Research Paper

“A Research study of  views of Vernacular students on various activities done from Bridges by Dee Broughton”

Ankit R. Patel

Student of M. Phil

H M Patel Institute of English Training & Research

Vallabh Vidyanagar (Gujarat)

E-mail:ankitrp92@gmail.com

Introduction

If we glimpse in the present era, that t has proved that English language has gained its own place in the world and become basic thing to know, learn and use it. Hence it is requiems of people and they start to learn it but problem occurs that they can better understand English language than they use.

In Gujarat, many people understand much more English than they speak or write. Many complex factors contribute to this situation. One factor that can be addressed by Gujarati ELT professionals is the design of the materials used for teaching English in the schools and universities. It is widely accepted that materials designers need to take into account two things: 1) the theoretical principles of secondary language learning and acquisition and 2) the real-world conditions found in classrooms.

The present paper “A study of views of Vernacular students on various activities done from Bridges by Dee Broughton” focuses on the views of vernacular students about Bridges as it is useful for students of  Gujarati medium school of Gujarat. As well as how Bridges is useful to use target language.

Key Words: vernacular, ELT, Bridges, English language

Literature Review:

First let us look at the principles of secondary language learning and acquisition. Tomlinson has put forth six principles of Second Language Acquisition that he maintains should be applied to materials production.

1) A Pre-requisite for language acquisition is that the learners are exposed to a rich, meaningful and comprehensible input of language in use.

2) In order for the learners to maximize their exposure to language in use they need to be engaged both affectively and cognitively in the language experience.

3) Language learners who achieve positive affect are much more likely to achieve communicative competence than those who do not.

4) L2 language learners can benefit from using those mental resources which they typically utilize when acquiring and using their L1.

5) Language learners can benefit from noticing salient features of the input.

6) Learners need opportunities to use language to try to achieve communicative purposes.

Tomlinson’s principles, however, were derived from experiences with conditions in the West that are quite different from the conditions that may be found in the classrooms of Gujarat.

For example, in the West where the principles were first derived, classroom conditions are found different from classrooms of Gujarat. In the West where classrooms are very large with adequate technology and multimedia as well as provided good knowledgeable teachers.

While in Gujarat, classrooms are very narrow where Students are enabled to sit comfortable. Teachers are enabled to teach the students because of not having adequate knowledge. Technology and multimedia use in rare case.

In light of these conditions, the researchers felt that Principle 2 would apply in Gujarati classrooms, but ….remember learners should given a chance to respond personally and make use of activities which learners to think and feel before doing and after using the target language for communication.

While it’s unclear if all of Tomlinson’s principles apply, it’s also unclear if materials that appear to work well in Gujarat incorporate these principles or not. One example of materials designed specifically for Gujarat is the recently published English language textbook, Bridges.

This book was designed to bridge the gap between understanding English and producing it. The goal of the book makes it an appropriate choice for investigating elements of design that might influence use of the target language. Does the Bridges design make use of all or some of Tomlinson’s principles?

Activities	Prin.1	Prin.2	Prin.3	Prin.4	Prin.5	Prin.6
3/1	Apply	Apply		Apply
3/2		Apply	Apply
2/7						Apply
6/1		Apply	Apply
5/2	Apply	Apply			Apply

In Unit 3, Activities 1…Principles 1, 2, 4 are applied.

In Unit 3, Activities 2… Principles 2, 3 are applied.

In Unit 2, Activity 7… Principle 6 is applied.

In Unit 6, Activity 1… Principles 2, 3 are applied.

In Unit 5, Activity 2… Principles 1, 2, 5 are applied.

Therefore, Bridges appears to emphasize some principles more than others.

Although it’s clear that the activities in Bridges encourage collaboration, communication, and critical thinking, it has not been positively established that these activities will also promote production of the target language. It’s possible that the activities would result in use of the mother tongue.

The creator of Bridges, Dee Broughton, acknowledges this issue, “The materials design for Bridges was originally requested for an English-medium environment. In such schools, the environment of the school itself may ensure use of the target language. While we’ve seen very good results so far using the Bridges design and materials in vernacular-medium schools, there is still a need for additional research in this area.”

Research Objective:

The SEM 3 MA-ELT Research Methodology and Materials Development classes at H.M. Patel Institute of English Training & Research took up a small research project to look closely at the Bridges materials in relation to the principles set forth by Tomlinson and to find out if these materials actually helped to stimulate production of the target language under Gujarati conditions.

Research Questions:

The project set out to address two research questions:

1) Did the Bridges design seem to promote use of the target language in a particular group of students?

2) Was there any correlation between the use of particular principles and the ability of the materials to promote use of the target language with a particular group of students?

Methodology:

The Sem 1 MA-ELT Language Skills class at the H.M.Patel Institute was asked to choose six activities from Bridges that they felt they could complete entirely in English. Each group did one activity and took notes on their use of the target language and the mother tongue. They also noted whether they changed the activity in any way or whether they performed it as written in Bridges.

Results:             

Group 1 chose Unit 2 Activity   7: One student said, “We were 6 members in a group. An activity is very interesting because they got new information about new interesting animals.

Group 2 and 3 chose Unit 3 Activity 1: One student said, “We were 8 members in a group. We used Bridges as a material. We enjoyed while doing this an activity because we have to image a story or because of funny imagination."

Group 4 chose Unit 3 Activity 2: One student said, “We were 7 members in a group. It is collaborative activity.”

Group 5 chose Unit 5 Activity 2: One student said, “We were 6 members in a group. We used a text called Bridges.  It is collaborative activity. It is based on real life experience. It supports speaking and writing skills. We like this activity because it provides lot of scope to communicate in target language.”

Group 6 chose Unit 6 Activity 1: One student said, “We were 6 members in a group. We used Bridges. It supports speaking, listening and reading skills. It is interesting activity.”

Discussion:

From the interviews conducted with Sem 1,

it appears that … Most of the students were able to speak in English. They seemed very confidently. They answered of all the questions. They liked to do like this activity.

Here, Sem-1 students used the target language thoroughly during doing activity-1 of unit-3.During the discussion of activity-2 and 1, of unit-3 and unit-5 respectively, students used target language sometime. Students could able to share their ideas in target language most of the time while doing activity-7 and 2 of unit-2 and 5 respectively.

	Principles						Sem-1 use of target language
Units/Activities	1	2	3	4	5	6
3/1	Apply	Apply		Apply			Thoroughly
3/2		Apply	Apply				Some time
2/7						Apply	Most of the time
6/1		Apply	Apply				Some time
5/2	Apply	Apply			Apply		Most of the time

The above diagram talks about using of principles in activities of different units as well as using of target language by students of Sem-1 during doing their activities.

Conclusion:

It can be said that Bridges helps to only higher levels students of Gujarati medium school instead of lower levels students of Gujarati medium school. It is also helpless for students of rural areas‘schools.

References:

Tomlinson, B.2010. Principles and procedures of materials development. Leeds Metropolitan University.

Broughton, D.2013. Study DO. Asia Bridges.