TESOL_ Class 2

7/29/2019 TESOL_ Class 2

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English Teaching Methodology

Class 2

What you should know about Englishteaching?


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Reference Books

Techniques and Principles in Language Teaching, Diane Larsen-Freeman, OxfordUniversity Press.

Principles of Language Learning and Teaching, H. Douglas Brown, Prentice Hall

Regents. Teaching by Principles, H. Douglas Brown, Prentice Hall Regents.

Approaches and Methods in Language Teaching, Jack C. Richards & Theordore S.Rodgers, Cambridge University Press.

An introduction to Second Language Acquisition Research. Diane Larsen-Freeman& Michael H. Long.

The Practice of English Language Teaching, Jeremy Harmer, Longman, Ltd.

Teaching English as a Second or Foreign Language. Celce-Murcia, M. H&H

Second Language Teaching & Learning. David Nunan. (1995). H& H.


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I. A Framework of TESOL

English language teaching and learning:

language, education, psychology Theoretical Underpinning: First language

education, second language acquisition

Research methodology

Linguistics


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II. English as a global language: culturalimperialism or intermixing?

the place of English: as a lingua franca

the number of English speakers: 600-700 million speak

English; in Asia alone, 100 million children are learningEnglish.

How English got there: a colonial history, economics(globalization), travel, information exchange (academicdiscourse; the Internet), popular culture (music, movies)

Varieties of English: inner circle, outer circle, and expandingcircle; for specific or general purposes


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III. Reasons of learning a 2nd/foreignlanguage and what goals of it

Academic: to pursue degrees or certificates (* only a small portion in fact)

Non-academic:

(a) to survive in Target Language community e.g. talking toneighbors, helping children at school, or carrying out daily functionseffectively

(b)English for specific purpose (ESP): to learning the lg as to applyin work

(c) Culture: to know about the target community

Miscellaneous: to learn for pleasure, for integrating into a culture or to beforced to

To understand students need and motivation of learning a language iscrucial for successful learning and teaching.


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IV. Research findings on SLA(a) Adults and adolescents can acquire a L2

(b) The learners creates a systematic IL with the same systematic

errors as the child learning the L1

(c) There are predictable sequences in acquisition

(d) Practice doesnt make perfect(e) Knowing a linguistic rule doesnt mean knowing how to use it

(f) Isolated explicit error correction is usually ineffective

(g) More adult learners fossilize

(h) One cannot achieve nativelike command of a L2

in one hour a day

(i) The learners task is enormous since language is complex

A meaningful context is paramount.


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Advantages children benefit from in learning

a foreign language:

Childrens greater potential for developing accuratepronunciation, accent and fluency before puberty

Childrens favorable attitude towards a language and its

culture, either their mother tongue or a second language. Childrens less mental barriers of learning than adults

Childrens learning two languages simultaneously withoutsuffering from inter-lingual interference

Listening along with speaking, a preliminary and preferablerole in the natural order of language acquisition for children


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But learners of different ages have differentcharacteristics is more preferable than the

critical hypothesis. Besides, accuratepronunciation is not the most important goalof language learning but a necessary ordesirable goal. There are also other factors

that determine the effectiveness of oneslanguage learning such as teachers language

competence, the learning environment and soon.


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IV. What is a good Englishlearner/teacher?

A Good learner of English is

Willing to experiment Willing to listen

Willing to ask questions

Willing to think about how to learn Independent/responsible


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What is a good English teacher?According to Brown (2001), a good language

teacher is characterized by

i) technical knowledge

understanding linguistics;grasping basic principles of language learningand teaching; language proficiencies in speaking,reading, writing and listening; knowledge about

language learning process through ones ownexperience; understanding the relationship

between culture and language and knowledge oflatest development of language teaching andlearning.


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ii) Pedagogical skills---well-informed

language teaching approaches; teachingtechniques; ability in lesson plan designand other classroom behaviormanagement skills.

iii) Interpersonal skills.iv) Personal qualities.


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VI. Important terms in TESOL

TESOL, TEFL, TESL

TESOLan acronym for teaching English to speakers of

other languages, used, particularly in the USA, to describethe teaching of English in situations where it is either asecond language or a foreign language.

TEFLan acronym for teaching English as a foreignlanguage, used to describe the teaching of English in

situations where it is a foreign language. TESLan acronym for teaching English as a second

language, used either to describe the teaching of English insituations where it is a second language or to refer to anysituation where English is taught to speakers of other

languages.


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ESL & EFL

ESL

an abbreviation for English as a secondlanguage such as in Singapore

EFL an abbreviation for English as a foreign

language such as Japan* ph.D: pizza-hut delivery


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Deductive learning of grammaris an approach

to language learning in which learners are taughtrules and given specific information about alanguage. They then apply these rules when theyuse the language. For example, in the grammar

translation method, specific grammar rules aregiven to learners and practice subsequently followsto familiarize students with the rule. The features ofit are time-saving and suitable for adult learnerswho can afford abstract thinking. Besides it iswidely used in EFL contexts where exposure to thetarget language is limited and the length ofinstruction time is short. (e.g. GTM, adult learners,FI/analytic learners, EFL contexts)


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Inductive learningis an approach to languagelearning in which learners are not taught grammaticalor other types of rules directly but are left to discoveror induce rules from their experience of using thelanguage. Language teaching methods whichemphasize use of the language rather than

presentation of information about the language

include the direct method, the communicativeapproach and counseling learning. The features of itare time-consuming and applicable to young learnersin natural settings such as ESL contexts.


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Performance and competence

Performance-- a persons actual use of language;how a person uses his knowledge of a language in

producing and understanding sentences.

Competence-- a persons knowledge of a language

People may have the competence to produce a longsentence but when they actually try to use thisknowledge, there are reasons why they restrict it. Forexample, they may run out of breath or their listenersforget what has been said if the sentence is too long.

Due to performance factors such as fatigue, lack ofattention, nervousness or excitement, their actual useof language may not reflect their competence. Theerrors they make are described as examples of

performance.


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Acquisition vs. learningAcquisition--the processes by which people

naturally develop proficiency in a language

Learning-- the processes by which peopleformally develop language proficiency.

the Acquisition-learning hypothesis by Stephen Krashen-

(1941-)

http://en.wikipedia.org/wiki/Stephen_Krashen
http://en.wikipedia.org/wiki/Stephen_Krashenhttp://en.wikipedia.org/wiki/Stephen_Krashen


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bottom-up processing vs. top-down processing

Top-down processing

a way in which humansanalyze and process language as part of the

process of comprehension and learning by makinguse of previous knowledge (higher-levelknowledge) in analyzing and processing

information which is received such as onesexpectations, experience, schemata in reading thetext.

Bottom-up processing a way making use

principally of information which is already presentin the data (words, sentences, etc.) such asunderstanding a text mainly by analyzing thewords and sentences in the text itself.


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Teacher-centered vs. learner-centered teaching

Teacher-centered (fronted) teachingateaching style in which instruction is closelymanaged and controlled by the teacher, wherestudents often respond in unison to teacherquestions, and where whole-class instruction is

preferred to other methods.Learner-centered teachingmethods ofteaching which emphasizes the active role ofstudents in learning, tries to give learners more

control over what and how they learn andencourages learners to take more responsibility fortheir own learning. It is encouraged by manycurrent teaching approaches.


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Target language vs. native language

Target languagethe language which a person islearning

Native languagea first language or mother

tongue/motherese which is acquired first.


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Form vs. function

Form

the physical characteristics of a thing-> inlanguage use, a linguistic form is like the imperative

Function a linguistic form can perform a varietyof different functions:

Come here for a drink-> invitation

Watch out-> warning

Turn left at the corner-> direction

Pass the salt-> request


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CALL-- computer-assisted language learning

CAI: computer-assisted instruction 3 P- a traditional classroom teaching procedure

derived from the Situational Approach of

presentation, practice and production

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TESOL_ Class 2