How can we use TRIZ for teaching English as a foreign language?

TRIZ (Theory of Inventive Problem Solving) is a systematic approach to creative problem-solving, primarily used in engineering and technology fields. However, you can adapt its principles to teaching English as a foreign language (EFL) by applying its structured methodology. Here's how you can incorporate TRIZ into your EFL teaching:

1. Identify problems and contradictions: Analyze your teaching methods, materials, and the specific needs of your students. Identify issues, contradictions, or gaps in their learning experience.
2. Use the 40 inventive principles: TRIZ offers 40 inventive principles that can help solve problems and contradictions. Review these principles and brainstorm ways to apply them to the issues you've identified in your EFL classroom. Some examples might include:
   • Principle 1 (Segmentation): Break down complex grammar structures or vocabulary lessons into smaller, more manageable parts.
   • Principle 13 (The Other Way Round): Reverse the order of a lesson or activity to provide a new perspective or challenge for students.
   • Principle 17 (Another Dimension): Integrate multimedia elements or real-world situations to teach English in a more immersive and engaging way.
3. Use the contradiction matrix: The contradiction matrix is a tool to systematically find the appropriate inventive principles to solve specific contradictions. Identify the parameters that represent your problem and its desired solution in the matrix, and it will suggest the principles most likely to solve your issue.
4. Ideality: Aim for the ideal final result, which, in the context of EFL teaching, could be students attaining fluency and confidence in using the English language. Consider what resources, activities, and teaching methods will lead your students to this result while minimizing any drawbacks.
5. Adapt and refine: Test the solutions you've come up with, and monitor their effectiveness. Gather feedback from students and adjust your teaching methods accordingly. Remember that TRIZ is an iterative process, so continuously identify new problems and apply the principles to improve your teaching.

Using TRIZ for teaching English as a foreign language can lead to innovative solutions and an engaging classroom experience. By continually identifying problems and applying the inventive principles, you can enhance your teaching methods and help your students achieve their language learning goals.

Here's an example of a lesson plan for you to better understand how TRIZ can be applied in your lesson creation.

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Lesson Title: Expanding Vocabulary for B2 Learners with TRIZ
Lesson Objective: By the end of the lesson, students will be able to understand and use 10 new vocabulary words in context.
Materials Needed: Whiteboard, markers, handouts with vocabulary words and definitions, index cards, computer, projector, and internet access.
Duration: 60 minutes

Vocabulary Words (example set): Ambiguous, Coherent, Contemplate, Eloquent, Expedite, Hinder, Indifferent, Meticulous, Prolific, Reiterate

TRIZ-based Lesson Stages:

Warm-up (5 minutes)

• Principle 35 (Parameter Changes): Use a word association game to introduce the new vocabulary words indirectly. Write a related word on the board and ask students to guess the target word based on its association.

Presentation (15 minutes)

• Principle 1 (Segmentation): Divide the vocabulary words into smaller groups based on their part of speech (e.g., adjectives, verbs, nouns) or similar themes (e.g., communication, problem-solving, attitudes).
• Principle 17 (Another Dimension): Present each word with its definition, an example sentence, and a visual aid (such as an image, short video, or GIF) to provide multiple dimensions for understanding.

Practice (25 minutes)

• Principle 5 (Merging) and Principle 24 (Intermediary): Pair students up and provide them with handouts containing the vocabulary words and definitions. In their pairs, have students create a short dialogue or story that uses all the vocabulary words in context. Encourage them to support each other in understanding and using the new words.
• Principle 13 (The Other Way Round): After students have created their dialogues or stories, have them switch roles with their partners and retell the dialogue or story from the other person's perspective, using the new vocabulary words.

Production (10 minutes)

• Principle 25 (Self-service): Provide each student with an index card and ask them to choose one of the new vocabulary words. Have them create a sentence using that word in a real-life context, as if they were using the word in a conversation or a written communication.

Wrap-up and Evaluation (5 minutes)

• Principle 7 (Nested Doll): As a class, review the new vocabulary words, their meanings, and the sentences created by the students. Encourage students to ask questions about any words they are still unsure of, and provide additional examples to clarify.
• Principle 15 (Dynamics): Briefly discuss strategies for remembering and effectively using these new vocabulary words in the future, emphasizing the importance of continued practice and real-life application.

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This sample lesson plan demonstrates how you can apply TRIZ principles to a vocabulary lesson for B2 learners. By incorporating inventive principles, you can create engaging, dynamic, and effective lessons that cater to your students' needs and promote long-term retention of new vocabulary.