Methodology

The following lessons are based on the theory that language learners need to notice the language forms in a natural context and then practice using the targeted structures in a meaningful and communicative way. This means learners should be exposed to a variety of texts, focussing first on the meaning, then analysing the texts for appropriate language patterns, and finally practising using the patterns themselves in a similar context.

For the conversation classes which follow, sound files for listening practice are presented in a way that encourages learners to focus first on meaning and comprehension activities before listening to small details of vocabulary and grammar. Hence, instructions usually include multiple listening tasks, identified in the teacher’s notes as ‘play sound file x1’ for the first general listening, ‘play sound file x 2’ for a repeated listening for comprehension and ‘play sound file x 3’ for more detailed noticing of the language or for asking learners to respond to the text on a personal level.

It is important to always be aware of the difference between teaching and testing learners’ listening ability. In order to develop their listening strategies and improve their confidence when listening, learners need to be informed beforehand why they are listening to a particular text. Therefore, the teacher should always give the listening task questions before each repetition of the sound files and ensure learners have time to process what information they are required to listen for.

Following the listening tasks, learners can be given the transcript to further identify language patterns in the text and to use the script to for pronunciation exercise, thus re-enforcing the appropriate use of the target expressions in a comprehensible context.

Just as it is important to build learners’ confidence in listening to spoken language, it is equally important to build learners’ confidence in speaking. Adult learners are often uncomfortable verbalising in a foreign language for fear they will sound foolish or make mistakes. To overcome their natural hesitancy, oral tasks need to be modelled for the learners, either by the teacher or by a recording, which then provides a framework for learners to work from in forming their own texts. Learners are then given time to prepare for the speaking task, to check their grammar and vocabulary and to rehearse what they will say. This will ensure learners practise the specified language and can do so with confidence.

If the teacher is diligent in correcting and assisting learners in the preparation phase, learners should be able to proceed confidently to more fluency-focused activities, using what language skills and strategies they have to independently manage a communicative task with their peers. This gives the teacher the opportunity to listen and identify areas of strength, as well as weaknesses, that can be addressed on completion of the task.

Vocabulary is an important component in developing fluency in a language and is often more important than accuracy with the grammar. The lessons following provide for frequent revision of vocabulary with a number of introductory activities that aim to be student-centred, allowing learner’s maxim practice with the language and to provide students to demonstrate what vocabulary and language they already have. These introductory activities should be managed by the students themselves, so learners interact with one another to develop rapport and build confidence in their speaking: correction should be limited to breakdown with communication or when asked by the learners themselves, rather having the teacher control the conversation and insist on accuracy at all times.

It is the intent that the primary focus of the lessons be on the learners and their oral and aural language development. Teachers need to remember that the learners need more practice with actually using the language than the teacher does. It is hoped that the lessons that follow will be used as a guide in helping both the teacher and the learners in achieving this aim.