Exploring Alternative Method for Teaching English: Assessing the effectiveness of Corpus Based Discourse Analysis

Abstract

Abstract: In this case study, English language teaching scenario in public sector Pakistani institutions at undergraduate level from grade 11 to 14 is evaluated. In this evaluation, the most preferred English language teaching method is brought to light and the problems in its use for language teaching at the levels mentioned above are explored. Moreover, the reasons for preferring it in spite of being aware of the problems in its use are evaluated. Above all, a better possible alternative method is introduced and its effectiveness is assessed by taking language teachers’ viewpoints. The paradigm of the study is qualitative and case study research design is used to work on the problem. Data is collected through interviewing the participants and through direct observation and multiple case study design is used. For observation, a time span of two weeks was spent in a college and for interviews 5 students and four teachers from different colleges were selected. Data is collected from students in order to know the most preferred English language teaching method and to observe the defects of using it; and to suggest an alternative teaching method i.e. Corpus Based Discourse Analysis (CBDA). Case study research design is preferred over experimental to understand the problem deeply and to suggest a better alternative teaching method as a solution to the problem. The collected data is interpreted by considering propositions of the study and discussing viewpoints related to the proposition in order to accept or modify the proposition. The results of the study show that GTM is the most favoured and preferred language teaching method in Pakistani public sector institutions and it has a negative impact on learners. Data also shows that teachers seem compelled to use it due to the structural differences in English and regional languages. The situation demands that a new alternative teaching method needs to be introduced to teachers in order to teach students effectively. The new method should be able to influence positively the written language skills of learners. It should also improve the learners’ knowledge of English language so that they can use syntactic constructions appropriately in a required situation to communicate their intended meanings successfully. Above all, it should have a positive impact on the students’ performance in their final term exams. The researcher of the study introduces corpus based discourse analysis for English language teaching and collects opinions of English language teachers to assesses its effectiveness if applied at intermediate and B.A or equivalent level. Teachers’ viewpoints are found very interesting when they are asked about the effectiveness of using corpus based discourse analysis at the levels mentioned. Teachers’ views suggest different ways of using the application to the students of different levels and disciplines. The application will have a positive impact on B.A students or students who have English as a major subject if corpus exploration focuses collocation, connotation, technical words, and semi-technical words. Whereas the application is suitable for intermediate students and the students of science discipline, if its exploration concentrates only the different functions of a linguistic expression or different meanings of a syntactic construction.