International Conference on Language Policy, Multicultural and Multilingual Settings at

Mandalay University

‘How to Teach Myanmar Language more effectively as a Foreign Language’

Mon Mon Aung1
Abstract
Language teaching has started in Myanmar since the Bagan period. It can be seen on four sides
of Rajakumar stone inscription of Pali, Mon, Pyu and Myanmar Language. Among them, Pali
language teaching dominated in monasteries at that time. Teachers were monks and most of
the pupils were boys. They used Nissaya(Translation) method in Pali language teaching. English
language teaching started in Konbaung period. Myanmar language teaching for foreign students
formally started in Yangon University in 1960s. Today, Myanmar language teaching has become
popular in foreign countries. This paper aims to find out a way to teach Myanmar Language
more effectively as a foreign language. It will be focused on comparative method by David
Collier (1993). The research questions are (1) which teaching method can improve Myanmar
language teaching? (2) How do we effectively train students to be proficient in Myanmar
language skills? This paper is based on the researcher's experience of Myanmar Language
teaching from 2002 to 2008 at Yangon University of Foreign Languages and Language teaching
workshop in November 2006 at Yangon University of Foreign Languages. It was found that
combined language teaching method is used more effectively in teaching language skills.
Key words: language teaching, teaching method, language skills, combined language teaching
method
Introduction
This paper presents how to teach Myanmar Language more effectively as a foreign language. Today is
Knowledge age and countries in the world are like a big village. People in a big village can speak at least
two languages. Myanmar language teaching has become popular in foreign countries. Thus, language
teaching is an important factor in the present day.
Aim
To find out a way to teach Myanmar Language more effectively as a foreign language.
Research Design
This paper will be focused on comparative method by David Collier (1993). He said that comparison is a
fundamental tool of analysis. It sharpens our power of description, and plays a central role in concept-
formatting by bringing into focus suggestive similarities and contrasts among cases. 2
The research questions are
(1) Which teaching method can improve Myanmar language teaching?
(2) How do we effectively train students to be proficient in Myanmar language skills?

Hypothesis
Combined language teaching method is used more effectively in language skills.

1
Dr. Lecturer, Myanmar Department, Yenanchaung Degree College.
2
Collier, David. 1993. 5.
 International Conference on Language Policy, Multicultural and Multilingual Settings at
Mandalay University

Literature Review
A foreign language is a language indigenous to another country. It is also a language not spoken in the
native country of the person referred to i.e., an English speaker living in Guam can say that Chamorro
is a foreign language to him or her.1 A foreign language teaching and learning is popular in present
day.
Jack C. Richards and Theodore S. Rodgers(1986) described language teaching as
follows:
Language teaching came into its own as a profession in the twentieth century. The
whole foundation of contemporary language teaching was developed during the early
part of the twentieth century, as applied linguistics and others sought to develop
principles and procedures for the design of teaching methods and materials, drawing
on the developing fields of linguistics and psychology to support a succession of
proposals for what we were thought to be more effective and theoretically sound
teaching methods.2
Besides, David Nunan (1991) pointed out
An important task confronting applied linguistics and teachers concerned with second
and foreign language learning is to overcome the pendulum effect in language
teaching. This effect is most evident in the area of methodology where fads and
fashions, like theories of grammar, come and go with monotonous regularity. 3
In 60th anniversary of Myanmar Department of Yangon University seminar(2001), U Tin Shwe
(Professor and Head of Myanmar Department, Yangon University of Foreign Languages) presented
‘Language teaching in Myanmar’. In Thailand, in the 1 st International Conference on the Dynamics in
Second/ Foreign Language Teaching in 21 st Century (2010), Dr. Aung Win Naing presented ‘Teaching
Myanmar Language as a Foreign Language’. He pointed out ‘Teaching Myanmar Language is gradually
going forward and we should try to prepare the language teaching materials to meet the global
context. Since ‘time’ becomes the vital factor in language teaching, we still have to find the new
methods or new combinations of old method’.
1. A Brief History of Language Teaching in Myanmar
The Republic of the Union of Myanmar is an ethnically and linguistically diverse country. Myanmar
language is the official language and it is a member of the Lolo-Burmese grouping of the Sino-Tibetan
language family.
Language teaching has started in Myanmar since Bagan period. It can be seen on the four sides
of Rajakumar (Myazedi) stone inscription of Pali, Mon, Pyu and Myanmar Language. Among them, Pali
language teaching dominated in monasteries at that time. Teachers were monks and most of pupils
were boys. They used Nissaya (Translation) method in Pali language teaching. English language teaching
started in Konbaung period. Myanmar language teaching for foreign students formally started in
Yangon University in 1960s.
Yangon University of Foreign Languages was founded as the Institute of Foreign Language (IFL)
in January 1964, offering courses in French, German, Japanese and Russian language. IFL added Chinese

1
http://en.m.wikipedia.org>wiki>Foreign Language.
2
Jack C. Richards & Theodore S. Rodgers, 2001, 1.
3
David Nunan, 1991, 1.
 International Conference on Language Policy, Multicultural and Multilingual Settings at
Mandalay University

speaking course in 1965, English course in 1969 and Burmese for foreigners in 1974. It was renamed to
its current name in 1996.1
Mandalay University of Foreign Languages was established in 1997. Languages that are
currently studied at this University are English, Chinese, Japanese, French, Korean, German, Russian and
Myanmar for Foreigners.2 Nowadays, Myanmar language teaching has become popular in foreign
countries.
2. The Role of Language Teachers and Classroom Management
A language teacher is like a model person of the classroom. The language teacher should be dynamic,
creative and interested in language and should know the way of approach. His or Her pronunciation
must be correct and clear enough to hear.
Besides, they are expert in classroom management. Classroom management is a term used by
teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive
behavior by students. According to Moskowitz & Hayman (1976), once a teacher loses control of their
classroom, it becomes increasing more difficulty for them to regain that control. Classroom
management is closely linked to issues of motivation, discipline and respect. Methodologies remain a
matter of passionate debate amongst teachers; approaches vary depending on the beliefs a teacher
holds regarding educational psychology.3
So, a language teacher must know classroom management and a model of learners in language
teaching.
3. Language Teaching Method in Myanmar language Teaching
In the late 1800s and most of the 1900s, language teaching was usually conceived in terms of method.
In seeking to improve teaching practices, teachers and researchers would typically try to find out which
method was the most effective. In 1963, University of Michigan Linguistics Professor Edward Mason
Anthony Jr. formulated a framework to describe various language teaching methods, which consisted of
three levels: approach, method and technique.
There are many methods of teaching languages. Some have fallen into relative obscurity and
others are widely used; still others have a small following, but offer useful insights. There are three
principal views:
1. The structural view treats languages as a system of structurally related elements to code
meaning (e.g. grammar)
2. The functional view sees language as a vehicle to express or accomplish a certain function,
such as requesting something.
3. The interactive view sees language as a vehicle for the certain and maintenance of social
relations, focusing on patterns of moves, acts, negotiation and interaction found in
conversational exchanges. This view has been fairly dominant since the 1980s. 4
Structural method consists of (1) grammar-translation method and (2) audio-lingual method.
Functional method includes (1) the oral approach and situational language teaching and (2) directed
practice. Interactive method is composed of (1) Direct method (2) The series method (3)
1
http://en.m.wikipedia.org>wiki>YUFL.
2
http://en.m.wikipedia.org>wiki>MUFL.
3
http://en.m.wikipedia.org>wiki>Classroom management.
4
http://en.m.wikipedia.org>wiki>Language Teaching Method.
 International Conference on Language Policy, Multicultural and Multilingual Settings at
Mandalay University

Communicative language teaching (4) Language immersion (5) Silent Way (6) Community language
learning (7) Suggestopedia (8) Natural approach (9) Total Physical Response (10) Teaching Proficiency
through Reading and Storytelling and (11) Dogme language teaching.
Among the methods, Most of the teachers use audio-lingual method in Myanmar language
teaching. Besides, they use Orton-Gillingham method of language teaching.
3 .1 Analysis of Audio-lingual Method and Orton-Gillinham Method
The Audio-lingual method is the product of three historical circumstances. For its views on language,
audiolingualism drew on work of American linguistics such as Leonard Bloomfield. The prime concern of
American linguistics in the early decades of the 20 th century had been to document all the indigenous
languages spoken in the USA. At the same time, behaviorist psychologists such as B.F. Skinner were
forming the belief that all behavior (including language) was learnt through repetition and positive and
negative reinforcement. The third factor that enabled the birth of the Audio-lingual method was
outbreak of World War II, which created the need to post large number of American servicemen all
over the world.1
The Ortan-Gillingham approach to reading instruction was developed in the early 20 th century.
It is language-based, multisensory, structured, sequential, cumulative, cognitive, and flexible. The
Orton-Gillingham Approach has been in use since the 1930s. The approach is so named because of the
foundational and seminal contributions of Dr. Samuel T. Orton and Anna Gillingham. 2
Table 1. Comparison of The Audio-lingual Method and The Orton-Gillingham Method
No. The Audio-lingual Method The Orton-Gillingham Combined Method of
Method Audio-lingual Method
and Orton-Gillingham
Method
1. Aims The aural-oral skill was used Orton-Gillingham is an Combined method
systematically to emphasize instructional approach aims to get
communication skill. The intended primarily for use development of
foreign language is taught for with persons who have communication skill,
communication, with a view difficulty with reading, reading and writing
to achieve development of spelling, and writing of the skills, listening and
communication skill. sort associated with speaking skills, and
dyslexia. creative thinking skill.

2. Techniques The skill in the Audio-lingual The Orton-Gillingham Combined method is

method was taught in the methodology utilizes taught through
following order: Listening- phonetics and emphasizes dialogues which
speaking-reading-writing. visual auditory and contained useful
Language was taught through kinesthetic (VAK) learning vocabulary and
dialogues which contained styles. The students is common structures of
useful vocabulary and directly taught reading, communication by
common structures of handwriting, and written visual auditory and
communication. expression as one logical kinesthetic learning
body of knowledge. The styles.
Orton-Gillingham method is
language based and

1
http://en.m.wikipedia.org>wiki>Audio-lingual Method.
2
http://en.m.wikipedia.org>wiki>Orton-Gillingham Method.
 International Conference on Language Policy, Multicultural and Multilingual Settings at
Mandalay University

success- oriented.
3. Approach In a typical audio-lingual A daily lesson using the A daily lesson using, (1)
lesson, the following Orton-Gillingham approach Students first hear a
procedures would be typically lasts between 45- model dialogue (either
observed.(1) Students first 60 minutes. It requires read by the teacher or
hear a model dialogue (either seven steps:(1) review of on tape) containing the
read by the teacher or on letters and sounds already key structures that are
tape) containing the key learned,(2) introduction of the focus of the lesson.
structures that are the focus new phonogram (symbol) (2) lists of individual
of the lesson.(2) The dialogue and its sound,(3) lists of words for reading/
is adapted to the students’ individual words for speaking aloud,
interest or situation, through reading aloud, carefully carefully selected to
changing certain key words or selected to review review previously
phrases. (3) Certain key previously learned learned associations.
structures from the dialogue associations, (4) diction of (3) Certain key
are selected and used as new and previously learned structures from the
basis for pattern drills of sounds, (5)dictions of dialogue are selected
different kind.(4) The sentences using only those and used as basis for
students may refer to their phonograms and pattern drills of
textbook, and follow-up phonemes previously different kind.(4)
reading, writing, or taught,(6) diction of diction of new and
vocabulary activities based on sentences using words previously learned
dialogue may be introduced. made up of phonograms sounds, (5) oral reading
(5) Follow-up activities may and phonemes previously from a text controlled
take place in the language taught,(7) oral reading from for orthography and
laboratory, where further a text controlled for feedback. (6) Follow-up
dialogue and drill work is orthography. activities may take
carried out. place in the language
laboratory, where
further dialogue and
drill work is carried out.
4. Advantage Listening and speaking skills Comprehensive and More effective in
are emphasized and thorough training of communication skill,
especially the former practitioners to control for reading and writing
rigorously developed. The use fidelity of implementation- skills, listening and
of visual aids has proven Explicit and systematic speaking skills, and
effective in vocabulary instruction for students creative thinking skill.
teaching. The method is just with severe reading
as functional and easy to disabilities - Clearly
execute in larger groups. delineated scope and
Correct pronunciation and sequence.
structure is emphasized and
acquired. It is grounded on a
solid theory of language
learning.
5. Weaknesses The behaviorist approach to Teacher intensive daily Teacher intensive daily
learning is now discredited. planning for creating planning for creating
Many scholars have proven student specific lesson. student specific lesson.
its weakness. It does not pay
sufficient attention to
communicative competence.
It only language form is
 International Conference on Language Policy, Multicultural and Multilingual Settings at
Mandalay University

considered, while meaning is

neglected.The learner is
passive role; the learner has
little control over their
learning.
3 .2 Procedure of Myanmar Language Teaching Using Combined Method
These sample lesson plans feature the ways to train language skills in Myanmar Language Teaching.
1. Basic Level
Yangon University of Foreign Languages
Myanmar Department
Lesson Plan
Class/ Level Basic Level
Duration 50 mins
Major Skill communication skill,
Listening and speaking skills,
Skills integrated reading and writing skills,
Creative thinking skill.
Topics Greeting
Objective To communicate with each other
Anticipated problem Pronunciation of /  /
No. Focus Teaching Procedure Teaching Aids Time limit
1. Warming up Model and Imitation Text Book 5 mins.
(Opening Diagram and Pictures
Phase) White Board
Language Lab
2. Stimulation lists of individual words that is Text Book 10mins.
Phase concerned with ‘Greeting’ for Diagram Pictures
speaking aloud, carefully White Board
selected to review previously Language Lab
learned associations /min gala
ba/ /min gala ba shin/ /min
gala bakhinbja/ /min gala
baSayar/ /mingalarba
Sayarma/
3. Participation Certain key structures from the Text Book 5 mins.
Phase dialogue are selected and used Diagram Pictures
as basis for pattern drills of White Board
different kind. Language Lab
4. Closure Phase Diction of new and previously Text Book 10 mins
learned sounds Diagram Pictures
White Board
Language Lab
5. Evaluation Oral reading from a text Text Book 10 mins
 International Conference on Language Policy, Multicultural and Multilingual Settings at
Mandalay University

Phase controlled for orthography, Diagram Pictures

pair work, group work, role White Board
play and feedback. Language Lab
6. Follow up Follow-up activities may take Text Book 10 mins
Phase place in the language Diagram Pictures
laboratory, where further White Board
dialogue and drill work is Language Lab
carried out.
2. Intermediate Level
Yangon University of Foreign Languages
Myanmar Department
Lesson Plan
Class/ Level Intermediate Level
Duration 50 mins
Major Skill communication skill,
reading and writing skills,
Skills integrated listening and speaking skills,
Creative thinking skill.
Topics Areca nut, Betel leaf and limestone story
Objective To know the usage of Myanmar Chewing Culture,
Anticipated problem Pronunciation of / / / / / /
No. Focus Teaching Procedure Teaching Aids Time limit
1. Warming up Model and Imitation Text Book 5 mins.
(Opening Diagram and Pictures
Phase) Real teaching aids
Language Lab
2. Stimulation lists of individual words Text Book 10mins.
Phase concerning Areca nut, Betel Diagram Pictures
leaf and limestone story, Realia
carefully selected to review White Board
previously learned associations Language Lab
/kun-yar/ /kun-thee/ /kun-
ywak/ /htone/ /kun it/ /kun
taungkai/
3. Participation Certain key structures from the Text Book 5 mins.
Phase dialogue are selected and used Diagram Pictures
as basis for pattern drills of Realia
different kind./kun sar de/ White Board
/kun we me/ /kun kyaikete/ Language Lab

4. Closure Phase Diction of new and previously Text Book 10 mins

learned sounds, Diagram Pictures
Real teaching aids
Language Lab
 International Conference on Language Policy, Multicultural and Multilingual Settings at
Mandalay University

5. Evaluation Oral reading from a text Text Book 10 mins

Phase controlled for orthography and Diagram Pictures
pair work, group work, role Realia
play and feedback. Language Lab
6. Follow up Reading and writing activities Text Book 10 mins
Phase and self monitoring Diagram Pictures
Realia
Language Lab

3. Advanced Level
Yangon University of Foreign Languages
Myanmar Department
Lesson Plan
Class/ Level Advanced Level
Duration 50 mins
Major Skill communication skill,
Listening and speaking skills,
Skills integrated reading and writing skills,
Creative thinking skill.
Topics Myanmar Wedding Culture
Objective To know the usage of Myanmar Wedding Culture
Anticipated problem Pronunciation of / / / / / /

No. Focus Teaching Procedure Teaching Aids Time limit

1. Warming up Model and Imitation Text Book 5 mins.
(Opening Diagram and Pictures
Phase) Video
Language Lab
2. Stimulation lists of individual words for Text Book 10 mins.
Phase speaking aloud, carefully Diagram Pictures
selected to review previously Video
learned associations./min gala Language Lab
saung/ /tha toe tharr//tha toe
thamee/ /min gala let
phwe/ /min gala let saung/
/baiktheikSayar/
3. Participation Certain key structures from the Text Book 5 mins.
Phase dialogue are selected and used Diagram Pictures
as basis for pattern drills of Video
different kind Language Lab
 International Conference on Language Policy, Multicultural and Multilingual Settings at
Mandalay University

4. Closure Phase diction of new and previously Text Book 10 mins

learned sounds. Diagram Pictures
Video
Language Lab
5. Evaluation oral reading from a text Text Book 10 mins
Phase controlled for orthography and Diagram Pictures
pair work, group work, role Video
play and feedback. Language Lab
6. Follow up Reading and writing activities Text Book 10 mins
Phase and self monitoring Diagram Pictures
Video
Language Lab

A questionnaire was given to the foreign students of Yangon University of Foreign Languages.
There are 30 students at basic level, 41 students at intermediate level and 45 students at advanced
level. 10 students are randomly chosen for each level. Their nationalities are Korean, Chinese, Japanese,
Thai, Vietnamese, Indian and Bangladeshi. They have been introduced with combined method. They
are happy to learn Myanmar Language and most of them want to learn it for their business or academic
interest.

Table 2. Analysis of Learner interest at Basic Level

No. Skills at Basic Level Numbers of learners %
1. Speaking & Listening skills 8 80%
2. Reading & Writing skills 4 40%
3. Communication skills 6 60%
4. Creative thinking skills 6 60%

Table 3. Analysis of Learner interest at Intermediate Level

No. Skills at Intermediate Level Numbers of learners %
1. Speaking & Listening skills 9 90%
2. Reading & Writing skills 6 60%
3. Communication skills 9 90%
4. Creative thinking skills 9 90%

Table 4. Analysis of Learner interest at Advanced Level

No. Skills at Advanced Level Numbers of learners %
1. Speaking & Listening skills 9 90%
2. Reading & Writing skills 9 90%
 International Conference on Language Policy, Multicultural and Multilingual Settings at
Mandalay University

3. Communication skills 10 100%

4. Creative thinking skills 10 100%

For Basic level students and Intermediate level students, reading and writing skills are difficult
for them because they are confused about Myanmar writing style. For Basic level students, 80% of
learners are interested in speaking and listening skill s and 40% of learners are interested in reading and
writing skills. 60% of learners are interested in communication and creative thinking skill s. For
intermediate level students, 90% of learners are interested in speaking and listening skill s and 60% of
learners are interested in reading and writing skill s. 90% of learners are interested in communication
and creative thinking skills. For advanced level students 100 % of learners are interested in
communication skills and creative thinking skills. 90% of learners are interested in speaking and
listening skills and reading and writing skills. 100% of learners are interested in communication and
creative thinking skills. According to this result, Advanced level students are more interested in
language skills.
Besides, they know their weak skills and they solve the problem by practicing themselves in
Myanmar language teaching. Language Lab is the teaching aid they like best. It helps improve their
speaking and listening skills. They think speaking and listening skills are important for communication.
They are happy and satisfied with Myanmar language learning. Therefore combined method is effective
in Myanmar language teaching.
Conclusion
This paper presented how to teach Myanmar Language more effectively as a foreign language. There
are so many language teaching methods in Knowledge age. Combined Method of Audio-lingual Method
and Orton-Gillingham Method is used more effectively in Myanmar language teaching.

Acknowledgements
I would like to thank Dr. Maung Maung Naing(Principal, Yenanchaung Degree College) and Dr.
DawTuTu (Professor and Head, Myanmar Department, Yenanchaung Degree College) for giving
me the chance to present my paper. I wish to express my gratitude to Dr. Lwin Lwin Soe (Rector,
Yangon University of Foreign Languages) and Dr. Kyi Kyi Moe (Professor and Head, Myanmar
Department, Yangon University of Foreign Languages) for allowing me to collect the research
data of Foreign Students at Yangon University of Foreign Languages.

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Mandalay University

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