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Teaching Models of
English
[영어교육론]
2013 SPRING
Hyeon Okh Kim
Course Description
The course aims to
• introduce current theories
regarding foreign language
learning and teaching,
• explore the professional
skills to plan, implement
and model the best
instructional practices
possible.
Course Description
•presents an overview of
current theories regarding
second language
acquisition,
• examines both traditional
and innovative methods
used for teaching second
languages, and
• covers different types of
language syllabuses.
Course Objectives
(1) To have an understanding of
issues and theories underlying EFL
teaching methodologies
(2) To examine the history of
language teaching methods and
approaches
(3) To acquire a knowledge of the
nature of skills and procedures for
teaching EFL
(4) To explore ways to help EFL
learners develop their skills and
cultural knowledge
(5) To prepare and implement lesson
plans and activities by utilizing
multiple resources
Class Types and Activities
(1) Discussion and debate
(2) Microteaching
(Presentation)
(3) Lecture & Video Clips
(4) Project & Assignments
(5) Exam
Course requirement & G
rading policy
• 10% Attendance &
Participation
• 10% Miscellaneous
Assignments
• 10% Discussions
• 20% Demo Lessons
• 20% Quiz
• 30% Final Exam
Attendance, Courtesy, & Par
ticipation:
• No cell phones
• 2% deduction for each absence. ▫ 1 = no reduction
▫ 2 = 2 points deducted
▫ 3 = 4 points deducted
▫ 4 = 6 points deducted
▫ 5 = 8 points deducted
▫ 6 = 10 points deducted
▫ 7 and more = F
*3 tardies = 1 absence
**25 minutes tardy = 1 absence
Attendance, Courtesy &
Participation:
• Excused absence such as
medical necessity or other
equally compelling reasons
will not be counted.
• The students are responsible
for downloading the handout
for each chapter from e-class
before coming to class.
Miscellaneous
Assignments
•Preview Questions: Students are to turn in a summary of readings for the day by completing the preview questions to each presentation.
Microteaching
• As a team, students will study
an ELT method and act out the
specific method twice
throughout the semester.
▫ Audiolingual method (ALM) vs.
Notional-functional Approach
▫ Total Physical Response (TPR);
▫ Suggestopedia;
▫ Whole Language Approach (WLA)
vs. Phonics Approach
▫ Task-based Language Teaching
(TBLT);
▫ Content-based Instruction (CBI)
Microteaching
• Every team member must join a pre-meeting to draw up your microteaching.
• Via collaboration, you will determine a lesson unit and choose techniques or procedures for the specific method.
• Each presentation must be set up before the class. The presentation should last no longer than 25 minutes; 5 minutes for introduction plus 20 minutes for microteaching.
• Make sure to send the file to the instructor ([email protected]) at least 3 days before the presentation.
Textbooks
Brown, H. D. (2007). Principles
of Language Learning and
Teaching (5th ed.). Addison
Wesley Longman.
Major Components
• Chap 1: Language, Learning and Teaching
PART I: AGE FACTORS PART II: PSYCHOLOGICAL
FACTORS PART III: SOCIOCULTURAL
FACTORS PART IV: LINGUISTIC FACTORS
• Chap 10: Toward a theory of
Second Language Acquisition
Major Components
• PART I: AGE FACTORS ▫ Chap 2: First Language Acquisition
▫ Chap 3: Age and Acquisition
•PART II: PSYCHOLOGICAL
FACTORS ▫ Chap 4: Human Learning
▫ Chap 5: Styles and Strategies
▫ Chap 6: Personality factors
Major Components
• PART III: SOCIOCULTURAL
FACTORS
▫ Chap 7: Sociocultural factors
▫ Chap 8: Communicative
Competence
• PART IV: LINGUISTIC FACTORS
▫ Chap 9: Cross-linguistic
Influence and Learner
language
Richards, J. C. & Rodgers, T. S. (2001).
Approaches and methods in
Language Teaching (2nd ed.).
London: Longman.
Major Components
PART I: Major language trends in 20th-century language teaching
PART II: Alternative
approaches and methods
PART III: Current
communicative approaches
PART I: Major language trends
in 20th century LT
1. A brief history of language teaching
2. The nature of approaches
and methods in language teaching
3. The Oral Approach and Situational Language Teaching
4. The Audiolingual Method
PART II: Alternative approaches
and methods
5. Total Physical Response
6. The Silent Way
7. Community Language Learning
8. Suggestopedia
9. Whole Language
10. Multiple Intelligences
11. Neurolinguistic Programming
12. The lexical approach
13. Competency-Based Language
Teaching
PART III: Current communicative
approaches
15. The Natural Approach
16. Cooperative Language
Learning
17. Content-Based
Instruction
18. Task-Based Language
Teaching
19. The post-methods era
