A STUDY OF THE APPROACHES AND METHODOLOGY IN ENGLISH LANGUAGE TEACHING IN A SECONDARY SCHOOL IN SINGAPORE

Abstract

Trends in English Language teaching have undergone many changes and these have left their mark on classroom teaching methodology. Current research has called for an end to any seeking for a “best method” and instead has focussed on what is actually happening in the classroom. In this study certain aspects of classroom activity have come under scrutiny in order to see why results in formal examinations (which are used as the benchmark in the educational system) have remained static over a period of time. In order to do this, the observer has looked at the conduct of the lessons, the lesson plans, the marking of written work, the materials used and the support programmes. The data collected from lesson observations on kinds of activities, types of questioning and focus of lessons revealed that the approaches and methodology for the teaching of English Language in the particular secondary school was very diverse. Often there was a lack of direction among the teachers as a whole although teachers indicated that they were aware of what was expected in the English Language Syllabus (Secondary) 1991. Although there were successful lessons, they tended to be in the minority. There was also not enough student interaction in many of the lessons observed and students were not sufficiently exposed to the target language. Teachers depended a considerable amount on the prepared Units-of-Works and carried out the activities as specified despite their obvious unsuitability for the particular class. Generally, teachers had the idea that there should be interaction in the classroom but some did not trust the effectiveness of mere interaction and had settled back on the 'safe' method of 'monologic discourse' directed by the teacher to the student body. There was also a lack of confidence among the teachers in the teaching of specific topics. The findings call for a raising of teachers' linguistic awareness leading to stronger confidence in teaching a more functional grammar in the classroom. Teachers should also research their classrooms more closely for what constitutes an “effective lesson''. More flexibility should be given to teachers to adapt the materials and their approaches and methodology to suit their students' needs. The workload of the teacher should be studied to aim for quality teaching instead of quantity only. There is also a great and urgent need to address this through sharing sessions, workshops, courses and thereby raising the teacher's awareness to the new developments in language teaching and to help them reaffirm their commitment to the teaching of language in the classroom.