TESOL--class-2

1EnglishTeachingMethodologyClass2WhatyoushouldknowaboutEnglishteaching?2ReferenceBooks•TechniquesandPrinciplesinLanguageTeaching,DianeLarsen-Freeman,OxfordUniversityPress.•PrinciplesofLanguageLearningandTeaching,H.DouglasBrown,PrenticeHallRegents.•TeachingbyPrinciples,H.DouglasBrown,PrenticeHallRegents.•ApproachesandMethodsinLanguageTeaching,JackC.Richards&TheordoreS.Rodgers,CambridgeUniversityPress.•AnintroductiontoSecondLanguageAcquisitionResearch.DianeLarsen-Freeman&MichaelH.Long.•ThePracticeofEnglishLanguageTeaching,JeremyHarmer,Longman,Ltd.•TeachingEnglishasaSecondorForeignLanguage.•Celce-Murcia,M.H&H•SecondLanguageTeaching&Learning.DavidNunan.(1995).H&H.3I.AFrameworkofTESOL•Englishlanguageteachingandlearning:language,education,psychology•TheoreticalUnderpinning:Firstlanguageeducation,secondlanguageacquisition•Researchmethodology•Linguistics4II.Englishasagloballanguage:culturalimperialismorintermixing?•theplaceofEnglish:asalinguafranca•thenumberofEnglishspeakers:600-700millionspeakEnglish;inAsiaalone,100millionchildrenarelearningEnglish.•HowEnglishgotthere:acolonialhistory,economics(globalization),travel,informationexchange(academicdiscourse;theInternet),popularculture(music,movies)•VarietiesofEnglish:innercircle,outercircle,andexpandingcircle;forspecificorgeneralpurposes5III.Reasonsoflearninga2nd/foreignlanguageandwhatgoalsofit•Academic:topursuedegreesorcertificates(*onlyasmallportioninfact)•Non-academic:(a)tosurviveinTargetLanguagecommunitye.g.talkingtoneighbors,helpingchildrenatschool,orcarryingoutdailyfunctionseffectively(b)Englishforspecificpurpose(ESP):tolearningthelgastoapplyinwork(c)Culture:toknowaboutthetargetcommunity•Miscellaneous:tolearnforpleasure,forintegratingintoacultureortobeforcedtoTounderstandstudents’needandmotivationoflearningalanguageiscrucialforsuccessfullearningandteaching.6IV.ResearchfindingsonSLA(a)AdultsandadolescentscanacquireaL2(b)ThelearnerscreatesasystematicILwiththesamesystematicerrorsasthechildlearningtheL1(c)Therearepredictablesequencesinacquisition(d)Practicedoesn’tmakeperfect(e)Knowingalinguisticruledoesn’tmeanknowinghowtouseit(f)Isolatedexpliciterrorcorrectionisusuallyineffective(g)Moreadultlearnersfossilize(h)OnecannotachievenativelikecommandofaL2inonehouraday(i)Thelearners’taskisenormoussincelanguageiscomplexAmeaningfulcontextisparamount.7Advantageschildrenbenefitfrominlearningaforeignlanguage:•Children’sgreaterpotentialfordevelopingaccuratepronunciation,accentandfluencybeforepuberty•Children’sfavorableattitudetowardsalanguageanditsculture,eithertheirmothertongueorasecondlanguage.•Children’slessmentalbarriersoflearningthanadults•Children’slearningtwolanguagessimultaneouslywithoutsufferingfrominter-lingualinterference•Listeningalongwithspeaking,apreliminaryandpreferableroleinthenaturalorderoflanguageacquisitionforchildren8•But“learnersofdifferentageshavedifferentcharacteristics”ismorepreferablethanthecriticalhypothesis.Besides,accuratepronunciationisnotthemostimportantgoaloflanguagelearningbutanecessaryordesirablegoal.Therearealsootherfactorsthatdeterminetheeffectivenessofone’slanguagelearningsuchasteacher’slanguagecompetence,thelearningenvironmentandsoon.9IV.WhatisagoodEnglishlearner/teacher?AGoodlearnerofEnglishis•Willingtoexperiment•Willingtolisten•Willingtoaskquestions•Willingtothinkabouthowtolearn•Independent/responsible10WhatisagoodEnglishteacher?AccordingtoBrown(2001),agoodlanguageteacherischaracterizedbyi)technicalknowledge—understandinglinguistics;graspingbasicprinciplesoflanguagelearningandteaching;languageproficienciesinspeaking,reading,writingandlistening;knowledgeaboutlanguagelearningprocessthroughone’sownexperience;understandingtherelationshipbetweencultureandlanguageandknowledgeoflatestdevelopmentoflanguageteachingandlearning.11ii)Pedagogicalskills---well-informedlanguageteachingapproaches;teachingtechniques;abilityinlessonplandesignandotherclassroombehaviormanagementskills.iii)Interpersonalskills.iv)Personalqualities.12VI.ImportanttermsinTESOL•TESOL,TEFL,TESL•TESOL—anacronymforteachingEnglishtospeakersofotherlanguages,used,particularlyintheUSA,todescribetheteachingofEnglishinsituationswhereitiseitherasecondlanguageoraforeignlanguage.•TEFL—anacronymforteachingEnglishasaforeignlanguage,usedtodescribetheteachingofEnglishinsituationswhereitisaforeignlanguage.•TESL—anacronymforteachingEnglishasasecondlanguage,usedeithertodescribetheteachingofEnglishinsituationswhereitisasecondlanguageortorefertoanysituationwhereEnglishistaughttospeakersofotherlanguages.13•ESL&EFLESL—anabbreviationforEnglishasasecondlanguagesuchasinSingaporeEFL—anabbreviationforEnglishasaforeignlanguagesuchasJapan*ph.D:pizza-hutdelivery14•Deductivelearningofgrammar—isanapproachtolanguagelearninginwhichlearnersaretaughtrulesandgivenspecificinformationaboutalanguage.Theythenapplytheseruleswhentheyusethelanguage.Forexample,inthegrammartranslationmethod,specificgrammarrulesaregiventolearnersandpracticesubsequentlyfollowstofamiliarizestudentswiththerule.Thefeaturesofitaretime-savingandsuitable