INTEGRATION OF FOUR LANGUAGE SKILLS IN ENGLISH CLASS AT MATRICULATION LEVEL

Transcription

1 Volume I, Issue I (2017) pp INTEGRATION OF FOUR LANGUAGE SKILLS IN ENGLISH CLASS AT MATRICULATION LEVEL Publication No. SM-17-I-V Saira Iftikhar 1 (Corresponding author) saira.iftikhar25@gmail.com M. Phil scholar, Fatima Jinnah Women University, Rawalpindi, Pakistan Arooj Aslam 2 arooj.aslam.92@hotmail.com M. Phil scholar, Fatima Jinnah Women University, Rawalpindi, Pakistan Abstract English language teaching methodology in Pakistan needs improvement in many aspects; one of which was the concern of the this research. Finding the extent to which four language (reading, writing, speaking and listening) are integrated in the language classrooms was the chief concern of the researchers. The researchers observed language classes of two local schools of Rawalpindi to document the proceedings. The researchers observed the classes as non-participant observers and marked a checklist designed for the purpose of observation of individual and integrated. The results obtained by the end of this quantitative research have been presented through bar charts and they reveal that integration of happens either rarely or not at all, which makes a call for the integration of these and which can improve learning outcomes of the learners. Key words: Integration, Language, classroom, Language Introduction With the passage of time, it is becoming evident that language classes which use more than one language skill in the classroom are able to get better output of students. The main focus of this research is to highlight the simultaneous use of more than one skill in language classes of Matriculation Level in local schools of Rawalpindi. Two schools have been explored in this regard and the results have been 45

2 generalized on all the local schools of Rawalpindi. Thus, the sample of these two schools has been considered as an example to generalize the extent of reading, writing, listening and speaking utilized effectively in the language class at Matriculation level. One section of each grade in both the schools has been observed to get a knowhow of the language classes in the context of this research. Background Grammar Translation Method has been the prevalent method used for the teaching of English language to the students. Though the trend has shifted now to Communicative Language Teaching to some extent, still classes of Matriculation Level need to be observed to check what trend is prevalent these days regarding the teaching of English. The ultimate aim is to draw attention of teachers to use integration of because it is effective in linguistic, cognitive and social learning of students. When students get an exposure to multiple at a time, their abilities to learn also enhance. Students learn the integration of four and get to practice them in real contexts. Communication of the learners improve as usage of integrated by the instructor adds to their communicative efficiency. Hersan (1998) points out that Nowadays, communication is the major aim for learning a foreign language. In daily life, these are seen in integration, for example, after reading a letter, usually an answer to this letter is written. So, in the classroom the activities should be taught in integration in order to arrive at ease in communication. Appropriate application of integration of can assist the instructors in getting better output from the learners. But while planning integration of, the instructor needs to stay cautious of any hurdle that would hinder the smooth process of application of integrated activities. This is what Kyriacou (1991) also asserts as he informs the instructors of any hindrance which could disturb the process of smooth application of integration. Research Statement To what extent do local schools of Rawalpindi use integration of four language (reading, writing, listening and speaking) in English classes at Matriculation Level? Research Objectives 1) To check how many language are used in English class 2) To check which are dominantly used English language class ) To measure how often are the integrated within an English language class Research Questions 1) How many language are used in English class? 2) Which dominate in English language class? ) How often are the integrated within an English language class? Literature Review For the teaching of English language, analogy of tapestry can be taken into account. The traits of the student, the instructor, the context and the concerned language can be said to have combined to weave the tapestry. All these four strands need to be woven in a pleasant way to have a beautiful masterpiece in the form of a captivating tapestry. If these strands are not adjusted properly, they may 46

3 give rise to a bad looking and short lasting tapestry. Along with these strands, others which are considered of prime importance are four language including reading, writing, listening and speaking. These strands are when woven together in a language class; they lead to an optimist approach of language instruction which is called integrated-skill approach. In this approach the ultimate aim is authentic communication among the learners (Brown, 2007). The integrated approach can further be divided into content-based instruction and task-based instruction. Content-based instruction aims at teaching of the content which is considered of prime importance whereas task-based approach favours the activities which are to be performed in the class. Both of these approaches have their positive and negative points are they are used according to the academic demands and needs of the learners. Integrated-skill approach throws learner into challenge which makes them understand the true vastness and complexity of English language (Integrated Skills in the ESL/EFL Classroom. ERIC Digest, 2001). In addition to content-based instruction and task-based instruction, Focal-skill approach and Task-skill approach are also considered as landmarks in integration on language. Focal-skill approach focuses on the balance between all the four and then focus on the week skill which needs to be worked on. Oxford (2001) includes Theme-based and Adjunct learning under the term of Content-based approach. Nunan (1999) describes Task-based instruction as the tasks which require comprehending, producing, manipulating or interacting in the target language. Project-based approach aims at the integration of four along with language, culture, experience and learning strategies that are needed for the achievement of end project. Language are of paramount significance especially when they are considered in the context of a language classroom. Several researches have been conducted worldwide to look for the efficacy of language and several approaches have been used for the prupose of integration of (Bastias, Sepulveda, Munoz & Lorena, 2011). When considered with reference to the context of Pakistan, language have not been incorporated and integrated in local schools as they need to be. This lack of incorporation and integration of language has resulted in ineffective abilities of the learners when they enter the practical life. This paper has aimed to take an initiative to draw attention of school authorities towards the reasons working behind the lack of effective communication in the learners. On one hand, it will make the teachers aware of flaws I their lesson plans and on the other hand it will help them in the improvement of their teaching methodology. A teacher performs multiple roles at a time while conducting classroom procedures. One chief roles performed by a teacher is that of a researcher who remains on a continuous quest for finding the ways to improve their methodology and effective learning of students (Mmela, 2006). Traditionally, this role of the teacher has been undermined by the teachers themselves due to which shortcomings of the language classes have multiplied resulting in not only ineffective teaching but also in ineffective learning. It is to be considered by the teachers that the actual scenario, in which people communicate, is marked by utilization of more than one skill at a time so the same phenomenon needs to be administered and endorsed in the classroom as well. Constructivist philosophy of teaching proposes 47

4 that the integration of language in the classroom is a significant pillar of the teaching methodology (Mmela, 2006). As English is the second language for Pakistani learners, it should be taught with enthusiasm and innovation so that the learners do not find learning this language (which is official language of Pakistan as well) an uphill task. While teaching this language, teachers have to take care of all the and their practice which needs to be done mandatorily to excel in the language. It is interesting to notice that the activities which are used for the integration of two or more than two tend to enhance the capabilities of the learners in many domains including those of socializing, interacting, co-operating and compromising according to the need of the situation. So combination of multiple has multiple benefits to offer in the grooming of learners not only in academic field but also in other domains of life. Swain researched on the output hypothesis to come up with the conclusion that activities that promote collaboration make it easier for the learners to comprehend the things in a better way as they assist each other and teach each other indirectly. This results in the production of better results beyond the level of competency of the learners. (Gary Motteram, 201). Such type of interaction is possible when are combined to make students interact and learn to maximize their potential. Skills, when treated individually, do not reflect high level of understanding and productivity on the part of learners. When treated commutatively, their positive aspects are innumerable in many areas of language i.e. pronunciation, syntax, intonation, vocabulary etc. Cunningsworth (1984), highlighting the significance of integration of four, asserts that while using language in the real situation, it is extremely rare to use one language skill in isolation because actual usage of language is dependent upon the use of more than one skill at a time which may add up to four in number. Cunningsworth (1984) asserts; The user of the language exercises his abilities in two or more, either simultaneously or in close succession. H. Douglas Brown strives to shed light on the integration in this way: Integration of may be thought of as disadvantageous to the individual recognition of the because it discourages the use of in isolation. So, speaking, reading, listening and writing could lose their individual importance in such a scenario. If anything, the added richness to the latter gives students greater motivation that converts to better retention of principles of effective speaking, listening, reading and writing (H.D. Brown, 2000). As stated by Chen (2007), language should be integrated by the teacher in reading, writing, speaking and listening processes. All the language should be considered as inseparable, interdependent and integrated elements of a language. This is important because a language cannot be taught by merely focusing on one perspective, or one or few of language. In order to ensure the most effective learning of a language, all the should be taken into account and considered just as important as any other language skill. It is therefore considered essential on part of the teacher to integrate language in a language class room. The best way to do so is by responding to the students either verbally or through written comments as they are reading or writing a text. It helps the learners to absorb and get hold of the comments, they will thus learn more as they put effort into comprehending the comments. 48

5 Integration, as stated by Hungyo and Kijai (2009), means language learning where all four take place at the same time and with teacher, learner, and setting as playing their roles in the learning. This shows that language should not be taught or focused in a separate manner (by focusing on a single skill at a time), rather they should be combined and incorporated so more can be focused at a time. It is to be recognized that incorporation of does not, in any way, put weight on the shoulders of learners. Rather, it is the most proficient way to guarantee the best of results by the learners. Language integration is more like a package deal where one skill cannot be separated with the other. It is a whole language approach to language teaching. Even if a course deals with one language skill i.e. reading, writing or speaking; all the other need to be incorporated and dealt with (Gjendemsjo, 201). This is because language is not taught for academic purposes only, but for communication purposes as well. Integration of all four in a language skill course helps to make learners identify the depth and richness of a language. It is quite essential to approach the language as a whole since in a real-world situation; more than one skill is required to make an effective communication. Integrated Approach, therefore, provides the learner an opportunity to make use of language in the most proficient way so as to deal with the language in a practical situation. A language learning course should be focused upon the use of language in a day-to-day life, not just the rules and usage of a language. It should also focus on the fluency of language, instead of the accuracy. There are two ways of teaching a language through integration; content-based instruction, and task-based instruction. The former instruction stresses on learning content through language, while the latter emphasizes on performing tasks that require communicative language. An integrated language approach exposes English language learners to authentic language and challenges them to interact naturally in the language (Oxford, 2017). AS per Oxford (2001), in order to integrate the language teachers should consider the following steps; they should learn more about the various ways to integrate language in the classroom, reflect and evaluate the being integrated, select instructional materials that promote the integration of all the language, and even if a given course is focused on skill, other can and should be incorporated. Research Methodology The purpose of this study was to find out which are being integrated in both the schools under study, and how often the are being integrated. For example, whether the active (reading and speaking), or the passive (writing and listening) are being integrated more often. In order to obtain a sample, students of Matriculation level, aged were brought under observation. One section of each (9 th and 10 th ) grade was observed by the researchers. They were observed in a natural classroom setting. The approach of this study is a quantitative approach, as the classes were observed with the help of a checklist. The researcher acted as a non-participant observer so as to maintain the ambiance of classes as natural as possible. As the research took up a quantitative approach, the analysis was also done in a quantitative manner, represented in the form of bar graphs. 49

6 Results Table 1: Observation in School A Observed phenomena yes no sometimes Speaking Reading Writing Listening 2 5 Integration of 0 9 Total = Chart Title Speaking Reading Writing Listening 9 0 Integration of 5 Total = 16 yes no sometimes Figure 1: Bar graph representing observation Table 2: Observation in School B Observed phenomena yes no sometimes Speaking 9 0 Reading Writing 1 8 Listening Integration of 7 1 Total =

7 Chart Title Speaking Reading Writing Listening yes no sometimes Integration of 9 Total = 5 Analysis of Data (School A) (School B) Mean = yes + no + sometimes Mean = yes + no + sometimes Total number Total number = = = 57 = 19 = 5 = 18 Description of Data As per the above-mentioned findings, the teacher was observed to focus on using different language in the classroom for the skill-building of students. However, less incorporation of integration was made by the teacher while zero incorporation almost does not make the count. This analysis shows that language building are somewhat being built among the students, though integration of needs to be used more often by the teacher. Observations in School B show somewhat different findings as compared to that of School A. The teacher tried more to involve the students and engagement of pupils as active participants of the class was the ultimate goal of the teacher as they tried to illicit responses from the students rather giving them opinions and orders. Moreover, three-part sequence of Request, Response, and Evaluate was followed by the teacher. Still, integration frequency was low and it needs to be uplifted. Conclusion Throughout the language teaching history, teachers have been striving hard to get the desirable output of the learners. Researchers have been looking for different factors that may affect the performance of the learners. The aim has always been to improve the standard of language classroom and same was the rationale behind this research. Language classrooms were observed to check the utilisation of language as building blocks for learning. The results were somehow disappointing as the teachers, though putting in their best efforts, forgot to use language simultaneously in the class which may improve cognitive as well as performing capabilities of students. In this connection, it 51

8 is concluded that schools in Rawalpindi are not using any policy or strategy to keep a check if all the four building blocks of the language class are used at their best to maximize the benefit for the students or not. There must be some check and balance on the use of on the part of the teachers in language classes. Research Limitations Though we tried to highlight one of the shortcomings of the language classes in the schools of Rawalpindi, still a lot of work needs to be done upon what kind of school policies or ground realities hamper teachers in utilising different in the class. It could be syllabus design or short time pressure on the teachers which may serve to act as a hitch in successful language teaching process. Still there might be some other schools which would have been using all the, or at least trying to use different within the same class at the same time. So, keeping mind the limitations of this research, still there are many areas which need to be explored further. References 1. BASTÍAS, M., SEPÚLVEDA, E., MUÑOZ, A., & LORENA, M. (2011). INTEGRATION OF THE FOUR SKILLS OF THE ENGLISH LANGUAGE AND ITS INFLUENCE ON THE PERFORMANCE OF SECOND GRADE HIGH SCHOOL STUDENTS. 2. Bastiaz, M., Elena, E., & Sepulveda, R. (2011). THE ENGLISH LANGUAGE AND ITS INFLUENCE ON THE PERFORMANCE OF SECOND GRADE HIGH SCHOOL STUDENTS. Retrieved from abeth.pdf. Baturay, M., & Akar, N. (n.d.). A NEW PERSPECTIVE FOR THE INTEGRATION OF SKILLS TO READING. 4. Brown, H. (2007). Integrating the "Four Skills" In Teaching By Principles An Interactive Approach to Language Pegagogy (Second ed.). 5. Gjendemsjø, M. (201). A case study of a Content and Language Integrated Learning (CLIL) project in a 9 th grade EFL class in Norway (Masters). University of Stavannger. 6. Gunung Djati, S. (201). INTEGRATING LIFE SKILLS IN ENGLISH LANGUAGE TEACHING (ELT): STRATEGIES, PROBLEMS AND THEIR POSSIBLE SOLUTIONS. LANGUAGE CIRCLE Journal of Language and Literature, VII. 7. Integrated Skills in the ESL/EFL Classroom. ERIC Digest. (2011, February 1). ESL Magazine. 8. Kaur, M. (2011). Using Online Forums in Language Learning and Education. Retrieved from 9. Mmela, E. (2006). Implementing Integrated Literacy Approaches in an English Classroom in Malawi (PhD). Faculty of the Virginia Polytechnic Institute and State University. 10. Motteram, G. (201). Innovations in learning technologies for English language teaching. 52

9 11. Nunan, D. (1991). LANGUAGE TEACHING METHODOLOGY. Prentice Hall. 12. Oxford, R. (2001). Integrated Skills in the ESL/EFL Classroom. Retrieved from 1. Por Orellana, E. (n.d.). The importance of integrating in the teaching of english as a foreign language. Retrieved from Schellekens, P. (2011). Teaching and Testing the Language Skills of First and Second Language Speakers. 5