The growing use of psychology in education and the impact of technology in the classroom have left language teachers wondering if language teaching should still continue as it is. Currently, many of us are restricted to conventional methods of implementing knowledge of the four skills, namely reading, writing, listening and speaking, whether the approach is communicative or structural. However, there are many advantages to be gained if the teaching of language incorporates new and relevant strategies and modes outside of its traditional scope.

Good language teachers should be liberal enough to realise that the teaching of language does not merely embrace grammatical rules, writing rules and expansion of vocabulary. The Sapir-Whorf hypothesis states that language reflects reality or whatever occurs in this world, including the society, economy and behaviour/psychology of the people around us as well as the silicon chip that is so much a part of our lives today. Indeed, all these reflect, in turn, the language we use as well. Hence, if one teaches language, one must not forget that there are so many important tools that affect or even promote language teaching. (In this article, I am certainly not merely referring to teaching materials or the communicative approach towards the teaching that most language teachers are familiar with.)

For instance, some knowledge of psychology brings about not only behavioural success at mastering language, but also cognitive success as a result of increased confidence. Language students often face difficulties in grasping new concepts, vocabulary and grammatical rules at the beginning of the term. They may become less confident and feel demoralised, particularly when they do not realise that this phenomenon is in fact normal. At best, the teacher can try to reassure and convince the students that such a situation is common, or pray and hope that they will be able to remember the concepts better over time.

However, teachers who are familiar with psychological concepts, such as Francis Robinson’s (1970) SQ3R method of studying, can teach students a more effective method of studying. SQ3R stands for a 5-step process: (1) Survey, (2) Question, (3) Read, (4) Recite, and (5) Review. These steps can be fully utilised for concepts taught in a language and communication module. If the course is on writing, the student first surveys the main topics of the course to get a feel of how the materials are organised. Second, the student questions the main topics/section headings found in the course book (e.g. “What is Procedural Writing, and how is this different from Process Writing?”). Third, the student is then ready to read the material and answer the questions he/she has just raised. Fourth, the student rehearses the answers without looking at the book. This may be accomplished by taking notes during the reading step, so that the student achieves elaborative rehearsal¹, rather than maintenance rehearsal². Finally, the student reviews what he/she has been taught during the course. Revision is in fact one effective method of transferring short-term memory to long-term memory. Hence, students may study more effectively if they are taught both language skills and the SQ3R method.

With regard to using technology in the classroom, researchers such as Hanson-Smith (1997) have suggested that the teaching of language using computers could involve: (a) accessing language material such as games and activities through the Internet or CD-ROMs; and (b) utilising word processors for multiple drafts of essays. In my opinion, computers can be further exploited: teachers should encourage students to build their own language-learning websites. Students should learn to use certain software programmes (e.g. Dreamweaver, Microsoft FrontPage) and perhaps even master basic html and java-script programming. (At present, many of my Computer Science and Engineering students are undoubtedly skilful, but a large number of Arts and Science undergraduates whom I have taught is still new to web creation.) In addition, undergraduates have the incentive to read books or surf the Internet to research material for their websites. They could also take more initiative in using the target language to write interesting webpages.

In the United States, the notion of CALL (Computer Assisted Language Learning) is very popular, involving the utilisation of computer programmes for language learners. One such programme, ‘Editor-in-Chief’, helps students to hone their text-editing skills (which are essential if the students have to produce tertiary writing of decent quality) before they hand in the final draft of a thesis or a resume. However, Asian teachers who implement the CALL syllabus in the classroom are few and far between. In order to conduct CALL-related courses, language teachers will benefit from being trained in the IT domain.

As NUS strives towards creating an intellectual hub for students to develop laterally and multi-dimensionally, optional training courses should be made widely available for teachers who want to take the extra step to make their teaching more exciting and beneficial to the students. In particular, language teachers who have gained IT skills and an understanding of basic psychological concepts will be better equipped to teach and motivate students effectively.

References

Hanson-Smith, E. (1997). ‘Technology in the Classroom: Practice and Promise in the 21st Century’. TESOL Professional Papers 2. USA: Virginia. p. 45.

Robinson, F.P. (1970). Effective Study. New York: Harper and Row.

Acknowledgements

CELC, CDTL, Department of English Language & Literature, Department of Social Work & Psychology, Ms Foo Eng Cheng, Mr Loo Eng Hock, Mr Dennis Yiong Kok Chuan, Mr Foo See Lian, A/Prof Richard Howard, Ms Chelsea Chew, Ms Teng Xiuling, and Ms Ng Cheng Cheng.

Footnotes

1. Elaborative Rehearsal is the process of remembering by way of meaningful association between new information to be remembered, and information already in long-term memory.
2. Maintenance Rehearsal is the process of remembering by mere repetition. The attempt to remember telephone numbers is an example of maintenance rehearsal.