Beyond Form and Meaning: A Comprehensive Model of Second Language Learning in Higher Education

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From a linguistic point of view, language learning can be viewed as acquisition of linguistic forms and fitting these forms into situations and contexts of use. However, a curriculum for Second Language Learning in higher education should aim for communicative competence of students. This could be achieved with a comprehensive model of teaching and learning which contrasts the current way of Second Language Education (i.e. English education) in a Thai university that focuses on drills, pattern practices, memorization, and error avoidance. The current methods are far from yielding students who can master English or have “communicative competence” in English. Therefore, a comprehensive model is proposed and is composed of three components: communication, situated grammar and culture simulation.
Students have communicative competence in a language when they can interact with others and convey meaning and communicate using that language. For example, students should be able to ask for information, seek clarification, explain themselves and make themselves understood, using linguistic or non-linguistic resources. This means the teaching and learning of English in the university should encourage students to speak as in natural settings and take risks beyond memorized patterns. Nonetheless, this does not mean that students will not have chances to learn about linguistic forms or grammars. Grammatical features will be embedded within communicative usage. Students can observe and learn from real-life conversations (in forms of videos) and teachers or tutors can help identify grammatical patterns. Finally, culture is recognized as instrumental in shaping students’ communicative competence in both their first and second languages. Students are encouraged to investigate aspects of their own culture to explain them to foreigners as well as to explore foreign cultures. The three components of this comprehensive model focus on what really matters for students, provide them with the activities to practice English that they can relate to and not simply what students have to do to pass language requirement.

Author(s):

Nuttanart Facundes    
King Mongkut's University of Technology Thonburi
Thailand