What is modern teaching?

“The teaching method which focuses more on teaching the students for improving their intellect
behavior by using various new and innovative ideas rather than making them recite the syllabus
to clear the examination with the same old style is Modern Teaching Methods in simple
words.”

The new teaching method which we called the modern teaching method is more activity-
based and centres the learner’s mind which involves them entirely into the process of learning. In
the modern teaching method, curriculum teaching and planning are done keeping the learner as
the primary target.

Through this way, learners actively participate in the whole process to build their knowledge and
sharpen their skills; this is also termed as a constructivist approach. On the other hand, the
mentor or teacher only leads them and guides them to focus on the objectives of the subject. This
is all done by engaging in activities and by adopting innovative modern teaching methods. New
demand of the era or the need of the hour for students is to embrace the contemporary teaching
methods which will also help in reducing the competition among the students, promote
cooperation, and boost the health study environment.

Brief Introduction
Over the years, there have been visible changes in teaching style. Opposite to the memorization
and same old recitation practice to teach the students, now with modern teaching methods,
interactive methods of teaching have been introduced, and its result can be seen. This is an
education reform which provides an entirely different angle of teaching and learning because
modern teaching methods do not treat all students at the same level of their understanding ability,
unlike the conventional method of teaching. Rather than the only teacher based, modern teaching
methods focus more on questioning, demonstration, explaining, practical, collaboration methods,
and are more activity-based. 

Reasons to Introduce Modern Teaching Method

In recent years, the scope of knowledge in the field of science and technology has dramatically
increased, and human’s ability to adapt to new knowledge in science and technology has also
increased. So, there is an immense need for innovative and creative minds to explore unknown
and unrevealed areas of different fields. To cope up with the modern world and the knowledge-
driven era of technology, adopting modern ways are the only means to survive. 

So, the students should be taught in a manner to tackle the 21st century, which is technology-
driven time and which requires creative and innovative minds for the progress of individuals,
society, and nation. The students should be introduced with modern teaching methods and are
provided sufficient knowledge so that they can create opportunities for themselves and others. 

Teachers still use a conventional chalk-talk method in the Classroom to teach students who can
provide only basic knowledge of science and other subjects. Their approach can no longer be
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used as this is outdated, is with limited scope, and has been failed both at the nation and personal
level.
If teachers teach with modern teaching methods instead of traditional impractical methods and
present science lessons in a more proper scientific way, then many problems, including
unemployment, can be overcome. All this can be achieved by providing a strong pillar to the
Basic Education system and senior secondary school system. It requires an instant review of the
BST curriculum, and it is the reason why modern teaching methods are introduced.

Why modern teaching is the need of the hour?

Education is the need of the hour as it creates a literate society and in the process of educating
the society, motivation and instructions are very crucial and teachers, guides and administrators
are responsible to motivate learners. The rate of literacy will be leveled up by providing
education to the most parts of society. 
However, with time being changed to an extent, learners demand new techniques and methods to
gain knowledge which specializes them not only in theoretical study but ensures them to provide
practical knowledge, sharpen their skills, and make them educated to face any kind of
challenges. Modern teaching methods are the only way to meet the requirements of modern
times.
Relevance of Modern Teaching
Moving from Reciting and Memorizing to
Experimenting and Experiencing
Concept of Innovation
Modern teaching unquestionably is the need of the hour because of its relevance in the modern
era. The revolution in the field of science and technology demands great ideas and extensive
effort to deal with any kind of circumstances coming in the way of development. All the load is
on the little shoulders of learners. So, it is vital to give students not only knowledge but to
improve their skills from the very beginning.

Characteristics of Modern Teaching Methods

The modern teaching methods help to build or develop a productive understanding of basic
science and technology (BST). Hence, the elements of contemporary teaching methods include:
1. Learner-centered
One of the essential characteristics of the modern teaching methods in basic science and
technology (BST) is it is learner-centred. It focuses on learners while using or applying during
classroom and laboratory lectures. The teacher acts only as a guide, and all the learning process
involves learners. Learners significantly appear as a dominator in classroom interactions. 
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2. Task-Based or Activity-based
The teacher or guide of BST organizes activity or task and engages students to learn through this
way. Hence it is an activity-based or commission-based. Students are offered or asked to take
part in classroom interaction through these interactive activities. 
3. Resource-Based
BST teachers should be resourceful. They should collect and distribute all the required study
material to the learners for their learning or to understand the topic clearly. The resources can be
collected from the school environment or any other place where it is available. Also, a learner
can be the source to bring study material or resources from their end.
4. Interactive in Nature
One characteristic defines the modern teaching method as very interactive. The teacher asks the
students to form small groups or work as individuals to perform the learning tasks and come up
with the desired results. It helps them to gather knowledge from one another. Students learn to
work together and a sense of cooperation. It also works in their favour when they step out in the
outer world.
5. Integrative in Nature
One of the vital characteristics of modern teaching methods is it is integrative. Teachers link
topics of one subject, e.g., social science topics like drug use, domestic violence, safety,
pollution, food distribution, crime etc. to other issues and make it integrative. By this, a learner
can gain knowledge of more topics studying one.
6. Peer Collaboration
Modern teaching methods not only encourage students by allowing them to present their ideas or
initiative by noticing their responses, studying their research, and allowing them to answer
during interaction in BST classes but also selects students based on interest, needs, and feelings.
Through Instructional activities, students learn to work cooperatively, and they appreciate their
competitors’ work as well. In the BST curriculum, learner’s interests are considered most
important, and they are guided towards their goals and careers.

Modern Teaching Methods

Like other fields, the face of education has also evolved drastically over the period. Earlier,
teachers were the only means to create a bridge between education and learners. They were using
conventional pedagogical methods to explain the topic or to provide notes. However, modern
education sees a vast scenario which encourages learners to study profoundly and study to satisfy
their curiosity. In recent years, we are getting introduced with different modern teaching
methods, and the introduction of technology along with innovative ways to teach has brought a
revolution in the education sector. So, let’s discuss which new teaching methods are.

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Following are the modern teaching methods:
Collaborative Learning
Earlier, when students were asked to revise the topic or syllabus during an examination or
regular days, they used to revise the syllabus in isolation or at home. This practise was
widespread in traditional teaching methods. To deal with this issue or provide a more useful
platform for students, schools are coming up with collaborative learning. In this modern teaching
method, teachers form a group of students where they can solve their problem, debates on topics,
and clear their queries. This helps in developing social skills and allows students to understand
the subject faster. 
In this modern teaching method, every student is a part of the success of a group as they help
each other to reach the desired result, and they also learn to communicate with each other.
Learners learn to tolerate others, develop skills to listen to others and how to work in a team.
They will be able to meet different personalities and can get a genuine review of their work.
Students present their ideas and expect a response when they are in group learning. It allows
them to exchange their creativity and gain more knowledge. In return, it helps them to learn to
face healthy criticism and cross-questions. So, school management should choose to take up a
collaborative method of teaching to teach their students. They just need to make a few changes in
the layout of the Classroom. Replace desks to whiteboard surfaces. So, the groups can work
together with ease.
Spaced Learning
Spaced learning is one of the modern teaching methods, which is being followed by teachers. In
this method, teachers repeat a lesson multiple times, basically until the students understand
entirely. However, the teacher repeats the course with two 10-minute spaces (break) in-between
the lessons.
The gap is meant to refresh the mind by playing physical activities or mindfulness techniques
which prepares them for the next session of the same lesson. This method gives the students
intervals to inherit the knowledge and create connections between learnings. Before moving
forward to another chapter, this method prepares the students with basics. 
It truly defines a proverb that a healthy mind is in a healthy body. So, the physical state of
students should be sufficient to the growth of mental state which is crucial to gain knowledge.
Spaced learning also has a scope to reduce obesity in school-going children which can be seen
more nowadays. It improves both mental and physical health of a student.
Flipped Classroom
Flipped Classroom is a well-known term in the pedagogical method. You have known about this
undoubtedly. Its name ‘Flipped Classroom’ makes it unique. It is one of the very vital modern

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teaching methods that has been in use these days. In this method of teaching, the teaching
procedure takes place in a flipped manner.
As unlike traditional ways, students study new material or content at home by themselves and
practice the same at school. The method is the reverse of providing content at school and asks
students to rework on it or practice it at home. The students practice this method at home by
watching a video tutorial, search online, or work on the content usually shared by the teacher.
They do not need to complete the homework at home. Instead, they end it at school. 
Through the practice of flipped Classroom modern teaching methods, students get enough time
to grasp the topic, unlike school where they get only a few minutes to understand the content. If
necessary, they can work more on one issue. 
Students prepare themselves with the content before arriving in school, and if they face any
doubt, they can discuss it in the Classroom or ask the concerned teacher. They can also suggest
their ideas related to the content and share it with other classmates. Moreover, there is another
advantage of this modern teaching method that students would not have to suffer due to their
sickness. Sick days won’t interrupt their learning.  
Self-learning
Curiosity pushes the learner to learn new and more always. It drives the learners to learn and
memorize large spaces of the text that they will either miss gratefully or forget immediately.
Through their curiosity, students get motivated to explore the subjects they are interested in.
Teaching students to operate the internet and find results themselves helps them to be self-
dependent and gives them a deep understanding of the content. 
A teacher should allow the students to bring new ideas and work on it for the development of
their brain and ability to work alone. This modern teaching method plays a significant role in
learners’ period of education. 
Gamification
It is a well-known fact that children love games either it is online games or playing games at the
field. Teaching through games is one of the essential modern teaching methods that has been in
use under modern teaching ways. The significance of Gamification in teaching has mostly been
seen in the elementary and preschool system. Learning through playing games won’t be even
realized by students. It motivated students as well and proved effective not only to the students
of preschool but of any age.
The responsibility of teaching through Gamification is of teachers as they should plan or design
projects that will be suitable for the students of their respective age. They should incorporate
attractive measures to connect the students for a longer time and keep their interest alive.
Teachers can also take help of the online platform under Gamification. Teachers can organize
online quiz, puzzles or brain games. This modern teaching method is a fun learning method to
teach.
VAK teaching

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VAK is a modern teaching method whose effects can be seen clearly. We divide leaner into three
categories: Visual, Audio, and kinesthetic (movement). One needs to recognize to which
category they belong to or the teacher must know to which category her students relate to.  
In VAK, V is visual means seeing the data, A is Audio means gathering information by hearing
the data, and K is Kinesthetic means feeling the data. A teacher should keep the category of
students in kind while teaching because some students catch the information by seeing, by
hearing or by feeling. So, they should present the same material in different ways. 
The VAK teaching method was introduced in the 1920s to help children with dyslexia. However,
its impact is more effective in the modern era. In the time of the internet, watching and learning
through videos has become a popular new medium of teaching. Students grasp fast when they
see, hear or feel instead of reading the material. And also, a learner is not limited to any one of
the media as they can use even all three mediums of instruction. 

Crossover Learning
The not-so-common modern teaching method is Crossover learning which uses both formal and
informal teaching and learning environments. It is one of the perfect ways to give the best
education to learners. Crossover learning effectively engages learners and provides authentic yet
innovative results. 
A formal setting is a traditional setting, i.e., Classroom to provide education. While, the informal
environment of teaching is museums, seminars, and after-school places. Schools and colleges
teach with content, study material and use everyday experiences to add knowledge. On the other
hand, informal learning generates curiosity and interest and increases understanding by asking
questions to their teachers. 
Teachers should introduce new queries or questions in the formal setting and answers for which
students should try to find in informal settings such as by exploring that question on their
museum visit. The learners can take notes or collect pictures as their data and produce them as
the information once they backed in the Classroom. They can share collected information with
other classmates and can discuss it for better results.

Advantages of Modern Teaching 

Along with the upgrades made to the student educational system, the face of teaching too is
witnessing a transformation in this 21st century. Before you implement the modern teaching
techniques, it is essential to know more about the advantages and benefits they bring to your
system. Therefore it makes the maximum utilization of the services possible at a minimal cost.
We can take a look at some of these significant advantages of Modern Teaching. 
Cognitive Thinking Skills
Bringing Prefrontal Cortex into Life

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Exploring Things
Developing Unique Patterns of Learning 
Application-based Skills
Learning Relevantly to the Increasing needs
The modern teaching system doesn’t entirely rely on spoon-feeding techniques, which used to be
a part of the ordinary teaching system. The current methods are wired to develop the cognitive
thinking skills of the children, which in terms of the standard teaching system, out of the
question. 
The cognitive skills can be explained as the primary skills associated with the functioning of the
brain. From the ability to read, the ability to learn and memorize are a part of the cognitive skills
which lay connected to the brain. Strong cognitive skills of the students reflect in their decision
making and problem analytical skills, contribute to their IQ growth and also plays a useful role in
improving memory power. 

Difference between Traditional and Modern Teaching Methods

For centuries, there had only been one method of teaching in practice as a teacher explains a
lesson and students memorize and recite it as their learning. This is called the traditional way of
teaching, which was an obstacle between students and their innovative thinking. Then they
continue lacking in decision making and problem-solving skills. On the other hand, modern
methods of teaching are student-based and dedicated to more practical approaches. 
Society is divided into three groups based on teaching methods. One who still is in support of
traditional methods of teaching. The second group is in favour of modern teaching methods. At
the same time, the third one favours both conventional and modern teaching methods. The third
group believes in the combination of both the methods of teaching. 
A nation’s growth is dependent on sound education and strengthened systems. Even in modern
times, when there are many means available to provide education, we are still in a phase when
we give more weightage to the traditional method of teaching. But for the best outcome, there is
a need for a combination of both conventional methods of teaching and modern teaching
methods. 
People who believe that modern teaching methods are better to face criticism of people who
support traditional methods of teaching. However, there must be a proper balance between the
use of traditional and modern teaching methods. Both ways should be imparted into education. 
Outlined below the advantages and disadvantages of traditional and modern methods of teaching,
which help to understand the difference between modern teaching methods and traditional
teaching methods:

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Traditional Teaching methods
The traditional methods of teaching are still prevalent in most parts of our nation. In educational
institutions, teachers are the only source to gain information. Teachers explain the concept to the
learners with the use of blackboard and chalk. They write all the content on the blackboard and
ask the students to note down in their notebooks and memorize and recite the notes. All the focus
of education in these institutions is to pass the semester.
Advantages of Traditional Teaching Methods
Traditional teaching methods have many advantages. However, these advantages are the
disadvantages of modern teaching methods.
 Traditional teaching methods, i.e., classroom-based teaching, is not as expensive as
modern teaching methods. So, the rural areas can practice it with no stress of finance.
 In traditional methods of teaching, students and teachers form strong bonds, and they
interact more than modern teaching methods.
 Discipline can be maintained better in traditional teaching settings than in modern ways
of teaching.
 There are some subjects such as physics, chemistry, and mathematics that need a
blackboard explanation and can be understood well when explaining on a blackboard. 
 Technical knowledge is not needed in traditional teaching methods like modern teaching
methods require a more specialized approach.
 Unlike modern teaching methods, traditional teaching methods do not harm the eyes of
students.
Traditional Methods of Teaching that are Still Followed in Most Schools:
 Classrooms are teacher-centric.
 The chalk-talk method is prevalent.
 Teachers are only knowledge dispensers, still not facilitators.
 Strictly organized and controlled Classroom.
 No group learnings and problem-solving sessions.
 Clearing examinations are more important than grasping knowledge.
 Homework based education.
 Absence of activity to sharpen the minds of students.
In traditional teachings, teachers are all responsible for learning and teaching environments.
They play sole roles in making decisions and instructing students. For them, the knowledge void
of students has to be fulfilled with content which can be provided only by them. Also, students

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are not able to interact with more students in their class as row sitting arrangements are still in
use.
Traditional vs Modern Teaching Methods
Modern Teaching Methods
Over the period, the importance of modern teaching methods and education equipped with high
technology is felt and hence started incorporating the new techniques into education. New
methods and new technology-based gadgets have been introduced in classrooms. 
New gadgets such as:
Computers or Laptops with Wi-Fi Connection
LCD Projector
Interactive Whiteboards
Computers with the internet is a revolution in the education system. Higher educational
institutions use computers as the medium to explain the content to the students whose computers
are connected with teachers’ computers.
Advantages of Modern Teaching Methods
Modern teaching methods have many advantages. However, these advantages are the
disadvantages of traditional teaching methods.
 Unlike traditional teaching methods, modern teaching methods are more interactive and
keep students intact. It maintains the interest of students by animations and videos.
 The visual medium is way better than any other medium to give instructions. It helps to
memorize the concept fast and for a more extended period than reading.
 Modern teaching methods are less time-consuming. Teachers take less time to cover the
syllabus. Writing on the blackboard is not required.
 Blackboard explanation of content is less explanatory than a representation of videos and
animations used in the modern teaching methods.
Modern teaching methods that are being Adopted in Schools:
 Classrooms are being equipped with technology.
 Evaluations are being done at all stages.
 Crossover learning.
 Focus more on an understanding of concepts.
 Skill development and values development are put in the most crucial place.
 Interactive whiteboards.

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  Collaborative learning
 Emphasis on practical knowledge more.
 Activity-based and gaming based learning.
 Integrative and research-based learnings.
 Use of the internet and web.
 Collaborative learning
 Flipped Classroom
 Problem-based learning
 Learner-centered.
 VAK learning.
Being in the 21st century, there is an urgent need to introduce technological, economic, and
cultural force in the education system at all levels which alter the core of the traditional
educational system. Educators must figure out the ways best for learners. 
However, both traditional teaching methods and modern teaching methods have their own
importance. Both are good at their period. So, declaring any way best is not possible. It actually
depends on the learner and their interests. Traditional teaching methods are better for learners
who want to learn basics, religions, and customs. At the same time, modern education is for
learners who have an interest in science or mathematics. Although seeing the contemporary
scenario, modern teaching methods are best suited. It keeps in touch with the whole world and
takes the students at the levels where everyone is equal.

Integration of Modern and Traditional Teaching Methods

In the above section, we discussed the pros and cons of both modern teaching methods and
conventional teaching methods. After studying, it is quite clear that the amalgamation of both
forms of teaching will be beneficial for our education system. With the suggestion of combining
both pedagogical techniques, the main question arises?
So, below we are suggesting the measures to combine the methods.
To explain complicated mathematical sums and solve chemistry problems, there must be a
blackboard in the Classroom. And, to instruct a theoretical topic, teachers should use an LCD
projector. So, use both Blackboard and LCD projectors.
By using both traditional and modern teaching methods, science and engineering like subjects
can be explained very well in the Classroom. Teachers can take the help of blackboards to
explain the theory. At the same time, they can use videos or PowerPoint presentations to describe
the procedure.

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First, teachers should give lectures on a topic under traditional methods of teaching and then
incorporate modern teaching methods to revise the subject, discuss it, problem-solving sessions
etc. The approach of combining both forms will be proved helpful if applied in a proper way.
Methodologies That Every 21st-Century Teacher Should Know
The modern education system prevailing in this 21st century requires advanced methodologies
that’d create a unique and progressive space for them compared to the older educational
methods. The 21st-century teaching methodologies have developed new horizons of learning
which the participants should explore.
As a participant of the same advanced education system, the teachers should also take the
practical methodologies and the perks of the same into consideration. For that, they need to know
and clear about specific methods. 
Flipped Classroom
One of the Gen-Z methods widely used in the coming age education system is the idea of
Flipped Classrooms. This is a popularly accepted method which has also proven to be productive
and incredibly efficient for the development of the students. Even this method is regarded as one
of the leading techniques which the teachers, implementing modern teaching methods should
consider. 
According to the idea of the flipped classroom technique, the teachings methods are reversed as
the word suggests. The students are asked to study from their home itself with necessary
instructions given, and the Classroom is converted into a centre of practical education and that
only. Therefore, the entire education method is reversed to make it more fruitful and productive. 
Project-Based Learning
In the older methods of the education system, the projects were merely a part of the curriculum
which appeared for namesake. The plans were thoroughly focused on theoretical and
fundamental education. But the idea of project-based learning makes more sense in the 21st
century Education system. Also, this is something which the teachers should consider as a part of
the modern education system. 
The projects refer to the tasks given to the students entirely associated with the field they are
pursuing. They are provided with practical case studies which require the application of their
skill set and knowledge to provide an optimum solution to the problem. These are challenged
through the types of projects included in the project-based learning system. 
Cooperative Learning
The idea of cooperative learning or collaborative learning, just as its name suggests, is based on
the concept of teamwork and collective efforts. It brings in the importance of being a part of the
team and how the individual actions are adequately guided towards the achievement of the
organizational goals. 

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It is more of a value-based approach where the students understand the role played by each of
their team members in completion of the task. Each member of the team is assigned with a
particular set of activities which they need to accomplish before the deadline. They all work
towards a common organizational goal which needs all their efforts for achieving the same with
perfection. 
Gamification
The video games have always been an element of attraction among the students, and the past has
proven that the education sector can make efficient use of these video games to ensure an
excellent educational platform for the students. Such games based on education are popular
among the students, which helps in teaching them about different stuff. 
The teachers can make use of such interactive educational games for making the students
develop their interest in studies. There are a variety of platforms available for them which
arouses their interests in particular fields. Careful and appropriate use of the games on education
will create a tremendous amount of interest and enthusiasm among the students to learn about the
content and apply them in the virtual platforms as a practical activity. 
Problem-Based Learning
The next comes in the problem-based learning, which comprises a whole set of activities under
the tag of problems and providing solutions which will enhance the skills and knowledge of the
students to a greater extent. This will also provoke their enthusiasm level and initiates the
problem-solving aspect of the thinking in their minds. 
According to the problem-based learning system, the teachers allow the students with a particular
set of problems that will challenge their learnings and the acquired skills so far. The students
need to solve the problem using their intelligence, and this also serves as an efficient technique
which the Gen-Z teachers need to follow. 
Design Thinking
Education provides all the powerful platforms that promote Innovation and creativity inside the
students. Therefore design thinking and its purpose is nothing else than the promotion of
innovative ideas and creative activities in the minds of the students. This will give them a
newfound enthusiasm to enter into the curriculum and bring up their best. 
The teachers who are about to apply the modem teaching methods can make use of the design
thinking approach in order to promote innovative ideas among the students. They can be offered
with a particular set of questions or problems that triggers their creative mindset and forces them
to pull out some successful innovative solutions to the issue. 
Thinking Based Learning
Undoubtedly the older educational system made use of the methods which froze the need for
practical thinking and focused more on the theoretical and by hearting approach towards the

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learning. The idea of thinking based learning has proven to be far more efficient and flexible
than the former and a successful one in a variety of aspects. 
Under the thinking-based learning approach, the students are offered with a set of questions
which will challenge their memory level or similar to the design thinking method, making them
focus more on the analytical and logical approach to face the problem. The solutions will be
practical, unique, customized to the conditions and something which is totally not related to the
textbook solutions. 
Competency-Based Learning
The competencies refer to the tactical skills of the students which they want to learn and acquire,
are in the process of learning and developing or the ones which they have already
accomplished. This type of learning focuses on the benefits provided by the acquirements of core
competencies or the skills they prefer to learn and how it is delivered to the students. 

Conclusion
After a detailed study of different teaching methods, we can’t say which pedagogical way of
teaching is better! Both traditional teaching methods and modern teaching methods have their
pros and cons. They are similar but also different from each other. Modern teaching methods
should consider conventional methods of teaching as its base and learners should not neglect it
completely while incorporating the new ones. However, modern teaching methods are suitable
for the current century to cope up with surroundings and environments.
Teachers are introducing different innovative ideas to explain the content to learners. Also, it is
the responsibility of teachers to teach students with suitable and modern methods. It is a teacher
who plays a vital part in students’ success. So, it becomes the duty of a teacher to take a step
towards accepting modern methods of teaching. To provide a sound education, there should be
an amalgamation of a skilled teacher and innovative ways of teaching. So that students will be
ready with not only theoretical knowledge but also with practical experience of subjects to face
the world and compete against their competitors.
In short, the inclusion of modern teaching methods in this time is necessary as it opposes the idea
of traditional forms of repetition and memorization of the syllabus to educate students. To
develop decision-making skills, problem-solving skills, and critical thinking ability, modern
teaching methods are best suited. The new ways of teaching make students more productive and
encourage them to collaborate. Both methods are effective but which will be done during this
time is the question, and clearly, the importance of modern teaching methods can be felt clearly. 

Teaching Grammar Communicatively

So, what does “teaching grammar communicatively” mean? It means that grammar instruction
and lessons are not limited to introducing a grammar item or items, having learners do controlled

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exercises, and then later assessing students on their ability to understand grammar items. It
means designing grammar lessons to include a communicative task or activity. A communicative
grammar lesson might start in very much the same way as a traditional approach with
presentation of a grammar item and examples, followed by controlled exercises to practice the
grammar item.
However, a communicative grammar lesson does not stop there. Following the presentation and
practice stages, a communicative grammar lesson gives students the opportunity to practice the
target grammar. The beginning stages of a communicative grammar lesson often focus on
accuracy while fluency becomes more important during practice stage. Communicative tasks are
important because, as DeKeyser (1998) has described, they allow learners to practice the target
grammar feature under “real operating conditions.” Communicative grammar practice has often
focused on speaking activities; however, writing activities are also an important and valid way to
practice using grammar communicatively.
 
Whether focused on writing or speaking, a communicative task should provide students the
opportunity to use language to communicate. Some of the activities that often take place in the
communicative stage of a grammar lesson are games, role-plays, and discussion activities.
Games are an excellent method of communicative grammar practice because they allow students
the opportunity to practice and develop language skills in an enjoyable and low-stress manner.
 Here are some resources to get started on using games for communicative grammar:
 “Grammar Games” on Teacher’s Corner focuses on using games for grammar
practice: https://americanenglish.state.gov/resources/teachers-corner-grammar-games
 Activate: Games for Learning American English has many fun communicative grammar
games: https://americanenglish.state.gov/resources/activate-games-learning-amer...
 A great way to develop practical skills for teaching grammar communicatively is through
the Teaching Grammar Communicatively MOOC: https://www.aeeteacher.org/MOOC.
Teaching Grammar Communicatively in Large Classes
As teachers, we ideally want our students to practice using language communicatively. In some
large classes, however, communicative practice can be challenging; putting students in pairs and
groups and monitoring their activity can be difficult with many students. With large classes,
teachers should not feel guilty if they cannot make each lesson a completely communicative
experience; rather, they should focus on what they can do. For instance, in a large class, a teacher
might not be able to do an entire communicative lesson but might be able to do one or two
interactive activities.
 Teachers can also find ways to set up situations for productive grammar practice outside the
classroom. One way to give students more opportunities for communicative practice is English
clubs, where students meet regularly for communicative practice and other fun activities such as
poetry contests or singing competitions. Here are some resources on English clubs:

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  “English Clubs: Introducing English to Young Learners” in English Teaching
Forum https://americanenglish.state.gov/resources/english-teaching-forum-2006-...
 “Community-based English Clubs: English Practice and Social Change Outside the
Classroom” in English Teaching
Forum https://americanenglish.state.gov/resources/english-teaching-forum-2016-...
 The English Club Manual https://americanenglish.state.gov/resources/english-club-texts-
and-mater...

Another way to provide students with more opportunities for communicative practice is to give
them out-of-class assignments that require using the target grammar point. For instance, if
students are practicing the present simple for routines, they might practice the grammar point in
class and later, for homework, write a short paragraph about their daily routine. If students have
cell phones or other devices, they can record themselves producing the target language either
with another classmate or on their own. For example, students might make interview questions
based on the target grammar point and interview a partner, or they might write a script using the
target language and record themselves acting it out. For students with Internet access, there are
numerous possibilities for productive communicative practice. Students could correspond with e-
pals, record podcasts, or write blogs. All of these activities can be carried out with a focus on
target grammar points that relate to in-class lessons. With large classes, teachers might have to
think a bit differently about how they plan classes, but there are still many ways to provide
students with opportunities for productive, communicative language practice.
 
Teaching Grammar in Context
Traditionally, language instruction has focused on teaching grammar at the sentence level.
Sentence-level grammar refers to parts of speech, tenses,
phrases, clauses, and word order. However, current teaching approaches recognize that it is
important to include grammar in context. In other words, it’s one thing to understand a
grammatical item in certain examples or to be able to choose the right form in a grammar
exercise, but it’s another to see how a language item works within a conversation or piece of
writing.
 Let’s look at an example that shows how context can influence grammar. Imagine that you are
teaching students about classroom objects, and you want then to make sentences with the new
vocabulary items. You teach them It’s a(n) _____. Your students practice sentences such as It’s a
pencil, It’s a book, and It’s a notebook. This is fine, but look what happens with article use in
context: A boy put his book on the table. The book has an orange cover. In the first sentence, the
first mention of boy, we use the indefinite article a, but in the second mention, we use the.
Without using context, we could not show this relationship. This is just one example, but it

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serves to show how grammar in context often functions differently from how it works in isolated
examples.
A grammar lesson might start with a context with the target grammar item that students work to
understand or explain. For instance, if your target grammar item is the simple present for
routines, the lesson might start with a paragraph of a daily routine. The teacher would then
prompt the students to explain the verb tense in the example, providing guidance and
explanations as needed. However, a lesson that makes use of context does not have to start with a
context. It can start with the rule and examples and then later show use of the grammar item in
context. Some teachers start with rules and later move to context, and other teachers start context
and more toward rules. Many teachers use both approaches. When deciding whether to present
the context first or later in the lesson, consider students’ proficiency levels and previous
experience with the target grammar item as well as their learning preferences. For some grammar
items, showing the context first might be the best approach, and for other grammar items,
starting with rules and examples might be a better choice.
Teaching in context does not mean that you have to use an authentic text (any text, spoken or
written, not made for the purpose of language teaching or learning). When teaching grammar in
context, it’s important to consider students’ proficiency levels as well as their previous
experience with the target grammar item. Higher-level students can often benefit from using
authentic texts, but lower-proficiency students will often need a text specifically prepared for the
purpose of language learning. Many great examples of grammar in context come from textbooks.
If you do not have a sample text that shows grammar in context, you can create your own. For
example, if you are teaching daily routines, you could use your own daily routine as a sample
text. Teaching grammar in context means that providing a context is a part of the lesson, but it
does not mean that it is the whole lesson. Depending on your students’ level of proficiency, a full
or partial explanation of the grammar form and a certain amount of practice with the target
grammar item will still be needed.
 
 The Teacher’s Corner resource “Making Grammar Fun” focuses on making grammar fun
by teaching it in context: https://americanenglish.state.gov/resources/teachers-corner-
making-gramm...
Consciousness-raising
Consciousness-raising is a related aspect to teaching grammar in context. Consciousness-raising
means making students aware of the properties of a certain grammatical feature by highlighting
them or helping students to notice them in some way (Ellis, 2015). For instance, with the science
report example, consciousness-raising might start with asking students to identify the passives in
model texts. Students might read a model text and then circle every instance of the passive voice.
Once students have identified passives in the model text, instruction could move on to meaning:
What does it mean when a writer has chosen to use the passive voice in this context? Next, use:
How is the passive voice used in the given genre? Consciousness-raising tasks can help students
later identify target features in subsequent encounters (Fotos 1993).

16
 
Conclusion
In this month’s Teacher’s Corner, we’ve discussed teaching grammar communicatively, teaching
grammar communicatively in large classes, and teaching grammar in context. Now that you have
explored these concepts, what do you think? Do you have new ideas about how you will design
future grammar lessons? How will you teach grammar communicatively? How will you teach
grammar in context?

Teaching Vocabulary

How to teach vocabulary to EFL students

Teaching vocabulary is a vital part of any English language course. Many teachers are concerned
about how to teach vocabulary. New words have to be introduced in such a way as to capture the
students’ attention and place the words in their memories.
Students need to be aware of techniques for memorising large amounts of new vocabulary in
order to progress in their language learning.
English vocabulary learning can often be seen as a laborious process of memorising lists of
unrelated terms. However, there are many other much more successful and interesting ways to
learn and teach vocabulary in the EFL classroom.
 
Making new words memorable
If English vocabulary is taught in an uninteresting way such as by drilling, simple repetition and
learning lists, then the words are likely to be forgotten.
Teachers need to teach vocabulary so that the words are learned in a memorable way, in order for
them to stick in the long-term memory of the student.
Please see the Practice, presentation and production teaching method and the lesson plan
suggestions for lesson and activity ideas. Our task-based learning page also contains useful tips
on contextualising vocabulary and making it feel relevant and natural.
 
Teaching active and passive vocabulary 
When thinking about how to teach vocabulary, it is important to remember that learners need to
have both active and passive vocabulary knowledge.
That is, students must vocabulary should consist of English words the learners will be expected
to use themselves in original sentences, and those they will merely have to recognise when they
hear them or see them written down by others.
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Teaching passive vocabulary is important for comprehension – the issue of understanding
another speaker needs the listener to have passive vocabulary, that is, enough knowledge of
words used by others to comprehend their meaning. This is also called receptive knowledge of
English.
Teaching active vocabulary is important for an advanced student in terms of their own creativity.
This is because in order to create their own sentences, students need active vocabulary.
Active vocabulary contains the words a student can understand and manipulate in order to use
for their own personal expression. This is called productive knowledge of English.
Methods for Teaching Vocabulary
Word cards and word association
Teachers can use devices for vocabulary teaching such as simple flash-cards or word-cards. The
teacher writes the English language word on one side of the card and a sentence containing the
word, its definition, its synonyms and pronunciation on the other. Word cards can be an excellent
memory aid.
This is also a handy way for students to carry their new vocabulary around with them to look at
whenever they have the opportunity.
Another successful method of teaching vocabulary is the word association technique. If words
are stored individually, they are more difficult to remember as they have no context.
But if the words are stored together in commonly used phrases and sentences, they are more
readily absorbed. Putting words with collocational partners in this way helps the students to
relate connected words together.
Visual techniques
Teaching vocabulary can become easier with the use of cards with pictures, diagrams and liberal
colour coding for grammatical clarity.
In this way, words are remembered by their colour or position on a page or their association with
other words, pictures or phrases.
Images can link to words; words can also be linked to other words, for example, a student might
link the word ‘car’ with ‘garage’ and with ‘mechanic’.
This idea of engaging the other senses can also help with developing a kind of semantic
map where words are listed which relate to each other, which creates a situation where one word
reminds the student of another.
 Brainstorming
When teaching new vocabulary, the method of delivery needs to be fresh and interesting for the
students or else they will not remember the words.

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Ways in which to liven up the introduction of new English vocabulary could include
brainstorming around an existing word in the students’ vocabulary knowledge.
This key word should be written up in the middle of the board and the new vocabulary relating to
it can be written around it. Use colourful pens if writing on a whiteboard to emphasise different
word types.

Image source
Matching columns
Once the new vocabulary has been taught, a useful way to test if students have understood the
meanings of this new vocabulary is to ask them to match new words from one column with
definitions from another column.
Testing comprehension is vital before moving onto new vocabulary. The new words are
numbered in column one, and the definitions are mixed up and lettered in column two.
Students can also make up sentences using this technique, matching the beginning of the
sentence or phrase from column 1 with the end of the sentence or phrase from column 2.
What is it to know a word?
Teachers need to ask what is it to know a word? There is more to teaching a word than
simply translating it or even using it in a sentence as an example.
Knowing a word means knowing not only the meaning, but knowing the contexts in which that
word is used, the words which are related to it and where to use the word. It also requires
knowing hidden implications that could be connected with the word.
Idioms
Alongside chunks of language and fixed phrases and expressions, teachers should include in their
vocabulary lessons these kinds of idioms of the English language.
Idioms are common features of every day language and are an important part of advanced
language use and a major step towards fluency.
Idioms can be introduced to the ESL classroom through authentic reading materials such as
informal text from magazines, low-brow newspapers, letters, comic strips, pop songs, dialogue
from radio or television, popular films and soaps.
 
Collocations
Grammatical collocations are when a noun, verb or adjective occur (usually) alongside a
preposition. For example: ‘on purpose’, ‘by accident’, ‘in case’.

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Lexical collocations are made up of combinations of lexical items such as nouns, adjectives,
adverbs and verbs. Examples of lexical collocations are: dripping tap, hopelessly addicted, cook
dinner, happy birthday, great expectations.
Lexical phrases are good for teachers to include in lessons as another way of improving the
natural sound of the students in speaking the language.
Phrases such as ‘thanks very much’, ‘don’t mention it’, ‘have a nice day’, ‘sorry about that’, are
all useful in conversation.
More idiomatic phrases such as ‘practise makes perfect’, ‘it’s a high mountain to climb’ or ‘it
glides like a knife through butter’ are good for fluency and help with understanding commonly
used similes.
In addition there are lots of idiomatic and phrasal verb collocations such as:
 putting something or someone off
 coming down with a cold
 giving up on something
 giving in to something
 feeling under the weather
 striking up a conversation
 bumping into someone
 getting out of something
 butting in on a conversation
 giving in to something or someone
 In telephone calls, we talk about ‘being put through’ and ‘cutting someone off’
 Sometimes single words in English have different meanings, for example, the words
‘drive’, ‘pool’, ‘stroke’, ‘bottom’, ‘fence’, ‘catch’, ‘strike’, ‘match’.

Prefixes and suffixes

Prefixes can make a word negative, for example, adding ‘un-’, ‘a-‘ or ‘dis-’.
These inflections are vital for students’ understanding of words and can increase their vocabulary
substantially simply by inflecting words they already know.
Suffixes work in this same vocabulary enhancing way, by adding endings such as ‘ing’, ‘less’
and ‘ly’.

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Teaching the prefixes and suffixes appropriate to new vocabulary can help students to guess
what a new word might mean by reference to words they already know. In this way, prefixes and
suffixes can help to introduce new words easily.
For example, knowledge of the word ‘friend’ can help a student to guess the meanings of the
words ‘friendly’, ‘friendship’, ‘unfriendly’ or ‘friendless’.
Teaching students the common prefixes and suffixes of the English language can help students
to increase their vocabulary greatly by recognising these other derived words.

Connotations and Appropriateness

Teaching vocabulary involves teaching the connotations of a word and its appropriate usage. The
connotations of a word are the feelings it strikes up such as positive or negative feelings, and
more specific ones for certain words.
Related to this area of connotation is appropriateness, such as whether or not a certain English
phrase is acceptable in polite conversation with a stranger, or if it would be a faux pas or even
taboo. It can help students understand if a word is rare or old fashioned, if it is a funny word, or
more commonly used in written text, formal or informal or only used in a certain dialect.
These issues are important in vocabulary teaching in order for the student to feel confident using
the new vocabulary in new or challenging situations.
Polysemy and homonemy
When teaching vocabulary, there are subtle differences between similar English words that needs
to be communicated to the students in order to avoid causing confusion.
Teaching polysemy enables the student to distinguish between the different meanings of a word
with closely related meanings; teaching homonymy distinguishes between the different meanings
of a word with distinct meanings.
Read more about homonyms in our English phonology section. Remember also to
consider rhythm and intonation in English, both of which can make a huge difference to meaning
or nuance and can be difficult for students to master.

21
Check out the the language guide, in particular
the orthography, phonology and vocabulary sections, for more discussion on these kinds of
confusing words.
Register
Register is the relationship between the content of a message, the receiver, and how the message
is communicated. Knowledge of these things helps students to distinguish between levels of
formality and the effects of certain topics on the listener.
Explore more about register, form and genre in the English orthography section.
Practice, presentation and production
The Practice, Presentation and Production teaching method is a popular and effective way in
which to teach new vocabulary. Browse the site for more information on all areas of English
language teaching, including this popular PPP technique.

Presentation, Practice and Production (Jeremy Harmer)

The PPP technique in teaching is a common way to introduce students to new words and
concepts. This can be especially useful in the EFL classroom. The PPP method in English
teaching is a three-step lesson plan and teaching approach that helps the student learn,
understand and practice new vocabulary.
 
The three stages of a PPP lesson 
There are three stages in a PPP TEFL lesson.
Firstly, the teacher presents the new word, an event which involves the presentation
of pronunciation and spelling in context.
Next, the teacher allows the students to practice the new word in a controlled setting, making
sure the student has understood the vocabulary and usage properly.
Lastly comes the production stage, where there is a period of less-controlled practice and an
informal assessment of learning. This is where the students get chance to use the new word or
phrase in an original way and to relate it to their knowledge and experiences.
These three stages of a PPP lesson help the student to consolidate the new word in their mental
vocabulary bank.
 
The sequence of a PPP lesson in EFL teaching
This EFL teaching method of presentation, practice and production is an approach that follows a
definite sequence:

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 1. The teacher presents the new vocabulary and explains the form of the language in a
meaningful context.
2. The students practice this new vocabulary through controlled activities such as
worksheets or question and answer activities to check comprehension.
3. The students use or produce what they have learned in a communicative activity such as a
role-play, communication game, or question and answer session.
 
Teaching English using the PPP technique
Each stage of the Presentation, Practice and Production lesson must be planned well to be
effective. However, the PPP method in TEFL is a highly flexible approach to teaching and there
are many different activities a teacher can employ for each stage.
Presentation can include mime, drawing and audio. In fact, it is a good idea to try to engage with
the students’ different senses to get across the meaning of the new word, using visual,
kinaesthetic (movement) and audio techniques.
It is also important to make sure that students have understood the new word before encouraging
them to practice it. It is often fun and highly effective for students to play games to practise
vocabulary and to produce it.
Current debate about the PPP technique in TEFL
In recent times, there has been increasing debate surrounding the PPP method of teaching, with
many critics asking if teachers should be using the PPP technique so often in the EFL classroom.
Some critics of the PPP method in TEFL think it can be too formal and structured, with too little
focus on student interaction. However, we think the PPP technique in EFL teaching offers a very
flexible base from which to construct a lesson that is highly student-centred.
For ideas on ways to present new vocabulary and check comprehension, and activities which
allow students to practice and produce their vocabulary, please browse this PPP teaching section.
 
What do you think about presentation, practice, production as a teaching technique?
 Is the PPP method old fashioned or is it still a useful and effective way to teach?
 Do you use the PPP technique in TEFL?
 What is your favourite way to present new vocabulary?

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 Task-based Learning in TEFL
Task-based Learning (TBL)
Task-based learning (TBL) is a teaching method that focuses on context and meaning. This
approach is also called task-based instruction (TBI) or task-based language teaching (TBLT).
In a task-based language learning class, teachers give students tasks to compete so that they can
practise the language in a personalised and meaningful way.
 
After completing the task, the teacher asks students to consider the language they used.
However, the main focus of a task-based learning class is on the students actually doing the task
itself. This reveals the language that is studied.
Task-based language learning uses practical tasks to help students find their own useful
vocabulary and language structures.
Example tasks might be going food shopping, visiting the doctor, dealing with issues in an
airport, making a telephone call, being interviewed or conducting an interview, ordering a
taxi, complaining about a meal in a restaurant or resolving an issue in a shop. Task-based
learning allows students to uncover their own vocabulary during the task.
 
Task-based learning vs PPP technique
There is much discussion over the best way to teach a language lesson. The PPP method of
teaching is often used in the classroom as a way of introducing vocabulary or ideas.
The focus in PPP classes is on presentation, practice and production. However some people think
that the PPP technique is old fashioned. Some teachers offer task-based learning as a viable
alternative to PPP as a more practical teaching method.
A problem with PPP is that students can sometimes end up using unnatural ways to practice new
language structures. Task-based learning is supposed to overcome that problem by putting all the
emphasis on useful and meaningful tasks as the way to actually learn the language and
vocabulary. 
Students’ role in task-based language learning
In a task-based language lesson, the teacher doesn’t decide beforehand what language will be
taught and learned.
The teacher prepares a task for the students to complete and the language and vocabulary
learned is decided upon and produced naturally during the task. This way, the vocabulary learned
will be student-led vocabulary that is always meaningful and useful.

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A task-based learning or TBL lesson allows the students to take a more central role in
determining the language structures they learn. The completion of the main task requires students
to think for themselves about what they need to learn and the learning process happens during
the completion of the task.
Although teachers do not pre-prepare the vocabulary as much as with a PPP lesson, a task-based
language learning lesson does follow a pattern:
Task-based Language Learning (TBL) Lesson Structure
Pre-task preparation
Before the task begins, the teacher needs to present the topic and give instructions on the task.
The teacher can also introduce some vocabulary that will be useful to students while they
complete the task.
The preparation stage for a task-based language learning lesson might involve giving an example
of the task being performed or even showing a video to students so they know what is expected
of them.
The emphasis here should be on clarity of explanation, so student know exactly what to do
during the task-based learning activity.
The Task
When students come to complete the task in a task-based learning (TBL) lesson, they can work
individually, in pairs or in groups.
Normally it is best for students to work in small groups or pairs so they can use the language and
practise together verbally and collaboratively.
The teacher should monitor the students’ progress and offer encouragement or help where
needed.
 
Planning and Reporting
The planning and reporting stage of a task-based learning lesson allows students to report back to
the group, telling everyone else how they competed the task.
This can be the preparation of a verbal report or a written report. It can be formal in style or
more informal in style and they can practice beforehand what they will say or write in their pairs.
This stage of the TBL lesson allows the students and the rest of the class to see what language
each group needed and lets them practice their language in a natural way.
The teacher can also show videos of other groups performing a similar task to see how they
competed it. 
Analysis

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During the analysis stage of the task-based learning class, the teacher can take elements from
each of the students’ reports and highlight the important language and any overlaps or interesting
parts.
Students can discuss specific features of the task, how they approached them and what language
skills were needed. If any video was shown during the reporting stage it is also a good idea to
discuss how the students in the video completed their task.
Practice
Based on the reports and the analysis stage of the TBL lesson, the teacher can select important
areas of the language that need extended practice.
The task and reports will show the areas where students had the most problems and therefore
which language areas, words and phrases need practice.
Students can then do some activities to improve their knowledge and confidence with
these problematic language areas.

 
Advantages of Task-Based Learning
A task-based language lesson is much more student-led than many other types of language
lesson. In a task-based learning class, the students are more in control of what they learn. In all
the stages of the class, the students can use their language skills in a meaningful way.
In many ways this makes a TBL lesson more natural that a PPP lesson, as the language is
personalised and connected specifically to the context of the task.

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The language explored and learned in a TBL class comes from the needs of the students.
The needs uncovered during the task dictate what is learned, instead of this being decided
beforehand by the teacher or a textbook.
Task-based learning is a strongly communicative approach to language teaching. In contrast, a
PPP lesson is more teacher-driven.
 
Students need to communicate with each other in order to compete a task so they are forced to
find new ways of using language and it quickly becomes clear what areas they find difficult and
what areas of knowledge they are lacking in.
The tasks themselves make the TBL lesson motivating as students are engaged straight away and
the language feels relevant.
Instead of restricting language lessons to focusing on a single piece of vocabulary or a
single grammar point as is often the case in a PPP lesson, task-based language learning lessons
let student uncover these areas naturally within a stimulating context. 
Disadvantages of Task-Based Learning
Task-based learning has very little focus on accuracy. Because of this, students may find
themselves practicing erroneous language a lot of the time.
The language required to complete a task and discuss it may be far above the level of many of
the students. This could make the TBL class de-motivating for some students, particularly those
of a lower ability level.
The way the groups complete the tasks is their choice. For this reason it is hard for the teacher to
know exactly what language areas to introduce before the task.
Presenting certain vocabulary or language structures beforehand might be unnecessary if
students do not require that language during the task. However, students could also feel
frustrated if they find they do not already have the knowledge of the language points required
during the task.
 
Although in theory, learning via a task can be more stimulating than an ordinary teacher-driven
lesson, the motivation of the students depends on the task. The personalisation of the task-based
learning (TBL) class can be negated by the task if it does not appeal to the individual student.
Indeed, if students use language they already know to compete the task during the TBL lesson,
they are not actually learning anything new – they are only practicing.
Another problem in language learning via a TBL lesson is that task-based learning suits
proactive students and confident collaborators. For students who are quiet, shy or simply more
reflective in their approach to learning, this might not be the best way for them to learn or
even practice a language.
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