Learning and Teaching Theories

Learning and Teaching Theories

It is William Arthur Ward who said that “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” This famous statement holds to the argument that learning within or outside of the classroom setting is indeed a continuous and, therefore, a lifelong process. Attaining longevity in the learning process, therefore, demands that teachers have an in-depth understanding of how to present information to their learners in a manner that spurs them to pursue specific academic paths even in the absence of their tutors. To achieve the desired societal, intellectual enlightenment image, philosophers developed theories that have consistently shaped the approach by tutors to teaching and learning.

Learning and teaching theories provide the teacher with a basic understanding of how individuals learn and also how they (teachers) could best explain, analyze, describe, and also envisage learning (Harasim, 2017). It is, therefore, in the in-depth knowledge and understanding of the theories’ significance that English language teachers as well can develop more refined decisions regarding the form, development, and presentation of learning (Thanh, 2018). Education being a continuous process to both the tutor and student requires the English language teacher to be on the continuous outlook on the learning and teaching dynamics and how best to adjust the theories to fit these changes (Chauhan, 2017).

The English Language, a Second Language in Vietnam

The English language is considered a second language among individuals from non-native English speaking communities such as Vietnam, where students often prefer the use of Vietnamese to English (Hoa, 2016). Vietnam considers English a foreign language. According to Hoa & Tuan (2007), the teaching and learning of the English language was introduce into the Nation’s primary schools in 1997 to boost the skills in the language, which is not that much popular in the Vietnamese native speaking population. This fact, therefore, implies that effective teaching and learning of the English language in such environments require specialized techniques specially designed to fit learners whose primary language or mother tongue is not English (Pecorari, 2018).

Teaching English to Speakers of Other Languages (TESOL)

As an English teacher trainee, the recently learned teaching and learning theories have significantly informed my prospective classroom practices in Vietnam. First, the theories have improved my knowledge in the English language domain as well as provided a deep understanding of the language’s nature and the nature of human learning. Second, I have also come to the knowledge of how the human mind functions and how the various cognitive elements affecting the learning of a second language are interrelated and coordinated in the human mind. Additionally, the theories have also proved informative in the understanding of how intercultural-communication skills are critical in teaching any other foreign language besides English. In as much as TESOL incorporates various theories, two significant theories stood out for me during the recent classroom discussions namely: B.F. Skinner’s Behaviorism Theory and Stephen Krashen’s Theory of Second Language Acquisition

Learning and Teaching Theories:

Behaviorism Theory

The theory’s developers argue that language learning is similar to any other learning land where the formation of habits is mandatory to ensure successful learning and mastery of taught skills (Budiman, 2017). Philosophers in the field of psychology have stated that any form of learning, English language included, is based on the idea of stimulus and response. The notion views human beings as individuals who are exposed to various stimuli in their surroundings, which demand their response (Marsden, Mitchell, & Myles, 2013). Upon the generation of the desired response, such responses are reinforced repetitively until the response becomes a habit.

In the same manner that behaviorists argue, so could it be applicable in the learning of the English language as a second language. As a teacher in Vietnam, I could employ similar approaches that would reinforce desired English skills in my students since the theory proves that just like habit formation is a result of similar repetitive responses to stimuli, so is learning. Language learning, English in particular, will require learners to respond to certain situations in certain specific ways; for example, when a teacher enters a classroom, there is a form of greeting that is expected. In another case, when an individual approaches someone, there is a manner of greeting as well as response expected based on the parties’ comprehension of the English language. If the greeting is understood, then the response will be reinforced, and the learner gets to understand that certain stimuli ought to be responded to in specific ways. In so doing, such habits are mastered, and such is the case in the learning of English.

However, this process is not that simple in TESOL compared to a population where English is their first or native language (Budiman, 2017). When teaching English as a first language, all that the learners have to do is learn and familiarize themselves with a set of new habits as they learn to respond to the various stimuli in their environment (Marsden, Mitchell, & Myles, 2013). In the case of English as a second language, learners notably have a well-established set of responses in their mother tongues, in my case, Vietnamese. It will, therefore, be my responsibility as a teacher equipped with TESOL skills to guide the learners in the replacement of Vietnamese responses with English responses as I reinforce the responses repeatedly until the habit is formed in the learners.

Additionally, the other significant impact that the behaviorism theory has had in my prospective teaching career in Vietnam is the need for conversancy with the Vietnamese grammatical structure. From the theory, I learned that teaching and learning English in Vietnam could be easy if both languages exhibit similar grammatical structures. However, in the case that the two structures are realized differently, then TESOL will be slightly difficult in Vietnam.

Krashen’s Theory of Second Language Acquisition

Developed in the 1970s, Stephen Krashen’s theory of second language acquisition is comprised of five major hypotheses that together define the theory (Marsden, Mitchell, & Myles, 2013). The acquisition-learning hypothesis, the natural order hypothesis, the monitor hypothesis, and the affective filter hypothesis are the five main hypotheses that defend Krashen’s notion. The acquisition-learning hypothesis, for example, generates the argument that there exist two independently distinct systems when it comes to foreign language performance, which is the “learned system” and the “acquired system” (Raju, & Joshith, 2018). The latter system is the result of a subconscious process that is similar to that undergone by children during the acquisition of their first language. The employment of this system in my English language teaching in Vietnam, therefore, dictates that I ought not to focus much on the learners’ utterance, but rather in their communicative acts.

The “learned system” on the other hand is the result of formal instruction and is made up of a conscious process which ends into a conscious knowledge of the target language, for example, conscious knowledge of grammatical errors which is enabled by one’s comprehension and mastery of grammar rules (Marsden, Mitchell, & Myles, 2013). Therefore in the case of a teacher-centered setting where a deductive approach is applied, “learning” is produced, whereas a student-centered setting where an inductive approach is employed, “acquisition” is produced. With such learned insights, teaching English in Vietnam schools will demand my application of both inductive and deductive approaches so ensure that both learning and acquisition occur concurrently. Rather than being strict on correct phonetic pronunciations of English vocabularies among the slow learners, I would encourage them to attempt applying the learned skills to the best of their knowledge. I would reward specific learners that exhibit outstanding continuous improvements in their learning of the English language despite the limitations of the Vietnamese language that may occasionally emerge in the course of their communication.

The monitor hypothesis, on the other hand, outlines the association between learning and acquisition as well as explains the influence of the former on the latter (Marsden, Mitchell, & Myles, 2013). According to Stephen, acquisition and learning are distinctively used in second-language performance. The hypothesis, therefore, argues that learning has a single function primarily: monitoring or editing. This notion, therefore, alludes that learning as a process only comes into action to make adjustments in the learners’ utterance once the acquired system has made an utterance. The acquisition system acts as the utterance initiator, whereas the learning system performs the “monitor” function. From Krashen’s hypothesis, it seems like the conscious learning role is somewhat limited when it comes to the performance of the second language (Brown, 2000). This statement is due to the appearance that the monitor’s role is minor since it is only seen playing the role of correcting deviations from what is considered “normal” speech as it aims to accord the speech an appearance that is viewed “polished.”

Based on the technicality of the monitor hypothesis, it is crystal clear that Krashen’s monitor idea cannot be applied all the time, therefore deeming it an unreliable threshold in second language teaching and learning. However, given adequate time, whereby the focus on form is critical for learners, and the learners are well conversant with the required grammatical rules, they could put the monitor concept into efficient use whose results could be consciously modified performance in the second language (Marsden, Mitchell, & Myles, 2013). Such a shortcoming attracts criticism from education scholars who argue that the demands and pressures of communicating in the second language in present times may not accommodate such monitoring to be performed.

The Behaviorism Theory preferred to Krashen’s Theory of Second Language Acquisition

There are no “best” learning and teaching theories in the acquisition and learning of the English language as a second language in Vietnam and other nations where English is not the population’s native language. This position owes to the fact that each of the theories discussed in class: the behaviorism theory, Krashen’s Theory of Second Language Acquisition, Schumann’s pidginization model, pragmatism, extension theory, sensory theory, pedagogy and andragogy, and humanism, each provide different approaches and views to learning and teaching (Richards, 2017).

However, despite the variances, the behaviorism theory would be useful in my teaching of English in Vietnam’s learning institutions. Vietnam is a nation that was under Chinese rule from 111 BC to 938 AD at a time when the Country’s education was conducted in the Chinese language, using the Chinese model. Even after the Nation’s independence in 939, the Chinese language was still an influential language and form of instruction. With such Chinese influence amidst the presence of the native Vietnamese language, introducing English in Vietnam has been met with significant challenges that require teachers conversant with TESOL in developing the best technique that promotes effective reinforcement of the English language to the point of mastery and application.

B.F. Skinner’s theory, states that regardless of the followed form, two main factors are constant in behaviorism: errors and habit formation (Budiman, A. (2017). The habits, which can either be formed by imitation or stimuli, are essential in language development. Due to the influence of the Chinese language as well as the Vietnamese language, instructing in English may require more of imitation and stimuli than a teacher-centered setting where the deductive approach is employed, as is the case of Stephen Krashen’s theory of second language acquisition (Chauhan, 2017). Since most Vietnamese English teachers of Vietnam origin too are affected by the native language, applying the behaviorists’ approach in English instruction seems the best approach to employ despite the theory’s constraints.

The Kind of Teacher I would like to be

Having refined knowledge of theories useful in the effective implementation of TESOL, my approach to teaching in Vietnam and other nations of the same nature has significantly changed. As an instructor of the English language, I now know what to do and what not to do within and outside the classroom setting. As an instructor, I intend to reward correct performance in the English language, but encourage the learners when they are incorrect. By encouraging the slow learners concerning English learning and acquisition, their psyche and morale will be boosted; therefore, they will not be afraid of making successive attempts without the fear of intimidation. Additionally, I purpose to embrace a critical analysis approach to all grammatical structures of native languages whenever I will be called upon to implement TESOL. Finally, rather than rely on conventional teaching techniques that have been in use for decades, I tend to adopt current approaches that are in alignment with the dynamic demands of the teaching profession.

References

Brown, H. D. (2000). Principles of Language Learning and Teaching fourth edition. San Fransisco State University: Addition Wesley Longman.

Budiman, A. (2017). Behaviorism and Foreign Language Teaching Methodology. ENGLISH FRANCA: Academic Journal of English Language and Education, 1(2), 101-114.

Chauhan, R. M. (2017). Teaching English To Speakers Of Other Languages: Methodology And Strategy (No. 2017-23-03).

Harasim, L. (2017). Learning theory and online technologies. Routledge.

Hoa, N. (2016). Difficulties in Teaching English for Specific Purposes: Empirical Study at Vietnam Universities. Higher Education Studies, 6(2), 154-161.

Hoa, N. T. M., & Tuan, N. Q. (2007). Teaching English in primary schools in Vietnam: An overview. Current Issues in Language Planning, 8(2), 162-173.

Marsden, E., Mitchell, R., & Myles, F. (2013). Second language learning theories. Routledge.

Pecorari, D. (2018). Teaching English to Speakers of Other Languages (TESOL). In The Routledge handbook of English language studies (pp. 199-211). Routledge.

Raju, N., & Joshith, V. P. (2018). Krashen’s Theory of Second Language Acquisition: A Practical Approach for English Language Classrooms. International Journal of Innovative Knowledge Concepts, 6, 12.

Richards, J. C. (2017). Teaching English through English: Proficiency, pedagogy and performance. RELC Journal, 48(1), 7-30.

Thanh, V. H. (2018). CHALLENGES OF TEACHING ENGLISH IN VIETNAM THROUGH THE EYES OF EXPATRIATE TEACHERS. DIVERSITY AND UNITY, 271.