The aim of this workshop is to provide participants with some teaching ideas on how the writing skill may be improved. This is done through error analysis, correction and vocabulary building. The first part of the workshop will explore different ways of identifying students’ weak areas in writing and how these areas may be corrected. The

second part will cover ways on how vocabulary building may be carried out, to help students improve their writing skill. The participants will have hands-on experience of

preparing materials for vocabulary building during the workshop

R., Geetha Usha

English

UUM Repository

 The Missing Link in English Language TeachingGeetha Usha. R.English DepartmentInternational College of Linguistics71-77 Customs St. Central AucklandNew Zealandusha_geetha@hotmail.com  THE MISSING LINK IN ENGLISH LANGUAGE TEACHINGABSTRACT The aim of this workshop is to provide participants with some teaching ideas on how thewriting  skill  may  be  improved.  This  is  done  through  error  analysis,  correction  andvocabulary  building.  The  first  part  of  the  workshop  will  explore  different  ways  ofidentifying students’ weak areas in writing and how these areas may be corrected. Thesecond part will cover ways on how vocabulary building may be carried out, to helpstudents improve their writing skill. The participants will have hands-on experience ofpreparing materials for vocabulary building during the workshop.Thematic Concern The thematic concern for this action research project is to improve students’ writing skill.This is to be carried out .through analysis, categorization and rectification of errors instudents’ written work and the second part is to explore ways to improve the use ofvocabulary in writing skill. Preparing Asian students for IELTS (International English Language Testing System)Examination has been challenging. Various methodologies have been carried out in theclassroom  and  this  has  been  the  most  effective  .These  students  have  previouslyundergone a mechanical process of learning .( Heavy /detailed  marking  by their teachersand students would copy the detailed marking as ‘corrections’ without understandingwhat their errors were.)  I believe that a reflective process through feedback is essential.This action research project conducted was not only beneficial for the exams but alsohelped them to communicate well in an English speaking country.This project was planned based on the fact that….education theory must always be oriented towards transforming the ways in which teachers see themselves and the situation so that the factors frustrating their educational goals and purpose can be recognized and eliminated.Carr & Kemmis 1988 Action Group This research was carried out in a private international tertiary education centre located inCentral Auckland. It was carried out in the class which prepares international students forthe IELTS (International English Language Testing System) Examination. The groupcomprised twelve students. These students were second language learners from China,Korea and Japan. They spent approximately five months in this class.  Description of Research ProjectThe three streams of institutionalism –language and discourse, activities and practice andsocial relationships do not take place independently but are interdependent. Firstly, setting the conducive atmosphere for learning to take place. To encourage andbring about active participation of students .It is important to build a rapport with thestudents to encourage them to participate eagerly. Removing all the negative commentsand putting forward only the positives. Consideration has to be given to their culturalbackground, proficiency level and their learning styles.To analyse and categorise weaknesses in writing skillInput The students and the teacher had discussed a topic and ideas for the essay had been listed.The  format  for  the  essay  was  taught  and  the  expectations  were  made  known  to  thestudents to give them a direction to write.Output The students write out the assigned work with teacher /peer support. There should not betoo much limitation on time. The work is submitted to the teacher for analysis and categorization of weak areas. The following assessment record sheet was used to analyse and categorise.ASSESSMENT RECORD SHEETNAME Of STUDENT : Writing Skill  Outcomes Competency   achieved1. Can understand instructions and task 2. Can organize ideas3. Can write an opening statement –introduction 4. Can write a thesis statement –introduction5. Can write topic sentence    - contents 6. Can write references / examples  -contents 7. Can explain the idea/ topic sentence  -contents 8 .Can use cohesive devices   -all paragraphs  9. Can sum up main ideas and make a closing statement  -Closing 10 .Can write a variety of sentence structures –all paragraphs 11. Can use a range of vocabulary  - all paragraphs In the next stage I used Lewin’s ApproachAction research proceeds in a cycle of steps each of which is composed of planning, action, and the evaluation of the result of the action.The process begins with a general  idea and some kind of improvement or change is desirable.  Breaking the general plan down into achievable steps .It recognizes the need for action plans to be flexible and responsive.Lewin,K.(1946)To Rectify the Students’ Weak AreasCycle One The  student’s competency achieved is marked on the individual assessment record.One to one feedback is given to students to make them understand clearly what theirweak areas are. Suggestions are given to rectify the errors . Sample written work may beprovided to help students. If the weak area is a specific grammar topic, the student isgiven extra grammar work on that specific area.Cycle 2Written work  is assigned. The students are reminded of their specific outcomes that theyset to rectify. Some students preferred to work one area at a time while some of the moreambitious ones wanted to work on more than one area in each cycle. Students should begiven  the freedom to work at their own phase as long as some form learning is takingplace at each cycle.Action research allows us to give a reasoned justification of our work to others because we can show how the evidence we have gathered and the critical reflection we have done helped us to create a developed, tested and critically-examined rationale for what we are doing.S.Kemmis & R.McTaggart (eds) 1987 Cycle  3 The  process continues with constant monitoring  .The  analyzing,  categorizing,  rectifying,  and  feedback  is  a  continuous  process.  Thestudents get to see what he or she has achieved through the assessment records.   Evidence  and Achievement  In this project the Asian students who were second language learners were able to achieve remarkable improvements in thewritng skill ,within a short time.( about 5 months ) The participants worked towards improvement of their work. It was collaborative It established self-critical communities. It established a systematic learning process The process resulted in the participants putting their practices,ideas and assumption to test by gathering compelling evidence. The participants were open-minded.PART 2 This part will explore ways to build vocabulary primarily for writing skill. This has beena legitimate concern for teachers . This is also the root cause of the students being  unable to understand what they are reading unable to speak confidently unable to understand what they are listening unable to express their ideas well in writing.In the first stage resources are made for teaching vocabulary .A general vocabulary list isfirst made and a topical list is developed from the first list. The vocabulary list may becreated  weekly. In some cases  the students may be able to handle more than one list aweek. First Cycle Input The students will be given a list of words /phrases .The general vocabulary list is introduced to the students through various ways. Theexplanation is carried out bearing in mind the different types of learners in the class.Output The students use the learnt words and phrases in their speaking skill. A relevant topic hadbeen set prior to that. This could be carried out as pair work or group work. The studentspractise the use of new vocabulary with their peers to build confidence before they speakone by one. When the students discuss their ideas, the other students are given a task tolisten and make notes for random student feedback .This acts as a form of reinforcement  A relevant writing topic had been set prior to that. The students will write out the essay/sentences. Feedback The  teacher  gives  feedback  on  the  use  of  the  words  learnt.  Corrected  forms  areemphasized for students to consider before the next cycle. Next action plan is discussedwith the student. Second Cycle Input The words/phrases are put up as posters in the class for constant visual reference andreinforcement.Students are set another assignment for discussion and written work. The new assignmentis relevant to the same vocabulary list..  General comments were given. And areas ofconcern emphasized. Output The students carry out the given assignment –discussion and written work. Feedback /Input/Output/ FeedbackThis is a continuous process. Outcome of the continuous processThese cycles resulted in students : having a direct experience were able to express opinions were able to understand their errors and carry out  appropriate action.  having a non-threatening environment for learning having a better understanding of the teacher’s objectives.This project provides an authentic hands-on experience where I learn by doing .It invites me to explore my educational values by investigating them in practice. Henry & Rodostianos 1993,p.11Tangible Evidence – Students’ Performance in the IELTS Exam   2006 WRITING SPEAKING LISTENING READINGStudent 1 Korean Male               6.0                      8.0                       7.0                    Student 2 Korean Female            7.0                      7.0                       8.0                     Student 3   Japanese Male             7.0                      7.0                       6.5                     Student 4 Korean Male                 6.0                     6.0                       7.0                   Student 5 Chinese Female             6.0                      5.0                      5.5                     Student 6 Korean Female              7.0                     7.0                       7.0                    Student 7 Korean Male                  6.0                     6.0                       6.0                  Student 8 Japanese Male               5.0                      6.0                      6.0                    Student 9 Chinese Female              7.0                     6.0                      6.0                     Student 10 Chinese Female               5.0                    6.0                      6.0                     Student 11 Korean Female                6.0                    7.0                      7.5                    Student 12 Korean Female                5.0                    7.0                      6.5                    CONCLUSIONThis  action  research  resulted  in  the  successful  learning  of  the  language  and  also  thestudents were able to use the language effectively. This was possible as they could clearlysee  and  understand  their  weak  areas  and  experienced  the  process  of  rectifying  theirmistakes. The vocabulary building through constant reinforcement cycle of (input, output,feedback) culminated in great results. This helped the participants to express their ideasconfidently in speaking and writing skill. They were able to comprehend reading materialsand what they were listening.In a nutshell, improving writing skill is not just a matter of individual action but requires aunified approach of teacher/ student/peers. Other aspects to be given consideration whenteaching English to speakers of other languages include their cultural background, level ofproficiency, conducive atmosphere and learning styles which are linked inextricably totheir way of learning. This may require  making changes for successful learning to takeplace. These changes will have corresponding changes in others as they are interdependent.  REFERENCES Carr  W  and  Kemmis  S  (1988)  Becoming Critical,Education,Knowledge and ActionResearch. Deakin University Press.Henry,C & Rodostianos, A .(1993), How Teachers Change Themselves: The relationshipbetween  research  and  curriculum  improvement. Paper  prepared  for  the  FourthInternational Symposium for Action Research, Seattle,Washington,22-24 April in DeakinUniversity (1998) ,The Action Research Reader  (4 th Ed.) Deakin University Geelong,Victoria ,p11. Lewin,K.(1946) ‘Action Research and minority problems’  Journal of Social Issues, 2,34-36. S.Kemmis,RMcTaggart (eds) , The Action Research Reader, Deakin University Press,Geelong, Victoria. 

The missing link in English language teaching

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