Professor Jack C. Richards

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The Implementation of Vocabulary Self-Collection Strategy

Submitted by Elih Sutisna Yanto, Universitas Singaperbangsa, Indonesia

Pre-reading activity

Viewing Video

This activity is the first step for implementing vocabulary self-collection strategy (VSS). The teacher takes a clip from a video containing second language research terminologies. Once the teacher has the video, extract all vocabulary items related to the second language research terminologies that students need to know to comprehend the text and include them in a list that teacher can complete with other relevant words of the second language research terminologies that are not included in the video. Through modelling the process of using the VSS, the teacher demonstrates how to use the strategy.

Teacher scaffolding

The teacher then projects a copy of the text in the video on LCD and uses a think-aloud as a way of modelling how to select words that are important for understanding the reading. The teacher indicates his interest in a word that may result from his not knowing the word, or finding it difficult or interesting. He shares with the class the need to know something more about the word to understand the text. The teacher, then project a graphic organizer that includes a box for the word, the reason for selecting the word, and the definition of the word as shown in Figure 2.1, Vocabulary Self-Collection Strategy Chart. He writes the word in the appropriate box, says the word, and ask the students why they think he chose this word as an important one for leaning. He then writes the reason in the appropriate box. Next step, the teacher defines the word, writing the definition in the next box. Finally, the teacher consults the dictionary about the word’s definition.

2.2. During reading activity

The teachers directs the students to view video containing second language research terminologies. After viewing the video to do the following

  1. After viewing the video, revisit the text and select at least five words that they think are important to their understanding of the readings or that they found interesting or challenging.
  2. Complete the VSS student Chart in figure 2.1 that directs them to write the word, they found it at what page, the reason for selecting the word, and a definition of the word if they know it and finally consult dictionary the definition.

2.3. Post reading activity

Forming groups

Students are divided into small groups that can be formed based on a teacher decision, a student preference, a mixture of genders, a mixture of students’ proficiency level in language and reading abilities. More critically, a teacher facilitates students to form groups in order to the mutual agreement about composing together can be reached through negotiation between teacher and students or between individual members of each group.

The groups will focus their discussions on the words they have selected and their reasons for choosing the words. Through their texts and completed VSS charts, each group is directed to do the following:

  1. The group appoints one student to act as leader whose role is to keep the discussion moving as they focus their talk on the words they have selected.
  2. Each student submits one word he or she has selected and provides the reason for choosing the word that becomes the focus of the discussion. The discussion may center on the word’s meaning, the importance of the word in understanding the reading, whether the members of the group selected the word, or another reason. The group then decides whether the word should be selected for the group chart.
  3. The group leader uses the group chart to record the word, the reason it has been selected by the group, and the word’s contextual definition. Each group limits the number of words included on the VSS chart to five.
  4. Writing the contextual meaning of each word is the last step of using the VSS. Students then validate the meaning of each word through the use of the dictionary both printed or electronic dictionaries or the glossary that may be found in the text.
  5. After the small-group discussion, the teacher brings the groups together for a class discussion. Each group leader reports to the class, providing the list of words selected by the small group. The teacher or student records the words on the VSS class chart, along with reasons for choosing the word and the contextual meanings.
  6. The teacher may list additional words overlooked by students that are required for understanding the text. For words with a high-difficulty level that the students do not understand, the teacher provides direct instruction, focusing on the words’ contextual meaning.
Methods, Speaking, Tips, Vocabulary

Kind Words

Question:

Submitted by Bahadori Rasol, Iran

I do not have any question I just want to say I love you so much and your books.

Dr. Richards responds:

Thanks for your kind words.

Questions & Answers

Discourse in Listening Comprehension

Question:

Submitted by Ali Abdulhussain, Iraq

What is the importance of discourse in listening comprehension? I usually notice many students that make sense of each sentence they listen to but cannot reconstruct meaning as a whole unit of discourse?

Dr. Richards responds:

The goal of teaching listening is to help students understand discourse, that is, to understand samples of authentic spoken texts. To achieve this, a listening course must gradually move from sentence-based listening, to helping understand texts.  This often involves taking learners beyond bottom up processing to make use of top down processing – listening that goes beyond the sentence level and that makes use of knowledge of the context, the topic, the setting, the participants and their purposes.

In the classroom, Language learning, Questions & Answers, Teaching

Learning Strategy vs. Classroom Task

Question:

Submitted by Hezi Brosh, USA

What is the difference between Language learning strategy and classroom task/activity?

Dr. Richards responds:

A strategy is the action a learner takes to resolve a particular learning issue or problem. So when reading a difficult text, skimming it first for a general idea of the content before reading it more closely, is an example of a reading strategy.

A classroom task or activity is something the teacher assigns the learners to do in order to achieve a specific learning outcome. Dictation is a task or activity, as is jigsaw listening or completing a cloze passage.

Activities, In the classroom, Language learning, Methods, Questions & Answers, Teaching

Improving Interview Skills

Question:

Submitted by Dr. Sunil Sagar, India

India has a large number of Engineering Colleges. Students graduating from these colleges need to face an interview at the end of their degree program for securing placement. Majority of these students come from vernacular medium and struggle to acquire proficiency in English. Teachers of English working in these engineering colleges are constantly under pressure to ensure that students begin to articulate their ideas in English so that it ensures better placement for them. As placement affects the brand image and economics of the engineering college, teachers of English have to find a way out of this in some way. However, it is not clear as yet how teachers should approach this. Since grammar translation method is still heavily used, I wonder what you would recommend for improving the proficiency of these students with respect to English. Will direct teaching of grammar solve this? Or whether it is about Input Hypothesis, wherein we provide the comprehensible input, create the environment and they ‘acquire’ the language. It would be a great help for teachers of English across India if you could shed light on this issue.

Dr. Richards responds:

If your main interest is helping students perform better on an interview, then you should focus on helping them acquire interview skills. A focus on general English, whether taught through grammar translation or any other method is not needed, but rather an ESP approach. This focuses on the language and skills they need in a particular context.

Language learning, Questions & Answers, Teaching, Testing

Should Learners Produce Whole Sentences?

Question:

Submitted by Kemal, Turkey

Should we ask learners to produce whole sentences when answering questions? For example, when I ask “Who is late for school?” they only say “James”.

Dr. Richards responds:

Short responses are more natural than complete sentences, since a complete sentence repeats information the speaker already knows. One of the maxims of conversational interaction is to provide sufficient information to be understood but not too much information. Providing too much information sounds pedantic. An adult who does this is known as a bore.

In the classroom, Language learning, Questions & Answers, Teaching

Grammatical Knowledge vs. Grammatical Competence

Question:

Submitted by Deborah, Israel

Dear Professor Richards,
I am reading some of your excellent articles on grammar and have a question about terminology.
Grammatical knowledge, grammatical ability, grammatical competence and communicative competence.
You have explained the first two terms very clearly in Richards and Reppen 2014. Is grammatical knowledge synonymous with grammatical competence? Is grammatical ability synonymous with communicative competence (Richards, 2006 on CLT)?

Dr. Richards responds:

Yes, I think it is fair to say that grammatical knowledge and grammatical competence refer to the same thing.  Grammatical ability refers to knowing how grammar is used in communication. Communicative competence in the Canale and Swain model includes three dimensions:

  • Grammatical competence: the knowledge of grammar, lexis, morphology, syntax, semantics and morphology
  • Sociolinguistic competence: the knowledge of the sociocultural rules of language and rules of discourse
  • Strategic competence: the knowledge of how to overcome problems when faced with difficulties in communication.
Grammar, Language learning, Questions & Answers, Teaching

Curiosity in Students’ Learning

Question:

Submitted by Juriah, Indonesia

What is the role of curiosity in students’ learning and how to activate it?

Dr. Richards responds:

I am not aware of research on this topic specifically in relation to second language learning, however if you do a google search you will discover a host of articles on this topic, ranging from pop psychology to more serious discussions of the topic.

In the classroom, Language learning, Questions & Answers, Research

Benefits of Instructional Materials

Question:

Submitted by Jeffrey, Philippines

What are the benefits of instructional materials to teachers, learners and to teaching learning process?

Dr. Richards responds:

This kind of question is too general to be meaningful, and is rather like asking, “what is the role of motherhood?”.  What is the context for the question? In relation to what kinds of situations and with what kinds of learners?

Questions & Answers, Teaching Materials

Collaborative & Cooperative Learning

Question:

Submitted by Meriem, Algeria

What is the difference between collaborative learning and cooperative learning? What is their relation with Competency Based Approach?

Dr. Richards responds:

Collaborative learning and cooperative learning mean the same thing and are part of an approach that emphasizes maximum use of cooperative activities involving pairs and small groups of learners.Neither have anything to do with competency-based instruction, which is an approach to curriculum development that organizes teaching in relation to learning outcomes that are described in terms of competencies or observable skills.  For further information see Approaches and Methods in Language Teaching: Richards and Rodgers 2014.

In the classroom, Language learning, Questions & Answers, Teaching

Strategy Development for Better Listening

Question:

Submitted by Muhammad Shujaat, Saudi Arabia

In coursebooks, usually the sequence of a listening lesson proceeds from the general to the particular and then the students pair-check their answers. Is this proof enough that students are developing their listening or does there have to be another dimension of the strategy development for better listening?

Dr. Richards responds:

It depends on the kind of text students will listen to and what their purposes for listening are. Listening to a news story involves a different approach to listening than listening to casual conversation. So first one has to consider the type of text, the level of complexity of the text, what background knowledge students bring to the text, and the listening purpose.  The choice of listening task or activity that you use should provide guided practice in listening. Support for listening can be given through pre-teaching key words, by activating background knowledge, and by establishing an appropriate listening purpose. A series of tasks can be used that first require global listening, and then move to more detailed listening.

 

Developing courses, In the classroom, Language learning, Methods, Questions & Answers

Difference Between Testing and Assessment

Question:

Submitted by Laleh Kohandel, Iran

What is the difference between Testing and Assessment?

Dr. Richards responds:

A test is one form of assessment and refers to procedures used to measure a learners’ learning at a specific point in time and often involves collecting information in numerical form. Common forms of tests are multiple choice questions and gap-fill or cloze tests. In English classes, teachers also need to assess their students’ learning to determine the effectiveness of their teaching and of the materials they use. Assessment refers to any of the procedures teachers use to do this, which may include interviews, observations, administering questionnaires and reviewing students’ work.

Assessment covers a broader range of procedures than testing and includes both formal and informal measures.

 

Assessment, Questions & Answers, Testing

English in the Classroom Compared to a Native-Speaker’s English

Question:

Submitted by Ali Abdulhussain, Iraq

What is the difference between the language we teach in schools, language institutions, coursebooks etc and the daily language spoken in an English-speaking country?

Dr. Richards responds:

In schools there is a very limited amount of time available to teach English so a very restricted range or words, structures etc can be taught. Obviously native-speaker- English is very different, since it has been acquired over many years and is used in many different contexts and for many different purposes. There will hence be a big gap between the language of the classroom or textbook and the language people use in English-speaking countries. These days media, technology and the internet enable learners to access authentic uses of English outside of the classroom.

 

In the classroom, Language learning, Questions & Answers

Commercial vs Teacher-Made Materials

Question:

Submitted by Abdu, Yemen

What are the virtues and the weaknesses of the commercially-produced materials as opposed to the localized teacher-made materials?

Dr. Richards responds:

Commercial materials are usually intended for a diverse audience of teachers and learners, so will often not be directly applicable to a local context and may need to be adapted and localized.  Teacher-made materials have the advantage of reflecting the specific context and the needs of learners in that context. An advantage of commercial materials is that they are usually prepared by experts and carefully edited and field tested before publication. With teacher-made materials there is no guarantee that the quality will match those of commercial textbooks, since teachers may not have had any training in materials’ preparation.

 

Developing courses, Publications, Questions & Answers, Teaching Materials

Using Authentic Materials

Question:

Submitted by Weldehaweria Gebrekrstos, Ethiopia

We teachers are required to use authentic materials to enrich learners’ use of the language. What advice can you give?

Dr. Richards responds:

When textbooks and commercial materials were the primary sources of classroom teaching and learning, a debate that emerged was the use of authentic materials versus created materials. Authentic materials refers to the use in teaching of texts, photographs, video selections, realia, and other teaching resources that were not specially prepared for pedagogical purposes. Created materials refers to textbooks and other specially developed instructional resources that have been prepared to include examples of specific grammatical items discourse features. Dialogs in course books, for example, might be specially written to highlight certain grammatical choices or to illustrate specific conversational strategies. Hence, it was often argued that authentic materials are preferred to created materials because unlike the often rather contrived content of much created material, they contain authentic language and reflect real-world uses of language.

Typical claims for and against the use of “authentic” materials are:

For

  • They have a positive effect on learner motivation.
  • They provide authentic cultural information about the target culture.
  • They provide exposure to real language.
  • They relate more closely to learners’ needs.
  • They support a more creative approach to teaching.

Against

  • Created materials can also be motivating for learners.
  • Authentic materials often contain difficult language.
  • Created materials may be superior to authentic materials because they are generally built around a graded syllabus.
  • Using authentic materials is a burden for teachers.           

In many language programs, teachers use a mixture of created and authentic materials because both have their advantages as well as limitations. Furthermore, the distinction between authentic and created materials is increasingly blurred because many published materials incorporate authentic texts and other real-world sources. And today many books take on the aura, if not the actuality, of authenticity, containing considerable amounts of photographically reproduced “realia”, in the form of newspaper articles, maps, diagrams, memo pads, menus, application forms, advertisements, instructional leaflets and all the rest. Some books, indeed, almost entirely consist of authentic material, including illustrations, extracted from newspapers, or magazines.

In addition, this debate has become less relevant in today’s world since the Internet provides ready access to authentic materials of every kind. Classroom teaching and classroom materials hence serve to prepare learners to navigate, explore, and access authentic materials related to their needs and interest through the Web, as we discuss further below. There is no reason, therefore, why textbooks and other classroom materials should not contain a mix of authentic and created texts depending on the intentions of the materials.

When choosing authentic materials care must be taken to ensure they are at an appropriate level for learners, and that that they are used in a way that supports learning rather than causes frustration for learners.

 

In the classroom, Language learning, Questions & Answers, Teaching, Teaching Materials

Teaching Speaking

Question:

Submitted by Yassin Elidrissi, Morocco

Some methodologists choose the following model to teach speaking: setting up, speaking practice, and feedback. Is this model conducive to a better mastery of the speaking skill?

Dr. Richards responds:

Yes, it is. Speaking activities can either have an accuracy focus or a fluency focus, or sometimes both. The “setting up” involves careful modeling, guided practice, leading to freer practice.

Activities, In the classroom, Language learning, Questions & Answers, Teaching