RAS, Author at Professor Jack C. Richards

Submitted by Rodney and Graham, UK/Hong Kong

Sequencing activities are those in which learners are presented with a text that has been altered in terms of the sequence of elements, including paragraphs, sentences within paragraphs, clauses within sentences, and words and phrases within clauses. Sequencing activities guide the learners to notice and to explore either (a) grammatical or lexical features in texts that give information about the sequence of elements (e.g. articles, pronouns and conjunctions) or (b) larger patterns of textual organization’. The general procedure involved in sequencing, are as follows.

Choose a text or series of texts and change the sequence of some of the paragraphs or sentences within paragraphs or of certain elements within sentences.
Have students work out what the original sequence might have been in one text or a portion of one text through noticing a particular grammatical feature or set of grammatical features.
Work with the students to explore further the kinds of grammatical features that can be used as clues to help determine the original sequence and why the original sequence is
Have the students practice this procedure on their own with the rest of the text or another similar text.

Further reading: Jones RH, Lock G (2011) Functional Grammar in the ESL Classroom: Noticing, Exploring and Practicing. New York: Palgrave Macmillan.

Submitted by Danny, Canada

Textual enhancement (e.g. by underlining, boldfacing, italicizing, capitalizing, or color coding) can be used to help students ‘notice’ forms or features they may not be aware of. The procedure involves:

Select a particular grammar point that you think the learners need to attend to.
Highlight that feature in the text using one of the textual enhancement techniques or their combination.
Make sure that you do not highlight many different forms as it may distract the learners’ attention from meaning.
Use strategies to keep learners attention on meaning.
Do not provide any additional metalinguistic explanation.

Sumitted by Rosa, USA

The noticing hypothesis suggests that unless learners notice the way language is used, their grammatical proficiency will not develop. Noticing can be the focus of activities such as the following:

An example of a guided noticing activity is for the teacher to give out extracts from texts (e.g. magazine or newspaper articles) and to ask students to see how many examples they can find of a particular form or grammatical pattern. These are then examined more closely to observe the functions they perform at both the sentence and text level.

An example of taking a noticing activity outside the classroom is when students act as ‘language detectives’: they can be asked to observe and notice target forms in use in the ‘real world’, such as by watching interviews and other speech events on the internet or on television and documenting the use of particular grammatical features they have been asked to focus on. This can serve to reinforce vocabulary or particular forms, but it can also be used to help more advanced students become aware of how grammar works together at a textual level instead of focusing only on vocabulary or on sentence-level structures. Students can use a notebook or mobile device for recording examples and can bring these to class for further discussion or clarification.

Further reading: Jones RH, Lock G (2011) Functional Grammar in the ESL Classroom: Noticing, Exploring and Practicing. New York: Palgrave Macmillan.

Submitted by Rosa, USA

It is important for learners to understand the role of grammar within the context of longer stretches of discourse – or “texts”. There are several ways in which students can be introduced to the concept of text, the ways in which texts work and how they reflect grammatical choices. For example:

Have students read two texts with the same content and identify what makes one an effective text and the other not effective;
Have students compare written and spoken texts on the same topic (e.g. a news event) to compare how they are organized and how the grammar of the texts
Have students listen to or read examples of transactions such as requests made in different contexts (e.g. among friends with a boss) and see how features such as modals and pronouns work together to create politeness.
In more advanced academic contexts, give students examples or model texts of different types of writing and have them analyze how the text is put together and to use the information to inform their writing, e. by studying the different ‘moves’ or sections that make up a text. Students focus on questions such as: how does a text begin? Where is the main idea introduced?

Question:

Submitted by Ehsan Khorani, Ministry of Education, Iran

Is it possible to enable a typical false beginner to become a high-intermediate one in half a year?

Dr. Richards responds:

Mostly probably not, unless the learner is receiving full-time instruction with optimal teaching and learning conditions.

Question:

Submitted by Naseer, Afghanistan

What is the differences between approach, principles, method and technique?

Dr. Richards responds:

Approach: the theoretical framework that supports an instructional design
Principles: Guiding statements and beliefs based on the approach
Method: a teaching design based on a particular approach
Techniques: teaching procedures that are employed with a particular method

Question:

Submitted by Mahmoud Ali Ahmadi Pour, Kian Language Institute, Iran

As it is clear, using technology in language classrooms is trending these days. I would like ask you to kindly guide us on how to use TELL (Technology Enhanced Language Learning) activities in classrooms, so that we make the most benefit of them.

Dr. Richards responds:

It would take a whole book to answer this question. Please see the chapter on technology in my book Key Issues in Language Teaching (Cambridge 2015).

Question:

Submitted by Muhammad Jamil, Jubail, Saudi Arabia

What is the purpose of second language teaching? (a) to enable students to be able to communicate in the target language (b) to prepare them to be achieve native like fluency?
Is it practically viable to train second language learners like natives? If not then why is there so much stress on native-like fluency?

Dr. Richards responds:

In formulating language policy towards the teaching of English in a country, a variety of options are available to educational planners. For example, English could be positioned as the language of English-speaking countries such as the United Kingdom, Canada, the United States and Australia and be linked to the cultures of those and other English-speaking countries. Another option would be to emphasize its role as an international language and as a means of communication with the world beyond a country’s borders. A different function for English would be to position it as a tool for providing access to information needed for technical, scientific and economic development within a country, i.e., as a form of economic capital. English is learned for many different reasons. It may be an essential tool for education and business for some learners; it may be the language of travel and related activities of sightseeing for others; and it may be needed for social survival and employment for new immigrants in English-speaking countries. For some, it may be a popular language for the media, entertainment, the internet and other forms of electronic communication. For many, however, it may merely be a language that they are obliged to study, but which they may never really have any obvious need for. So to answer you first question, the goals will depend on the context and will differ accordingly.

Regarding the second question, today it is no longer assumed that learners need master a so-called “native-speaker” variety of English. When it was taken for granted that the variety of English which learners needed to master was a native-speaker one, the choice was often determined by proximity. In Europe, due to its proximity to the United Kingdom, British English was usually the model presented in teaching materials. In many other parts of the world, North American English was normally the target. In some places (e.g. Indonesia), learners are more likely to encounter Australian English, and this may be the variety of English they feel most comfortable learning. However, in recent years, there has been a growing demand for North American English in places where British English was the traditional model, particularly among young people for whom American English is ‘cool’. It seems, perhaps, that it more closely resembles their ‘idea’ of English.

The two schools of thought concerning how closely learners should try to approximate native-speaker usage can be summarized as follows: The traditional view is that mastery of English means mastering a native-speaker variety of English. The presence of a foreign accent, influenced by the learner’s mother tongue, was considered a sign of incomplete learning. Teaching materials presented exclusively native-speaker models – usually spoken with a standard or prestige accent – as learning targets. The second school of thought is that when English is regarded as an international language, speakers may wish to preserve markers of their cultural identity through the way they speak English. In such cases, learners may regard a French, Italian, Russian or Spanish accent in their English as something valid – something they do not want to lose. This is a question of personal choice for learners, and teachers, therefore, should not assume that learners always want to master a native-speaker accent when they learn English. As one learner puts it, ‘I am Korean, so why should I try to sound like an American?’

Question:

Submitted by L.K., Sri Lanka

Are qualifications such as CELTA and similar qualifications necessary to be an English teacher?

Dr. Richards responds:

Despite the fact that many people, whose only asset is their knowledge of English, still enter language teaching with no training or experience, English language teaching is not something that anyone who can speak English can do. It is a profession, which means that it is a career in a field of educational specialization. It requires a specialized knowledge base, obtained through both academic study and practical experience, and it is a field of work where membership is based on entry requirements and standards.

The professionalism of English teaching is seen in the growth industry devoted to providing language teachers with professional training and qualifications such as CELTA – a recognition of the fact that employers and institutions have come to realize that effective language-teaching programmes depend on teachers with specialized training, knowledge and skills. This professionalism is reflected in continuous attempts to develop standards for English language teaching and teachers and in the proliferation of professional journals and teacher magazines, conferences and professional organization. CELTA and similar qualifications are entry-level qualifications and are not equivalent to a university degree.

However not all university degrees are relevant to a career in teaching English. A degree in literature, for example, will not prepare a teacher to design and use teaching materials, prepare valid and reliable tests, use appropriate teaching methods, design curriculum and materials and so on, any more than a degree in history or geography would do so.

Question:

Submitted by Burree Sultan Ray, University of Sargodha, Pakistan

If there is such a thing as universal grammar, why is learning a second language more difficult than learning a first language?

Dr. Richards responds:

The notion of universal grammar is merely a theory advocated within a Chomskian framework of cognitive linguistics. It does not speak to the query you raise. There are many factors that account for differences between L1 and L2 learning and that account for the fact that the former is generally successful but not necessarily the latter, and there is no need for a theory of universal grammar as a reference point.

Such factors include:

Distance between the L1 and the L2
Intensity and amount of exposure and practice
Learning contexts, meaningfulness of use
Motivation, and differences in communicative needs

Taiwanese-born pianist Ting Chia Hsu – currently studying at the Sydney Conservatorium of Music – has won first prize in the International Piano Competition Teresa Llacuna in Valence France, held in April 2014.

His participation in the competition was sponsored by Jack Richards.

Question:

Submitted by Kawthar A. Nahi, M.A. student at University of Basra, Iraq

What is the role of Neuro-Linguistic Programming in Language teaching?

Dr. Richards responds:

There is no research evidence to support the claims of NLP, which is a blend of new age pop psychology and 70s psychobabble. There are extensive critiques of it on the internet, which I need not repeat here. It is certainly not worth wasting time on for a master’s thesis, and despite its possible appeal to the untrained, NLP is not supported by SLA or any other field of related research in applied linguistics.

Question:

Submitted by David, University of Damavand, Iran

Is there a difference between “Simple present” & “Present simple” in grammar?

Dr. Richards responds:

No, these are alternative terms.

Professor Richards talked about some of the changes in teaching and publishing that are taking place as a result of increased use of technology at the Annual International IATEFL Conference & Exhibition in Birmingham.

See the video interview here.

IATEFL Birmingham 2016 and the UK launch of Jack’s book Key Issues in Language Teaching.

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Dr. Richards talks about his life and career in Volume 31-02 of the English Australia
Journal in 10 Questions for Jack C. Richards

You’d be hard pressed to find anyone in ELT with the depth and range of experience of
this month’s interviewee. Jack C. Richards is a homegrown talent, born in New Zealand, and in his more than 40 years in the industry, he has taught and presented in numerous countries, including Canada, Singapore and Hong Kong, and has written over 150 articles and books…

Photos from Dr. Richards’ appearance at the Dr. Tien Chang Lin Technology Innovation Foundation Lecture Series in Education, Chinese University of Hong Kong.

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Submitted by David Bohlke, USA

Some languages pronounce each word with equal emphasis. In other languages, such as English, word stress is important for comprehension. A stressed syllable is said longer, louder, and with a higher pitch.

Word stress is important because stressing the wrong syllable can cause misunderstandings. It might be difficult to understand the word, or a wrongly stressed syllable can cause confusion or even annoyance for the listener. In some cases, stressing the wrong syllable word’s meaning changes the meaning or type of word.

The following suggestions may help teachers integrate word stress into lessons.

Raise awareness of the importance of word stress To show how important word stress is, say a familiar word with the wrong stress. For example, say computer as COMputer instead of comPUter. Students will quickly get a feel for why this is wrong.

Show stress patterns when you teach new vocabulary.

How you do this is up to you, but find a system and stick with it. You might draw large and small stress bubbles over words, underline stressed syllables, mark them as a familiar dictionary might, or write capital letters for stressed syllables.

PHOto / PHOtograph / phoTOgraphy

Have students categorize new vocabulary by stress pattern.

They might do this in a vocabulary notebook to show connections between word families:

Equal / eQUAlity / Equalize / equaliZAtion NEUtral / neuTRALity / NEUtralize / neutraliZAtion

You probably would not devote a whole lesson to word stress but there may be times you create an activity to give it extra focus.

Activities

Group by stress pattern

Give each student a piece of paper with a word on it. Have them regroup themselves by finding and sitting with others with the same stress pattern. For example, for a class of 28 students prepare 4 words with each of seven stress patterns.

O o (happy) / o O (enjoy) / O o o (energy) / o O o (computer) / o o O (volunteer) / o O o o (biology) / o o O o (politician)

Word stress bingo

Go over words noun / verb pairs where the stress is on the first syllable for nouns and the second for verbs, e.g. EXport / export. Have students write 16 of the words in a mixed order on a 4×4 Bingo card. To play, say a word as a noun or a verb. Students mark the ones they hear. Possible words include rewrite, invite, insert, misprint, escort, contrast, increase, decrease, discount, permit, conflict, insult, contest, export, import, present, contract, object, reject, record.

Scavenger hunt

Give each group a different color pack of Post-its. Tell them they will have exactly one minute to labels things in the classroom with the O o pattern (jacket, whiteboard, window, etc.). Once an item is labeled it cannot be labeled again. Give one point for each correct word.

Submitted by Jose Lema, Quito, Ecuador

Using technology to help our students pass their standardized exams.

There is a growing trend in using different technological gadgets to support our traditional teaching practice. Here some tips on how to do it.

Firstly, find out the testing skill or a specific part of the exam you think your students need extra practice. Vocabulary items for productive and receptive skills are usually a great way to start.

For example to practice vocabulary for a specific exam:

Go to https://quizlet.com/ or https://cerego.com/browse
Both websites offer searching tabs. You just type ‘vocabulary’ plus the exam name.
Familiarize yourself on how to practice and using the page.
Once you know how to do it, you can either choose one already created vocabulary set or create one yourself.
Practice along with your students first in class using a projector so that everyone knows how to do it.
Tell your students that they may also practice using their cellphones or tabs.
After you and your students are familiar with these software encourage them to create their own vocabulary sets aimed for the exam they are interested in and share them with the rest of the class.

Secondly, listening can also be a very challenging skill to master for exam purposes. We teachers tend to recommend listening different types of texts so our students get familiar with different English language varieties. In fact, many of our students listen to music in English. They also use the Internet to be informed, entertained or communicate with others in English. An excellent tip to help them with listening practice and checking comprehension is the website http://www.esl-lab.com/ that includes a collection of audio/video lectures for all levels of listening comprehension together with self-testing and answer options.

The following is a tip on how to use it for an easy level listening class:

Go to http://www.esl-lab.com/elem/elemrd1.htm
The activity includes pre, while and post listening activities.
For the pre-listening stage you can ask your students to think about the topic of the lesson and carry out a brief discussion on the topic.
For the while-listening stage use a projector and speakers so that your students can see you using and practicing with this website.
Play the recording. They can use paper to write their answers down.
When they are done ask them to exchange their papers.
Then you click on the different options and click on the final score button so that everybody can see the answers.
*Optional* The activity also includes an extra grammar explanation with slides and audio. Play the explanation and ask your students to take notes.
On the post-listening stage ask your students to answer the questions mentioned on the web-page
Tell them to share their answers in pairs.
Finally you can ask them to investigate more on the topic and share their results for the next class or record their voices and their findings using the following website http://www.englishvoices.org/

Thirdly, reading for exams hinges on your knowledge of vocabulary; reading strategies such as skimming, scanning and reading for details; and your ability to understand what you read in a limited amount of time. Technology can help our students to cope with different reading test types and questions. The following may be a standard procedure to determine the level of reading comprehension and how to develop reading testing strategies.

Use a projector to show the students how to do it.
To test your reading level visit the following https://www.englishclub.com/reading/test.htm or http://cdextras.cambridge.org/Readers/RPT_last.swf
After you verify your reading level you can start selecting appropriate materials aligned with your reading ability along with texts and different question types that challenge your reading comprehension.
Visit http://web2.uvcs.uvic.ca/courses/elc/studyzone/ and select your language level.
Click the following example for intermediate level reading http://web2.uvcs.uvic.ca/courses/elc/studyzone/410/reading/
Ask your students to read the text and choose the correct answers taking into account the time limit.
Tell them to write down their answers 8.When they finish ask them to compare their answers.
Finally show the correct answers explaining your own strategies.

Fourthly, one tip for writing in exam preparation is to ascertain the specific text types for the required exam. There are some websites that include example questions, models, and activities for you to get acquainted and improve your writing testing skills.

The following websites can be helpful to practice not only writing but also other skills:

If you are not sure what exam to take, you can test your English here: http://www.cambridgeenglish.org/test-your-english/

Once you have figured it out what writing text types the exam requires go to https://sat.ilexir.co.uk/ to practice and receive feedback.
You and your students can register using a personal email account.
Choose any of the writing tasks to procedure.
After you have sent your writings, you will receive a score depending on your writing performance.

Fifthly, many different speaking and testing examples can be found on the Web and mainly in YouTube. In addition, software programs such as http://www.skype.com/ ; https://www.teamviewer.com ; https://hangouts.google.com/ and the video chat http://www.oovoo.com/ this type of software allows students and teachers to practice for the test, provide instant feedback and reflect on their speaking ability. A tip on how to prepare your students for the KET speaking exam is shown below

Before the video chat:

In class you practice the speaking KET parts 1 and 2 in pairs or groups.
Ask your students to download the video chat http://www.oovoo.com/ to their computers.
Plan a meeting timetable so that you and your students can participate during the video chats after class.
Since the video chat software allows to record the conversations tell the students they will be recorded for further feedback and analysis.

During the video chat:

It is advisable to work in pairs and the teacher as an interlocutor.
Greet them and create a friendly environment.
Start asking questions for the KET speaking part 1 and 2 to each student.
Model some of the questions and answers if students find them difficult.
In the speaking part 2 students work together to complete the task. The first student asking the questions and the other one answering them conversely.
When they finish you can point out some problems you found in their performance.

After the video:

Select good recorded speaking examples.
Show them to the whole class.
You can repeat the same procedure until all the students become familiar with the speaking procedures for the KET exam speaking parts 1 and 2.

Submitted by Efren Garcia Huerta, Puebla, Mexico

Right before I start presenting new grammar. I usually find a short paragraph where the grammar that I am going to present is being used. Next, I organize the class into pairs and have them play a dictation game. One of the students is going to write the paragraph and the other student is going to dictate. The paragraph is printed in a piece of paper, and I place the text away from the students who are writing and the partner who is going to dictate will have to go to the text and memorize as much as possible, then, go back to his partner and dictate what she/he remembers, if the student does not remember. She/he will have to go back and read the text again.

During the game I use a “switch call” so that the students can change roles until they finish the paragraph. At the same time I try to find music beats that motivate my students. The students who finish first will be congratulated by the class.

This activity energizes students, but most importantly students become more interested in grammar activities.