Classroom Management for Young Learners

Definition of Classroom Management

Classroom management refers to the ways in which student behaviour, movement and interaction during a lesson are organized and controlled by the teacher” Richards (1990, 10).

Definition of Discipline

* To maintain order and to keep the group on task and moving ahead, not to spot and punish those students who are misbehaving“( Greenwood and Parkay, 1989).

The best teachers anticipate when misbehaviours are likely to occur and intervene early to prevent them. The most effective interventions are subtle, brief and almost private. They do not, therefore interfere with classroom activities.

* Causes of deviant behaviour (Cole and Chan, 1987)

Class Rules

* At the beginning of the school year, establish the class rules.

* Discuss Classroom rules with the students and consequences of misbehavior.

* Post room rules and consequences of misbehavior.

Students’ Seating

The way the students are seated in the classroom will often determine the dynamics of the lesson. Indeed, a simple change in the seating pattern can make an incredible difference to group coherence and student satisfaction.

In many cases the seating has been a crucial element in the success or failure of the lesson.
In some cases, the desks are fixed to the ground or the school has strict rules about not moving the furniture.

Student numbers are also going to be an issue.

Teachers have different preferences for seating arrangements – each group is seated round small tables is often one choice. This is probably the best option for the larger classes.

For smaller numbers and with adult or teenage students I think the horseshoe shape, which I find has all of the advantages of groups, and none of the disadvantages. A horseshoe may be desks in a U-shape with a hollow centre, students in a semicircle on chairs with arm-rests and no desks, or students seated around three sides of a large table, with the teacher at one end.

In any case, whatever seating pattern you choose or is imposed on you, the class is likely to be more successful if you keep the following principles in mind:

Try and maximize eye contact.

Make sure students are seated at a comfortable distance from each other.

Think in advance about how you will organize changing partners or changing groups.

Students’ Names

* Make two sets of name tags – one for the child's table space or desk, and one for the child to wear around the neck to special classes.

*
* Make it private: call to desk, whisper, nonverbal cues.

* Briefly talk to student/assess penalties.

* Time out at desk or another room.

* Communicate positive expectations to students: convey confidence in students’ ability to do well and maintain high expectations.

Teacher Talk & Drawing Attention

* Don't speak when children aren't listening and ready. Wait.

* Establish a signal for getting the group's attention:

1. turn off the lights
2. clap a pattern with your hands
3. Say “Freeze!” and everyone halts right where they are, like a statue. Then say “Melt!” when you are ready for them to move again.

* Practice numbers, in the beginning, even when children are doing well, just so they get the idea of how to respond to your signals. Then praise them.

Example: “One, two, three

eyes on me”

* Establish good listening habits for story time. Sometimes we read and listen, and sometimes we read and discuss, but we always listen.

Giving Instruction

* It is better to make your instructions for primary students precise and concise.

* Use puppets to help with classroom management. Puppets can whisper in the teacher's ear, and they can write messages to the class.

* Compliment leadership in students. "Oh, I like the way Antonio is ready!" will cause everyone to turn to look at the ready student and to get ready also.

* Use the same standards for everyone – no favorites!

Using Pair and Groupwork

* One of the successful ways, if the teacher is resourceful and skilful enough, to motivate his/her students to participate in the lesson is to use “pair work” or “Group work” appropriately.

Language is best learned through the close collaboration and communication among students. This type of collaboration results in benefits for all or both learners. In fact, learners can help each other while working on different types of tasks such as writing dialogues, interviews, drawing pictures and making comments about them, play roles, etc…

Setting Time Limits

1) You should set time to each activity when you are planning your lesson so that you would know if you would be able to finish your objectives or not.

2) You should tell your students about the time assigned for each activity when you give them a task to do in class.

3) Your students should gradually be aware of the importance of the time issue and respect it.

Role Play

* This is a technique to vary the pace of the lesson and to respond to the fundamental notion of variety in teaching. Teachers are advised to use the role- play activity in order to motivate their students and to help the less motivated learners take part in the lesson. Besides, certain tasks in the student’s book are followed by a role- play activity where it becomes a necessity to undergo such an activity. As good examples of that we can state: the hide (item) and guessing game, dramatizing an interview of customer and shop assistant, doctor and patient conversation, etc…

Tasks for Early Finishers

* This especially happens when students finish an assignment while other students are still working on it. That’s why you need to include an “early finisher” activity with every assignment.

* Think in advance for possible activities, options including extension activities related to the current topic, journal writing, silent reading, and educational games

Whole Class Feedback

* Take a look at the following classroom exchange:

Whole class: He bought a sandwich. (Sea of noise in which the teacher hears the answer)
Teacher: And number 4?
Whole class: He drank orange juice. (Sea of noise in which the teacher hears the answer)

* Sound familiar? How many times have you done feedback like this? Probably many. Why do we fall into the pattern of getting feedback in this way? Is it the easiest way? The quickest?

* I began to realize that generally it was only the stronger or the more confident students who would shout out the answers. When I looked at individual student’s work, I saw that they didn’t always have the correct answer and, more importantly, they didn’t know what the correct answer was.

* Feedback is better checked through each student’s response on a written form paper.

Using Whiteboard

Make sure students easily see the board.

Have your lesson objectives clear for your students. Write them on the board or get the kids to know them at the beginning – by the end of this lesson I will have learned……

These clear objectives provide a guide to what you want to achieve and can be the basis of the lesson structure. A map on the board can help to show the kids where you are going with the lesson.



References

Cole and Chan ( 1987), cited by Gary Sturt http://www.garysturt.free-online.co.uk/classman.htm

Elementary Classroom Management Survival Tips
http://www.teachervision.fen.com/pro-dev/classroom-management/6752.html

Emmer, Edmund & Evertson, Carolyn, Teach a Book: Classroom Management forMiddle and High School Teachers, PowerPoint presentation. http://www.google.com/search?q=tasks+for+early+finishers+for+classroom+management&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a

Greenwood and Parkay (1989), cited by Gary Sturt http://www.garysturt.free-online.co.uk/classman.htm

One stop english http://www.onestopenglish.com/section.asp?docid=146446

Richards (1990, 10), cited in Encyclopedic Dictionary of Applied Linguistics, edited by Keith Johnson and Helen Johnson. http://www.blackwellreference.com/public/tocnode?id=g9780631214823_chunk_g97806312148237_ss1-12

Prepared by Noamen Amara

Use TV as an English learning tool

Early English learning through TV entertainment can also help ease the worsening social gap stemming from English competence.

A 13-year-old Korean girl recently made news for getting a perfect score on the Internet-based Test of English as a Foreign Language. Reports headlined the fact that Kim Hyun-soo, a seventh grader at Daewon International Middle School, studied English at home and has never been to English-teaching institutes. Her case is mystifying to other students who spend long hours in English institutes almost daily, wrangling with what often seems to be an inaccessible language. Sure, she probably has a natural talent for languages. But that alone cannot explain her mastery of English. She says she had easy access to English for years. She read English books and watched Disney movies. She had been fortunate to converse with her mother in English at home. Such a casual accessibility to English augmented her natural gift. Linguists agree language is best learned at an early age


http://joongangdail y.joins.com/ article/view. asp?aid=2913104

Applying Noam Chomsky's Surface Structure and Deep Structure on some verses of the Qur'an

We have come across the Chomskian dichotomy of Surface Structure and Deep Structure while studying linguistics and in particular while dealing with ambiguous structures. Yet, rarely do students look for or talk about good illustrations of this case in the Holy Qur'an.

While reading the Holy Book, I came across several sentences which can be taken as good cases illustrative of the different meaning(s) understood from the surface and deep structures. Some of the very discursive phrases (with their semantic translations) are the following:

1) فتلقى أدمُ من ربهِ كلماتٍ فتاب عليهِ إنه هو التواب الرحيمُ" الآية 37، البقرة "

"Then Adam received from his Lord [some] words, and He accepted his repentance. Indeed, it is He who is the Accepting of repentance, the Merciful. Sūrah 2 – al Baqarah 37.

2) الآية 28، فاطر " ...إِنما يخشىَ اللهَ من عبادِهِ العلماءُ إنََّ اللهَ عزيزٌ غفورٌُ"

"Only those fear Allah, from among His servants, who have knowledge. Indeed, Allah is Exalted in Might and Forgiving." Sūrah 35 – Fatir 28.

The first reading of the first sentence shows that Adam is the doer of the action and the sign of him doing the action is very clear and shown in the nominative case –dhammah- (( الضمة " ُ" on the letter "م" of the word " أدمُ "/?a:damu/. So, Adam is the doer of the verb "receive", "تلقى". And the object to/of his action of receiving is the feminine plural noun (WORDS) "كلماتٍ" and the prepositional phrase (from his Lord) " من ربهِ" is the source from which the plural noun (WORDS) "كلماتٍ " have come.

Yet, a deep reading or a profound look into the structure of the sentence reveals that Adam is not the "agent" that is doing the action in the sentence; he is rather "the patient" or the "receiver of the action". In other words, Adam is not acting in the sentence; he is rather an object to the verb receive. Besides, we can deduce two objects to the verb "receive". Thus, Adam is the first object (O1 ) and the WORDS or REVELATIONS "كلماتٍ" is the second object (O2). In addition, the doer of the action or the agent is (His Lord) "ربهِ".

Our understanding of the second phrase when reading it for the first time, is that God or Allah الله" fears from the scholars or does worry " يخشىَ" from them " العلماءُ ". So, God or Allah is concerned that scholars might jeopardize His position or otherwise doubt His existence. In other words HE is the recipient of the worry and object to the main verb (worry), " يخشىَ". And the sign of HIM being the object in this sentence is the accusative case (nasb) ( َ ) on the letter " هَ" at the end of the word Allah "َاللهَ". Whereas the agent or the doer of the action in this sentence is the Scholars " العلماءُ" and the proof of their being doer(s) is the nominative case –dhammah- (( الضمة " ُ" on the last letter "ء". Yet, by relying on our religious background and knowledge and thanks to a deep reading of the same sentence we come to realize that it is the Scholars who fear God or Allah. In other words, they are the ones who are God-fearing. And this fear and worry are mainly due to the level of knowledge they have attained, which leads them to fearing Allah.
We can clearly see that the Qur'an can serve as a source for analyzing current grammatical issues since it is well known among Muslims and even for other communities as a source of so-called verbal miracles.

Last but not least, as we may all know that Chomsky tried to generalize most of his theories of the Universal Grammar so that it can be applied to every Speaker-Hearer throughout our universe when he coined the Universal Generative Grammar or the UGG. His theories of language may turn out again to the surface of truth when we know that The Qur'an had already come as a discourse or speech for all Mankind in this universe regardless of their tongues or languages.

Using songs to teach English language in the Classroom

For so many years, we have heard much about using songs and stories to teach English as a second (ESL) or foreign (EFL) language. I am going to provide a song in a video section and the lyrics for you and it's up to you to think of suitable activities to motivate (your) students and to overcome the artificiality of the classroom environment.

You need to think of the following points while planning your lesson:
1- The unit ( in the student's book) where you will include this song.
2- The type of activities.
3- The purpose of the activities.
4- You can even make a whole lesson plan and include the song for a whole classroom session or even more.

What a Wonderful World ( by Louis Armstrong)

I see trees of green, red roses too
I see them bloom, for me and you
And I think to myself, what a wonderful world
I see skies of blue, and clouds of white
The bright blessed day, the dark sacred night
And I think to myself, what a wonderful world
The colors of the rainbow, so pretty in the sky
Are also on the faces, of people going by
I see friends shaking hands, sayin' "how do you do?"
They're really sayin' "I love you"
I hear babies cryin', I watch them grow
They'll learn much more, than I'll ever know
And I think to myself, what a wonderful world
Yes I think to myself, what a wonderful world

Sorry, I couldn't download the song: you can see it by clicking on one of the following links:

http://video.google.com/videoplay?docid=23463314797130084&ei=0JvHSqiMNpLW-Abf5KzqBg&q=Louis+armstrong+What+a+Wonderful+World&hl=en#

http://www.dailymotion.com/video/x1ysp1_louis-armstrongwhat-a-wonderful-wor_music

http://www.metacafe.com/watch/1634259/louis_armstrong_what_a_wonderful_world_song_lyrics/

http://www.youtube.com/watch?v=Qm2gLx18pC8

WHAT ROLE DOES THEATER PLAY ?

After watching the Hard Talk programme on BBC and the discussion with the Director Sir Peter Hall, several questions came to my mind. These questions may raise other questions related to our culture, civilization, way of thinking and education. I sincerely want to share these questions with you and I would like to know/ see your answers.
The questions are the following:
1) What does theater mean to you?
2) Is theater part of your culture?
3) How often do you go to theater?
4) Do you enjoy plays presented/ played there?
5) What kind of plays do you like most?
6) Is theater playing any role in shaping the social conduct and behaviour in your town or country?
7) Should theater be included in the teaching curricular?

FROM EXPERIENCE I TALK: A REPLY TO ALI TAHRI'S ARTICLE

Greetings Mr. Tahri Ali!

First of all, I would like to introduce myself, in brief. I am Noamen Amara, a Tunisian teacher of English working in the Kingdom of Bahrain. I have taught primary, elementary, secondary and even ESP to trainees working at several companies here in Bahrain. Secondly, I would like to say that this research is very original and would have important effects on our way(s) of teaching once the findings and outcomes come and are later published.

What makes this topic of research very authentic is that it comes at a time where curriculum / syllabus designers in many countries where English is taught either as a second (ESL) or as a foreign (EFL) language are caught into a dilemma related to the suitable approach to adopt in order to teach English.

From my own experience in both Tunisia and Bahrain I can say that in the same way the Audio-lingual/Grammar Method in teaching English as a second language proved to be short and unsuccessful, the "natural-communicative" Method, defended strongly by Pit Corder and Stephen Krashen has proven to be "not the best alternative" to the classical approach of teaching. In fact, believing that once students engage in communication in a "stress free" environment," grammar will come by itself" has revealed to be a failure.

Indeed, by following the teacher's guidebook and the student's class book and theories of language acquisition and development that strongly oppose the idea of teaching grammar to L2 learners, students have come to be very "poor writers". So, Students here in the Arabian Gulf in general and in Bahrain as an example manage to get high marks in speaking and listening, while they fail to have the same marks or at least a little lower marks in reading and especially in writing.

Thus, I can say that by adopting Krashen's approach we end up having students who, at all levels, are able to understand spoken language, but unable to produce in the language. Finally, in order to cope with this issue teachers often resort to give multiple-choice questions or short answers in reading activities and short guided writings in the writing tasks because students are not able to form long answers or long sentences. (In writing activities, students are often given tasks where they look at a picture and write one sentence about it or they have a set of ill-organized words to reorder.)

Last but not least, I would like to say that we can not teach English without focusing in some stages on grammar, that is on the form or structure of language and at the same time we should not focus on the form too much and neglect fluency. Instead, we should try to create a balance in which accuracy and fluency can work together.

Comment by Noamen Amara: alexenoamen@yahoo.co.uk

FLUENCY AT THE EXPENCE OF ACCURACY

Hi. This is Tahri Ali, an MA student at the faculty of Sfax and a teacher of English at one of the secondary schools in Sfax. In this research proposal, I'm trying to tackle one of the fundamental handicaps that has hampered the teaching-learning process since the implementation of 'the communicative independent- learning approach'- namely the inability to reconcile the demands of acquiring a native-like fluency with the needs of a full mastery of L2 grammatical structures.

1/Introduction

• For 17 years – as a teacher- I’ve come across several hardships in trying to implement the communicative approach in class. Having a strong belief that this approach would be a complete failure unless it were adapted to its specific environmental factors, I will try in my present research to make some contributions to the teaching domain so as to reach a compromise between conflicting concepts. L2 teachers have been bombarded for decades with so many 'NEW' methods, from the Direct Method, Grammar-Translation Method, Audiolingual Method and Cognitivism to the more recent Suggestopedia, Delayed Oral Response, Silent Way and the Communicative Independent-learning Approach. To make it worse for teachers, the literature is always full of contradictories such as integrative vs. instrumental motivation, deductive vs. inductive grammar, teacher-centered vs. learner-centered class, etc. Why is it so confusing? Who is right? Are linguists and teachers really just repeating themselves year after year, perhaps under a different name? Or is what they are doing really 'New' and different?
  Shifting from one 'Method' to another, teaching English as a second language has encountered various ups and downs. Over the past two decades, the most unresolved controversial issue has been whether to shift radically from the classical audio-lingual/ grammar methods in teaching English as a second language towards the idea of students' independence. Proponents of the 'learner-centered' approaches, such as Pit Corder and Stephen Krashen, claim that the old regime is totally teacher-centered and that students are no more than empty vessels filled with the magic 'competence' of their teachers. To make it clear, let's quote Pit Corder: "efficient language learning must work with rather than against natural processes, facilitate and expedite rather than impede learning." The idea of the 'learner-centered' approach seemed so great during the last two decades of the 20th century that classrooms almost all over the world turned into research labs for linguists, teaching pedagogues and syllabus designers.
  2/ The Dilemma
  I wonder whether it was for my best luck or a handicap to my career as a teacher that my first days in class co-existed with the launching of the modern 'Communicative Approach' in Tunisia. It was really amazing to monitor students via real-life activities, pair work and group work. All I needed to proceed my lessons was just motivation. So, it seemed easy to foster the principles of independent learning. Yet, the outcome has always been so confusing that all L2 teachers have been trapped in an extremely inevitable and 'incurable' dilemma. On one side, students could reach not only a native-level comprehension both in listening and reading but also an excellent accent. But, "this 'Independent Learning' did not seem to give them the firm grasp of grammatical structures that were necessary for the production of well-formed utterances and of texts at native-speaker level," (David Nunan). It was clear then that independent learning should have its restrictions and limits. Nunan, when asked about such borders, claimed that teaching-learning activities are very much context-dependent- "This really depends on the context. In some contexts, the degree to which we can foster independent learning is restricted by either cultural factors or the prior learning experiences of the students." Nunan has been well aware of the discrepancies of the new approach, that's why he has insisted in his studies on dealing with 'Learner-centeredness' as an aspect of teaching situation which can be applicable in class if and only if certain circumstances were available. Communicative approach proponents, however, have always objected to any kind of reconciliation. Stephen Krashen strongly claims that "Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill." He also puts forward that "The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production." Such a theory has been criticized, sometimes harshly, by the New Chomskian Grammar school advocates such as Wilga Rivers, who blames Krashen for minimizing the value of accuracy in the learning process. In a particularly rich metaphor, she compares a language programme without teaching grammar to a chicken walking around without bones.
  As a teacher of English, I feel ensnared in such a tricky maze that no solution seems possible other than being 'eclectic' even though the idea of 'eclecticism' seems to be a double-edged weapon. Within this confusing atmosphere, L2 teachers have several questions in mind.

3/ Research Questions

3.1- General Question
To what extent can we reconcile 'grammar' with 'natural communication' in an integrative model of teaching?
3.2- Sub-Questions
How can we evaluate the existing teaching methodologies?
Is it possible to integrate these methodologies in a systematic way?
To what extent is the teacher 'free' to make use of these methods without contradicting himself / herself?
What techniques and strategies are to be applied to carry out the 'New' model?
Does shifting from one model to another expedite or impede learning?

4/ Research Rationale

The main objective of my present research is to find out the best ways to implement a 'flexible melting pot theory'. Such a theory would always be tolerant enough to borrow any necessary element from all previous as well as existing teaching-learning methodologies. I wouldn't say that the target theory is primarily based on the common principles of Eclecticism, though the majority of L2 teachers today resort to eclecticism whenever they feel unable to cope with their lesson strategies according to the imposed approach. What I'm looking for is simply an approach in which all the participants in the teaching-learning process take part not to impose restrictions but to 'facilitate and expedite … learning'. It is undeniable that all teaching-learning methods have contributed in a way or in another to the modern perspectives vis-à-vis TEFL. Yet, the dogma of each method to regard its findings as absolute creeds to be followed blindly by L2 teachers and to consider opponent methodologies as real taboos- such dogma has certainly impeded the development of a free, independent and natural L2 learning class in which neither the teacher nor the learner feels obstructed by methodological constraints.
In fact, 'I HAVE A DREAM' - as a teacher and I'm absolutely sure it's the same case with all L2 teachers not only in Tunisia but all over the world – that one day:

• Teachers set their own rules, proceed their own strategies, resort to any method they see appropriate to each lesson situation and above all these teachers would be able to rule out any Unitarian approach.
• My students achieve a native-like proficiency in both 'competence' and 'performance' regardless of the methods followed.
• NO ONE would say 'don't overload the students with lots of new vocabulary and grammar', 'don't teach grammar deductively' 'let students alone and give them more room to talk' etc.
• Eclecticism is no longer an escape but rather an approach.
  
  5/ Definition of concepts

5.1- Grammar: According to Oxford Illustrated Encyclopedia, grammar is 'the study of the formal properties of words and sentences. Traditionally, it includes morphology, which describes the ways in which words are formed from smaller units or other words, and syntax, which describes how words combine into sentences.' The Concise Oxford Dictionary puts it in other words saying that grammar is 'the art and science dealing with a language's inflexions or other means of showing relation between words as used in speech or writing.' A central branch of modern linguistics is generative grammar, settled by Noam Chomsky in his early publication of Syntactic Structures in 1957, 'which seeks to provide precise and explicit descriptions of the grammatical systems of languages'- (Oxford Illustrated Encyclopedia). Being the backbone of any language, Pro-Grammar methodologies have always insisted on the necessity of teaching the rules and structures deductively in L2 classes to enable students to build up a perfect knowledge of the language system they are learning. In an interview with Wilga Rivers, a Professor at Harvard University, she partially agrees with Pienemann who 'has emphasized the importance of formal instruction to avoid fossilization of errors and pidginized versions of language' (Jane Arnold- 1989) and totally disagrees with Krashen and others who de-emphasize accuracy. She claims that 'grammar is there. It is the framework within which the language is operating. It is like saying that you can have a chicken walking around without bones.'
5.2- Natural Communication: Communication in language means the 'mutual exchange of information between individuals (Oxford Illustrated Encyclopedia). The study of communication involves many disciplines, including linguistics. It is the focus on the message conveyed in an interpersonal and natural conversation. Stephen Krashen (an expert in the field of linguistics, specializing in theories of language acquisition and development) strongly opposes the idea of teaching grammar to L2 learners. Instead, he advocates the principles of L2 learning / acquisition on the basis of natural communication – "Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding." "In the real world, conversations with sympathetic native speakers who are willing to help the acquirer understand are very helpful." (Stephen Krashen)- According to this view, language is acquired just by understanding messages or by receiving comprehensible input in a 'natural order'. Learners are able to understand language containing unacquired grammar via context, extra-linguistic information, knowledge of the world, previously acquired linguistic competence, visual aids and discussion of familiar topics in class. In his Input Hypothesis, Krashen says that natural communication can't be taught but emerges on its own and that grammar is automatically understood via interaction.

6/ Literature Review
Apparently, there's no contrast between the two concepts of 'Grammar' and 'Natural Communication'. Moreover, they seem to intermingle and be mutually subordinate to each other while dealing with the language-teaching process. Yet, these notions have always been the crux matter of any 'New' methodology in teaching a second language. For many years there has been controversy in language-teaching literature on whether grammar should be deductively or inductively taught and whether speaking activities in L2 classrooms should have direct or indirect roles. A brief synopsis of the history of teaching methodologies during the twentieth century might pave the way to a new perspective towards building up our wished-for free teaching approach.
6.1- Grammar-Translation: The lessons consist of an explanation of grammar via some reading sections exemplifying the new grammatical rules and exercises to practice using the grammar and vocabulary. However, most of these classes are taught in the student's first language.
6.2- Audio-lingualism: An audio-lingual lesson usually begins with a dialogue which contains the grammar and vocabulary to be focused on in the lesson. The students mimic the dialogue and eventually memorize it. After the dialogue comes pattern drills, in which the grammatical structure introduced in the dialogue is reinforced, with these drills focusing on simple repetition, substitution, transformation, and translation.
6.3- Cognitive Code: Cognitive-code focuses on developing all four skills of language: speaking, listening, reading, and writing. In lessons, the main focus is on the communicative competence and learning the rules of grammar in its new Halliday's terms (phonology/ morphology/ semantics/ syntax) is overemphasized.
6.4- Direct Method: This method has been adopted by different approaches. The teacher, applying this method in class, uses examples of language through discussions in the target language so as to teach grammar inductively. Much space is provided by this method to Teacher-Student interaction. The teacher's role has shifted from the dominant participant to the monitor who interacts with his/her students a lot, asking them questions about familiar topics and trying to use the grammatical structure of the day in the conversation. Accuracy is sought and errors are corrected. This method is the pioneer to enhance speaking activities, though not in a natural way but rather previously planned by the teacher. But it still focuses too much on grammar.
6.5- Natural Approach: In the Natural Approach the teacher speaks only the target language. Students may use either the language being taught or their first language. The main objective of the approach is to provide a natural-like environment where students are encouraged to use the language, to talk about ideas, to perform tasks, and to solve problems. Errors in speech are not corrected; however homework may include grammar exercises that will be corrected. Its main weakness is that grammar is de-emphasized in class and dealt with as a marginal sub-task.
6.6- Total Physical Response: It involves the students listening and responding to commands given by the teacher such as "sit down" and "walk," with the complexity of the commands growing over time as the class acquires more language. Student speech is delayed, and once students indicate a willingness to talk, they initially give commands to other students. So the focus is neither on language content (vocabulary and grammar) nor on the immediate speech acts. Its content may not be always interesting for the students, but its results would come later in perfect ways though after a long time.
6.7- Suggestopedia: Focus here is on providing a very attractive environment with music and meditation in which acquisition can occur. Some of the students' first language is used at the beginning, but most in the target language. The role of the teacher is very important in creating the right atmosphere and in acting out the dialogues that form the core of the content. Suggestopedia doesn't give too much emphasis to grammar.
According to these different methods, L2 teaching concepts, strategies and techniques converge and diverge in different areas. Taking bits or chunks from each method at random has given rise to the notion of 'eclecticism' and 'eclectic language teachers'. Yet, this non-canonized approach is often utilized by language teachers to create an atmosphere full of anarchy, lawlessness and chaos. Such disorder is encountered by an absolute antagonism on the side of teachers' supervisors, applied linguists and pedagogues.

7/ Methodology

The research process and methodology are described as composed of "stages" (Ary et al. 1979). The timing of the research has two dimensions: short-term and long-term. But we can carry out this action research in ten-week time. Participants, as well, should be identified from the outset.
7.1- Participants
7.1.1- Teachers: Being an empirical research, it's necessary to ensure the co-operation of more than one teacher. As a responsible for this project, I will assume the responsibility of almost all the stages except the fifth one which necessitates the collaboration of other colleagues.
7.1.2- Students: As students represent the target of this research, I think it's undoubtedly essential to involve them in the proceedings of the project. N.B. It's not necessary to make them aware of what's going on to guarantee the truthfulness of results.

7.2- Stages

7.2.1- Defining the Problem: Defining the research problem depends to a large extent on our professional competence. As it is mentioned above (Section 2), the dilemma lies in the inability to reconcile Krashen's Model of natural communication in class with Rivers' concept of the inevitability of teaching grammar.
7.2.2- Analyzing Previous studies: This stage has already been done in Section 6 above (Literature Review). The rationale behind this analysis is to decide how to develop language teaching methods and materials. We can make use of all the theories mentioned previously in Section 6, second language acquisition theories, applied linguistics researches, as well as our professional experience in teaching. These resources should in fact support each other and lead to common conclusions. This research incorporates all theories, with a hope of reintroducing an emergent theory to language teachers.
7.2.3- Selecting Research Strategies: As a researcher, I have to select an adequate strategy to work towards the solution of the problem. The selected strategy should not be arbitrary because it represents the skeleton that supports and frames the study. Thus, it should take into account the participants involved, the quality and degree of the problem, the instruments to be used and of course the rationale behind such a study. There are many different research methodologies. In the educational field, we deal with human beings and events. So the research should not exclusively mean experimentation and apart from the experimental research we can employ data analysis, quantitative and qualitative research methods.
7.2.3.1- Quantitative Method: This method includes the following two stages, namely selecting instruments and collecting data. The approach is purely experimental and statistical as it relies on numerical data to diagnose, describe and test a given hypothesis. Different techniques can be employed here:
A questionnaire to be filled out by teachers of 2nd grades in different schools concerning their attitudes towards the problem of our research and their insights of how to cope with that.
Diagnostic analysis of students' tests (comparing results/ detecting common errors and weaknesses).
Assigning experimental groups (following different teaching methodologies) in different classes and comparing results.
Remedial tasks based on the obtained results. It's possible to resort now to the blending theory and use the required strategies form different approaches.
7.2.3.1- Qualitative Method: This method includes the last two stages, namely interpreting data and reporting research. It is conceptual rather than empirical and my own reflection on the problem will be necessary to interpret the collected data and to report the results of the research. I think that both methods can be carried out in tandem since observation would automatically follow each experimental stage. Observing students' reactions to the research techniques, the degree of their willingness to co-operate, their preferences to adopt any of the methodologies would all lead to get a thorough conclusion or decision concerning the final outcome. Qualitative method is necessary before, during and after achieving this research and it should eventually result in an approximate verdict telling whether the research has attained its goals or not.