co!!ands :here &nglish and Filipino

are the second and rst languages.


All of the techni#ues under Controlled, Semi controlled and

Free as proposed 'y %ro:n in his Ta?ono!y are utili-ed 'y the

instructors in various degrees. Dther techni#ues :hich are not in the

ta?ono!y 'ut :ere elicited 'y the instructors are5 the use of

relevance, culture, and literature, particularly, through poetry :riting.

=.8 Co!!only used Techni#ue

Fro! the given techni#ues present in %ro:nHs Ta?ono!y, four

708 teaching techni#ues under Controlled na!ely5 Content

&?planation, $rill, "eading Aloud, and Testing are the techni#ues

instructors co!!only use in their foreign language classes along :ith




the techni#ue under the Free type na!ely, $ra!a. Although none of

the techni#ues under se!i controlled 'ear a !ean of 4.2, the closest

a!ong the language teaching techni#ues to the ones !ost co!!only

e!ployed is Preparation. Dn the other hand, ndings 'ased fro! the

intervie: conr!ed that $rill and "eading Aloud are the ones :hich

are co!!only used together :ith Setting.

0.8 Classication of the Techni#ues &!ployed 'y the Instructors

Since all of the techni#ues present in %ro:nHs Ta?ono!y are

utili-ed 'y

Foreign Language instructors, it is evident that all classications

na!ely5 Controlled, Se!i controlled, and Free are 'eing considered in

the foreign language classes :ithin various e?tents. ;hile intervie:

ndings suggested that al!ost all of the techni#ues e!ployed 'y

fe!ale foreign language instructors are under the controlled

techni#ue and only one 738 fell under the free type.


The Controlled technique is the Principal type of language

teaching techni#ue utili-ed 'y foreign language instructors of the

$epart!ent of &nglish, Foreign Languages and Linguistics.

RECOMMENDATION




%ased on the ndings o'tained and conclusions dra:n in the

study, the follo:ing reco!!endations are presented.E.8 Since !ost of the techni#ues utili-ed 'y Foreign Language

instructors are under the controlled type, they are encourage to

incorporate ne: :ays 7under the sa!e type of language teaching

techni#ue8 in presenting their !aterial as part of their traditional

teaching approach, to :here they nd the!selves !ost eJective.

.8 In ter!s of the techni#ues :hich is>are al:ays used 'y the

instructors, given that ve 748 a!ong the controlled type of teaching

techni#ues appeared to 'e !ost utili-ed, and not at least one 738 of

the se!i controlled techni#ue happened to level its fre#uency of use,

foreign language instructors are encouraged to try techni#ues under

the se!i controlled to see if the studentsK response is innovative in

driving to:ards a ne: learning process.

G.8 Since a lot of language teaching techni#ues are !ade

possi'le as products of continuous research on the eld of teaching.

Foreign language instructors are encouraged to e?peri!ent :ithin the

'oundaries of their teaching !ethods to co!e up :ith possi'le

reali-ations of their teaching principles.

@.8 Since the su'*ect of the study only co!prises four fe!ale

respondents, :ith the atte!pt to understand the nature of *ust a 'rief




account of the teaching techni#ues they e!ploy in their foreign

language classes, researchers highly suggest that further study if not

!a(e a co!parative analysis 'et:een preference of teaching

techni#ues :hen gender is involved is to increase the nu!'er of

respondents to gain 'etter accounts of the techni#ues foreign

language instructors utili-e.

32.8 Since the study :as dra:n fro! a current research on

122G at $e La Salle, Colu!'ia :here t:o &FL instructors :ere the

su'*ects of the study follo:ing a triangulation as avenues to

understand the nature of the foreign language teaching :hile this

study utili-ed a diJerent set of approach to co!e up :ith the account

of approaches foreign language instructors utili-ed, the researchers

highly encourage other researchers to e?peri!ent 'y incorporating

other !eans of data collection instru!ents to further the study in the

eld of foreign language teaching.




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