Visuals may be better suited for some students to memorise grammar and vocabulary than talking. Different learners require different learning methods, so we shouldn’t always favour a ‘communicative’ approach over an ‘academic’ one, argues Rupert Lezemore. He is speaking at our seminar for English language teachers (ticket link) in Glasgow on 26 November 2013. Currently the most popular teaching method is a ‘communicative approach’. It’s well-established that thinking about language as something other than an academic subject helps most students retain it for longer. It’s also a more suitable approach for modern learners of English in a global environment. With this in mind, it may seem peculiar to consider how students learn grammar and vocabulary, orphaned from all the other aspects of the language. However, there are some students for whom the communicative approach doesn’t work very well, and who may find that a diagrammatic approach within a more traditional framework is a better fit. These students may be from very traditional learning backgrounds. They may not like ‘soft’ skills, and or see the point of all the chatter. They just want facts. There are also exam-focused students, who prefer a more efficient system of learning the elements of the language. Mostly, however, like me, they are ‘visual’ learners. I see patterns and structure. Even when an aspect of grammar has more exceptions than rules, I learn with charts and tables and flowcharts. I like clear graphics. As a result of this, I have developed what I’ve referred to here as a diagrammatic approach – visual representations to explain grammar and lexicon. The diagrammatic approach This method is designed as a supplement rather than a replacement for current classroom styles of teaching. I find that it generally works with low to intermediate-level students, students who may be struggling with some of the building blocks of the language, though we all know that everyone can do with lower-level review from time-to-time! In order to make this approach as effective as possible, the diagrams should be kept simple, to make the information easier for the student to understand and retain. It’s better to make several simple diagrams and spread them through the course, rather than one large comprehensive one. Using colours (but not too many) helps with clarity. Some artistic licence is welcome. It is better to make the diagram work and be memorable while sacrificing a little detail, especially elements which would usually be covered once students have grasped the basics of the point in question. Accuracy is always important, though, so it is essential to make the diagram fit the grammar, not the other way round. This diagram helps students understand how to choose an appropriate article for a given noun in a given context. Diagram courtesy of the author. This diagram helps students understand how to choose an appropriate article for a given noun in a given context. Diagram courtesy of the author. The above example of this approach is a flowchart to teach students about articles, which I have found particularly effective. As the students navigate their way through, they understand better how to choose an appropriate article for a given noun in a given context. Teaching articles through the communicative approach can be a struggle, resulting in inconsistencies from students who may feel they are plucking the articles from the sky rather than having a firm understanding of their use. The important thing is where the speakers and listeners are now. In the following example, the speakers are both at home. Diagram courtesy of the author. The important thing is where the speakers and listeners are now. In the following example, the speakers are both at home. Diagram courtesy of the author. This example is a simple one to determine appropriate vocabulary. In this instance, the instruction is very important, but once the students remember and follow it, they should be able to visualise the diagram. I recommend that teachers think about strategies to turn explanations for the spoken or written word into diagrams and visuals. These can then be taken back to the classroom, experimented with, expanded and kept in their armoury.
Posted on: Sun, 31 Aug 2014 15:49:21 +0000
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