As an English TEFL teacher or materials writer, exploring new methodologies is crucial. One approach that has gained significant attention is the discovery approach.
What is the discovery approach?
The discovery approach is a teaching methodology which has a learner-centred focus. It gives the students an active role in the learning process. It can be described as an inductive approach, which is a form of bottom-up teaching where the learners start with concrete examples and gradually infer rules and generalisation from those examples. In order to understand how this works in practice, we will compare the discovery approach to the Presentation, Practice and Produce (PPP) teaching methodology.
In the presentation phase of PPP, the learners usually “receive” information from the teacher, which encourages a more passive learner role. This approach can be described as a deductive approach, where learners are first provided with explicit rules or generalizations, and then must apply those rules to specific language examples. The focus of the class is teacher-directed, since the teacher also controls the pace of learning.
In the discovery approach, learners are not spoon-fed formulaic rules and there is no rote learning. Learners have to exercise their curiosity, exploring the material to notice language patterns on their own. They are given a model from which they have to discover language structures for themselves. For example, the target language structures can be introduced in a dialogue. The teacher’s role is to guide learners on their own journey of discovery and not simply provide them with the information on a platter.
1. Read the follow dialogue and answer the questions below.
- Jasper: How long have you worked here?
- Zara: I haven’t been here that long. Only about nine months.
- Jasper: Where did you work before?
- Zara: I worked for a software company.
- Why are different verb structures used?
- What is the difference between the two questions?
In this lesson, the teacher asks the students to focus on the two questions in bold, encouraging them to notice the difference in the language structures. The teacher may not even need to use grammatical terminology at this stage. The teacher can present the students with a gap-text explaining the function of the structures. With the help of the examples, the learners have to actively discover the structures and functions on their own.
2. Complete the rules using the words below.
did infinitive past participle have/has infinitive
We use _________ + ________________ to link the past with the present.
We use __________ + -ed to talk about finished actions in the past.
We use _________ + __________ to ask a question about finished actions in the past.
The teacher would normally follow this up with a guided application section so that the students can practice the core differences and see further examples in use.
3. Complete the dialogue below using the verbs in brackets. Use the past simple or present perfect.
- Jasper: Well, I ___________________ (work) in software development for a really long time. I ___________________ (be) involved in the development of most of our top software products.
- Zara: So, when ______________________ (you/ meet) the CEO for the first time?
- Jaspar: I don’t remember. Around two years ago, I think. When I __________________ (start) at the company. Last year we _________________ (work) on a multiplayer game together. It ___________________ (become) one of our most successful products to date.
This can be followed by independent application, and possibly a role-play where the learners have to produce the target language structures in a more natural setting.
What is the advantage of this approach?
The main advantage is the increased level of student engagement as the learners are active and participating in the learning process, which makes learning more meaningful and engaging. Another advantage is that it also trains the students in critical thinking and problem-solving skills. It enables learners to analyse language structures, make connections and learn how to understand languages. This promotes a high degree of learner autonomy, as learners take ownership of their learning and become more self-reliant. It also allows learners to build on implicit knowledge.
What are the risks of using a discovery approach?
It can be more time-consuming and challenging if the syllabus has a lot of content and the course has time constraints. The technique relies on the students’ readiness to take part in this type of learning experience. Learners might expect the teacher to be the purveyor of information and try to take a very passive role. This is common in some hierarchical cultures where the teacher wields the most power in the classroom.
What learning theory is the discovery method based on?
The discovery approach aligns with constructivist learning theory which is informed by the findings of learning theorists and psychologists such as Jean Piaget, Jerome Bruner, and Lev Vygotsky. This proposes that learners actively construct knowledge through their experiences. This approach recognizes the importance of meaningful, contextualized learning experiences that motivate learners to internalize language structures effectively, without the need for rote learning.
Embracing the discovery approach not only enhances students’ language proficiency but engages them in an active form of learning. This is very motivating for your learners.
Bild von Gerd Altmann auf Pixabay
Further reading (external link)
The Discovery Learning Approach To language Teaching (myenglishpages.com)
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