Approaches in Language Teaching and Testing

1. Explain the ‘Functional Approach’ to language testing.

A functional approach in language testing refers to the presentation of how language is tested. Using a functional approach, language proficiency is tested based on context. So, basically, students will not be simply learning and memorizing words only but also to learn how to apply and use them in a proper context. For instance, the words used when greeting a friend would be different when one would greet a teacher. In addition, as opposed to how accurately one can use linguistic units in isolation, a number of language specialists have suggested that it is inappropriate to characterise language proficiency without taking into account the context in which that proficiency is measured (Carroll 1961; Oller 1979). As illustration, in a notional-functional syllabus, language learning curriculum is organised not in terms of grammatical structure but in terms of notion and functions. In this model, a “notion” is a particular context n which people communicate, and a “function” is a specific purpose for a speaker in a given context (Brown, H. Douglas 2001). “Function” here applies the same way as in “functional approach” in language testing; testing proficiency based on context.

2. Explain the ‘Integrative Approach’ to language testing.

Integrative approach is basically quite similar to the functional approach in language testing. Both also use the techniques of assessing students’ language proficiency in context. According to Damico and Oller (1991), this approach in language testing requires language proficiency to be assessed “in a fairly rich context of discourse”. In fact, as students learn language, they should as well be able to apply it in any context or situation. However, the obvious difference between these two is that integrative testing assesses more than one point at a time (Cohen, 1994). In integrative test, language component (i.e. vocabulary, grammar) and skill (i.e. listening, speaking) are not tested separately (one skills at a time) but concurrently. Examples of an integrative test are random cloze, translation, essay writing and oral interviews. This approach shows the effort of linking language testing situation with the test-taker’s experience. In addition, integrative test may involve features of functional language but not the use of functional language (Heaton, 2000). In other words, this test does not aim to test one’s ability in using functional language.

3. Discuss. We are concerned with how well one can use language in a particular situation (such as how successfully one can order food in a restaurant), as opposed to how accurately one can use linguistic units in isolation.

Knowing the principles of mathematic- addition, subtraction, division, and multiplication is not enough if one could not apply them in their daily life such as in budgeting a birthday party, calculating your latest CGPA and counting your part-time working hour with your pay etc. This goes the same way in English. One may learn about grammar and vocabulary in texts and in school but this does not necessarily mean that they can apply them successfully in daily context of conversation. And in this discussion, it’s not about how accurately one can use linguistic units in isolation but how well one can use language in a particular situation. Thus, different approaches such as functional and integrative approaches are used in language testing to ensure that students do not just learn the language components and skills but are also capable of making sense of what they have learn and then link it to their experiences and daily context. Contextual testing that has started in 1975 embedded test items in discourse length contexts instead of giving out just a single phrase; all phrases are combined together into contextual and authentic texts (Bondaruk, Child, Tetrault; 1975). Besides that, as language occurs in rich discourse context, learning can take place while students are motivated to learn what is relevant to their communicative needs by constructing an integrated test that includes all language components (i.e. lexical, sociolinguistic, grammatical) language skills (i.e. listening, speaking, reading, writing) in a naturalistic discourse contexts. In a nutshell, it is indeed important to balance in language testing both accuracy and language use in context. Only then, we are successful language speakers.

As illustration of teaching or testing language in context is a phone call ordering. Day in and day out, most of the instant food outlets receive hundreds of phone calls. In addition, a partial of the callers would be your students. Thus, instead of just teaching them the ways of ordering in a phone call in the typical and dry teaching method, bring in exciting authentic material into the class for a real life context or situation. For instance, collect food ordering brochures such as McDonald’s, Pizza Hut’s and Domino’s Pizza’s and use any of them as assisting tools in your teaching. This is what we called teaching language in context instead of isolation. So with a Pizza Hut’s brochures, you can divide the students into groups or pairs and then guide them into real conversation of stages in phone call ordering. The dialogue may consist of basic greetings, listening skills, enquiring skills (i.e. price or size available of the ordered food), courtesy, and placing orders etc. After the discussion, let the students have the fun by presenting or acting out to the class their conversation. Like this, students learn not just for the sake of it, but as a need in their daily life. They would have learnt in the best and effective way.

References:

Book:
Brown, H. Douglas. Teaching by Principles: An Interactive Approach to Language Pedagogy. 2nd ed. White Plains, NY: Pearson, 2001.

Vecchio, A. Del, Guerrero M. New Mexico Highlands University: Handbook of English Language Proficiency Tests. Mexico.

Harlig, K. Bardovi, Hartford B. Beyind Methods: Components of Second Language Teacher Education. Mc-Graw Hill, US, 1997.