RESEARCH PAPER-1 M WASIM CH PUB- IJHSSR

CITATION: Chaudhry W M. (2014) Teaching English through lecture: a faculty strategy for language classes.
International Journal of Humanities and Social Sciences Research (IJHSSR). 1(1) pp 1-10.
Page 1
International Journal of Humanities and Social Sciences Research (IJHSSR)
Teaching English Through Lecture: A Faulty Strategy For Language Classes
Muhammad Wasim Chaudhry
University of Lahore, Lahore Pakistan.
ABSTRACT
The aim of this paper is to deal with the critical issue of Lecture methodology, its use in language teaching,
its frequent use in Pakistani language classrooms in the public colleges, its usefulness or otherwise, its
advantages and limitations, its role in language learning or teaching strategy keeping in view the particular
scenario of English language classes at Graduation or Post-Graduation level. This paper will not only discuss
the viability of Lecture method as a teaching strategy and its possible role in language learning. Theoreticians
have suggested numerous arguments in favor and against. Here in this paper the author will present its
pedagogical need and the reason behind its adaptation and how far it is faulty for a language classroom.
[CITATION: Chaudhry W M. (2014) Teaching English through lecture: a faculty strategy for language
classes. International Journal of Humanities and Social Sciences Research (IJHSSR). 1(1) pp 1-10]
Keywords: Innate, cognitive learning theories, pedagogical, target language
Introduction:
The "lecture" is the form of teaching strategy as applied today, dates back to the mid19th
century. A hundred
years ago "class recital" was the dominant method of "teaching" large groups. Kyle (1972) suggested that the
revolt against the dominant method was both vigorous and controversial. The factor which contributed to the
adoption of the present lecturing method was (and still is) the ability to deal with a large number of students
at the one time. In the English degrees with large numbers of undergraduate students the lecture is therefore
an obvious choice.
Opposition to the lecture can be traced to the research of Simmons (1959) who found that superior results
were achieved by smaller classes when teaching intermediate algebra. However, literature reviews by Dubin
and Taveggia (1968), Milton (1972), and Laughlin (1976) found little evidence to substantiate the claim that
class size affects anyway.
There has always been preference of many senior teachers of English Language in Pakistan who preferred
Literature over language teaching and Lecture over word for word translations from books and grammar
teaching. Learning of Grammar of a language is close to acquisition of language rules through cognitive
abilities of the learner. Whenever a person is exposed to a new language he is taught or not language is
acquired just as a child learns his mother tongue. Psychologists believe that human brain has the innate
ability to learn any world language to which it is exposed. It comes automatically; rules of grammar of the
language are acquired slowly and gradually with the input of language data. Brain sorts out the data which

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not only facilitates the mind to bring acquired information in use but also develop rules and principles
working behind a language input. Chomsky worked on the Universal Grammar with the same view to
understand the cognitive processes that are involved in learning a language. Rapidity of acquisition (once the
grammar spurt has started) also points to genetic guidance in grammar construction: ‘Otherwise it is
impossible to explain how children come to construct grammars---under the given conditions of time and
access to data.’ (Chomsky 1972, p.113)
Behaviorists believe that language should be taught as through repetition and practice. Structuralists feel the
need to feed properly the structures (syntax) of a language to teach a language because haphazard input in the
form of words and images cannot lead the brain to retain the information bits for a longer time. The
information presented or the input must be arranged in appropriate structures; it should be coherent and
systematized.
So many teachers feel relaxed that their job is only to provide the students with sufficient exposure,
particularly at advanced level where the students have had enough practice of Grammar and stereo-type
grammatical exercises tailored according to the courses of various levels. The question arises: is it really the
reason behind so much favor for Lecture method? Or is it an escape to cope with the delicate task of
language teaching and prepare the students for advanced classes to cope with even difficult tasks
pedagogically as well as in practical usage of the target language.
The pedagogical value of the lecture has always been questioned particularly in language classes. In other
subjects like social sciences or pure sciences where subject matter (content) is more important than the
language importance and role of lecturing is surely different. Content oriented subjects where bits of
knowledge/ pieces of information are important lecturing can be the best strategy to disseminate information
to smaller or larger groups. Similarly in the literature classes where the discussion on content is important
than the use of language again lecturing can play a better role than just giving book reading or language
analysis.
In deed the lecture is supported in tutorials, where student belong to numerous classes and gather only to
share fun and information bits. Some subjects like English need workshops to reinforce the learning process
so as to abreast them with practical communicative skills. English is being taught in Pakistani schools and
colleges as a compulsory subject right from class one. But it has been noticed with serious concern that most
of the students of English in public colleges are deficient in communication skills. They cannot communicate
properly in the target language even after decade of schooling. This summer the Higher Education
Department of the Government of Punjab has embarked upon a Communicative Skill Development Program
just in view of the most neglected part of the language teaching i-e speaking.
Lecturing involves teacher dominant classes where the teacher uses maximum speaking time and students
remain sitting and listening to the teacher as passive listeners. Yet, the lecture remains the dominant teaching
strategy adopted for delivering course material to large classes in the subject of English. There are numerous
factors that are responsible for this kind of situation. In college, where electricity still poses a serious
problem, rooms are with insufficient light arrangement, black boards or white boards are in bad condition,

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non-availability of AV aids: all these things require the teacher to play chief role in tackling all class room
problems and lead the students all way through to complete the course work and appear in the finals exams.
Students have to rely on other strategies to prepare for the exam. They join academies or private coaching
classes; prepare readymade type materials to prepare for the written Board of Intermediate Exams. No oral
tests are ever part of the pedagogical practice in numerous public schools. In some English medium schools
where medium of instruction is purely English and students are required to talk only in English to a level of
completely discarding their vernacular. They perform better in English at schools but as soon as they get into
colleges they feel great hurdles in studying Urdu the national language of the country. They are rendered
handicapped.
The growing demand or at least implementation of alternative methods of delivering instructions in the
subject of English on the part of the government is echoed again and again but the teacher like lecturing
because through this strategy they dominate the classes most of the time, control classes easily and deliver
maximum through their lecture to cover the bulky course materials. Students’ mental involvement is
considered enough by the teacher. It is not usual for college students to do home work either, so English class
time is their laziest and activity free time. The students prefer lecturing because they are not questioned, they
sit relaxed and do only passive listening; they don’t have to give performances or respond so occasionally in
the class. Language teaching neither occurs at colleges nor in academies or private classes. As a result too
much talent is being wasted away and thousands of students are dropped every year.
Literature Review:
Research focusing upon differences between lectures and alternative modes of teaching (such as small group
study), have not conclusively identified any superior method to the lecture method. The research of Glass et
al (1982) provided evidence that small class size was positively correlated with high achievement in
elementary and secondary levels of education. The transition to higher education, especially English, has not
resulted in the same conclusions. Alagiah and Fatseas (1995) and Baldwin (1993) are examples of research in
an English education context which did not find evidence that alternative methods of instruction/teaching
produced better performance from student results. The researches done by Ott, Mann and Moores (1990)
found that better performance associated with alternative methods of instruction/teaching were significant
only within/between different personality traits. They had nothing to say about the lecture or other teaching
methodologies of teaching of English as a first or second language. Rovin, Lalonde and Haley (1972) found
that students attending lectures, as opposed to students who were given the same material as reading
assignments, performed better in tests on the subject matter. Lecture method does have its merits. Rovin and
others concluded that the lecture was a directional device, which provided guidance for further study. Costin
(1972) compared lecturing to discussion and concluded that acquiring of knowledge was as readily achieved
by the lecture as by discussion. Bligh (1972) concluded that lectures were as effective as other methods for
imparting information, but not more so. Nolan (1974, p.256) found that students preferred lectures as they
felt compelled to take notes. The test results of the students who had been given lecture notes and only
attended tutorials did not differ significantly from previous sessions. Schmerler (1974) examined the
difference between small group discussion and lectures, finding no significant difference in the performance

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of the students. The studies suggest that the lecture provides a large group of students with an opportunity to
learn, measured by performance outcome, equal to small group teaching. Research work in the field has
examined several aspects of student behavior in relation to lectures as an effective method of instruction.
Canter & Gallatin (1974) studied student attitudes toward lectures as opposed to discussion. They found a
discrepancy between attitudes and behavior in the students indicating preference for discarding lectures,
however, when given the opportunity actually preferred the lecture. Saljo (1975) emphasized perception as
the reason for behavior.
In a structured learning situation the majority of students were found to modify their approach, suggesting
that students who memorized information had perceived the situation as one demanding descriptive
summaries rather than understanding. Ott, Mann and Moores (1990) examined the effects of personality and
method of instruction on English students. Using the Myers-Briggs Type Indicator to establish the
personality type of each student and the exam results, they found that certain personality types performed
better as a result of the lecture method (thinking and sensing type) and others from computer-assisted
instruction (feeling and intuitive type). The research supports the continuance of the lecture method in
english, the sensing type personality having been found to perform better under a lecture method (Ott, Mann
& Moores, 1990). We see that lecturing is popular among most researchers as well as theoreticians. Its
comparision has been done with parrot-like rote learning and memorization without understanding. However,
nobody appears to see limitations of this method with reference to teaching of English as a language in a
context where English is a foreign or Second language.
Importance of the personality of the Lecturer:
Research focusing upon the lecturer/ instructor style of presentation has created additional avenues to be
factored into the analysis of the lecture method. Wyckoff (1973) provided evidence that differences between
instructors were positively correlated with student achievement. Perritt (1974) found that students considered
the tutors (graduate assistants) as the effective providers of feedback and the lecturer as secondary. The
lecture was considered important in providing the introduction only and the tutorials provided the
confirmation of understanding. Kyle (1972, p.325) came to the conclusion that "What is at fault with the
lecture technique is not the method but the man." He suggested that the personality of the lecturer was
important and that the enthusiasm and knowledge of the subject material could impact upon students
instilling them with an experience which would be remembered long after the lecture.
Techniques:
Publications and research concerning methods and techniques of lecturing are, for the most part, prescriptive.
Coverdale and McDermott (1974) discussed the presentation of the lecture, modified forms of the lecture,
and evaluation of lecturing. But contrarily, Brown (1978) focused on the structure and design of lectures,
with emphasis on preparation and presentation. As he suggested in the prologue: "We seldom have the
opportunity to consider either the rich variety of possible lecturing methods or the most efficient ways of
preparing lectures and the most effective ways of presenting them." There are others who have also put
forward numerous techniques through which lecture methodology can be improved. Gibbs, Habeshaw and

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Habeshaw (1988) provided 53 suggestions to make lectures interesting and effective. Newble and Cannon
(1990) prescribed techniques for presentation and evaluation of lectures. They provided details of audio-
visual and other technology, activities for students, and advise on potential problems likely to be encountered
during lectures. While various techniques have the potential to improve the lecture the incorporation of new
technology may assist in overcoming some of the disadvantages previously associated with lectures.
Technological Revolution:
Innovations in the form of televising subject material and packaging subject material on video, CD's or
different websites may prove to be an alternative to dealing with the need to teach large groups (Rogers,
1987). However, the strategies employed in these new approaches still rely on the presentation of material in
a lecture format, one needs only to turn on the TV early in the morning to catch the accounting session. What
can one do with a "dry" subject such as English? Well the answer is to be found in some of the otherwise dry
subjects presented on TV. Make it interesting (Daniel, 1988)! How can one make English interesting? Make
it relevant to the students to make it topical, make it flow. Students are a far more sophisticated audience to-
day. The reason for this may be evidenced in the level/degree of sophistication employed in the forms of
entertainment available to-day (Vanderburg, 1986; Blythe & Sweet, 1979; Oxford & Moore, 1979; Siegel,
1975). Considering students in terms of an "audience" a new dimension to the lecture emerges. Not only
must the lecture contain the specific information, intended to convey meaning, it must do it in a way that
both captures and motivates the imagination of the audience. As lecture theatres become more sophisticated,
through the incorporation of new technology, it seems appropriate that the lecture format should evolve to a
new level of sophistication. Just as live theatrical presentations have adapted and changed to reflect an
increase in the demands from a more sophisticated audience, so too, the lecture needs to go through a process
of change.
Evaluation Framework:
The selection and evaluation of a teaching strategy should encompass the needs of the students,
teacher/facilitator, subject curriculum, and the facilities/resources available. In essence all aspects of the
teaching and learning phase of a body of students should be examined to determine the extent to which a
teaching strategy has or has not met the expectations of the curriculum. In order to address these issues
research models based on pedagogical aspects are required to conceptualize the role of the lecture as one
component of an overall teaching strategy. English language teaching has its important function to develop
communicative competence of the students in the form of written expressions and oral delivery. Any analysis
made to access and examine the importance of a teaching methodology must also understand the
fundamental difference of Language Teaching and teaching of other subjects. The requirements of language
teaching essentially differ in nature and practice. Therefore must be analyzed from that very perspective.
Research work being done has focused on a number of the above pedagogical attributes, the combinations
varying from paper to paper. However, few have succeeded in addressing the holistic approach of the lecture

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as a teaching strategy. Whether it is possible to establish a benchmark and compare the use of the lecture
between disciplines is an additional question for research. A completely different approach is to employ a
cost benefit analysis examining the cost drivers which are informally used to evaluate the most appropriate
teaching strategy. Bearing in mind that a teaching strategy may rely on a mix of various techniques for
delivering and reinforcing the learning process. Given that the capital outlay for facilities, such as buildings,
are a sunk cost then the an amount for amortization or interest on borrowings may be considered appropriate
for annual expenditure. Salaries and other outgoings constitute the remaining expenditure. Receipts from
student enrolments are the major source of income, against which the expenditure is to be balanced. The
benefits may be viewed as two fold, firstly, satisfy the needs of the client or student and secondly, the
continued growth or operating capability of the institution.
Merits of Lecture Method:
1. Lectures if delivered well can communicate the basics of the subject matter. The speaker can convey
personal enthusiasm in a way that no book or other media can. Enthusiasm leads to interest, and
interested, stimulated people tend to learn more.
2. Lectures do provide students with role models of scholars in action. The professor's way of
approaching knowledge can be demonstrated for students to follow.
3. Original research or recent developments that have not been published can be conveyed through
lectures.
4. Lectures can convey factual material.
5. Lectures provide a faster and simpler method of presenting information to students. Lectures are
particularly useful for students who are not very good at comprehending printed material from books.
6. Lectures can be delivered to a wide audience at a single span of time.
7. There is maximum teacher control with the instructor choosing what material to cover, and other
courses of action.
8. At lectures students are not required to do anything other than listening which is an advantage for
students who learn well this way.
9. Lecturing offers face-to-face confrontations with other human beings who talk, gesture think and feel
like them.
The reason behind the popularity of lecture method is mainly because of managerial ease as shown in the
diagram below:

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DIAGRAM - 1
Lecture evaluation pedagogical model:
Techniques Individuals Outcomes
Facilities:
 Technologies
 Seating
Presentation:
Preparation:
Students:
 Personality/Attitude
 Learning style
 Experience
 Work
 Age
Student grades:
Student evaluations
Peer reviews:
Supplementary materials:
 Tutorials
 Workshops
 Computer Lab’s
Lecture:
 Personality/Attitude
 Teaching style
 Knowledge
 Experience

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The diagram-1 shows clearly that lectures can be conducted very easily if the presenter can prepare them
properly and execute before the students convincingly. Personality of the presenter plays an important role in
the method.
In language teaching however, the teacher has to be even more competent, fluent and knowledgeable than is
perhaps required in the lecture method.
Requirements of a language class and shortcomings of lecture method:
The following are generally understood:
 Language teaching must involve students
 Most of the class time must be actively utilized by the students
 Language class must be student centered instead of teacher centered
 Students must get enough exposure as well as practice of the target language in the class
 Teacher should plan language class in such a way that most of the time they should be doing one
thing or the other.
 Teacher should be the planner, the executer of the plans, the facilitator, the helper, the instructor and
the guide.
 Teacher’s role is very important but like an anchor of a TV program he must be at the back of all the
class activity.
 The teacher should come forward at times to give proper direction to the class activity.
 The teacher should be the initiator of all activities and should impart necessary instructions to the
students just like the team captain but letting everyone in the team to play their part as well.
 Students play a very passive role while a lecture is being delivered. Passivity can hinder learning.
 Lectures encourage one-way communication. Feedback about the students' learning is generally not
conveyed to them.
 The span of attention of students generally does not last beyond 20 to 25 minutes.
 Lectures tend to be forgotten quickly.
 Lecturers must be verbally fluent which is a skill , in general, not distributed very evenly among
people.
 Lectures are not well suited to higher levels of learning like application and analysis.
 The burden of organizing content solely rests on the lecturer.
 Abstract and complex subject material cannot be delivered well by lectures.
 Lectures assume that all students are at the same level of understanding and are learning at the same
pace, which is not possible.
Conclusion:
Whether the cost or the pedagogical issues should determine the acceptability of the lecture or indeed any
teaching strategy is a matter beyond the scope of this paper. The decision must rest on the argument which
one will require the consideration of the constraints placed upon the teaching institution to provide the

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facilities and opportunity for language learning. The lecture is only one component which is used in the
teaching of accounting and any attempts to interpret the impact of the lecture, on the learning process of
students, needs to consider the role of intervening and moderating variables. Lecture method has numerous
advantages and the information is conveyed in an appropriate manner by an experienced presenter but the
requirements of the language teaching being fundamentally different its results are against all efforts of the
teacher usually disastrous. If we just keep in mind the aforementioned requirements of a language class the
shortcomings of lecture method lay exposed. A teacher can himself realize that lecturing with its myriad
advantages has no advantageous position in a language class.

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References:
Bligh, D.A. (1972). What's the Useof Lecturesi', Penguin Books, London.
Blythe, H.& Sweet, C. (1979). From the Fonz to Faulkner: TV Makes Literature Get-at-Able,
AudiovisualInstruction, October, pp.16-17.
Brown, G. (1978).Learning and Explaining, Methuen& Co., London.
Canter, F.& Gallatin, J. (1974). Lecture versus Discussion as Related to Students' Personality
Factors,Improving Collegeand UniversityTeaching, .22(3), pp.III-116.
Chomsky Noam. (1972) Universal Grammar P.113 as in Andrew Redford (2004). English Syntax -an
introduction P.07, Cambridge University Press
Collier, K.G. (1985). Teaching Methods in Higher Education: The Changing Scene, with
Special Referenceto Small-groupWork,Higher Education Research and Development, 4(1),
pp.3-27.
Costin, F. (1972). Lecturing versus Other Methodsof Teaching: AReviewof Research, British
Journal of EducationalTechnology,3(1), January.
Coverdale, G. & McDermott B. (1974). The Art 0/ Lecturing, MacquarieUniversity, North Ryde.
Daniel, A.V. (1988). How to design effective audiovisual resources, in K.R.Cox and C.£. Ewan
eds, The MedicalTeacher, 2nd Ed., Curchill Livingstone, London, pp.210-215.
Dubin, R.& Taveggia T.C. (1968). The Teaching-Learning Paradox, Eugene: Centre for the
Advanced Study of Educational Administration,Universityof Oregon.

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