English Teaching Methodology

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English Teaching Methodology

• Lesson 1
• What you should know about English teaching?

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Reference Books

• Techniques and Principles in Language Teaching,
  Diane Larsen-Freeman, Oxford University 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. HH
• 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. Important terms in TESOL

• TESOL, TEFL, TESL
• TESOLan acronym for teaching English to speakers
  of other languages, used, particularly in the
  USA, to describe the teaching of English in
  situations where it is either a second language
  or a foreign language.
• TEFLan acronym for teaching English as a foreign
  language, 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 in situations where it is a second
  language or to refer to any situation where
  English is taught to speakers of other languages.

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• ESL EFL
• ESLan abbreviation for English as a second
  language
• EFL an abbreviation for English as a foreign
  language
• ph.D pizza-hut delivery

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• Deductive learning of grammar is an approach to
  language learning in which learners are taught
  rules and given specific information about a
  language. They then apply these rules when they
  use the language. For example, in the grammar
  translation method, specific grammar rules are
  given to learners and practice subsequently
  follows to familiarize students with the rule.
  The features of it are time-saving and suitable
  for adult learners who can afford abstract
  thinking. Besides it is widely used in EFL
  contexts where exposure to the target language is
  limited and the length of instruction time is
  short. (e.g. GTM, adult learners, FI/analytic
  learners, EFL contexts)

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• Inductive learning is an approach to language
  learning in which learners are not taught
  grammatical or other types of rules directly but
  are left to discover or induce rules from their
  experience of using the language. Language
  teaching methods which emphasize use of the
  language rather than presentation of information
  about the language include the direct method, the
  communicative approach and counseling learning.
  The features of it are time-consuming and
  applicable to young learners in 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 long
  sentence but when they actually try to use this
  knowledge, there are reasons why they restrict
  it. For example, they may run out of breath or
  their listeners forget what has been said if the
  sentence is too long. Due to performance factors
  such as fatigue, lack of attention, nervousness
  or excitement, their actual use of language may
  not reflect their competence. The errors they
  make are described as examples of performance.

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• Acquisition vs. learning
• Acquisition--the processes by which people
  naturally develop proficiency in a language
• Learning-- the processes by which people
  formally develop language proficiency.

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• bottom-up processing v.s. top-down processing
• Top-down processinga way in which humans
  analyze and process language as part of the
  process of comprehension and learning by making
  use of previous knowledge (higher-level
  knowledge) in analyzing and processing
  information which is received such as ones
  expectations, experience, schemata in reading the
  text.
• Bottom-up processing a way making use
  principally of information which is already
  present in the data (words, sentences, etc.) such
  as understanding a text mainly by analyzing the
  words and sentences in the text itself.

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• Teacher-centered v.s. learner-centered teaching
• Teacher-centered (fronted) teaching a teaching
  style in which instruction is closely managed and
  controlled by the teacher, where students often
  respond in unison to teacher questions, and where
  whole-class instruction is preferred to other
  methods.
• Learner-centered teaching methods of teaching
  which emphasizes the active role of students in
  learning, tries to give learners more control
  over what and how they learn and encourages
  learners to take more responsibility for their
  own learning. It is encouraged by many current
  teaching approaches.

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• Target language v.s. native language
• Target languagethe language which a person is
  learning
• Native language a first language or mother
  tongue/motherese which is acquired first.

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• Form v.s. function
• Form the physical characteristics of a thing-gt
  in language use, a linguistic form is like the
  imperative
• Function a linguistic form can perform a variety
  of different functions
• Come here for a drink-gt invitation
• Watch out-gt warning
• Turn left at the corner-gt direction
• Pass the salt-gt 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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III. 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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IV. Language Learning Principles

• Principles of Language Learning
• Language learning principles are generally
  sorted into three sub-groupings Cognitive
  Principles, Affective Principals and Linguistic
  Principles. Principles are seen as theory
  derived from research, to which teachers need to
  match classroom practices. Here are some brief
  summaries of the principles that fall into each
  grouping

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• Cognitive Principles
• -gt Automaticity Subconcious processing of
  language with peripheral attention to language
  forms
• -gt Meaningful Learning This can be contrasted to
  Rote Learning, and is thought to lead to better
  long term retention
• -gt Anticipation of Rewards Learners are driven
  to act by the anticipation of rewards, tangible
  or intangible
• -gt Intrinsic Motivation The most potent learning
  "rewards" are intrinsically motivated within the
  learner
• -gt Strategic Investment The time and learning
  strategies learners invest into the language
  learning process.

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• Affective Principles
• -gt Language Ego Learning a new language involves
  developing a new mode of thinking - a new
  language "ego"
• -gt Self-Confidence Success in learning something
  can be equated to the belief in learners that
  they can learn it
• -gt Risk-Taking Taking risks and experimenting
  "beyond" what is certain creates better long-term
  retention
• -gt Language-Culture Connection Learning a
  language also involves learning about cultural
  values and thinking.

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• Linguistic Principles
• -gt Native Language Effect A learner's native
  language creates both facilitating and
  interfering effects on learning
• -gt Interlanguage At least some of the learner's
  development in a new language can be seen as
  systematic
• -gt Communicative Competence Fluency and use are
  just as important as accuracy and usage -
  instruction needs to be aimed at organizational,
  pragmatic and strategic competence as well as
  psychomotor skills.

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• Affective Principles
• -gt Language Ego Learning a new language involves
  developing a new mode of thinking - a new
  language "ego"
• -gt Self-Confidence Success in learning something
  can be equated to the belief in learners that
  they can learn it
• -gt Risk-Taking Taking risks and experimenting
  "beyond" what is certain creates better long-term
  retention
• -gt Language-Culture Connection Learning a
  language also involves learning about cultural
  values and thinking.
• Linguistic Principles
• -gt Native Language Effect A learner's native
  language creates both facilitating and
  interfering effects on learning
• -gt Interlanguage At least some of the learner's
  development in a new language can be seen as
  systematic
• -gt Communicative Competence Fluency and use are
  just as important as accuracy and usage -
  instruction needs to be aimed at organizational,
  pragmatic and strategic competence as well as
  psychomotor skills.

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