INTRODUCTION:

Over the past two decades, there has been a growing interest in the aspect of teaching and learning second language. Researchers tend to identify the various methods that are important when teaching and learning process. Improvement of the educational system requires continuous review of teacher preparation programs. It includes the techniques followed during teacher training and the basic competencies required for teaching profession.

Teaching practice playas crucial role in this respect if they can survive in a classroom and function as EFL teachers. (Mellgren and Lange 22) The ZPD has become synonymous in the literature with the term scaffolding. However, it is important to note that Vygotsky never used this term in his writing, and it was introduced by Wood et al.

ZPD is the major concern for theory of teaching English across the globe which focuses on the individual from a holistic perspective in acquiring language. Thus, everything pragmatic learning process has to be contextualized. The students have not come from a different planet have had different experiences with certain mentality of learning, better and worse methods are just exploration of extended research. Furthermore, the idea of humanism also works, apart from reflection and experience, with the concept of democracy, or choice and control according to Rogers (Bertrand 47–49).

The aim of the study undertaken by the researcher was to be planned and designed to collect information about the following issues:

1. The teachers’ and students’ opinions on some qualities of worthy learning

2. The extent to which these qualities provide direction and purpose to the teaching process which results in producing effective and successful learning.

LITERATURE REVIEW:

Huge theoretical study on humanizing the teaching practice, with Holec (1981) commonly cited as a seminal contribution to the field. Benson (2011) provides a comprehensive analysis of key issues in learner autonomy, while there have also been a number of edited collections dedicated to the topic (Barfield and Brown, Benson, Benson and Voller, Lamb and Reinders, Little, Ridley, and Ushioda, Palfreyman and Smith, Pemberton, Pemberton, Toogood, Barfield, Sinclair, McGrath, Lamb, and Vieira) Our analysis of this work highlights a number of key and often interlinked themes.

Underlying the claim to using literature to develop linguistic and communicative competence is the assumption that reading is one of the best ways of learning a language.

[…] be it consciously or unconsciously, reading helps the second language learner acquire not only more vocabulary and more meanings and uses of the words already known (lexical competence), […] but it also contributes to develop syntactic knowledge (Brumfit and Carter).

Krashen and Coady argue that:

It is through extensive reading, that learners acquire most of their vocabulary, […] and that instruction plays a rather insignificant role as the number of words learned is concerned.

Reading contributes greatly to vocabulary development and also to listening comprehension. Socio-cognitivism concentrates not only on the mental processes but also on the social environment of the learner. The student is the agent of learning process, similarly to constructivist view, while the environment and intelligence serve as a mediator. Social interaction determines the learning, which humanization of teaching method encourages a heterogeneous group with more advanced competency among the learners.

According to Vygotsky

[…] stretching the zone of proximal development is how we learn and overcoming challenges moves us towards our goals (84–87).

Since listening and speaking are primary skills to construct language acquisition which consists of stress, intonation, rhythm, rate, volume as part of speaking sub skills, over the past decade, a number of studies have variedly investigated the area of speaking skills, including speaking assessment (Chen and Wang), phonology language acquisition (Altmann,Waylanet al.), problems of teaching and learning speaking skills (Goodwin, Lazaraton ) yet it can be best addressed by humanizing the language teaching.

METHODOLOGY:

The research was envisaged primarily as desk-top study which would have some of the surmises of a ZPD, drawing together research findings most relevant to second language acquisition, In the search for best evidence strict criteria were applied to evaluate methods, and only studies in which a clear and effective way is ZPD where there would be no instruction and syllabus. Learning can be objectively determined to improve in learners’ competency were present and also assessed. This results into considerable extensive practice of the language through interest. The studies included in the analysis; however, the emerging method needs to be acknowledged for continuous practice in language learning foe the evaluation and grading such as ESOL evaluation.

The survey inquires about students’ beliefs and it intended to identify objective progress measured by standardized instruments. Apparently, many English examinations concentrate on the students’ subjective reflection of the language with the content they studied. Cotteral argues that before autonomy support begins, learners’ beliefs should be questioned as these determine the success of learning. These beliefs reveal the readiness for fostering autonomy (Cotteral 195–196). We decided to question the students after they took part in the course to find out what happens when the framework and support ends and to see how the students perceive the impact of ZPD later, not immediately after finishing the course.

Apart from the three sets of theories that work with the scale and some additional exercises, the survey also seeks an answer about the social and educatuional influence initiated by students. There is a cognitive waiting to be explored in this field and more research has to be conducted in order to answer the questions concerning the impact of ZPD on lifelong learning, learning after ‘descaffolding’, motivation for learning without the framework, counsellors and support groups. However, the respondents mention the following habits that continue even after the course:

i. writing blogs in English

ii. learning vocabulary

iii. trying new ways of learning, experimenting

iv. motivation to learn everyday

v. surrounding oneself with English

These open ended questions cannot be quantified or interpreted as some respondents gave no answer and some gave more answers.

The question inquires whether the students see themselves as better learners through ZPD and it asks for comment too. The responses are following:

The survey has revealed many interesting observations that need analysis. The findings could be linked to the reflections in students ‘learning styles, which they kept while learning, and become a source for a qualitative research that could explain the scores and results shown during learning process. The Students’ progress in language skills could be tested before and after finishing the activity to see the impact of the experiment in this area. Alternatively, the questionnaire could be used on a sample of students attending conventional courses to see what the differences are in students ‘beliefs concerning the impact of a certain course on their learning and attitudes.

RESULTS AND DISCUSSION:

The survey asks at this point which other areas changed thank and students often specify them as personal development, self-directed learning, motivation, confidence, self-evaluation, time management or stepping out of their comfort zone. As can be seen from the survey, the students ‘answers prove that language learner autonomy goes hand in hand with communicator autonomy and personal autonomy, or autonomy as a person, which is described in more detail by Littlewood (Littlewood 432).

Effective Language Teaching is a synthesis of contnet and skill based approach as the findings relating to effective practice in language teaching that emerged from the lerners’s interests. Recent studies are reflective teaching and Content and Language Integrated Learning (CLIL) are some of intensive language programmes. Orientation of language programmes which are communicative or analytical approaches and the importance of teacher factors the importance of second language (L2) literacy development to rebuild compettive teaching in effective method in language learning that emerged from the cooperatrtive learning style.

CONCLUSION:

The paper is an attempt to present a research study on humanizing language teaching, based on content and skills based pedagogical approach with collaborative and communicative integrated learning. This approach contributes enormously to the success of the teaching English as second language that they encouraged and challenged the students to achieve higher learning goals such as developing their lifelong learning. The researcher believes that language teachers whoever is preparing course content need to be involved in content specific materials which are helpful and motivating. Moreover, it is easier to understand level of students to supply materials in activities with content specific and supported by professionals in their field. However, not many subject teachers are willing to design and develop materials which would be cooperating with advanced interested learners. Content and skill-based approach is not new pedagogical tool rather reinventing materials with competent and friendly for the language teachers such a fruitful cooperation based on interest of the learners.

Limitations of the study:

The result of this study was interpreted assiduously for several reasons. First, given the limited number of the students, the findings of this study remain limited and call for subsequent studies analyzing a larger group of participants. Next, as discussed in the literature, it is possible that language acquisition competency of the learners might be influenced by other pertinent variables e.g. age, field of study, spoken ability, etc. In addition, there is a limitation in selecting words covered in the test from two textbooks used to assess the learners’ word stress scores, future research, thus, should be systematically supplemented with other sources which might provide and support the ways to assess pronunciation competence of the learners. Moreover, further investigation should investigate the relationship between the learner’s English language pronunciation competence and actual performance

Further Research:

It is recommended for model integrating ZPD into language teaching and learning, it gives practical input at first, then students make connections with their own experience and actively process the input. We guide them to use visualization and make sense of their personal imagination. Then, through the process of discovery and using creativity, learners may want to express themselves in verbal or non-verbal ways. Next, they can engage in classroom interaction by discussing their language with classmates and exchanging ideas further. Later, the teacher can encourage students to reflect on what they think and express and learn from different ideas. They may write reflective comprehension after class. Through this process of exploration, students may come to a deeper understanding level. They may then be motivated to start a new circle of learning and thinking within the class stricture. Without the mental process of visualization and reflection, the input may not easily become output achievement otherwise memorization may hamper in this direct transfer of information.

REFERENCES:

1. Cotteral, Sara (1995). Readiness for autonomy investigating, learner beliefs. In: System. Vol. 23, No.2.

2. Littlewood, William (1996). “Autonomy”: an anatomy and framework. In: System.Vol.24, No.4.

3. Chinta Praveen Kumar, “Faux Pas, English Only Please …!” Motifs: An International Journal of English Studies Year: 2015, Volume: 1, Issue: 1, Jan-June 2015, pp.38-43 Print ISSN: 2320-7981. Online ISSN: 2454-1753 DOI: 10.5958/2454-1753.2015.00007.0

4. Chinta Praveen Kumar, “The Eclectic Method-Theory and Its Application to the Learning of English”, International Journal of Scientific and Research Publications, Volume 3, Issue 6, June 2013 1 ISSN 2250-3153

5. Kumar, Chinta Praveen. "Techniques of vocabulary competency in English language learning." Educational Quest 5.2 (2014): 109.

6. Vygotsky, Leo Semyonovich (1978). Mind in Society. Harvard University Press. Wertsch, James V. "The zone of proximal development: Some conceptual issues." New Directions for Child and Adolescent Development 1984.23 (1984): 7-18.

7. Chaiklin, Seth. "The zone of proximal development in Vygotsky’s analysis of learning and instruction." Vygotsky’s educational theory in cultural context 1 (2003): 39-64.

8. Tudge, Jonathan. "Vygotsky, the zone of proximal development, and peer collaboration: Implications for classroom practice." (1992).

Received on 15.05.2019 Modified on 07.06.2019

Int. J. Rev. and Res. Social Sci. 2019; 7(4): 729-732.

DOI: 10.5958/2454-2687.2019.00047.9