Jayakumar sentence pattern method-a new approach for teaching spoken english for efl learners

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Natural Language Research Center (NLRC) Research Article (www.nlrc.in)
Sentence Pattern Method: A New Approach for Teaching Spoken English for
EFL Learners
K. S. Jayakumar
Saveetha University, Chennai, India.
Email: ksjayakumar@pmail.ntu.edu.sg
Bio Data:
Dr. K. S. Jayakumar is an assistant professor at Department of Mechanical Engineering, Saveetha
University. He obtained his PhD in Machine Intelligence at Nanyang Technological University,
Singapore. He teaches courses on spoken English, computational linguistics, robotics and machine
intelligence. His research interests are modeling language learning process, word sense
disambiguation and machine intelligence. He founded Natural Language Research Center (NLRC)
to promote the research in computational linguistics and machine intelligence.
Abstract
This paper discusses a new methodology, Sentence Pattern Method (SPM), for teaching spoken
English for EFL learners. The SPM helps a learner to convert his/her thoughts (in mother tongue)
into English sentences very easily. The paper also discusses five important rules for developing
spoken English fluency for the learner in a very short time. The SPM is tested with school students,
arts and engineering graduates of Tamil medium. It is found out that the learner shows great interest
in learning the spoken English and starts speaking English without fear. In other words, the learner
starts speaking English without worrying about the errors and the nervousness of the learner is
reduced considerably.
Keywords: Spoken English, Tamil, Sentence pattern method, Sentence structure, Second Language
Acquisition (SLA)
Introduction
When we are at age of four we fluently speak our mother tongue. During that time we don’t know
the grammar of our mother tongue. The main objective of the SPM is to make the learner to speak
English fluently the way he/she speaks his/her mother tongue. The paper is organized as follows:
Section 1 describes the definition for the language and its important components; Section 2
describes the sentence pattern method; Section 3 discusses five rules for developing fluency in

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spoken English; Section 4 describes the case study with Tamil students and lists out the difficulties
that prevent the students from speaking English fluently; Section 5 discusses the literature review;
Finally the paper ends with conclusion.
Language and Its Components
We use language to communicate our understood meanings and feelings in the form of sentences or
speeches to others. Let us consider the following example to understand the language and its
components. In this world, entities (i.e. things/objects) exist. The entities are two types and they are
living entities and non-living entities. Each entity has certain name and the name is called ‘noun’
(i.e. car, college, john, etc). The entity has properties such as big, beautiful, small, red, etc and this
property name is called ‘adjective’. The entity displaces from one place to another and this
displacement with respect to time is called ‘action’. The name of the action is called ‘verb’ (i.e.
walk, move, lift, etc). Similar to entity, action also does have properties such as fast, very, more, etc
and this action property name is called ‘adverb’. The spatial relationship among the entities is
described by ‘preposition’ and the timing relationship among the actions is described by ‘tense’.
The relationship between the sentences is described by ‘conjunction’ (Jayakumar (2007)).
The language has four components such as subject (S), verb (V), object (O), and
complement (C). As we know, the action name is called ‘verb’. The verb (V) plays major role
among the components. The doer of action is called subject (S). The receiver of the action is called
object (O). The properties of the subject (S), verb (V) and object (O) are called complement (C).
English has S V O C order and Tamil and other Indian languages have S O C V order.
Sentence Pattern Method (SPM)
Sentence Pattern Method (SPM) is the sentence template that contains constants and variables. This
is similar to mathematical formula. Let us consider the following example to understand the SPM.
Example situation: Let us assume that a guest comes to our home. First we welcome the
guest and ask the guest to be seated. Then we may ask the guest what do you eat or drink.
In this, what is the sentence pattern method to ask the guest politely to have something?
Sentence Pattern Method: Would you like to do sth?
would – constant, you – constant or variable, like – constant, to- constant
do-variable (i.e. refers to Verb)

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sth (something) – variable (i.e. refers to noun or complement)
If we ask the guest to eat ice-cream, the variables get the following values: do = eat & sth =
ice-cream. Then substituting the variables in the SPM gives the following sentence:
SPM: Would you like to do sth?
(Substituting, do = eat & sth = ice-cream in SPM)
Final Sentence: Would you like to eat ice-cream?
If we ask the guest to drink apple juice, the final sentence is “Would you like to drink apple
juice? ( here, do = drink & sth = apple juice)
What we understand from the SPM is that forming of the sentence is nothing but just
substituting the values to the variables in SPM. Likewise, one can form different sentences for
different values of the variables. The sentence patterns are available in English dictionaries and
specifically the learner can refer this website www.ldoceonline.com for getting the sentence
patterns for different concepts and words.
Five Rules for Developing Fluency in Spoken English for EFL Learners
Rule 1: The learner should use the Sentence Pattern Method (SPM) for constructing English
sentences.
Rule 2: If one does not know SPM for the particular concept, how to create the sentence for the
concept?
Example Concept: just imagine this situation that you are sitting in the room and you are looking up
the roof and you see that the fan is rotating. Here the main question is how to create the sentence
for the fan rotation. The following steps are used:
Step 1: Find out what is the name of the action
Step 2: Find out who is the doer of action (i.e. Subject)
Step 3: Write the above names in the following order: (Doer of the action) – (Action name)
Step 4: If the receiver of the action (i.e. Object (O)) and Complement (C) exists, write those
(O, C) after the verb. (i.e. S V O C)
Fan rotation example:
Step 1: Find out what is the name of the action (rotate)
Step 2: Find out who is the doer of action (i.e. Subject) (fan)
Step 3: Write the above names in the following order: (Doer of the action) – (Action name)

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(fan) – (rotate)
After adding the article and proper tense, the final sentence will be
The fan is rotating
The rule 2 seems to be very simple and the main purpose of this rule is that many EFL learners
forget to form the English sentences with the above order. This kind of problem mostly arises for
Tamil students and those who have mother tongue order of the form S O C V.
Rule 3: During the initial stage of English learning, try to construct English sentences with present
tense only. Don’t use other type of English tenses (i.e. past tense, perfect tense, etc) at the initial
stage of English learning. Tenses actually refer to action timings. To refer action timings or tense,
use appropriate timing word. This rule helps the learner to form the sentences very easily and
quickly.
Example:
• I came here yesterday (use this: I come here yesterday)
• I am walking (use this: I walk now)
• I have eaten (use this: I eat just now)
Rule 4: Don’t use complex English sentences for speaking. The EFL learner must use simple
sentences and compound sentences for speaking. The learner must practice/know how to convert
complex sentences into simple and compound sentences.
Example:
• You see me before leaving this place (use this: First you see me. Then you leave this
place)
• When I ate in the home I saw my friend (use this: I ate in the home, at that time, I saw
my friend)
• While eating I was watching TV (use this: I was eating, meanwhile, I was watching
TV) (here, the actions ‘eating’ and ‘watching’ happens at the same time)
• Because of fever I didn’t go to school (use this: I had fever, so I didn’t go to school)
Rule 5: Write down the list of sentences in your mother tongue that (sentences) you spoke or
thought last six months. (i.e. if your mother tongue is Tamil, write down the list of sentences in
Tamil that you spoke last six months). For each sentence in your mother tongue, learn/know the
corresponding sentence pattern. The table 1 shows the list of sentence patterns for Tamil sentences.

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S.No Tamil Sentence Sentence Pattern Final Sentence
1
ப காணவ ைல
(purse kanavillai)
sth is missing Purse is missing
2
ச கைர ஏதாவ மதி
இ கிறதா? (sarkarai
ethavathu meethi
irukkiratha?)
Is there any sth
left/remaing?
Is there any sugar
left/remaining?
3
கைட ேபா
ெவ கி வா.
(kadaikku poi mudi
vetikkittu va)
Have sth1 done sth2
(done-past participle)
Have your hair cut in
the saloon/shop.
Table 1: Sentence patterns for list of Tamil sentences
Case Study with Tamil Medium School and College Students in Salem, Tamil Nadu, India.
The SPM has been tested with school students, arts and engineering graduates of Tamil medium. As
a first step, the problems that prevent the students from speaking English fluently have been
identified. Then the problems are addressed / rectified through the SPM method and the five rules
as mentioned above. The problems that prevent specifically the Tamil medium students from
speaking English fluently and suggested solutions for those problems are as follows:
1. Tamil medium students use complex sentences for speaking. In other words, they exactly
follow the sentences in the book, news paper, etc.
a. Solution: Students are asked to use sentence pattern method to form sentences, asked
to use simple and compound sentences for speaking.
2. They speak English fast as they do in Tamil.
a. Solution: Students are asked to speak slowly and tell the English words one by one.
3. They construct English sentences by translating Tamil sentences.
a. Solution: Students are asked to use sentence pattern method to form sentences and
asked to follow rule 2.
4. Teaching English grammar rules make them to loose interest in spoken English learning.
a. Solution: Students are asked to use sentence pattern method to form sentences and
asked to follow rule 3
5. They do not understand non-reference words (such as preposition, timing words,
conjunction, etc).
a. Solution: English has 256 important non-reference words. Students are taught those
words with sentence patterns.

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6. They are advised to read English newspapers for developing fluency in spoken English. The
newspaper will only help the students to develop the written English skill.
a. Solution: Students are asked to follow rule 5.
Experiments and Discussions
Ninety students have been taken for the experiment (i.e. spoken English training). Each batch
consists of thirty students and it has ten members of school students (of 8th
standard class to 12th
standard class), ten members of arts and science graduates and ten members of engineering
graduates. There are three batches in total. The total training hour for each batch is thirty hours.
There are fifteen sessions in the training. Each session consists of two hours. The training continued
for fifteen days for each batch. The following table shows the training plan for fifteen days.
Day Training Contents Teaching Methodology
Day 1 Introduction of Language learning process Lecture
Day 2 Language and its components Lecture
Day 3 Sentence Pattern Method (SPM)
Lecture, tutorial and
exercises
Day 4 Fluency problems Lecture and demonstration
Day 5 SPM interpretation from www.ldoceonline.com
exercises
Day 6
Rule 2 – construction of SPM for Tamil
situations – Part I
exercises
Day 7
Rule 2 – construction of SPM for Tamil
situations – Part II
exercises
Day 8
Rule -3 construction of sentences in present
tense and teaching timing related words
exercises
Day 9
Rule – 4 Transformation of complex sentences
into simple and compound sentences
exercises
Day 10
Rule 5 – creating sentence patterns for list of
Tamil situations – Part I
Tutorial and exercises
Day 11
Tamil situations – Part II
Day 12
Tamil situations – Part III
Day 13
Speech Exercise (Teacher gives Tamil
situations and student speaks in English)
Exercise
Day 14
Exercise
Day 15
Exercise
Table 2: Fifteen days spoken English training plan for Tamil students

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The training gives more focus to SPM, creating sentence pattern for list of Tamil situations
that student will undergo in the future and speech exercise. The important research findings have
been identified in the spoken English training conducted for ninety students and they are as follows:
1. Students appreciated the importance of SPM approach for converting Tamil sentences
into English sentences.
2. Rule 2 (i.e. the sentence order doer of the action and action) played important role in
forming English sentences for Tamil students.
3. The learner who didn’t understand the SPM approach did not perform well in the
training.
4. Many students followed complex sentences for the speech. They felt very difficult to
speak English fluently. They were advised to use compound sentences and as a result
they spoke very well and felt comfortable.
5. Some students gained more confidence in the training by just understanding the fluency
problems and the SPM.
6. The learners felt more confident in speaking English sentences in present tense and
using timing related words. Surprisingly, at the end of the training they started to use
correct tenses for the English sentences.
7. The non-reference words helped the students to describe their situations very accurately.
They understood that the non-reference words were important for spoke English.
8. Knowing the English sentence patterns for Tamil situations played major role in
enhancing the student’s spoken English fluency. Every student appreciated this exercise
and they participated in the class very actively.
9. All the students had the confidence in speaking English. Many students started to use
broken English sentences when they didn’t know the exact sentence pattern for the given
Tamil situation.
The findings clearly showed that the learner showed great interest in learning the spoken English
and started speaking English without fear. In other words, the learner started speaking English
without worrying about the errors and the nervousness of the learner was reduced considerably.
Literature Review
Skehan (1998) and Foster (2001) mentioned the formulaic expressions, which are called in this
paper as Sentence Pattern Method (SPM). It was mentioned that the formulaic expressions played
the important role in second language acquisition and native speakers have been shown to use a
much larger number of formulaic expressions than even advanced second language learners. Ellis

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(1984) and Myles, Mitchell, and Hooper (1998) demonstrated that learners often internalize the
formulaic expressions and reuse them for different situations by substituting variables. Ellis (2005)
proposed ten principles instructed language learning, which play the important role in designing the
curriculum for spoken English teaching. Rebecca (2006) and Prabhu (1987) discussed the task
based language teaching and learning and it is based on the concept that effective learning occurs
when students are fully engaged in a language task, rather than just learning about language and
tasks comprise the foundation of the curriculum. In this paper, the task of creating English sentence
patterns for Tamil situations played important role in second language learning. Krashen's theory of
second language acquisition consists of five main hypotheses: the acquisition-learning hypothesis,
the monitor hypothesis, the natural order hypothesis, the input hypothesis, and the affective filter
hypothesis (Krashen, 1982). Nation (2005) discussed how to teach a vocabulary for effective
English learning. The learning burden or constituent parts of vocabulary consists of three
components such as meaning, form and use. The SPM covers these three aspects of vocabulary and
it helps the learner to remember multiple meanings of a word. Nation (2003) discussed the role first
language or mother tongue in English language learning and it showed that teaching the vocabulary
in the first language gives the better understanding of the meaning. Similarly, in this paper the
vocabulary was taught in the first language (Tamil) and its sentence pattern was given in the target
language (English). This gave a good impact on vocabulary and language learning particularly for
Tamil students.
Conclusion
This paper proposed a new methodology, Sentence Pattern Method (SPM), for teaching spoken
English for EFL learners. The SPM helped a learner to convert his/her thoughts (in mother tongue)
into English sentences very easily. The paper also discussed five important rules for developing
spoken English fluency for the learner in a very short time. Ellis (2005) ten principles of instructed
language learning helped very much to design the fifteen days spoken English training plan. Many
of the Tamil students appreciated spoken English training through SPM approach and they started
speaking English without worrying about the errors and the nervousness of the learner was reduced
considerably.
Request to Spoken English Trainers and Institutes:
You please apply this methodology in your country for your people. It is very effective. We
help you to design the spoken English training plan for your country. Please email your
feedback to nlrcspokenenglish@gmail.com.

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References
Ellis, R. (1984). Classroom second language development. Oxford: Pergamon.
Ellis, R. (2005). Principles of instructed language learning. In P. Robertson, P. Dash and J. Jung
(Eds). English language learning in the Asian context (pp. 12-26). The Asian EFL Journal.
Foster, P. (2001). Rules and routines: A consideration of their role in task-based language
production of native and non-native speakers. In M. Bygate, P. Skehan & M. Swain (Eds.), (pp.
75-97).
Jayakumar, K. S. (2007), Organized memory for natural text understanding and its meaning
visualization by machine, PhD Thesis, Nanyang Technological University, Singapore.
Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon.
Myles, F., Mitchell, R. and Hooper, J. (1998). Rote or rule? Exploring the role of formulaic
language in classroom foreign language learning. Language Learning 48, 323-363.
Nation, P. (2003). The role of first language in foreign language learning, Asian EFL Journal, 5(2).
Nation, P. (2005). Teaching Vocabulary. In P. Robertson, P. Dash and J. Jung (Eds). English
language learning in the Asian context. The Asian EFL Journal.
Prabhu, N.S. (1987). Second language pedagogy. Oxford: Oxford University Press.
Rebecca, O. (2006). Task-based language teaching and learning: an overview, Asian EFL Journal,
8(3), 94-121.
Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University

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