foreign language teaching approach
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POLYTECHNIC UNIVERSITY OF THE P HIL IPPINES
PRINCIPAL TYPE OF LANGUAGE TEACHING TECHNIQUEEMPLOYED BY FOUR FEMALE FOREIGN LANGUAGE
INSTRUCTORS OF THE DEPARTMENT OF ENGLISHFOREIGN LANGUAGES AND LINGUISTICS
An Undergraduate ThesisPresented to the Faculty of the College of Arts and Letters
Polytechnic University of the PhilippinesSta. Mesa, Manila
In Partial Fulll!ent of the "e#uire!ents for the $egree%achelor of Arts in &nglish
Arcega, Angelo $.Ase'u#ue, She(inah $.
)ra*o, &velyn C.Mi+a, essa Mari- M.
Pasco, Maricar $.erdadero, ien an Claren-
A%& I/0
$ece!'er 1234
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ABSTRACT
Title5 Principal Type of Language Teaching Techni#ue
&!ployed 'y Four Fe!ale Foreign Language
Instructors of the $epart!ent of &nglish Foreign
Languages and Linguistics
"esearchers5 Arcega, Angelo $
Ase'u#ue, She(inah $.
)ra*o, &velyn C.
Mi+a, essa Mari- M.
Pasco, Maricar $.
erdadero, ien an Claren-
$egree5 %achelor of Arts in &nglish
6ear5 1234
Institution5 Polytechnic University of the Philippines
Adviser5 $r. &vangelina S. Seril
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This study ai!ed to deter!ine the teaching techni#ues
utili-ed 'y four fe!ale foreign language instructors fro! the
$epart!ent of &nglish, Foreign Languages and Linguistics 7$&FLL8.
For this purpose, the descriptive !ethod of research :as used to
address underlying concepts :ith regards to the foreign language
teaching vie:ed as an a'stract theoretical conte?t in this study.
According to %urns and )rove 7122=51238, $escriptive research is
designed to provide a picture of a situation as it naturally happensB. It
!ay 'e used to *ustify current practice and !a(e *udg!ent and also,
to develop theories for the purpose of this study.
Thus, t:o avenues are utili-ed to !a?i!i-e the in#uiry of
techni#ues 'eing e!ployed 'y the instructor/respondents, i.e. through
se!i/structured intervie: and a researcher/!ade/#uestionnaire.
SUMMARY OF FINDINGSFindings :ere dra:n 'ased on the gathered and analy-ed data5
3.8 Prole of the Foreign Language Instructors Dut of the four 708 instructors surveyed t:o 718 :ere 12/=2
years old and t:o :ere 43/E2 years old. T:o have less than seven 78
years of teaching foreign language and t:o 718 have !ore than eight
7G8 years of teaching foreign language. All have !ore than t:o 718
language co!!ands :here &nglish and Tagalog :ere the second and
rst languages.
1.8 Techni#ues Utili-ed
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Findings sho:ed that the thirty/eight 7=G8 language teaching
techni#ues illustrated 'y %ro:n in his Ta?ono!y, t:enty 7128 under
controlled, nine 7@8 under Se!i controlled, and nine 7@8 under free
:ere e!ployed 'y foreign language instructors in their respective
classes. Dther techni#ues :hich are not in the ta?ono!y 'ut :ere
elicited 'y the instructors are5 the use of relevance, culture, and
literature particularly, through poetry :riting.
=.8 Co!!only used Techni#ues
A!ong the teaching techni#ues present in %ro:nHs Ta?ono!y,
four 708 teaching techni#ues under Controlled na!ely5 Content
&?planation, Copying, $rill, "eading Aloud, and Testing are the
techni#ues that o'tained the highest !ean in ter!s of the fre#uency
of use, :ith a !ean of 4.2 and an overall ualitative $escription of
Al:aysB used. ;hile only one 738 techni#ue under Se!i controlled,
:hich is Preparation, 'ear a !ean of 0.4 and an overall ualitative
$escription of DftenB used. Another techni#ue that instructors
co!!only e!ploy is $ra!a under the Free techni#ue :ith a !ean of
4.2 and an overall ualitative $escription of So!eti!esB used. Dn
the other hand ndings 'ased fro! the intervie: conr!ed that $rill
and "eading Aloud are the ones :hich are co!!only used together
:ith Setting.
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0.8 Classication>s of the Techni#ues &!ployed 'y the Instructors
Fro! the thirty/eight 7=G8 language teaching techni#ues
illustrated 'y %ro:n in his Ta?ono!y, ndings sho:ed that all
techni#ues, t:enty 7128 under controlled, nine 7@8 under Se!i
controlled, and nine 7@8 under free :ere used 'y foreign language
instructors respectively, along diJerent levels of fre#uency. ;hile
intervie: ndings suggested that al!ost all of the techni#ues
e!ployed 'y fe!ale foreign language instructors :ere under the
controlled techni#ue and only one 738 fell under the free type.
4.8 The Principal Type of Teaching Techni#ue
A!ong the three 7=8 Types of Teaching techni#ues, ndings
deter!ined that, the Controlled technique is the do!inant type of
language teaching techni#ue utili-ed 'y foreign language instructors,
:ith an overall !ean of 0.40 !ar(ed as al:aysB 'een used Follo:ed
'y the Semi-controlled :hich o'tained a =.G overall !ean, !ar(ed as
oftenB used. The free technique gained =.00 overall !ean and
!ar(ed as a type of language teaching techni#ue that is so!eti!esB
used 'y the instructors. ;ith regards to the intervie:, al!ost all of
the techni#ues elicited 'y the fe!ale foreign language instructors are
also under the controlled type.
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CONCLUSIONConclusions :ere dra:n 'ased on the gathered and analy-ed
data53.8 Prole of the Foreign Language Instructors
The foreign language instructors are 12/E2 years old :ith t:o
to nearly forty years of foreign/language/teaching e?perience. All
have !ore than t:o language co!!ands :here &nglish and Filipino
are the second and rst languages.
1.8 Techni#ues Utili-ed
All of the techni#ues under Controlled, Semi controlled and
Free as proposed 'y %ro:n in his Ta?ono!y are utili-ed 'y the
instructors in various degrees. Dther techni#ues :hich are not in the
ta?ono!y 'ut :ere elicited 'y the instructors are5 the use of
relevance, culture, and literature, particularly, through poetry :riting.
=.8 Co!!only used Techni#ue
Fro! the given techni#ues present in %ro:nHs Ta?ono!y, four
708 teaching techni#ues under Controlled na!ely5 Content
&?planation, $rill, "eading Aloud, and Testing are the techni#ues
instructors co!!only use in their foreign language classes along :ith
the techni#ue under the Free type na!ely, $ra!a. Although none of
the techni#ues under se!i controlled 'ear a !ean of 4.2, the closest
a!ong the language teaching techni#ues to the ones !ost co!!only
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e!ployed is Preparation. Dn the other hand, ndings 'ased fro! the
intervie: conr!ed that $rill and "eading Aloud are the ones :hich
are co!!only used together :ith Setting.
0.8 Classication of the Techni#ues &!ployed 'y the Instructors
Since all of the techni#ues present in %ro:nHs Ta?ono!y are
utili-ed 'y
Foreign Language instructors, it is evident that all classications
na!ely5 Controlled, Se!i controlled, and Free are 'eing considered in
the foreign language classes :ithin various e?tents. ;hile intervie:
ndings suggested that al!ost all of the techni#ues e!ployed 'y
fe!ale foreign language instructors are under the controlled
techni#ue and only one 738 fell under the free type.
4.8 The Principal Type of Teaching Techni#ue
The Controlled technique is the Principal type of language
teaching techni#ue utili-ed 'y foreign language instructors of the
$epart!ent of &nglish, Foreign Languages and Linguistics.
RECOMMENDATION %ased on the ndings o'tained and conclusions dra:n in the
study, the follo:ing reco!!endations are presented.3.8 Since !ost of the techni#ues utili-ed 'y Foreign Language
instructors are under the controlled type, they are encourage to
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incorporate ne: :ays 7under the sa!e type of language teaching
techni#ue8 in presenting their !aterial as part of their traditional
teaching approach, to :here they nd the!selves !ost eJective.
1.8 In ter!s of the techni#ues :hich is>are al:ays used 'y the
instructors, given that ve 748 a!ong the controlled type of teaching
techni#ues appeared to 'e !ost utili-ed, and not at least one 738 of
the se!i controlled techni#ue happened to level its fre#uency of use,
foreign language instructors are encouraged to try techni#ues under
the se!i controlled to see if the studentsK response is innovative in
driving to:ards a ne: learning process.
=.8 Since a lot of language teaching techni#ues are !ade
possi'le as products of continuous research on the eld of teaching.
Foreign language instructors are encouraged to e?peri!ent :ithin the
'oundaries of their teaching !ethods to co!e up :ith possi'le
reali-ations of their teaching principles.
0.8 Since the su'*ect of the study only co!prises four fe!ale
respondents, :ith the atte!pt to understand the nature of *ust a 'rief
account of the teaching techni#ues they e!ploy in their foreign
language classes, researchers highly suggest that further study if not
!a(e a co!parative analysis 'et:een preference of teaching
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techni#ues :hen gender is involved is to increase the nu!'er of
respondents to gain 'etter accounts of the techni#ues foreign
language instructors utili-e.
4.8 Since the study :as dra:n fro! a current research on 122G
at $e La Salle, Colu!'ia :here t:o &FL instructors :ere the su'*ects
of the study follo:ing a triangulation as avenues to understand the
nature of the foreign language teaching :hile this study utili-ed a
diJerent set of approach to co!e up :ith the account of approaches
foreign language instructors utili-ed, the researchers highly
encourage other researchers to e?peri!ent 'y incorporating other
!eans of data collection instru!ents to further the study in the eld
of foreign language teaching.
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.
Table of Contents
Page
TITL& PA)&
C&"TIFICATID9 A9$ APP"DAL
S&&T..ii
ACN9D;L&$)&M&9T
.iii
A%ST"ACT
TA%L& DF CD9T&9TS
LIST DF TA%L&S
LIST DF FI)U"&S
CAPT&" I T& P"D%L&M A9$ ITS %ACN)"DU9$
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Introduction
..3E
%ac(ground of the
Study.3G
Theoretical
Fra!e:or(.3@
Conceptual
Fra!e:or(.1=
State!ent of the
Pro'le!..10
ypothesis
.
Scope and
Li!itations14
$enition of
Ter!s..1G
CAPT&" II "&I&; DF "&LAT&$ LIT&"ATU"& A9$ STU$I&S
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Introduction.
.
Foreign
Literature.......=E
Foreign
Studies0E
Local
Studies.4E
CAPT&" III "&S&A"C M&TD$DLD)6
"esearch Method
Used..4G
"esearch
$esign..4@
$escription of the Su'*ects of the
Study4@
Su'*ects of the
Study..4@
"esearch
Instru!entE2
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%. Survey
uestionnaire
@4
C. Ta?ono!y
.321
$. alidation
Letter..32
&. Survey
"u'ric
.32@
F. Intervie: )uide
uestions..333
). Intervie:
Transcripts
33=
Curriculu! itae
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LIST OF FIGURES
Figure Title
Page
3 Conceptual
Fra!e:or(..
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CHAPTER I
THE PROBLEM AND ITS BACGROUND
This chapter provides the research introduction, its 'ac(ground,
and the pro'le! that the researchers :ill address.
INTRODUCTION
Language teaching 'eca!e a profession in the t:entieth century
and :as characteri-ed as a gro:ing 'attle 'et:een teaching
ideologies. 9otions li(e the syste!atic set of teaching practices 'ased
on a particular theory of language and language learning :hich lied
under the !ethod concept in teaching 7"ichards and "odgers, 12238.
According to Alatis 7122=8, &very instructor starts :ith an initial
theory of language teaching and learning, 'ased on personal
e?periences as a language learner and, in so!e cases, reading or
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trainingB. And language, to Muf:ene 712235 3 as cited fro! Spols(y,
12208 is parasitic, :hose life and vitality depends on the acts and
disposition of its host, 7i.e. spea(ers on the society they for! and on
the culture in :hich they live8. The late t:entieth century has 'een
called the Oage of co!!unicationH, and :ith so!e *ustication
7;allace, 3@@38.
;allace in his 'oo( “Training Foreign Language Teachers: A
Reective Approach! stated that language teaching, especially of the
great :orld languages, :hich are seen as international channels of
co!!unication, 'eco!es ever !ore i!portant. In this 'oo(, he also
said that :ith the e?plosion in language teaching, there has 'een an
increased de!and for language teachers and the conse#uent need to
train these teachers.
In order to 'etter understand each other, language is i!portant.
Learning a specic language is #uite too co!ple? in its o:n as that of
teaching it. Dne of the purpose and goals of this paper is to open the
eyes of the readers in language diversity. This paper !ainly involves
foreign language teaching techni#ues. For as :e can see, coping :ith
in this age of co!!unication should 'e addressed.
For long years no:, the Polytechnic University of the Philippines,
!ainly the $epart!ent of &nglish Foreign Languages and Linguistics
under the College of Arts and Letters already addressed this
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co!!unication gap. The $epart!ent has 'een nurturing Foreign
Language Instructors and has 'een teaching students fro! %achelor
of Arts in &nglish.
The researchers have 'een very interested in the teaching
techni#ues e!ployed and practiced 'y so!e of the Foreign Language
Instructors under the $epart!ent. Therefore, this research ai!s to
connect the 'ridge of languages, loo(ing for:ard to ho: the e?isting
Foreign Language Teaching Techni#ues e!ployed 'y the Instructors
:ere to 'e classied and if there :ill 'e any other techni#ues to 'e
possi'ly applied further.
BACGROUND OF THE STUDY
The Polytechnic University of the Philippines :as already having
a Foreign Language class for a long ti!e no:. The university has
conducted Spanish classes since then. It has 'een the !ain foreign
language in the university until so!e other languages such as
9ihongo and French 'eca!e part of the curriculu!.
ust a year ago, thatHs 1230, Mandarin as a Foreign Language
:as added to the list of Foreign Language classes specically tac(led
in the unior levels of %achelor of Arts in &nglish. It :as the ne: era of
Foreign Language Teaching 'ecause of the language added, and each
language :as taught in diJerent sections. This era has 'een
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re!ar(a'le for it tends to :iden the range of possi'ilities for pre/
service foreign language teaching in the depart!ent.
Therefore, the researchers 'y no: :ould li(e to e?tend the
cogni-ance of the foreign language teachers and the teaching
techni#ues they e!ploy and :ants to deter!ine :hether these
teaching techni#ues :ould fall under teacher/centered, techni#ues or
student/centered ones. In line :ith this, the researchers dra:
inspiration fro! a recent study !ade in $e La Salle, Colu!'ia :here
t:o &nglish as Foreign Language 7&FL8 instructors 'eca!e su'*ects of
the study :hich ai!s to (no: the do!inant type of teaching
techni#ues the t:o professors e!ploy in their &FL classes using
%ro:nHs Ta?ono!y of Language Teaching Techni#ues as their
fra!e:or(.
THEORETICAL FRAMEWORK
Follo:ing a co!prehensive ta?ono!y of co!!on
techni#ues for language teaching, adapted fro! Croo(es and
Chaudron 73@@38, :as the paper:or( of . $ouglas %ro:n in 1223. In
recent classroo! o'servation :or( 'y Chaudron and alcrcel 73@GG8,
a tentative list of activity types has 'een developed. The list group
:as displayed according to three degrees of teacher versus student
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control over the perfor!ance of the activity, although li(e other
practitioners, :e recogni-e that factors such as the topic and the
teacherHs goal can inQuence the degree of control 7Croo(es and
Chaudron 3@@38.
Croo(es and Chaudron 73@@38 classied the teaching
techni#ues as Controlled, Se!i/controlled and Free. This research
:or( :as further developed 'y %ro:nHs Ta?ono!y of Language/
Teaching techni#ues.
Teaching is si!ply the arrange!ent of contingencies of
reinforce!ent, as stated 'y S(inner 73@EG8. Follo:ing this state!ent
in his 'oo( The Technolog" of Teaching, S(inner provided that so!e
pro!ising advances have recently 'een !ade in the eld of learning.
Special techni#ues have 'een designed to arrange :hat are called
contingencies of reinforce!ent R the relations :hich prevail 'et:een
'ehavior on the one hand and the conse#uences of 'ehavior on the
other R :ith the result that a !uch !ore eJective control of 'ehavior
has 'een achieved.
Teaching and learning are al:ays correlated to each other. As
one is present so as the other. %ecause of this, a lot of researchers
and theorists has co!e up :ith diJerent ideas, theories and principles
:hich tac(les these relations. Theorists such as )age, ull, illgard
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and the others studied the factors and theories in teaching and
learning.
A distinction can 'e !ade in theories of learning and theories of
teaching. ;hile theories of learning deal :ith the :ays in :hich an
organis! learn, theories of teaching deal :ith the :ays in :hich a
person inQuences an organis! to learn 7)age, 3@18. The teaching
theory proposed or applied 'y the teacher :ill al:ays 'e inQuenced
'y e?isting learning theory of the student.
o:ever, teaching varies especially teaching a language.
Teaching a language diJers depending on its conte?t. The diJerence
of the approach and theories used depending on :hether an
instructor teaches in a Second Language Conte?t or Foreign Language
Conte?t. In the case of this paper, dealing :ith the Foreign Language,
the Theory of Instruction proposed 'y %runer in 3@EE.
Unli(e the theories of learning and of develop!ent :hich are
descriptive, the theory of instruction is rather prescriptive in the sense
that is sets forth rules concerning the !ost eJective :ay of achieving
(no:ledge or s(ill. Theory of instruction is a nor!ative theory. It sets
up criteria and states the conditions for !eeting the!. A theory of
instruction so!eho:, is concerned :ith ho: :hat one :ishes to teach
can 'e learned, :ith i!proving rather than descri'ing learning
7%runer, 3@EE, pp. 028.
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It has 'een custo!ary, in discussing predispositions to learn, to
focus upon cultural, !otivational, and personal factors aJecting the
desire to learn and to underta(e pro'le! solving. For such factors are
of deep i!portance. There is, for e?a!ple, the relation of instructor to
student R :hatever the for!al status of the instructor !ay 'e,
:hether teacher or parent 7%runer, 3@EE, pp. 018.
This theory proposed 'y %runer states that in order to learn a
language, a student :ho does not possess anything :ith the target
language !ust have a relational 'ond :ith one :ho does possess
so!ething or (no:ledge. This :ay, the instructor has a higher hold
over the process and the student learns fro! the instructor.
Another theory proposed 'y Atlatis 71228, focuses on the
teacher/centered :ay of teaching. &very instructor starts :ith an
initial theory of language teaching and learning, 'ased on personal
e?periences as a language learner and, in so!e cases, reading or
training. In reQective practice, the teacher applies this theory in
classroo! practice, o'serves and reQects on the results, and adapts
the theory. The classroo! 'eco!es a (ind of la'oratory :here the
teacher can relate teaching theory to teaching practice.
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In his paper 7pp. 48, Atlatis 71228 also stated that the concepts
that the teacher ac#uires through reading and professional
develop!ent activities are a'sor'ed into the theory and tested in the
reQective practice cycle. %elo: is the fra!e:or( he proposed5
%oth theories proposed 'y %runer and Atlatis sho: the
dependence of the students in learning a language to a specic
source :ho, 'y !eans is the instructor. It sho:s that in learning a
language as a foreign language, one cannot rely on his prior
(no:ledge alone.
This paper :ill further open the space of (no:ledge in Foreign
Language Teaching and the relation of %runerHs theory of instruction
and AtlatisH reQective practice.
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CONCEPTUAL FRAME!OR
The study ai!s to identify the do!inant type of techni#ue
e!ployed 'y the Foreign Language instructors of the $&FLL.
F"#$%e &' Resea%() Pa%a*"#+
The input fra!e contains the Language Teaching Techni#ues
utili-ed 'y the $&FLL Foreign Language instructors. This fra!e is
:here the researchers sho:ed the 'ac(ground of the techni#ues
co!!only used 'y the instructors.
Language
Teaching
Techniques
employed by theo!eign
Language
inst!ucto!s o"
#$LL
#ata %athe!ing&
o 'u!(ey&
o )uestionnai!e
o *e!sonal
+nte!(ie, ,ith the
"o!eign language
inst!ucto!s #ata -nalysis
*!esentation o"
#ata .onclusion&
o Techniques
utili/ed by the
L- inst!ucto!s
+denti"ied
teaching
techniques
#ominant type
o" language
teaching
technique
.ont!olled
'emicont!olled
!ee based on
the Taonomy o"
!o,n
DUTPUI9PUT P"DC&SS
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The process fra!e contains the gathering of data 7through survey
#uestionnaires and intervie: :ith the instructors8, data analysis,
presentation of data, and the conclusion, :hich sho:s the teaching
techni#ues e!ployed
The last fra!e :hich is the output fra!e contains the identied
teaching techni#ues and the do!inant classication of these
techni#ues 'ased on the Ta?ono!y of %ro:n.
STATEMENT OF THE PROBLEM
This research ai!ed to identify the teaching techni#ues utili-ed
'y selected Foreign Language instructors of the $epart!ent of
&nglish Foreign Languages and Linguistics 7$&FLL8 in teaching their
students in French, Spanish, 9ihongo, and Mandarin.
Specically, the study sought to ans:er the follo:ing5
3.8;hat is the Prole of the respondents<
3.3 Age
3.1 6ears of teaching Foreign Language
3.= Language co!!ands
1.8;hat are the Language teaching techni#ues foreign language
instructors utili-ed<=.8Fro! the Language teaching techni#ues, :hat is>are the !ost
co!!only used 'y foreign language instructors<
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0.8Follo:ing the ta?ono!y presented 'y %ro:n 712238 adapted fro!
Croo(es and Chaudron 73@@38, :hat are the possi'le
classication>s of the teaching techni#ues utili-ed 'y Foreign
Language instructors<4.8And to that, :hat is the !ost co!!only used type of language
teaching techni#ue Foreign Language Instructors e!ployed<
SCOPE AND LIMITATION
This research ai!ed to identify the teaching techni#ues e!ployed
'y the Fe!ale Foreign Language Instructors fro! the $epart!ent of
&nglish Foreign Languages and Linguistics :ho are teaching
Mandarin, Spanish, 9ihongo and French as Foreign Languages to
unior %achelor of Arts in &nglish students of the Polytechnic
University of the Philippines.
The researchers focused on the four e?isting Foreign Languages
taught in %achelor of Arts in &nglish last Acade!ic 6ear 1230/1234
unior students. This research only involved four fe!ale instructors,
one fro! each foreign language taught during the 1230/1234
acade!ic year period. The research paper is li!ited to the professors
alone as the researchers only ai!ed to identify the teaching
techni#ues e!ployed 'y the foreign language instructors and the
!ost co!!on type of language teaching techni#ue used in teaching
foreign language.
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SIGNIFICANCE OF THE STUDY
Resea%()e%s
To the future researchers, this research introduces concepts that
lin( to other possi'le research topics :ith regards to language
teaching. The researchers are encouraged to continue, !odify or
develop varia'les that :ill help 'etter understand and identify the
diJerent techni#ues present in the underta(ing of Foreign
Language>Foreign Language teaching
In*$st%,
To the Polytechnic University of the Philippines 7PUP8, in general,
this study endeavored to identify the teaching techni#ues utili-ed 'y
so!e of the foreign language instructors of PUP, specically fro! the
$&FLL faculty. The faculties are encouraged to 'e part in sharing their
preferred>utili-ed language teaching techni#ue to enrich and pave a
:ay for the aspiring Foreign Language instructors in PUP.
Tea()e%s
To the teachers, since teaching foreign language is not given
!uch attention as having a second language taught, this research
entails the essence of having a !odel techni#ue in teaching a foreign
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language. Also, the Foreign Language teaching techni#ues presented
here:ith !ay 'e adopted 'y teachers aspiring to teach foreign
language or !ay 'e therefore i!proved further for 'etter use.
St$*ents
To the students, as the recipient of the diJerent techni#ues
involved in the foreign language teaching, this research ai!ed to
!a(e the students understand the value of the techni#ues utili-ed 'y
their instructors. This !ay also help the students learn !ore or
perhaps through the course of ti!e 'e interested in involving !ore in
the foreign language teaching.
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DEFINITION OF TERMS
Te()n"-$e
%ro:n 71223 as cited in )alindo and )u-!an, 1228 dened
techni#ue as a superordinate ter! :hich refers to various activities
that either teachers or learners perfor! in the classroo! since they
include all the tas(s and activities. In addition they are al!ost
planned and deli'erate considering they are the product of choice
!ade 'y the teacher that can 'e addressed to the pedagogical units
of classroo! session.
Cont%olle* Te()n"-$es
%ro:n 712238 characteri-ed the Controlled Techni#ues as, a
teacher/centered that is !anipulative and structured. It also involves
a predicted student responses :ith a pre/planned o'*ectives.
3. !a%+.$/5 Mi!es, dance, songs, *o(es, play. This activity has the
purpose of
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getting the students sti!ulated, rela?ed, !otivated, attentive, or
other:ise engaged and ready for the classroo! lesson. It does not
necessarily involve use of the target
language.
1. Sett"n#5 Focusing in on lesson topic. &ither ver'al or nonver'al
evocation of the
conte?t that is relevant to the lesson point 'y :ay of #uestioning or
!i!ing or picture presentation, possi'ly tape recording of situations
and people, teacher directs attention to the upco!ing topic.
=. O%#an"0at"onal1 Managerial structuring of lesson or class
activities. Includes
disciplinary action, organi-ation of class furniture and seating, general
procedures for class interaction and perfor!ance, structure and
purpose of lesson, assigning ho!e:or( or any other out of class tas(,
etc.
0. Content e2/lanat"on5 &?planation of lesson content gra!!atical,
phonological,
le?ical 7voca'ulary8, sociolinguistic, prag!atic, or any other aspects
of language.
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4' Role./la, *e+onst%at"on5 Use of selected students or teacher to
illustrate the
procedure7s8 to 'e applied in the lesson seg!ent to follo:. Includes
'rief illustration of language or other content to 'e incorporated.
E. D"alo#$e3Na%%at"4e /%esentat"on5 "eading or listening passage
presented
for passive reception. 9o i!plication of student production or other
identication of
specic target for!s or functions 7students !ay 'e as(ed to
understand8.
. D"alo#$e3Na%%at"4e %e("tat"on5 "eciting a previously (no:n or
prepared te?t,
either in unison or individually.
G. Rea*"n# alo$*5 Teacher or student reading directly fro! a given
te?t.
@. C)e(5"n#5 Teacher either circulating or guiding the correction of
studentsK :or(,
providing feed'ac( as an activity rather than :ithin another activity. It
can happen :hen students sociali-e :or( or after activities :hen it is
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necessary to chec( students ans:ers to a given e?ercise. It also
includes studentsH peer correction.
32. Co%%e(t"on o% fee*ba(5 5 Teacher or students *u!ping in during
studentsH
perfor!ance to !a(e corrections, provide feed'ac(, !a(e related
co!!ents,
co!plete or nish students sentences, add infor!ation 7it includes
short content
revie:s8
33. Q$est"on.ans6e%7 *"s/la,5 Activity involving pro!pting of
student responses
'y !eans of display #uestions 7i.e., teacher or #uestioner already
(no:s the response or has a very li!ited set of e?pectations for the
appropriate response8. $istinguished fro! referential #uestions 'y
!eans of the li(elihood of the #uestionerKs (no:ing the response and
the spea(erKs 'eing a:are of that fact. StudentsH #uestions to the
teacher or their partners !a(e part of this activity. "e!e!'er that
the fact of using yes>no #uestions is not the only criterion the !ain
criterion is the fact that the #uestioner (no:s the ans:er. In class
students usually donHt (no: the ans:er for this reason their #uestions
:ould t into referential #uestions.
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31. D%"ll5 Typical language activity involving ?ed patterns of teacher
and student
responding and pro!pting, usually :ith repetition, su'stitution, and
other !echanical alterations. Typically :ith little !eaning attached.
3=. T%anslat"on5 Student or teacher provision of Ll or L1 translations
of given te?t.
30. D"(tat"on1 Student :riting do:n orally presented te?t.
34. Co/,"n#5 Student :riting do:n te?t presented visually.
3E. I*ent"8(at"on5 Student pic(ing out and producing>la'elling or
other:ise
identifying a specic target for!, function, denition, !eaning or
other lesson/related ite!. "eading co!prehension e?ercises !a(e
part of this activity.
3. Re(o#n"t"on5 Student identifying for!s, etc., as in Identication,
'ut :ithout producing language as response 7i.e., chec(ing oJ ite!s,
dra:ing sy!'ols,
rearranging pictures8.
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3G. Re4"e65 Teacher/led revie: of previous :ee(>!onth>or other
period as a
for!al su!!ary and type of test of student recall perfor!ance.
3@. Test"n#5 For!al testing procedures to evaluate student progress.
12. Mean"n#f$l *%"ll5 $rill activity involving responses :ith
!eaningful choices, as in
reference to diJerent infor!ation. $istinguished fro! Infor!ation
&?change 'y the
regulated se#uence and general for! of responses.
Se+" (ont%olle* Te()n"-$es
%ro:n also dened se!i controlled techni#ues as, using of
Language in a less restrictive :ay than the controlled, 'ut ta(ing into
account linguistic patters already set up 'y the teacher.
13. B%a"nsto%+"n#5 A special for! of preparation for the lesson, li(e
Setting, :hich involves free, undirected contri'utions 'y the students
and teacher on a given topic, to generate !ultiple associations
:ithout lin(ing the! no e?plicit analysis or interpretation 'y the
teacher.
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1E. Info%+at"on e2()an#e5 Tas( involving t:o/:ay co!!unication
as in
infor!ation gap e?ercises, :hen one or 'oth parties 7or a larger
group8 !ust share
infor!ation to achieve so!e goal. $istinguished fro! uestion/
ans:er. "eferential in that sharing of infor!ation is critical for the
resolution of tas(.
1. !%a/.$/5 %rief teacher or student produced su!!ary or report at
the
end of a lesson or activity of point and>or ite!s that have 'een
practiced or learned.
1G. Na%%at"on3e2/os"t"on5 Presentation of a story or e?planation
derived
fro! prior sti!uli 7that is to say, a dialog or story that the student
received 'efore
and is not the product of so!ething the teacher is sho:ing hi!>her
li(e pictures or
scenes for students to construct at the !o!ent8. $istinguished fro!
Cued 9arrative
'ecause of lac( of i!!ediate sti!ulus.
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1@. P%e/a%at"on5 Student study, silent reading, pair planning and
rehearsing,
preparing for later activity. Usually a student/directed or /oriented
pro*ect.
F%ee Te()n"-$es
;hile free techni#ues according to %ro:n is a student/centered
teaching type of techni#ue that is co!!unicative and open/ended
and involves unpredicted responses :ith negotiated o'*ectives.
=2. Role./la,1 "elatively free acting out of specied roles and
functions.
$istinguished fro! Cued $ialogues 'y the fact that cueing is provided
only !ini!ally at the 'eginning, and not during the activity.
=3. Ga+es5 arious (inds of language ga!e activity, if not li(e other
previously
dened activities 7e.g., 'oard and dice ga!es !a(ing :ords8.
=1. Re/o%t1 "eport of student/prepared e?position on 'oo(s,
e?periences,
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pro*ect :or(, :ithout i!!ediate sti!ulus, and ela'orated on
according to student
interests. A(in to Co!position in :riting !ode.
== P%oble+ sol4"n#5 Activity involving specied pro'le! and
li!itations of
!eans to resolve it re#uires cooperative action on part of participants
in s!all or large group.
=0. D%a+a5 planned dra!atic rendition of play, s(it, story, etc.
=4. S"+$lat"on5 Activity involving co!ple? interaction 'et:een
groups and
individuals 'ased on si!ulation of real/life actions and e?periences.
=E. Inte%4"e65 A student is directed to get infor!ation fro! another
student or
students.
=. D"s($ss"on5 $e'ate or other for! of grouped discussion 7'et:een
teacher
and students or students a!ong the!8 of specied topic, :ith or
:ithout specied
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sides>positions prearranged. In these discussions the teacher can also
play an
i!portant role
=G. Co+/os"t"on5 As in "eport 7ver'al8, :ritten develop!ent of
ideas, story
or other e?position.5
CHAPTER II
REVIE! OF RELATED LITERATURE
Fo%e"#n L"te%at$%e
Fo%e"#n Lan#$a#e
Little:ood 73@G08 !ade a distinction 'et:een Foreign Language
and L1 :herein he descri'ed a second language as so!ething having
a social function :ithin the co!!unity :here it is learned 7e.g. as a
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lingua franca or as a language of another social group8, :hereas a
foreign language is learned for the initial purpose of co!!unicating
outside oneHs country 7$ictionary, n.d.8 or is studied for the !ere
purpose of cultural insights.
Lan#$a#e Tea()"n#
In classical )ree( and Medieval Latin periods, people tended to
learn foreign languages as 'oth of these languages :ere considered
!a*or languages. igh education li(e philosophy, 'usiness, politics,
religion, and history, :as i!parted in these languages. Thus, the
educated class of that very span of ti!e sharpened its edges over
spea(ing, reading, and :riting of these languages par e?cellence.
o:ever, there :as, that ti!e, no esta'lished :ay of teaching these
languages. And 'y this, :e can assu!e that the teachers or tutors
used infor!al and !ore or less direct approaches to convey the for!
and !eaning of the language they :ere teaching . . B 7Celce/ Murcia,
12218.
%efore the t:entieth century, t:o pri!ary approaches stood as
the 'asis of instructor,s !ethodology :hich are5 getting learners to
use a language 7i.e to spea( and understand it8 and getting learners
to anal"#e a language 7i.e to learn its gra!!atical rules8.
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Te%+"nolo#"es
aving !entioned the ter! methodolog" and
approach, it is no: i!portant to give its denition and ho: these
ter!s and the li(e are related to technique as a focus of this study.
To 'egin, 7in )alindo )u-!an, 12238 teacher education can 'e
tac(le as a language teaching theory for it is an u!'rella ter! to
cover several ele!ents :hich constitute a solid 'ody of the act of
teaching. Dne of its di!ensions is +et)o*olo#"(al :hich is the !ost
relevant to this study since it is centered on :hat teachers do in their
foreign language class. Met)o*olo#, for %ro:n 73@@08 as cited fro!
)alindo )u-!an is the study of pedagogical practices in general
;hatever considerations in ho: to teachB are !ethodologicalB.
Fro! this, there :ill 'e diJerent approaches to language teaching and
a//%oa() is so!ething that reQects certain !odel or research
paradig! or as si!ply as theories a'out language, language learning
and teaching, thus it is the 'roadest a!ong the &d:ard Anthonys
tripartite distinction of approach, !ethod, and techni#ue. A +et)o*,
on the other hand, is a set of procedures, typically co!pati'le :ith
one approach and it is !ore specic than approach 'ut less specic
than techni#ue 7Celce/ Murcia,1221 8. A techni#ue is a classroo!
device or activity and thus represents the narro:est of the three
concepts. Moreover, a techni#ue is i!ple!entational R that :hich
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actually ta(es place in a classroo!. It is a particular tric(, stratage!,
or contrivance used to acco!plish an i!!ediate o'*ective.
Techni#ues !ust 'e consistent :ith a !ethod, and therefore in
har!ony :ith an approach as :ell.B
Anthonys tripartite distinction :as developed and recast 'y
"ichards and "odgers 73@G1, 3@G48 as Approach, $esign and
Procedure enco!passed :ithin the overall concept of Method, an
u!'rella ter! for the specication and interrelation of theory and
practiceB 7"ichards and "odgers, 3@G48
u''ard et al. 7as cited in Sierra, n.d.8 claried the concept of
approach or principles !ethod an d techni#ue, :hich are !utually
and hierarchically related. They represent three levels of analysis. An
a//%oa() or strategy is the !ost a'stract of all three concepts and
refers to the linguistic, psycho/ and sociolinguistic principles
underlying !ethods and techni#ues. A technique is the narro:est of
all three it is one single procedure to use in the classroo!. Methods
are 'et:een approaches and techni#ues, *ust the !ediator 'et:een
theory and classroo! practice.
%efore research 'egan on language learning, !ethods used to teach
foreign languages in the United States :ere 'ased on the Classical
!ethod previously e!ployed for teaching Latin and )ree(. The
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studying of classical languages :as thought of as !ental
gy!nasticsB and indispensa'le to an ade#uate higher education.B
7%ro:n, 1222, p. 348 Students :ere forced to !e!ori-e declension
and con*ugation patterns, voca'ulary lists, and other gra!!atical
rules. Translation and drills re!ained the only use of the language,
:hile pronunciation and conversational s(ills :ere ignored. Dpponents
of this !ethod !aintain that there is no theoretical 'asis or
practicality to the Classical Method 7also (no:n as the )ra!!ar/
Translation Method8. 6et it re!ains the !ost popular teaching !ethod
'ecause it does not re#uire that teachers 'e e?perts or is Quent in the
language, and it is the easiest gauge of foreign language a'ility that
can 'e deter!ined 'y standardi-ed test.
Another facet of foreign language learning that needs to 'e
addressed is the hierarchy of diculty 'y :hich a teacher or linguist
could !a(e a prediction of the relative diculty of a given aspect of
the target language.B 7%ro:n, 1222, p.33@8 T:o levels that present
particular pro'le!s :ith learning foreign gra!!ar are under
diJerentiation and over diJerentiation. ;ith under diJerentiation, an
ite! in the native language is a'sent in the target language.B
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Conte+/o%a%, Lan#$a#e tea()"n#
The goal to esta'lish principles and procedures for the design of
teaching !ethods and !aterials for a !ore eJective and theoretically
sound teaching !ethod fueled the foundation of the conte!porary
language teaching, as spearheaded 'y applied linguist and others.
Language teaching 'eca!e a profession in the t:entieth century and
:as characteri-ed as a gro:ing 'attle 'et:een teaching ideologies.
9otions li(e the syste!atic set of teaching practices 'ased on a
particular theory of language and language learning :hich lied under
the !ethod concept in teaching 7"ichards and "odgers, 12238.
According to Alatis 7122=8, every instructor starts :ith an initial
theory of language teaching and learning, 'ased on personal
e?periences as a language learner and, in so!e cases, reading or
training. Farle? 7122=8 denes Language teaching as, teaching people
to spea( and understand a foreign languageB :hile to )age 73@E0 as
cited in LanguageB n.d.8 To satisfy the practical de!ands of
education, theories of learning !ust 'e Kstood on their headK so as to
yield theories of teaching. Teaching is guiding and facilitating
learning, ena'ling the learner to learn, setting the conditions for
learning 7LanguageB8.
Lan#$a#e Test"n#
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Pierson 73@@E8 agrees in saying that the teacher and only
the teachers lead the learner to freedo! and autono!y.B olec
73@@38 ho:ever set out that language teachers should provide
students infor!ation on language co!petencies to help the students
set their o'*ectives and help the! learn :ith their language
strategies.
On Class%oo+ Assess+ent Te()n"-$e
Angelo and Cross 73@@=8 descri'e the! as si!ple, and
for!ative assess!ents that faculty can use to collect feed'ac( and
e?a!ine ho: :ell the students are learning the course !aterial.
Classroo! assess!ent techni#ues serve the dual purpose of
enhancing teaching eJectiveness :hile i!proving student
understanding. Classroo! assess!ent include assess!ent of prior
(no:ledge, assessing s(ill in analysis and critical thin(ing, assessing
s(ill in synthetic and creative :riting, assessing s(ill in pro'le!
solving, and assessing s(ill in application and perfor!ance.
Mean:hile, Drnstein 73@@28, a respected educator and
authors of several 'oo(s on education, asserted that teachers do
!a(e a diJerence in the classroo! in a su'topic on "evie: of
"esearch on Teaching. It :as sort of a reverse psychology :ho! he
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'ared his thoughts through a series of hypothetical state!ents that
follo:5
If teaching does not !a(e diJerence, then the profession
has pro'le!s. If teacher do not !a(e a diJerence, the notion of
teacher evaluation, teacher accounta'ility, and teacher perfor!ance
are non/:or(a'le VsicW . . . there is a little hope for !any students to
continue to put their trust in the educational syste!.
On D"(tat"on an* Re/et"t"on
$ictation is one of the oldest language teaching activities.
$ictation is a decoding/recoding activity. It is the act or process of
dictating !aterial to another for transcription. Dller 73@@8 denes it
as a psychologically real syste! that se#uentially orders linguistic
ele!ents in ti!e and in relation to e?tra linguistic conte?t in
!eaningful :ays. Frodesen 73@@38 :rites that dictation can help
students to diagnose and correct errors as :ell as others. Montalvan
73@@28 added 'y saying that as students develop their aural
co!prehension of !eaning and also the relationship a!ong seg!ents
of language, they are learning gra!!ar.B
Testing plays a very i!portant role in language learning through
the years. "epetition and $ictation has 'een used as a pedagogical
strategy throughout the recent history of language teaching. In her
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article entitled "epetition and $ictation as Language Testing
Techni#ue, 9atalico, S. 73@@@, p. 3E08 presented diJerent reactions on
the use of these teaching techni#ues in language teaching. "eactions
to repetition and dictation as language testing techni#ues have
ranged fro! strong oppositions 7e.g.Lado 3@E38 to enthusiastic
support 7e.g.Dller 3@=8. Although these t:o techni#ues are no: held
in an increasingly high regard a!ong those involved in or fa!iliar :ith
:or( in psycholinguistics, there is evidence of continued
!isunderstanding a!ong language teachers a'out the nature of
repetition and dictation.
Procedurally, 9atalico added, repetition and dictation tas(s are
si!ilar5 'oth involve an oral sti!ulus that, upon presentation to a
student, is not to 'e !odied, transfor!ed, translated or co!pleted
rather it is to 'e reproduced as faithfully as possi'le. She stressed
that the pri!ary diJerence 'et:een these t:o tas(s, o'viously, is in
the response !odality, oral reproduction in repetition and :ritten
reproduction in dictation.
On Pen("l an* Pa/e% Test
Ter!an 712208 posited that paper and pencil test refers to a
general group of assess!ent tools :hich candidates read #uestions
and respond in :riting. e stressed that this tool is used to assess a
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*o'/related direction to the a'ility to solve nu!erical pro'le!s. e
further added that since !any candidates can 'e assessed at the
sa!e ti!e :ith a paper and pencil tests, such tests are ecient
!ethod of assess!ent.
Teacher/!ade paper and paper tests according to Nelly
7122E8, can 'e eJective !ethod of assessing (ey (no:ledge, facts,
s(ills and procedures. Carefully constructed, they can 'e used to
assess !ore co!ple? and challenging !ental processes as :ell. She
further added that pencil and paper tests re#uire students to read and
:rite independently or to de!onstrate understanding of concepts at a
sy!'olic level. Pencil and paper tests !ay 'e gradually included as
part of their overall assess!ent.
Mot"4at"on
LearnersK !otivation varies 'ecause of
nu!erous endogenous 7i.e., internal or inner inspiration8
and e?ogenous 7i.e., e?ternal to hu!an personality8 factors, such as
sociocultural circu!stances, professional needs, and language
re#uire!ents for international education. &ndogenous factors 'ring
pleasure and satisfaction to a student, and e?ogenous factors relate
to the tangi'le 'enets attached to an activity 79oels, Cle!ent,
Pelletier, 3@@@8. A nu!'er of studies over the past couple of decades
have analy-ed patterns of !otivation in language classroo!s in a
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variety of situations 7e.g., Cheng $Xrnyei, 122 $Xrnyei, 1223
)li(s!an, )ardner, S!ythe, 3@G18.
Motivating students to learn is of para!ount i!portance.
Until recently, ho:ever, teachers :ere forced to rely on 'ag/of/
tric(sB approaches in their atte!pt to !anage their classroo! and
!otivate their learners. )ood and %rophy 73@@05 1318 hold that these
approaches have 'een inQuenced 'y t:o contradictory vie:s5
a8 That learning should 'e fun and that any !otivation
pro'le!s that !ay appear should 'e ascri'ed to the teacherKs
atte!pt to convert an en*oya'le activity to drudgery and
'8 That school activities are inherently 'oring and unre:arding,
so that :e !ust rely on e?trinsic re:ards and punish!ent :ith a vie:
to forcing students to engage in these unpleasant tas(s.
"e:ards and punish!ents !ay 'e a !ainstay of the
teaching/learning process, 'ut they are not the only tools in teachersK
arsenal. $ornyei 712235 33@8 'elieves that Othe spectru! of other
potentially !ore eJective !otivational strategies is so 'road that it is
hard to i!agine that none of the! :ould :or(K. According to
Cha!'ers 73@@@5 =8, OViWf the teacher is to !otivate pupils to learn,
then relevance has to 'e the red thread per!eating activitiesK.
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On !)ole Lan#$a#e A//%oa()
The :hole language approach to phonics gre: out 9oah
Cho!s(yHs conception of linguistic develop!ent. Cho!s(y 'elieved
that hu!ans have a natural language capacity that :e are 'uilt to
co!!unicate through :ords. This idea developed a large follo:ing in
the 3@E2s. In 3@E, )ood!an :rote a :idely/cited article calling
reading a psycholinguistic guessing ga!eB and chiding educators for
atte!pting to apply unnecessary orthographic order to a process that
relied on holistic e?a!ination of :ords. )ood!an posited the
e?istence of three cuing syste!sB that regulate literary
develop!ent. These cuing syste!s are the graph phone!ic cuing
syste!, the se!antic cuing syste!, and the syntactic cuing syste!,
related to the linguistic do!ains of phonetics, se!antics and synta?
respectively. The graphB portion of the graph phone!icB syste!
referred to the graphic input, i.e., the te?t. According to )ood!an,
this syste! overlaps and :or(s in tande! to help readers guessB
appropriately. e e!phasi-ed that pronouncing individual :ords :ill
involve the use of all three syste!s 7letter clues, !eaning clues fro!
conte?t, and syntactical structure of the sentence8. Part of his
rationale :as that in his studies of children :ho read :ords
individually and then the sa!e :ords in connected te?t, the children
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did 'etter :hen they read the connected te?t. Later replications of the
e?peri!ent failed to nd eJects, ho:ever, :hen children did not read
the sa!e :ords in connected te?t i!!ediately after reading the!
individually, as they had in )ood!anHs e?peri!ent.
As cited 'y "ich 73@G48, language teachers preferred ;hole
Language Approach 'ecause they vie: language teaching as a
dyna!ic, cooperative and interactive process :here they can design
a curriculu! using storytelling, ga!es, songs, dra!as, videotapes,
group discussion, etc. to integrate it :ith the ;hole Language
Approach for an interactive, culturally a:are pedagogy for language
classroo!s. Therefore, ;hole Language Approach can 'e used to
organi-e diJerent activities in order to create a !eaningful,
interactive and co!!unicative language learning environ!ent
Fo%e"#n St$*"es
Lan#$a#e Tea()"n#
The :or( of teaching is si!ultaneously !ental and social. It
is also physical, e!otional, practical, 'ehavioral, political,
e?periential, historical, cultural, spiritual, and personal. In short,
teaching is very co!ple?, inQuenced not only 'y these 31 di!ensions
and perhaps others, 'ut also re#uiring their contingent orchestration
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in support of studentsH learning. ;hen language teaching in particular
is in focus, the co!ple?ity is even greater, shaped 'y teachersH vie:s
of the nature of language, of language teaching and learning in
general, and 'y their (no:ledge of the particular sociocultural setting
in :hich the teaching and learning ta(e place 7Ada!son 12208.
Tho!pson, 9ataschain her research Language Teaching
Strategies and Techni#ues Used to Support Students Learning in a
Language other than Their Mother Tongue in Nongs'erg International
School identied the specic language teaching strategies and
techni#ues that :ere 'eing used during a lesson. The follo:ing
descri'es the overall strategies and techni#ues that Tho!psonHs
participants :ere o'served using, 'y Tho!pson, during the lesson
o'servation.
Vo(ab$la%, C)e(5s. At 13Y, the language teaching
strategy of voca'ulary chec(s :as used the !ost 'y teachers and in
several diJerent :ays. Dne participant predicted that the students in
her class :ould not (no: :hat a particular :ord !eant :hich :as
crucial to the students understanding a story. The teacher chose to
sho: the class a picture of the :ord. This is a strategy that !ight
have helped to !a(e the :ord easier for students to understand and
re!e!'er 7%loor 3@@38. Several teachers too( ti!e during lessons to
chec( that students had understood the !eaning of (ey :ords or
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concepts. This strategy !ay have ena'led individuals to connect ne:
voca'ulary :ith :ords that they already (ne: in their rst language
7%re:ster, &llis and )irard 12208. Participants often used #uestions to
chec( that students had understood the !eaning of (ey :ords or
concepts. %re:ster, &llis and )irard 712205G38 suggest that, Providing
e?a!ples of :ords, their !eanings and de!onstrating ho: they
!ight 'e used :hen 'eginning to learn a language !ay 'e !ore
i!portant than attention to the gra!!atical co!ponents and spelling
of voca'ularyB 7%re:ster, &llis and )irard 12205G38. It !ay also 'e of
i!portance to note that, The ac#uisition of :ord !eanings ta(es
!uch longer than the ac#uisition of the spo(en for! of the :ords, and
children use :ords in their speech long 'efore they have full
understanding of the!B 7Ca!eron 12235=8.Another strategy
teachers used to chec( voca'ulary understanding :as to revie: and
recycle previously discussed voca'ulary associated :ith the Unit of
In#uiry or fro! prior lessons at the 'eginning of a lesson. This !ay
have provided learners :ith the opportunity to re/hear :ords and
possi'ly helped :ith the retention of these :ords in their long/ter!
!e!ory. %re:ster, &llis and )irard 712215E=8 add Children constantly
need to recycle :hat they have learned so they donHt forget, and to
perceive progress, !aintain !otivation and aid !e!ori-ationB.
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El"("t"n#. &liciting :as a techni#ue that :as used a total of
12Y in lesson o'servations. This strategy helps a teacher to 'ring
for:ard studentHs ideas and e?tend and sustain discussion :hich
Fisher 712248 considers 'eing an i!portant function of a teacher.
Conversations that e?tend past a single e?change !ay help a
learnerHs language develop!ent as it could provide a !ore realistic
!odel of ho: an authentic conversation occurs 7;ells 3@GE8. This
(ind of discussion !ight also help to reveal to a teacher ... the
fra!e:or( the children are using to interpret ne: infor!ationB 7;ells
3@GE53348 and !ight possi'ly provide children :ith so!e of the
language and ideas they :ill need to co!plete su'se#uent activities.
Mo*el"n# of Ta%#et Lan#$a#e' The !odeling of target
language :as a strategy that accounted for 3@Y of the strategies and
techni#ues used during lesson o'servations. ill and Flynn 7122E51=8
suggest that, Language structure and for! should 'e learned in
authentic conte?ts rather than through contrived drills in language
:or('oo(sB. The !odeling of target language :ould see! therefore
to 'e an e?tre!ely i!portant strategy for teachers to use, as these
!odels !ay 'e a studentHs only guide on ho: the additional language
is used in a natural environ!ent.
T)"n5 Alo$*s. Thin( aloud :as a strategy and techni#ue
that :ere noticed a total of 3=Y of the ti!e during lesson
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St$*ent T)"n5"n# T"+e. Student thin(ing ti!e totaled EY
of o'servation ti!e. This strategy :as e!ployed 'y participants after
they had as(ed a #uestion. Students need to 'e provided :ith the
opportunity to thin( a'out #uestions after they have 'een as(ed
'efore atte!pting to ans:er the!B 79unan 122253@=8. In a research
investigation it :as sho:n that 'y e?tending thin(ing ti!e fro! three
to ve seconds after as(ing a #uestion there :as a rise in student
participation 79unan 122253@=8 and a signicant increase in the
#uality of student ans:ers 7Fisher 122451=8. It :ould see! therefore
'y consciously allo:ing silence after as(ing a #uestion a teacher !ay
'e fostering an environ!ent !ore conducive to thoughtful responses
and allo:ing language learners !ore ti!e to connect to :hat has
'een as(ed.
Re.(asts. "ecasts :ere a strategy o'served to 'e used a
total of 4Y of all strategies and techni#ues. A recast, that is, the
repetition of a studentHs utterance !a(ing changes to convert it to a
correct phrase or sentence 7Light'ro:n and Spada 122E8 !ay provide
a teacher :ith the opportunity to !odel ho: a sentence or phrase
should 'e used :ithout having to o'viously highlight the studentHs
error. For e?a!ple5
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3G500 Student &ight The trees are cutting do:n and ah, for
another house.
3G50 Teacher &?cellent Student &ight. TheyHre cutting
do:n the trees and they are going to 'uild a ne: house.
As no t:o students :ho are learning a language :ill have the
sa!e a!ount of grounding in their native language 7Flynn and ill
122E5=8 it :ould see! that this type of !odeling of language is
therefore of great i!portance.
E%%o% Co%%e(t"on. At 3Y, error correction :as the least
fre#uently used language strategy during the o'served lessons.
Light'o:n and Spada 7122E53@28 add that this corrective feed'ac(
should also 'e provided in a clear and precise :ay e.g.
1=.20 Student T:o I did choose caring.
1=.2E Teacher Dne Pardon, pardon<
1=.2G Student T:o I did caring either.
1=.2@ Teacher Dne 6ou did caring as :ell.
1=.33 Student T:o Ah ha.
It is i!portant to note that this type of correction !ight only 'e
'enecial if a student is at that current level in their gra!!atical
develop!ent a child :ho is not, is unli(ely to auto!atically use the
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122253@38. The use of this type language :ith actions, illustrations,
conte?t or prior (no:ledge, is a (ey factor in helping children to learn
a second language 7%re:ster, &llis and )irard 12218.
Ali 73@@08 on his research on Teacher Teaching and Teacher
A:areness stressed that critical a:areness help decision !a(ing. e
said that it is :rong to assu!e that !astery of the teaching techni#ue
:ill e#uip teachers for this *o'. Further!ore, too !uch e!phasis that
traditionally 'een placed on (no:ledge has led to the neglect of the
perfor!ance areas.
Ali further added that teachers have often 'een accused of
'eing narro: and provincial in o'serving teaching practice and
assessing the!. Many language teachers tend to e!ploy :hat they
called a technicist approach, that considered carrying out a prescri'ed
plan of teaching strategies and assessed 'y a pre/deter!ined
chec(list of criteria. Ning 73@@=8 dra: out attention to assess!ent as
a for! of e?a!ination that co!'ines surveillance :ith nor!ali-ing
*udg!ent.B Teachers 'elieve that they have the right to classify,
punish and persecute errors. Therefore, language teachers !ust 'e
a:are of the changing focus in their preparation.
In this connection, Alderson 73@@08 states that language
teachers need to 'e concerned not only :ith the nature of language
'ut also :ith language learning and the design and researching
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planning and evaluation, and post/evaluation of language learning
activities, and language use events.
Fo%e"#n Lan#$a#e Lea%n"n#
The purposes and uses of foreign languages are as diverse as the
students :ho study the!. So!e students study another language in
hopes of nding a re:arding career in the international !ar(etplace
or govern!ent service. Dthers are interested in the intellectual
challenge and cognitive 'enets that accrue to those :ho !aster
!ultiple languages. Still others see( greater understanding of other
people and other cultures. Many approach foreign language study, as
they do other courses, si!ply to fulll a graduation re#uire!ent.
"egardless of the reason for study, foreign languages have so!ething
to oJer everyone. It is :ith this philosophy in !ind that the standards
tas( force identied ve goal areas that enco!pass all of these
reasons1 Co++$n"(at"on7 C$lt$%es7 Conne(t"ons7 Co+/a%"sons7
and Co++$n"t"es [the ve CHs of foreign language education.
Co++$n"(at"on is at the heart of second language study,
:hether the co!!unication ta(es place face/to/face, in :riting, or
across centuries through the reading of literature.
Through the study of other languages, students gain
ac(no:ledge and understanding of the ($lt$%es that use that
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language and, in fact, cannot truly !aster the language until they
have also !astered the cultural conte?ts in :hich the
languageoccurs. Learning languages provides (onne(t"ons to
additional 'odies of (no:ledge that !ay 'e unavaila'le to the
!onolingual &nglish spea(er.
Through (o+/a%"sons and contrasts :ith the language 'eing
studied, students develop insight into the nature of language and the
concept of culture and reali-e that there are !ultiple :ays of vie:ing
the :orld. Together, these ele!ents ena'le the student of languages
to participate in !ultilingual (o++$n"t"es at ho!e and around the
:orld in a variety of conte?ts and in culturally appropriate :ays.
7A!erican Council on the Teaching of Foreign Languages, Inc.8
Lo(al L"te%at$%e
On Lan#$a#e Tea()"n# Te()n"-$es
In his 'oo( Principles and Practices of Teaching, $r. ose F.
Calderon 73@@G, pp. 2/33@8 enu!erated the co!!only used
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teaching strategies in the classroo!, i.e., !otivational, #uestioning,
sho:ing 7lecture/de!onstration8, cooperative learning, and telling
7teacher tal(8. These tools are availa'le to the teacher :henever he
dee!s appropriate.
Lardi-a'al 73@@G8 in her 'oo( Foundations of &ducation
enu!erated the factors that aJect learning as follo:s5
The rst !otivation, arouses interest in and provides an
o'*ective, and directs to:ards a 7learning8 goal.B "einforce!ent
co!es in second, in reference to the use of audio visual aids, etc.
Third is e?tinction, :hich !eans letting so!ething die out or to 'e
forgotten 'y disuseB. Association co!es in fourth to !ean that the
!ore connections are !ade :ith the su'*ect, the 'etter it :ill 'e
learned and retained.B Interest is fth as a facilitator of learning, and
server as its o:n !otivation. "ecency co!es in last, re#uiring
recurring revie:s on previous lessons to ensure students to not forget
:hat they have learned in class.
Mean:hile, the 9eed for &valuating the "esults of Teaching
has 'een discussed in Teaching revised edition. )regorio pointed out
that if education :ere to 'eco!e a science and an art.B . . . it !ust
develop !eans of deter!ining :ith accuracy the degree and (ind of
all the changes :hich it 'rings a'out. Teaching 'eco!es !ore
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productive :hen follo:ed 'y an accurate appraisal of its results.B 7p.
0=48
The #uality of student learning re!ains to 'e the 'est gauge
to ascertain the #uality of teaching. After all, evaluation is a tool to
*udge the perfor!ance vis/\/vis desired standards !ade (no:n prior
to teaching engage!ent. A#uino 7122=, p. 3128 enu!erated the
follo:ing teaching !odels associated :ith su'*ect !atter>disciplines.
First is lecture, :hich for !any centuries has 'een the
pri!ary !ethod of trans!itting infor!ation. Second is discussion/
#uestioning, :hich co!'ines traditional recitation and classroo!
discussion !ethods. The third is vie:ing/listening :hich !a(es use of
educational technology. Fourth is in#uiry/training, :hich re#uires
students to develop s(ills in searching for and processing data to
develop concepts of logic and casuality.
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Resea%() Des"#n
In order to deter!ine the teaching techni#ues utili-ed 'y the
$&FLL Foreign Language instructors and to co!e up :ith a possi'le
classication of these techni#ues, design under the descriptive
!ethod :as used.
Des(%"/t"on of t)e S$b9e(ts of t)e St$*,
The su'*ects of the study :ere the Foreign Language Instructors
of the $epart!ent of &nglish, Foreign Languages and Linguistics.
There :ere four 708 foreign languages i.e. French, 9ihongo, Mandarin,
and Spanish and each of these languages is represented 'y an
instructor chosen as respondent of the study. The respondents :ere
chosen 'ased on a specic set of criteria consisting of t:o years or
!ore language teaching e?perience, and had taught *unior students
fro! %achelor of Arts in &nglish acade!ic year 1230/ 1234.
S$b9e(ts of t)e St$*,
Four 708 fe!ale foreign language instructors under the
$epart!ent of &nglish, Foreign Language and Linguistics :ere chosen
as su'*ects of the study. They :ere chosen 'ecause they had
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co!pleted teaching A% &nglish *unior students during the school year
1230/1234 :herein they utili-ed various teaching techni#ues on the
underta(ing of the foreign language classes.
Resea%() Inst%$+ent
The research :as conducted through the use of fre#uency li(ert/
scale and se!i/structured intervie:.
The entire #uestionnaire o'tained the instructorsH fre#uency of
use of the thirty eight language teaching techni#ues dra:n fro!
%ro:nHs ta?ono!y. The techni#ues :ere also pre/classied as
controlled, se!i/ controlled and free and :ere listed vertically :ith
one sentence/description. ori-ontal to every techni#ue :ere the
chec('o?es in accordance to the rate of use of instructors to each
techni#ue. The ve chec('o?es :ere5
AL!AY
S
OFTEN SOMETI
MES
RARELY NEVE
R
Along :ith this, the researcher see( the aid of professionals
fro! the Institute of $ata and Statistical Analysis for data
interpretation :here the research e?perts suggested that the
researchers apply nu!erical value to the er'al $escription :ith
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Al:ays 'earing the value of 4, 0/ "arely, =/ So!eti!es , 1/ Dften , and
3/ 9ever.
AL!AY
S
OFTEN SOMETI
MES
RARELY NEVE
R: ; < = &
The #uestionnaire :as also presented to the research adviser
and to three professors :ith a ru'ric sheet for validation, correction
and suggestions regarding the content.
Dn the other hand, #uestions for the se!i/ structured intervie:
:ere prepared considering so!e rsthand suggestions given 'y
foreign language instructors. %ates et. al 7n.d.8 consider the use of a
#ualitative intervie: as a good choice :hen the goals are5 To o'tain
understanding through detailed e?a!ples and rich narratives. To
ascertain the !eanings of actions and e?periences and the
senti!ents underlying e?pressed opinions. To shed ne: light on
pu--ling #uestions. To unravel co!plicated events that evolve over
ti!e. To identify varia'les and to fra!e hypotheses for future survey
research.
Data.Gat)e%"n# P%o(e*$%e
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The researchers e!ployed necessary steps and
instru!ents that :ere ad!inistered personally to gather the
data signicant for the study.
3. Letters of re#uests :ere issued 'y the researchers. They :ere later
on signed and approved 'y the CAL, Chairperson, $r. Seril. A copy of
the survey and intervie: letters of re#uests can 'e found at Appendi?
A.
1. alidation letter 7can 'e found at Appendi? $8 :as issued together
:ith the survey/ru'ric 7can 'e found at Appendi? F8.
=. The researchers sent the letters of re#uests together :ith the
validated survey /#uestionnaires to the instructors :ho :ill participate
in the study a day 'efore the intervie:.
0. The pri!ary data :ere gathered fro! the Polytechnic University of
the Philippines through the cooperation of the foreign language
instructors>respondents. The survey #uestionnaires are given and
intervie:s :ere scheduled in co!pliance to the instructorsH
vacant>free ti!e.
4. After the #uestionnaires have 'een acco!plished, the results :ere
tallied and ta'ulated. These data 'eca!e the 'ases of analyses and
interpretation.
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E. Intervie:s :ith the instructors :ere audio/recorded :ith their
consent and :ere transcri'ed after:ards. Transcriptions of the actual
intervie: can 'e found at Appendi? ).
. $ata :ere co!piled for analysis.
G. In deter!ining the $o!inant Type of Teaching Techni#ue,
7Controlled, Se!i/controlled, Free8 the researchers !ade use of the
Ta?ono!y of %ro:n in categori-ing each techni#ue utili-ed 'y the
instructors.
T%eat+ent of Data
The data gathered through s$%4e, -$est"onna"%e :ere
collated, ta'ulated, and analy-ed !anually :ith the aid of
co!puter for precise interpretation of results.
To get the do!inant techni#ue>s and the principal type of
language teaching techni#ue utili-ed 'y the four fe!ale foreign
language instructors, the overall !ean and the !ean of each
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techni#ue :ere co!puted using the sa!e given for!ula :ith diJerent
sy!'olical interpretations5
Mean For!ula5
For each techni#ue5
;her e is the su! of all the data values
$ is the nu!'er of response
Dverall Mean5
;he re is the su! of all the !ean values
$ is the total nu!'er of ite!s
The do!inant techni#ue>s :as dra:n 'ased on its !ean :hich
:as used as data for the ran( !ethod :here ve 748 'eing the highest
and one 738 as the lo:est. ;hile the Principal Type of Language
Teaching Techni#ue 'ore a ver'al description 'ased fro! the set
fre#uency value.
Infor!ation gathered through se+".st%$(t$%e* "nte%4"e6
:ere transcri'ed fro! the recorded a'stract !aterial considering no
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The purpose of this study :as to identify the principal type of
language teaching techni#ue utili-ed 'y Foreign Language instructors
fro! the $epart!ent of &nglish Foreign Languages and Linguistics
7$&FLL8 under the College of Arts and Letters. Along this chapter :e
:ill delve into the description and analysis of the t:o instru!ents :e
applied to collect data and discuss the e!erging results fro! the
statistical analysis.
The survey #uestionnaire is divided into four 708 sections and
data generated :ill 'e presented as follo:s
• The rst section co!prises the prole of the respondents their
age and the nu!'er of years they taught foreign language.
• The second section co!prises the list of Controlled techni#ues
7ite!s 3/12 in %ro:nHs Ta?ono!y8 utili-ed 'y Foreign Language
instructors.
• The third section co!prises the list of Se!i Controlled
techni#ues 7ite!s 13/1@ in %ro:nHs Ta?ono!y8 utili-ed 'y FDLA
instructors.
• The fourth section co!prises the list of Free techni#ues 7ite!s
=2/=G in %ro:nHs Ta?ono!y8 utili-ed 'y FDLA instructors.
• The fth section co!prises the Principal Type of Language
Teaching Techni#ue e!ployed 'y foreign language instructors in
their foreign language classes.
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• ;hile the last section co!prises the Principal Techni#ue>s
utili-ed 'y the foreign language instructors in the underta(ing of
the course:or(.
Profle o the Respondents
Table &
Inst%$(to% A#e N$+be% of Yea%s of Tea()"n# FOLA
N$+be% of Lan#$a#eS/o5en
A 43/E2 1G 0
% 12/ =2 1 =
C 12/ =2 E =
$ 43/E2 32 0
This ta'le sho:s that instructor/respondents under the $epart!ent of
&nglish Foreign Languages and Linguistics :ho teach foreign language have
at least t:o 718 years of teaching e?perience :ith their age ranging fro!
t:enty 7128 to si?ty 7E28 years old. All have !ore than t:o 718 language
co!!ands :here &nglish and Tagalog :ere the second and rst
languages.
According to Niplagat 712208 in his study, Factors that InQuence
the Choice of Teaching Techni#ues, he found out that, &?perience
appeared not to do as !uch value to the use 7choice8 of !ore
eJective !ethodB. "ichards 73@@G as cited in as in )alindo and
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)u-!an, 1228 #uoted al(es and $ei(ers 73@G08, :ho state that
teaching criteria have to do :ith the personal su'*ective values a
person tries to pursue or (eep constant :hile teachingB as a
conse#uence, every teacher has his>her o:n vie: of hi!self>herself of
his>her learners, their goals and their role in the classroo! all of
:hich !ay 'e reQected in everyday practice. Moreover, according to
)alindo 71228 selected> preferred techni#ues have to do :ith a
teleological 7relating to purpose8 and procedural vie: of teaching :ith
respect to teachers stance, his> her personal traits, the specications
posed on the sylla'us, the institutional policies, the o'*ectives
e?pected to 'e achieved through a particular activity that is fra!ed
:ithin a lesson. . B
In line :ith this, )ill 7123=8 supported the notion that no t:o teachers
are ali(e, 'ringing the idea that teaching e?perience co!es :hen
teachers agree that their style of teaching is uni#uely their o:n.
The follo:ing ta'les sho: the language teaching techni#ues
utili-ed 'y the four language instructors and their rate of use for each
techni#ue.
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Classifcation o Language Teaching Techniques
Table =
Controlled Techniques
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Controlled type of Teaching Techni#ue as, a teacher/centered that is
!anipulative and structured. It also involves a predicted student
responses :ith a pre/planned o'*ectives in a Set Curriculu!.
Semi-Controlled Technique
Table <
Se+".Cont%olle*Te()n"-$e
A O S R NMea
nRan5
Des(%"/t"on
: ; < = &Frequency
%rainstor!ing 3 3 1 2 2 =.4 E DStory/telling 3 1 3 2 2 0.22 4 Duestion/ ans:erreferential
1 3 3 2 2 0.14 0 D
Cued narrative>dialog 1 1 2 2 2 0.42 = AInfor!ation transfer 3 3 1 2 2 =.42 DInfor!ation e?change 2 3 = 2 2 =.14 G S;rap/up 3 3 3 2 3 =.14 G S
9arration> e?position 1 3 2 2 3 =.4 E D
Preparation = 3 2 2 2 0.4 1 A
O4e%all Mean1 <'> O
Ta'le = sho:s that techni#ues under se!i controlled :ere also
e!ployed 'y the instructors :hich o'tained an overall !ean of =.G
:hich is interpreted at DftenB use 'y the instructors.
In a Se!i Controlled Type of Teaching Techni#ue, %ro:n 712238
dened it as, the use of Language in a less restrictive :ay than the
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controlled, 'ut ta(ing into account linguistic patterns already set up
'y the teacher.
Free Technique
Table ;
F%ee Te()n"-$eA O S R N
Mean
Ran5
Des(%"/t"on
: ; < = &Frequency
"ole/play = 3 2 2 2 0.4 1 A)a!es = 3 2 2 2 0.4 1 A"eport 2 3 3 2 1 1.14 31 SPro'le! solving 2 3 1 2 3 1.4 32 D$ra!a 0 2 2 2 2 4.22 3 ASi!ulation 1 3 2 2 3 =.4 E AIntervie: 3 1 2 2 3 =.42 D$iscussion 2 3 3 2 1 1.14 31 SCo!position 2 3 2 3 1 1.22 3= S
O4e%all Mean1 <';; S
The illustration sho:s that a!ong the three 7=8 types of
teaching techni#ues, those under the free techni#ues fro! %ro:nHs
Ta?ono!y are so!eti!es utili-ed 'y the instructors in the
underta(ing of their foreign language classes 'earing an overall
!ean of =.00 :hich is interpreted as so!eti!esB used.
Follo:ing a se!i controlled is %ro:nHs Free Type of Teaching
Techni#ue :herein he characteri-ed as, a student/centered type of
teaching techni#ue that is co!!unicative and open/ended and
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involves unpredicted responses :ith negotiated o'*ectives in a
Cooperative Curriculu!.
Table :
Commonly used Teaching Techniques
%R- For classi&cation'
Fro! the given Means, it appeared that a!ong the teaching
techni#ues present in %ro:nHs Ta?ono!y, four 708 teaching techni#ues
under Controlled na!ely5 Content &?planation, $rill, "eading Aloud,
and Testing are the techni#ues instructors co!!only use in their
classes. ;hile only one 738 techni#ue under Se!i controlled :hich is
Preparation is 'ore closed to the ones !ost co!!only used. Another
techni#ue that instructors co!!only e!ploy is $ra!a under the Free
techni#ue.
Class"8(at"on Te()n"-$e Mean Ran5
Cont%olle*
Content
&?planation
4.22 3
$rill 4.22 3
"eading Aloud 4.22 3
Testing 4.22 3
Se+". Cont%olle* Preparation 0.4 " 3
F%ee $ra!a 4.22 3
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As adapted 'y %ro:n, Content e2/lanat"on concerns the
e?planation of lesson content gra!!atical, phonological, le?ical
7voca'ulary8, sociolinguistic, prag!atic, or any other aspects of
language.
D%"ll is concerned :ith the typical language activity involving
?ed patterns of teacher and student responding and pro!pting,
usually :ith repetition, su'stitution, and other !echanical alterations.
Typically :ith little !eaning attached.
Rea*"n# alo$* is teacher or student reading directly fro! a
given te?t and Test"n# :hich refers to the For!al testing procedures
to evaluate student progress.
P%e/a%at"on 7"epresentation8 concerns the student study,
silent reading, pair planning and rehearsing, preparing for later
activity. Usually a student/directed or /oriented pro*ect.
And lastly, a!ong the nine free techni#ues/ D%a+a :hich is a
planned dra!atic rendition of play, s(it, story, etc is the !ost used. It
:as *ust follo:ed 'y ga!es and role/plays.
Cited fro! the :or(s of Li-asoain and Drti- 7n.d.8 Asher 73@G18
:ho used dra!a techni#ues under his Total Physical "esponse
!ethod to teach foreign language co!e up :ith the idea that any
foreign language strategy should follo: 'iological progra! :here
co!prehension is developed through 'ody !ove!ents. The results
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fro! Li-asoain and Drti- 7nd8 study de!onstrated that in a dra!a
techni#ue provision classroo! students are !ore !otivated and learn
in a realistic co!!unicative environ!ent oJering plenty of
opportunities to use language !eaningfully.B
Principal Type o Language Teaching Technique
Table ?
The illustration a'ove sho:s that the controlled technique is the
do!inant type of teaching techni#ues utili-ed 'y the respondents
:ith an overall !ean of 0.4G !ar(ed as al:aysB 'een used 'y the
instructors. The semi-controlled o'tained =.4 overall !ean, then it
:as follo:ed 'y the free technique :ith =.00 overall !ean and
!ar(ed as the language teaching techni#ue classication that is
so!eti!esB used 'y the respondents.
According to Scrivener 7n.d. as cited in %ou!ov, 122G8 teacher/
centered approach or the traditional teaching of foreign language has
'een used very often in schools :orld:ide. It teaches the :ritten
Cont%olle*Te()n"-$e
Se+".(ont%olle*Te()n"-$e
F%eeTe()n"-$e
0.40 =.G =.00
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language as the highest priority in learning a foreign language. It is
the predo!inant !ethod in so!e cultures :here learning is i!agined
as aH *ug and a !ugH :here (no:ledge is poured fro! one receptacle
into an e!pty one.
INTERVIE!
The respondents are four fe!ale foreign language instructors
:ho all have taught *unior A%& students acade!ic year 1230/ 1234.
T:o of the! are in the age 'rac(et 13/02 years old, and the other t:o
'elonged to age 'rac(et 42/E2 years old. These instructors have at
least t:o years or !ore than t:enty/ eight years of teaching Fola.
Most of the! have the idea to teach foreign language 'ecause
they have the language in their curriculu! as a college student 'efore
and si!ply 'ecause they are very interested to the foreign language.
;ith that in !ind, 'eing fola instructor 'y choice or 'y appoint!ent
does not !atter
All of the! ans:ered that one of the challenges theyHre facing
in teaching foreign language is !a(ing their students interested in the
course :or( and !a(ing the! reali-e the relevance of learning the
language in connection to their courses or eld of e?pertise.
In response to the challenges they encountered li(e getting the
attention> getting the student to li(e the language, !a(e the lesson
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!ore understanda'le, and others, they e!ployed the follo:ing
techni#ues5
Interie! Interpretation
Table @
TYPE OF
LANGUAGE
TEACHING
TECHNIQUE
A B C
D
CONTROLLED
3
!otivatio
n
31
repetition
3G
recap>recall
of previous
lesson
31
calling their
Chinese
na!es
3=
translation
of :ords
1
Picture
presentatio
n
G
reading
aloud
4
de!onstrati
on
3
ga!es
3
!usic,
singing
G
reading
aloud
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1
audio
3@
#ui- after
lesson
dialogues
3
Music
videos
presentatio
n
SEMI
CONTROLLED
FREE
=2
!onologue
OTHER
TECHNIQUES
relevance culture Literature5
poe!
:riting
The ta'le sho:ed that al!ost all of the techni#ues utili-ed 'y
foreign language instructors are classied under the Controlled Type
of Language Teaching Techni#ue.
Dther teaching techni#ues foreign language instructors
incorporate focuses on relevance, culture and literature. Philips
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71228, in his *ournal entitled Foreign Language (ducation: )hose
*e&nition+ :rote that !ost of the pu'lic still considers foreign
language study as a su'*ect for the elite, the college 'ound, and a
s(ill or talent that &uropeans or the citi-ens of developing nations
pri-e, 'ut in reality, schools, colleges, and universities provide
instruction for reasons of creating ne: understanding of languages
and cultures :ithin the fra!e:or( of the hu!anities they 'uild
co!petencies through a trained teaching force and appeal to student
interest and purposes for co!!unicating cultures that !ay or !ay
not 'e critical at the given !o!ent.
The respondents also perceived diJering opinion and
e?periences in having &nglish !a*or students and non &nglish !a*or
students. So!e of the! so!eti!es ad*ust their approach and
techni#ue to address challenges present in the class :hile others stic(
to their techni#ues.
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language co!!ands :here &nglish and Tagalog :ere the second and
rst languages.
1.8 Techni#ues Utili-ed
Findings sho:ed that the thirty/eight 7=G8 language teaching
techni#ues illustrated 'y %ro:n in his Ta?ono!y, t:enty 7128 under
controlled, nine 7@8 under Se!i controlled, and nine 7@8 under free
:ere e!ployed 'y foreign language instructors in their respective
classes. Dther techni#ues :hich are not in the ta?ono!y 'ut :ere
elicited 'y the instructors are5 the use of relevance, culture, and
literature particularly, through poetry :riting.
=.8 Co!!only used Techni#ues
A!ong the teaching techni#ues present in %ro:nHs Ta?ono!y,
four 708 teaching techni#ues under Controlled na!ely5 Content
&?planation, Copying, $rill, "eading Aloud, and Testing are the
techni#ues that o'tained the highest !ean in ter!s of the fre#uency
of use, :ith a !ean of 4.2 and an overall ualitative $escription of
Al:aysB used. ;hile only one 738 techni#ue under Se!i controlled,
:hich is Preparation, 'ear a !ean of 0.4 and an overall ualitative
$escription of DftenB used. Another techni#ue that instructors
co!!only e!ploy is $ra!a under the Free techni#ue :ith a !ean of
4.2 and an overall ualitative $escription of So!eti!esB used. Dn
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the other hand ndings 'ased fro! the intervie: conr!ed that $rill
and "eading Aloud are the ones :hich are co!!only used together
:ith Setting.
0.8 Classication>s of the Techni#ues &!ployed 'y the Instructors
Fro! the thirty/eight 7=G8 language teaching techni#ues
illustrated 'y %ro:n in his Ta?ono!y, ndings sho:ed that all
techni#ues, t:enty 7128 under controlled, nine 7@8 under Se!i
controlled, and nine 7@8 under free :ere used 'y foreign language
instructors respectively, along diJerent levels of fre#uency. ;hile
intervie: ndings suggested that al!ost all of the techni#ues
e!ployed 'y fe!ale foreign language instructors :ere under the
controlled techni#ue and only one 738 fell under the free type.
4.8 The Principal Type of Teaching Techni#ue
A!ong the three 7=8 Types of Teaching techni#ues, ndings
deter!ined that, the Controlled technique is the do!inant type of
language teaching techni#ue utili-ed 'y foreign language instructors,
:ith an overall !ean of 0.40 !ar(ed as al:aysB 'een used Follo:ed
'y the Semi-controlled :hich o'tained a =.G overall !ean, !ar(ed as
oftenB used. The free technique gained =.00 overall !ean and
!ar(ed as a type of language teaching techni#ue that is so!eti!esB
used 'y the instructors. ;ith regards to the intervie:, al!ost all of
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the techni#ues elicited 'y the fe!ale foreign language instructors are
also under the controlled type.
CONCLUSIONConclusions :ere dra:n 'ased on the gathered and analy-ed
data51.8 Prole of the Foreign Language Instructors
The foreign language instructors are 12/E2 years old :ith t:o
to nearly forty years of foreign/language/teaching e?perience. All
have !ore than t:o language co!!ands :here &nglish and Filipino
are the second and rst languages.
1.8 Techni#ues Utili-ed
All of the techni#ues under Controlled, Semi controlled and
Free as proposed 'y %ro:n in his Ta?ono!y are utili-ed 'y the
instructors in various degrees. Dther techni#ues :hich are not in the
ta?ono!y 'ut :ere elicited 'y the instructors are5 the use of
relevance, culture, and literature, particularly, through poetry :riting.
=.8 Co!!only used Techni#ue
Fro! the given techni#ues present in %ro:nHs Ta?ono!y, four
708 teaching techni#ues under Controlled na!ely5 Content
&?planation, $rill, "eading Aloud, and Testing are the techni#ues
instructors co!!only use in their foreign language classes along :ith
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the techni#ue under the Free type na!ely, $ra!a. Although none of
the techni#ues under se!i controlled 'ear a !ean of 4.2, the closest
a!ong the language teaching techni#ues to the ones !ost co!!only
e!ployed is Preparation. Dn the other hand, ndings 'ased fro! the
intervie: conr!ed that $rill and "eading Aloud are the ones :hich
are co!!only used together :ith Setting.
0.8 Classication of the Techni#ues &!ployed 'y the Instructors
Since all of the techni#ues present in %ro:nHs Ta?ono!y are
utili-ed 'y
Foreign Language instructors, it is evident that all classications
na!ely5 Controlled, Se!i controlled, and Free are 'eing considered in
the foreign language classes :ithin various e?tents. ;hile intervie:
ndings suggested that al!ost all of the techni#ues e!ployed 'y
fe!ale foreign language instructors are under the controlled
techni#ue and only one 738 fell under the free type.
4.8 The Principal Type of Teaching Techni#ue
The Controlled technique is the Principal type of language
teaching techni#ue utili-ed 'y foreign language instructors of the
$epart!ent of &nglish, Foreign Languages and Linguistics.
RECOMMENDATION
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%ased on the ndings o'tained and conclusions dra:n in the
study, the follo:ing reco!!endations are presented.E.8 Since !ost of the techni#ues utili-ed 'y Foreign Language
instructors are under the controlled type, they are encourage to
incorporate ne: :ays 7under the sa!e type of language teaching
techni#ue8 in presenting their !aterial as part of their traditional
teaching approach, to :here they nd the!selves !ost eJective.
.8 In ter!s of the techni#ues :hich is>are al:ays used 'y the
instructors, given that ve 748 a!ong the controlled type of teaching
techni#ues appeared to 'e !ost utili-ed, and not at least one 738 of
the se!i controlled techni#ue happened to level its fre#uency of use,
foreign language instructors are encouraged to try techni#ues under
the se!i controlled to see if the studentsK response is innovative in
driving to:ards a ne: learning process.
G.8 Since a lot of language teaching techni#ues are !ade
possi'le as products of continuous research on the eld of teaching.
Foreign language instructors are encouraged to e?peri!ent :ithin the
'oundaries of their teaching !ethods to co!e up :ith possi'le
reali-ations of their teaching principles.
@.8 Since the su'*ect of the study only co!prises four fe!ale
respondents, :ith the atte!pt to understand the nature of *ust a 'rief
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account of the teaching techni#ues they e!ploy in their foreign
language classes, researchers highly suggest that further study if not
!a(e a co!parative analysis 'et:een preference of teaching
techni#ues :hen gender is involved is to increase the nu!'er of
respondents to gain 'etter accounts of the techni#ues foreign
language instructors utili-e.
32.8 Since the study :as dra:n fro! a current research on
122G at $e La Salle, Colu!'ia :here t:o &FL instructors :ere the
su'*ects of the study follo:ing a triangulation as avenues to
understand the nature of the foreign language teaching :hile this
study utili-ed a diJerent set of approach to co!e up :ith the account
of approaches foreign language instructors utili-ed, the researchers
highly encourage other researchers to e?peri!ent 'y incorporating
other !eans of data collection instru!ents to further the study in the
eld of foreign language teaching.
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Refe%en(es
Ada!son, %. 712208. China,s (nglish: A istor" of (nglish in Chinese
(ducation. ong Nong5 ong Nong University Press
Alatis, . &. 71228. )AT LA$./A.( T(AC0$. 0S1 From The (ssentials of
Language Teaching1 "etrieved fro! :::.nclrc.org>essentials
Angelo, T. A. and Cross, N. P. 73@@=8. A and2oo3 for College Teachers1
San Francisco, CA5 ossey/%ass Pu'lisher, Inc.
A#uino, ). 7122=8. (4ective Teaching %5nded'1 9avotas, Mia5 9ational
%oo(store
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Canada, Mylene et. al. 7May 1228 Language Teaching Strategies and
Testing Techni#ues of Language Teachers of Augustinian Schools in
%acolod City. University of San Agustin.
Celce/Murcia M. 7122E8 Teaching (nglish as a Foreign Language. Third
edition. Singapore5 einleeile Pu'lishers
Cha!'ers, ). 9. 3@@@. 8otivating language learners1 Clevedon5
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