ALLAMA IQBAL OPEN UNIVERSITY

Course: Teaching of English (6508)

Level: MA (Education)
Semester: Autumn, 2018
ASSIGNMENT No. 1

Q.1 a) Explain the problems faced by the teachers while teaching English as a
foreign language also describe our context of teaching English in detail.
Answer:
Teaching English as a foreign language is a challenging, yet rewarding career choice. As an
English as a Second Language (ESL) teacher, you must learn to constantly adapt to your
students' needs. Many times, this means dealing with a variety of problems in the classroom,
many of which are all too common occurrences. A good ESL teacher must be able to

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recognize these common problems, and work to find solutions. Even a small tweak in your

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teaching methods can help to create a more productive and casual environment for both you

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and your students. The following will outline 10 of the most common classroom problems
faced when teaching English as a foreign language, and just how to solve them.
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Common Classroom Problems

1. Students become overly dependent on the teacher.
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Many times, students will automatically look to the teacher for correct answers instead of
trying themselves. If the teacher obliges them with the answer each time, it can become a
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detrimental problem. Instead, focus on giving positive encouragement. This will help to make
students more comfortable and more willing to answer (even if incorrectly).
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2. Persistent use of first-language

When teaching English as a foreign language, this is possibly the most common problem. As
an ESL teacher, it's important to encourage students to use English, and only English.
However, if students begin conversing in their first language, move closer. Ask them direct
questions like "do you have a question?" Another idea is to establish a set of class rules and
develop a penalty system for when they use their first language. For example: if someone is
caught using their first-language three times, have them recite a poem in front of the class (in
English). Remember, for the 1-2 hours they are in English class, it must be English only.
3. Student is defiant, rowdy, or distracting of others.
This will happen, no matter what, in every classroom. If the entire class is acting up, it may
be the fault of the teacher, i.e. boring material or poor classroom management. If it is one
particular student, you should react swiftly to show dominance. In order to resolve the issue,
an ESL teacher must be strict and institute discipline if needed. If it continues to happen,
further disciplinary action through the school's director could be pursued.
4. Students "hijack lesson"—The lesson doesn't go where you want it to.
When teaching English as a foreign language, you can always count on students hijacking a
lesson. To some extent, this can be a good thing. It shows that students interest, and as long
as they are participating and conversing in English, it is a productive experience. However, if
the lesson strays too far off topic, in a direction you don't want it to go, it's important to
correct the problem by diverting the conversation.
5. Personalities clash.
Not everyone in an ESL classroom will become the best of friends. If drama arises between
certain students, the easiest solution is to separate them from one another. If the tension
persists, switching a student to another classroom may be your only option.
6. Students unclear what to do, or do the wrong thing.
This happens far too often when teaching English as a foreign language. The fact is, it's often
the fault of the teacher. If your instructions to an assignment yield looks of confusion and soft
whispers among students, don't worry: there is a solution. In order to avoid this problem, it's

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important to make sure your instruction are clear. Use gestures, mime, and short concise

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sentences. Speak clear and strong. Most importantly, use models and examples of the
activity. You can use pictures, miming, gestures etc. to model the entire activity exactly how

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you want the students to do it.
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7. Students are bored, inattentive, or unmotivated.
Many times, it is the teacher's fault that class is boring. Fortunately, with proper planning,
this problem can be solved. Choose a juicy theme to the lesson; one that the students can
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relate to and one you know they will enjoy. This will automatically give them some
motivation and interest. Get to know your pupils and identify their interests and needs, then
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design your course accordingly.

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8. Strong student dominance

As an ESL teacher, you will encounter learners with different capabilities and language skills.
While it is good to have some students who excel in the classroom, it is important that they
don't take away from others. If certain students begin to constantly "steal the show," take
care. Focus on calling on weaker students in the class to answer questions. Encourage, but
gently deflect some answers from the strong students and give production time to other not-
so-strong members of the class.
9. Students are unprepared.
The last thing you want as an ESL teacher is for learners to drop out simply because they felt
lost and/or unprepared. Concentrate on a more shared learning experience. Make sure
students are all on the same page before moving onto a new topic by concept checking
multiple times, and encouraging individual participation.
10. Tardiness
Even I have a hard time arriving places on time. But the truth is, tardiness is not only rude, it
can be distracting and disruptive to other students. If tardiness becomes a problem for
members of your class, make sure they are disciplined. Set rules about tardiness and penalties
for breaking them.
Context of teaching English in Pakistan
The practicality of the English language opens innumerable prospects in the social and
financial world. Regrettably, the way English language is taught leaves barely any ground for
learners to properly incorporate this language in their daily communication.
The major source of learning English in Pakistan is our school classrooms where, ironically,
teaching amounts to nothing more than boring English spelling drills, some formal
grammatical constructions, and precise definitions for an endless array of words which make
the subject appear desolate.
Injustice done to teaching of English language in Pakistani classrooms on account of the
archaic methods adopted to teach it appeals for a thorough overhaul and a dire need to
introduce the concept of ‗Applied English‘ which stands for teaching of English with

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examples from real life.

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Students tend to develop anxiety which results in developing a sense of resentment towards

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the subject.
There is a lot more to English language teaching than merely slogging at grammar or
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cramming vocabulary for the sake of learning it. It is taught either as an abstract system
(grammar) dealing with de-contextualised meaning or as communication dealing with
contextualised meaning.
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Even in its abstract form it is dealt with the basic aspects of phonetics, phonology,
morphology, syntax and semantics. Only when these five aspects are meaningfully measured,
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can the teaching of grammar of a language be justified. Unfortunately, far too many teachers
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who are teaching English are truly ignorant of this broader conception of English language
teaching. They are teaching only ‗syntax‘ in the name of grammar.
In this context, a simple but effective measure that could be taken is to provide English
language teachers stronger incentives and encouragement by holding teachers‘ training
workshops.
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b) Give suggestions to overcome the problems faced by the teachers while teaching
English in Pakistan.
Answer:
1. The decreasing neuroplasticity of the adult brain
Unfortunately, as we age, our brain plasticity (or the ability to form new neural pathways),
does seem to decline. But does that mean, as adults, we should abandon all hope of mastering
a new language? On the contrary, researchers have found a strong correlation between
bilingualism and the delaying of the onset of Alzheimer‘s. It appears that the challenge of
language learning actually helps to keep our brains healthy, staving off dementia and
prolonging our mental health.
This is great news for both you and your students: Aside from purely practical advantages,
language learning offers many intrinsic benefits. Surely this is reason enough to persevere
despite the obstacles!
Fire up your students‘ neurons with interactive activities that engage them physically as well
as mentally. Don‘t underestimate the importance of fun in the adult classroom.
2. Establishing mutual respect
When teaching adults, it‘s extremely important to remember that our students are likely
possessed of an array of skills and talents already, even if speaking perfect English isn‘t one
of them. Over our lives, we develop a wide range of abilities, often to a very high level. Our
adult students can be easily put off at the slightest hint of being patronized, especially if they
cannot express this frustration in the new language they are studying.
3. Winning over reluctant learners
As a teacher of adults, it‘s likely that corporate gigs may make up a significant

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percentage of your workload.

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This means there‘s a strong possibility that there will be several reluctant learners you are

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charged with instructing. Under-motivated students jumping through professional hoops at
the behest of the boss can be some of the most challenging students you face.
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As is the case with any adult audience, lack of enthusiasm can be an issue. The solution is to
engage the student as an individual. Employ their specific interests in your lessons where
possible. Think of point 2 above. Can you find their hidden lights and incorporate their
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shining beauty into your classroom interactions?

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4. Teaching pronunciation
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Younger children, especially those below around 7 to 8 years of age, often pick up languages
with relative ease. Many attain a proficiency indistinguishable from a native speaker.
However, this is not always possible for the adult learner. The dominance of the intonations,
stresses and rhythms of our native language can be a tough barrier to break in acquiring full
fluency in another language. Older learners may struggle with the idiosyncratic sounds of the
target language.
Making pronunciation a specific focus of your lessons can go a long way toward
conquering these difficulties. If you‘re familiar with the phonology of your learner‘s mother
tongue, it may be helpful to employ it to assist. But be careful it doesn‘t become a crutch that
will hinder learning.
5. Facing higher expectations
Adults are accustomed to being held accountable in their places of work and their personal
lives. This is not always the case with children—oh, to be young again! Adults will,
accordingly, recognize the classroom as yourplace of work and hold you accountable.
Some of your adult learners will regularly undertake performance management reviews at
their own jobs, so it‘s important to ensure feedback plays an important role in your teaching
cycle, too. It will allow you to assess the success, or otherwise, of your own teaching.
6. One size most certainly does not fit all!
Adults are as diverse as children and, as every school teacher knows, kids learn in a multitude
of ways. This also stands true for our grown-up knowledge gatherers.
Barbara Prashnig recognizes the importance of individual learning styles in personalized
learning. While Prashnig‘s work primarily focuses on school children, there is great benefit in
incorporating these ideas into the teaching of adults, and we should never forget that adults
deserve the same consideration as children when it comes to their individual personalities
and learning needs.
7. Adult learners have extensive demands on their time
And don‘t we know it! From family commitments to pressing work deadlines. From social

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engagements to paying bills. For many of us, free time is one of our most prized possessions,

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and we value all our time highly.

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Recognize this in your interactions with your adult students. Make sure that as a teacher
you are punctual and well-prepared. Keep your lessons moving at a good pace. If an adult
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learner feels their time is not being used effectively, resentment can ensue. And unhappy
students are the most difficult to teach.
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Q.2 a) Elaborate the importance of different approaches of teaching English as a

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second language.
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Answer:
Approaches to EFL teaching to beginners A great many explanations have been put forward
for taking into account the age, level, and goals of our students. In this section, we shall look
at young beginners, and the ways to cope with their problems. Young students at the beginner
level are naturally curious about all new things. Their minds and memories are uncluttered;
they have no fear of the unknown. If they wish to connect with their peers, they may still be
able to use non-verbal means of communication. It is interesting, children manage to play
together, never feeling any language barriers. Amazingly, they can also retell, translate into
their mother tongue what the other children are saying, relay the information to adults,
regardless of the language in which it was first received. At a foreign language lesson with
young learners, no matter which method we use, we come across the same problem: children
tend to rely on the patterns of their native tongue (which they are also still learning to use
correctly). On the other hand, once they learn a few words, they are ready to communicate, to
talk. Poems and songs are extremely useful, as well as fairy-tales, short plays, cartoons, any
and all kinds of visual aids. Have them draw simple diagrams, repeating the same forms over
and over again. Children can recite the same poem, listen to the same fairy-tale, sing the same
song, and watch the same cartoon hundreds of time. They will enjoy drawing the same
picture and laugh at the way grammar can be learned.
Psychological and cognitive concepts of EFL learning
Teaching techniques and EFL methodological concepts are quite different: from those based
on suggestology to cognitive ones. It is impossible to discuss cognitive concepts of language
acquisition without reference to Howard Gardner and his noteworthy and influential study of
multiple intelligences
Linguistic intelligence is revealed through specially designed grɚmmɚr and vocabulary
exercises based on ɪɚir work in dialogues. We can distinguish two stages of working with the
language material: first, the teacher presents new materials when the books are closed and
then students work on it with their books opened.
Visual intelligence is developed when students do exercises supported by pictures or use
flash-cards. They reconstruct dialogues and stories with the help of stickers.
Musical-rhythmical intelligence is activated when children listen to and imitate intonation
and rhythm, sing songs and rɟɫitɟ verses.

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Logical-mathematical intelligence is based on solving problems and puzzles, counting,

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analyzing elements of the whole, doing ―odd one out‖ tasks. ƒ Bodily-kinesthetic intelligence

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expresses itself in physical activities and movement: role-play, games, making posters and
doing projects.
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Bodily-kinesthetic intelligence is necessary in ɪɚir and group work, games and team
activities.
Intrapersonal intelligence is based on silent individual work and self-reflection.
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Only a combination of differently-aimed activities guarantees success in developing pupils'

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mental abilities together with communicative skills

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b) Enlist the major objectives of English teaching also elaborate the need of each of
the objectives listed above.
Answer:
Nowadays English has a special and predominant role in the communicative sphere of the
world. It has also a special identity in the field of education. A language is a medium of
communication and interacting verbally in our day-to day life situation in family and society.
But in India English is a foreign language. It is different from mother tongue. The teaching of
English is highly desirable for a English teacher. Before starting his teaching, it requires for
the teacher to fix up his aims and objectives. It makes him efficient.
Objectives Teaching English:
(A) The objective of teaching English has two main aspects:
(i) Language aspect: Words, sentences, pronunciation, spelling and grammar.
(ii) Literature aspect: Words, sentences, expressing ideas, feelings and experiences.
(B) The English language teaching has four objectives to develop four skills:
(i) Reading, (ii) Writing, (iii) Speaking and (iv) Listening.
(C) The English teaching also has two objectives:
(I) Skill objectives include:
 To develop the skill of speaking,
 To develop the skill of reading,
 To develop the skill of writing,
 To develop the skill of listening,
 To enable the students for the use of grammar correctly,

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 To enable the students to analyze the element of language and establish the

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appropriate relationship among linguistic components.

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(II) Cognitive objectives include:
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 To acquire knowledge,
 To diagnose the weakness of speaking and writing English,

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To compare and illustrate linguistic components,

 To classify the elements of English language,
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 To understand the meaning of prose, poetry, story and drama by reading.

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In order to teach English correctly and properly English teacher must know the aims and
objectives of teaching English.
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Q.3 Elaborate cognitive learning theory and provide examples to justify its use for
teaching of English as second language.
Answer:
Once memory theories like the Atkinson-Shiffrin memory model and Baddeley's working
memory model were established as a theoretical framework in cognitive psychology, new
cognitive frameworks of learning began to emerge during the 1970s, 80s, and 90s. Today,
researchers are concentrating on topics like cognitive load and information processing theory.
These theories of learning play a role in influencing instructional design. Cognitive theory is
used to explain such topics as social role acquisition, intelligence and memory as related to
age.
In the late twentieth century, situated cognition emerged as a theory that recognized current
learning as primarily the transfer of decontextualized and formal knowledge. Bredo (1994)
depicts situated cognition as "shifting the focus from individual in environment to individual
and environment". In other words, individual cognition should be considered as intimately
related with the context of social interactions and culturally constructed meaning. Learning
through this perspective, in which known and doing become inseparable, becomes both
applicable and whole.
Much of the education students receive is limited to the culture of schools, without
consideration for authentic cultures outside of education. Curricula framed by situated
cognition can bring knowledge to life by embedding the learned material within the culture
students are familiar with. For example, formal and abstract syntax of math problems can be
transformed by placing a traditional math problem within a practical story problem. This
presents an opportunity to meet that appropriate balance between situated and transferable
knowledge. Lampert (1987) successfully did this by having students explore mathematical
concepts that are continuous with their background knowledge. She does so by using money,
which all students are familiar with, and then develops the lesson to include more complex
stories that allow for students to see various solutions as well as create their own. In this way,

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knowledge becomes active, evolving as students participate and negotiate their way through

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Its use for teaching of English as second language
A cognitive theory of learning sees second language acquisition as a conscious and reasoned
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thinking process, involving the deliberate use of learning strategies. Learning strategies are
special ways of processing information that enhance comprehension, learning or retention of
information. This explanation of language learning contrasts strongly with the behaviourist
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account of language learning, which sees language learning as an unconscious, automatic

process.
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Example
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This view leads to a classroom focus on using learning strategies that have been observed in
successful language learners and to a view of the learner as an 'information-processor', with
limitations as to how much new information can be retained, and who needs strategies to be
able to transfer information into memory.
In the classroom
Relevant activities include review and revision, class vocabulary bags, using a scaffolding
approach with young learners, analysis and discussion of language and topics, inductive
approaches and learner training.
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Q.4 Elaborate direct method of language teaching, design at least three activities for
teaching English to the 9th grade students using direct method.
Answer:
The direct method of teaching, which is sometimes called the natural method, and is often
(but not exclusively) used in teaching foreign languages, refrains from using the
learners' native language and uses only the target language. It was established in Germany
and France around 1900 and contrasts with the grammar–translation method and other
traditional approaches, as well as with C.J.Dodson's bilingual method. It was adopted by key
international language schools such as Berlitz and Inlingua in the 1970s and many of the
language departments of the Foreign Service Institute of the U.S. State Department in 2012.
In general, teaching focuses on the development of oral skills. Characteristic features of the
direct method are:
 teaching concepts and vocabulary through pantomiming, real-life objects and other
visual materials
 teaching grammar by using an inductive approach (i.e. having learners find out rules
through the presentation of adequate linguistic forms in the target language)
 centrality of spoken language (including a native-like pronunciation)
 focus on question-answer patterns
Direct instruction is the use of straightforward, explicit teaching techniques, usually to teach

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a specific skill. It is a teacher-directed method, meaning that the teacher stands in front of a
classroom and presents the information. It might be a lesson in which the teacher very clearly

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outlines the order of all the planets in the solar system, or it might be a simple explanation

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and some examples of the double ff-ll-ss-zz spelling rule.
You might be thinking, Isn't that how everything is taught in classrooms? Yes, this used to be
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true, but then we found that not all students benefit from listening to a teacher talk all day,
and that not all lessons are best taught through direct instruction. Teachers now match the
type of instruction to the task, teaching directly when it suits the skill being taught. For
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example, the order of the planets is something best learned directly, while teaching what
materials are magnetic is better learned, and much more engaging, through experimentation.
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Matching the Instruction to the Task

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So, for several decades, we had two models of instruction, constructivist and direct
instruction, and students usually had all of one or the other. This meant that the constructivist
students were sometimes unclear about what exactly they were supposed to get from the
activity about magnets, and the kids receiving direct instruction listened to a whole lot of
classroom lectures.
Teachers now know it is most effective to match the type of instruction to the task. This
means there are times when direct instruction is the most appropriate and times when another
form of instruction, like class discussions or hands-on activities, are better suited to what is
being taught.
When to Use Direct Instruction
Direct instruction is best-suited for teaching small chunks of information. This might be a
spelling rule, such as the -tch or -ch as an ending sound, a short math concept like the order
of operations, or a literary term like a simile or a metaphor. Notice how these concepts are
not only small but also very clear and straightforward? Certain subjects or content areas, like
phonetics, spelling and math, are often best suited to direct
A Sample Direct Method Lesson
This sample lesson teaches students the phrase ―where are you going?‖ and the response ―I
am going to (school / the grocery store / the library / the doctor).‖
Warm Up
Why not start with a song?
In one of my current classes we‘ve been learning different verses from the song ―The Wheels
on the Bus‖ each day (here are the lyrics) and singing the verses we know. Visual aids are a
great help here—so I show a picture of the bus and then a picture of a wheel which I spin
around and around as we sing, repeat and act out ―the wheels on the bus / go round and
round.‖
If you‘re warming up with a children‘s song like this, be creative, pretend to hold a baby as
―the baby on the bus / goes ―wah wah wah,‖ and be sure to cry loudly on the ―wah‖s!)
If you‘re teaching older students, then choose a pop song that they know and love to practice
with!

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Introduction of Vocabulary / Phrases

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Since my students have been singing about a bus, I‘ll now take the bus for a ride around the

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classroom to introduce our vocabulary: ―where are you going?‖ ―I am going / We are
going to school / the grocery store / the library / the doctor.‖
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I‘ll have printed pictures and post them around the classroom ahead of time, so that I can use
the images and take the bus to the different places.
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Modeling
As in the example of teaching feelings, after introducing the vocabulary and phrases I would
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model asking and answering the question, gradually involving more and more students in the
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modeling—first they might ask me where I‘m going or point to the destination they want me
to go to, and then pairs of students might hold the bus and answer the question.
Practice
As we broaden our practice, I would hand out pictures of all four places to my students so
that they can practice asking and answering in pairs, perhaps choosing their own answers and
pointing to them, or choosing for each other by pointing and making them answer the
question.
How to Extend This Lesson
There are many ways to extend this lesson. We might close with me writing the names of the
places on the pictures themselves, and then having the students add them all to their
notebooks. We might learn more place names and create a ―classroom city‖ for students to
navigate, and then focus on not where they are going but how to get there, learning directions
and how to give them.
Or we could label places on maps of our town or our school (if we learn the names of
different classrooms and subjects).
We could learn ordinal numbers (first, second, third), and ask students to move from place to
place in a particular order—maybe one student is the bus driver, and has to take other
students to their destinations and drop them off in order….
As you can see, with a little planning, there are many great ways to use DM in the ESL
classroom, and doing so can help you engage your students and strengthen their speaking,
listening and even thinking (in English) skills!
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Q.5 Discuss the strategies to develop speaking and reading skills of English language
learners.
Answer:
In-order to become a well-rounded communicator one needs to be proficient in each of the
four language skills. These four skills give learners opportunities to create contexts in which
to use the language for exchange of real information, evidence of their own ability (proof of

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learning) and, most important, confidence. Listening and reading are the receptive

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skills because learners do not need to produce language, they receive and understand it.

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These skills are sometimes known as passive skills. The productive skills are speaking and
writing because learners are applying these skills in a need to produce language. They are
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also known as active skills.
Listening
Listening is a receptive language skill which learners usually find the most difficult. This
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often is because they feel under unnecessary pressure to understand every word. The listener
has to get oriented to the listening portion and be all ears. The listener is also required to be
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attentive. Anticipation is a skill to be nurtured in Listening. In everyday life, the situation,

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the speaker, and visual clues all help us to decode oral messages. In due course of listening,
be in a lookout for the sign post words. Thirdly one should be able to concentrate on
understanding the message thoroughly. Listening Skills could be enhanced by focusing on
making the students listen to the sounds of that particular language. This would help them
with the right pronunciation of words. To equip students with training in listening, one can
think about comprehending speeches of people of different backgrounds and regions. This
intensive listening will ultimately help a student to understand more on the accents to be used
and the exact pronunciation of words.
Speaking
Language is a tool for communication. We communicate with others, to express our ideas,
and to know others‘ ideas as well. We must take into account that the level of language input
(listening) must be higher than the level of language production. In primary schools elocution
and recitation are main sources to master the sounds, rhythms, and intonation of the English
language through simple reproduction. The manifestations of the language in games and pair
work activities are encouraging source to learn to speak the language. This assists the learners
to begin to manipulate the language by presenting them with a certain amount of choice,
albeit within a fairly controlled situation. This skill could be improved by understanding para-
linguistic attributes such as voice quality, volume and tone, voice modulation, articulation,
pronunciation etc. This could also be further enhanced with the help of debates and
discussions.
1. Make reading a regular activity:
Try to read daily and make sure you read varieties of stuff. From English books, magazines,
to newspapers, and novels, you can get your hands on every item that attracts you.
2. Reading must be fun:
Reading should always be fun and for this you must be sure that the texts you select are not
too complex to understand.
If the article or novel you are reading is a chore, then you should hunt for something else.
You can begin with reading graded stuff that is written specifically for ESL learners.
3. Search for books by your favorite author:

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Look for all books published by your liked author and start reading them one by one. This

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way you will develop their style, grammar, and vocabulary, and find something that is really

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interesting.
As you will keep on reading, the entire process will become much easier.
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4. Visit a Local Library to find interesting and knowledgeable stuff:

If you wish to read learned great stuff then you can make a trip to the library close to your
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location.
They have stock of English books as well as English translations that can make the process of
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reading much easier for you.

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5. Try reading a specific thing more than once:

Read something and then try reading it again a few months/weeks later. Now check out, your
understanding must have improved!
6. Discuss with others the article you enjoyed reading:
You can discuss books, novels, forums, or online blogs, articles and more stuff that were
interesting to read, with others.
7. Go for the contemporary edition first:
Don‘t try to read ‗the classics‘ right away. You can first try reading modern short elements
first.
This will develop reading interest to you and then you can move on reading other documents
of your preference.
8. Avoid understanding every word:
To foster reading, avoid understanding each and every word. You must comprehend the
overall meaning of the sentence, as that is very much important.
9. Look for translations of particular word:
Yes keeping a dictionary along while reading is a very useful activity but make sure that you
don‘t search for the meaning of each and every word.
Only look for words that are consistently appearing in the text, and are very much difficult to
understand.
10. Try boosting your reading speed:
While reading, try not only to improve your reading vocabulary, but also to enhance your
reading speed.
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