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TESOL - Lesson 1

This document discusses English teaching methodology and provides definitions of important terms in TESOL. It covers research findings on second language acquisition, language learning principles, and cognitive, affective, and linguistic principles.

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Hamdy Ahmad
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98 views21 pages

TESOL - Lesson 1

This document discusses English teaching methodology and provides definitions of important terms in TESOL. It covers research findings on second language acquisition, language learning principles, and cognitive, affective, and linguistic principles.

Uploaded by

Hamdy Ahmad
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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English Teaching Methodology

Lesson 1
What you should know about English
teaching?
Reference Books
 Techniques and Principles in Language Teaching, Diane Larse
n-Freeman, Oxford University Press.
 Principles of Language Learning and Teaching, H. Douglas Bro
wn, Prentice Hall Regents.
 Teaching by Principles, H. Douglas Brown, Prentice Hall Regents.
 Approaches and Methods in Language Teaching, Jack C. Richar
ds & Theordore S. Rodgers, Cambridge University Press.
 An introduction to Second Language Acquisition Research. Di
ane Larsen-Freeman & Michael H. Long.
 The Practice of English Language Teaching, Jeremy Harmer, Lo
ngman, Ltd.
 Teaching English as a Second or Foreign Language.
 Celce-Murcia, M. H&H
 Second Language Teaching & Learning. David Nunan. (1995). H
& H.
I. A Framework of TESOL
 English language teaching and learning:
language, education, psychology
 Theoretical Underpinning: First
language education, second language
acquisition
 Research methodology
 Linguistics
II. Important terms in TESOL
 TESOL, TEFL, TESL
 TESOL—an 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 sec
ond language or a foreign language.
 TEFL—an acronym for teaching English as a foreign lang
uage, used to describe the teaching of English in situations
where it is a foreign language.
 TESL—an acronym for teaching English as a second lang
uage, used either to describe the teaching of English in situ
ations where it is a second language or to refer to any situa
tion where English is taught to speakers of other languages.
 ESL & EFL
ESL—an abbreviation for English as a seco
nd language
EFL— an abbreviation for English as a forei
gn language
* ph.D: pizza-hut delivery
 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)
 Inductive learning— is an approach to language lear
ning in which learners are not taught grammatical or o
ther types of rules directly but are left to discover or i
nduce rules from their experience of using the langua
ge. Language teaching methods which emphasize use
of the language rather than presentation of informatio
n about the language include the direct method, the co
mmunicative approach and counseling learning. The f
eatures of it are time-consuming and applicable to you
ng learners in natural settings such as ESL contexts.
 performance and competence
Performance-- a person’s actual use of language; ho
w a person uses his knowledge of a language in prod
ucing and understanding sentences.
Competence-- a person’s knowledge of a language
People may have the competence to produce a long s
entence but when they actually try to use this knowle
dge, there are reasons why they restrict it. For exampl
e, 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 langua
ge may not reflect their competence. The errors they
make are described as examples of performance.
 Acquisition vs. learning
Acquisition--the processes by which
people naturally develop proficiency in
a language
Learning-- the processes by which pe
ople formally develop language profici
ency.
 bottom-up processing v.s. top-down processi
ng
Top-down processing—a way in which hu
mans analyze and process language as part o
f the process of comprehension and learning
by making use of previous knowledge (highe
r-level knowledge) in analyzing and processin
g information which is received such as one’s
expectations, experience, schemata in readin
g the text.
Bottom-up processing— a way making use
principally of information which is already pre
sent in the data (words, sentences, etc.) such
as understanding a text mainly by analyzing t
he words and sentences in the text itself.
 Teacher-centered v.s. learner-centered teaching
Teacher-centered (fronted) teaching— a teachin
g style in which instruction is closely managed an
d controlled by the teacher, where students often r
espond in unison to teacher questions, and where
whole-class instruction is preferred to other metho
ds.
Learner-centered teaching— methods of teachin
g which emphasizes the active role of students in l
earning, tries to give learners more control over w
hat and how they learn and encourages learners to
take more responsibility for their own learning. It i
s encouraged by many current teaching approache
s.
 Target language v.s. native language
Target language—the language which a person is
learning
Native language— a first language or mother ton
gue/motherese which is acquired first.
 Form v.s. function
 Form— the physical characteristics of a thin
g-> in language use, a linguistic form is like t
he imperative
 Function— a linguistic form can perform a v
ariety of different functions:
Come here for a drink-> invitation
Watch out-> warning
Turn left at the corner-> direction
Pass the salt-> request
 CALL-- computer-assisted language lear
ning
 CAI: computer-assisted instruction
 3 P- a traditional classroom teaching pr
ocedure derived from the Situational Ap
proach of presentation, practice and pro
duction
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 doesn’t make perfect
(e) Knowing a linguistic rule doesn’t 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.
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:
 Cognitive Principles
 -> Automaticity: Subconcious processing of language
with peripheral attention to language forms;
 -> Meaningful Learning: This can be contrasted to Ro
te Learning, and is thought to lead to better long ter
m retention;
 -> Anticipation of Rewards: Learners are driven to ac
t by the anticipation of rewards, tangible or intangibl
e;
 -> Intrinsic Motivation: The most potent learning "re
wards" are intrinsically motivated within the learner;
 -> Strategic Investment: The time and learning strat
egies learners invest into the language learning proce
ss.
 Affective Principles
 -> Language Ego: Learning a new language i
nvolves developing a new mode of thinking -
a new language "ego";
 -> Self-Confidence: Success in learning somet
hing can be equated to the belief in learners t
hat they can learn it;
 -> Risk-Taking: Taking risks and experimentin
g "beyond" what is certain creates better lon
g-term retention;
 -> Language-Culture Connection: Learning a l
anguage also involves learning about cultural
values and thinking.
 Linguistic Principles
 -> Native Language Effect: A learner's native
language creates both facilitating and interferi
ng effects on learning;
 -> Interlanguage: At least some of the learne
r's development in a new language can be se
en as systematic;
 -> Communicative Competence: Fluency and
use are just as important as accuracy and usa
ge - instruction needs to be aimed at organiza
tional, pragmatic and strategic competence as
well as psychomotor skills.
 Affective Principles
 -> Language Ego: Learning a new language involves developing a new mode of
thinking - a new language "ego";
 -> Self-Confidence: Success in learning something can be equated to the belief i
n learners that they can learn it;
 -> Risk-Taking: Taking risks and experimenting "beyond" what is certain creates
better long-term retention;
 -> Language-Culture Connection: Learning a language also involves learning ab
out cultural values and thinking.
 Linguistic Principles
 -> Native Language Effect: A learner's native language creates both facilitating a
nd interfering effects on learning;
 -> Interlanguage: At least some of the learner's development in a new language
can be seen as systematic;
 -> Communicative Competence: Fluency and use are just as important as accura
cy and usage - instruction needs to be aimed at organizational, pragmatic and st
rategic competence as well as psychomotor skills.

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