Recent Vistas of Modernization and
Transmutation in Language Teaching
|
S. Nithya Devi Assistant
Professor Department
of English Dr.
N. G. P. Arts and
Science College,
Coimbatore Tamil Nadu, India |
Dr. R. Vithya Prabha Professor
and Head Department
of English Dr.
N. G. P. Arts and
Science College,
Coimbatore Tamil Nadu, India |
Dr. S. Sudha Assistant
Professor Department
of English, Dr.
N. G. P. Arts and
Science College,
Coimbatore Tamil Nadu, India |
Abstract:
Now and then a new technology, an old
problem, and an immense idea turn into an innovation. A development is the
general tendency towards change. Technology has interposed in every knowledge
domain of Education. It has tremendously restructured learning and teaching
ambience. Hence, English Language Teaching is not an exceptional. ELT has been
transformed greatly because of entry of technology. A range of different
methods, techniques and approaches were adopted through the years to meet up
with the needs of the young learners. ELT initiated its journey with Classical
Method and has get into the most impulsive period of its development where ICT
is dominating in learning and teaching. An ample number of Educational choices
are available for the present generation learners, the newer trends seem to
have bloomed in the field of Education that have completely changed the facets
of conventional system of education. The theories and methods are continually
sprouting in the field of ELT. New approaches and methods in pedagogy also
transformed the traditional face-to-face English learning and took it to an
assorted level. In such a way, learning is moved to a multifarious dimension.
This paper presents the innovative trends and its improvisations in the ELT
that have been adopted practically in the latest times.
Keywords: Digital tools,
E-Learning, Innovations, Methods, Pedagogy, Web 4.0
I. INTRODUCTION
English as a Universal language undergone several forms from early
English derived from the Latin to the Modern English that was established once
within the post Renaissance era. Every version of the language was easier than
its previous one. The current English is that the simplest adaptation of an old
language. Still it is hard to teach this language effectively particularly to
those who learn English as a second language. In the last two decades many
books have been published in English Language Teaching to get liberated from
the control of traditional methods of teaching. The ELT has encountered
tremendous changes over the years, especially in the last decade. The study of
innovation in language teaching began to generate awareness only from the 1980s
onwards.
II. HISTORICAL PERSPECTIVES OF ELT
The pre historic conditions of English language teaching were not as effective
and dynamic as it has developed into the present day scenario because of the
dawn of technology. At the time of 15th and 16th century
the British Empire colonised many, there evolved the need to teach English to
the higher authorities in order to converse with other governments, and
colonies. Instructors were employed to teach English to those high officials in
the same method as classical Latin and Greek were taught with the assistance of
Classical Method. In this method, language was trained through grammatical
rules, syntactic structure, and repetition and constant drilling of vocabulary
and translation of literary texts.
III. EXISTING DEPLETED METHODOLOGIES
Late in 19th century, the Classical Method was started known
as Grammar Translation Method. This method was given more importance to fretful
writing exercises as compared to speaking and listening. Considerable
importance was given only to reading and writing.
From the end of 19th century to
the beginning of 20th century the Direct Method was presumed and
enjoyed great reputation because the language was taught naturally and the
medium of instruction is the target language itself. This method endured in practice for many
years due to its focal point on the functional use of English. But, still this
method was impaired with certain setbacks. It leads to another Method that is
called Audio-Lingual Method.
In 1950s Audio-Lingual Method (ALM) was
introduced during the Second World War. The Americans felt the necessity of
acquainting the languages of their enemies and allies. For this special
language teaching centers were established and the personnel were taught other
languages than English. This period was
marked by the emergence of Behaviourists in psychology and the development of
science. Hence, all these factors paved the way for ALM.
In 1964, this method was rejected because of
its drawback in the lack of communication. The other methods like Suggestopedia
proposed by Bulgarian psychiatrist-educator, Georgi Lozanov existed for a
shorter duration. In this Method relaxation is used as a tool to learn and
recover knowledge. Vocabulary, and other literary texts are presented to the
students and music is played in the background.
In 1970s there appeared a different method
called as The Silent Way based on problem -solving approach. At this juncture,
the students are given a task and teacher maintained distant and students
co-operate with one another to solve the task.
The Communicative Language Teaching (CLT)
lays prominence on the communicative function of the language. It includes all
aspects of language whichever related with theory or practice. Pragmatic and
practical uses of language besides with communicative proficiency are some of
the features of CLT.
III. NEW WAVE OF DIGITAL TECHNIQUES
In present day ELT has stepped into new stage of evolution where many
inventions are emerged day after day. The application of digital technologies
and the use of electronic gadgets like computers, tablets, laptops, and smart
phones has become everyday substance. These digital devices influenced all
streams of learning in general and specific in ELT. These devices hold a major
position in ELT and proved as attractive and productive tools.
The conventional methods and approaches in
ELT are linked and interlaced with technology. Accordingly, a new facet of ELT
has drawn closer due to digital innovations. Innovation in language education
includes new pedagogic approaches, such as Task-Based Language Teaching (TBLT),
transformation to teaching materials and technological developments, such as
Computer-Assisted Language Learning (CALL), and alternative assessment methods,
such as Portfolios. The CALL was in practice for nearly thirty years and now it
is stepping towards as Information and Communication Technology (ICT).
Another striking development in ELT is from
CALL to Mobile Assisted Language Learning (MALL). The availability of galore of
applications, and devised programs on smart appliances are disporting a crucial
role in ELT. The digital platforms have moulded English language teaching to
such a degree that there is a great emergence and mass number of new tools,
techniques and methods in practice.
The British Council recommends many fruitful
applications to become skilled in English language. Some of them are Edmodo,
Google Docs, digital video, online corpora, Online CPD (continuous professional
development) and the global staffroom, Podcast and Padlet, Skype, Online
authentic materials, the IWB (Interactive White Board), Dogme (or
materials-light teaching), Duolingo,
Babbel, Drops, Memrise, FluentU, Beelinguapp, Class Dojo, Student-centered, and
Teaching soft skills and critical thinking skills. These applications afford
bunch of multifarious activities to learn English.
Similarly, the diversity of online contexts
to assist language teaching and learning creates new opportunities for learners
to look at concepts of genre, register, and culturally specific and appropriate
communications. These include a variety of social media contexts, gaming
platforms, collaborative- and telecollaborative-based projects, mashups,
automation, Augmented and virtual reality, learning through TED Talks,
Duolingo, and certain future trends like Artificial Intelligence (AI), Big Data
and Machine Learning (ML). The Computer-Mediated Communication (CMC) tools
enable the focus of the potential use of Web 4.0 in language learning and
persist to offer capable instructional possibilities into the future.
IV. EDUCATIONAL TECHNOLOGY
Educational technology is defined by the
Association for Educational Communications and Technology (AECT) as "the
study and ethical practice of facilitating learning and improving performance
by creating, using and managing appropriate technological processes and
resources". It is a practice of incorporating technology into education in
a way that fosters a more diversified learning environment and gives students a
chance to learn how to utilize it while also completing their regular
assignments.
Traditional
education was altered by the educational process aided by Information and
Communication Technology (ICT). New types of learning, such as computer-based
learning, online learning, web-based learning, e-learning, etc., have evolved
as a result of the use of new teaching and learning techniques. Web-based
education refers to the most extreme type of online learning, where there is no
actual face-to-face interaction between the teacher and the student and when
streaming videos and more sophisticated features of educational software are
used. The main characteristics of web 4.0 are
essential for e-learning in the similar ventures like development of
intelligent agents, mobile technologies and cloud computing and services. The
recent developments highlight on how 3D Virtual Learning Environment (VLE),
Augmented Reality (AR), Learning Management System (LMS) and Artificial
Intelligence (AI) can contribute to learning English.
Like effective teachers, effective technology
users employ a number of evidence-based techniques at once (such as adaptable
content, regular testing, immediate feedback, etc.). While the teacher is
working with other students, completing assessments, or doing other things,
pupils can practise fundamental knowledge and skills using computers or other
technology. Each student's education can be tailored using educational
technology, allowing for better distinction and letting pupils advance towards
mastery at their own speed.
V. CONCLUSION
English is the necessity for the endurance of
professionals in this era of technology and information. The combination of
technology and English introduced new prospects of learning and teaching. In
the present, importance to the subject innovation has developed significantly.
Globalization and ICT have fetched a number of innovations in ELT. The adoption
of electronic devices has digitalized the language teaching. E-learning has
imported e-evolution in ELT. Digital game-based education motivates the young
learners to learn language creatively. These innovations in ELT induce a new
portrait of the study where the use of e-learning, electronic devices, e-tools,
e-books, video-conferencing and ICT may replace the classrooms with virtual
learning. A novelistic combo of art and science, with a refashion of many tools
helps the learners to excel in the field.
Web
4.0-based education places a greater emphasis on the student than traditional
education does on the professor. A careful examination of the situation and
informal conversations with "on-line teachers" reveal that Web-based
education is quite far from achieving its primary goal of reaching a large
distance audience in a cost-effective and educationally sound manner, and in
particular accommodating the needs of students from underrepresented groups.
This is true even though many research papers and media publications report
significant success with Web-based education. With the help of new technical
advancements for the use of intelligent agents, mobile technology, cloud
computing, and services, education for the innovative institutions and
professors is being developed and improved.
Works
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Stevens, The Art of Teaching Secondary English: Innovative and Creative
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