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English Teaching Materials and Methodology. Yueh-chiu Helen Wang National Penghu University. ESL vs. EFL. ESL refers to English as a Second Language taught in countries (such as the United States, the United Kingdom, or India) where English is a major language of commerce and education).

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english teaching materials and methodology

English Teaching Materials and Methodology

Yueh-chiu Helen Wang

National Penghu University

esl vs efl
ESL vs. EFL
  • ESL refers to English as a Second Language taught in countries (such as the United States, the United Kingdom, or India) where English is a major language of commerce and education).
slide3
EFL refers to English taught in countries such as Taiwan, Korea or Brazil where English is not a major language of commerce and education.
cognitive principles
Cognitive Principles
  • 1. automaticity: The Principle of Automaticity includes the importance of the following items:
  • a) subconscious absorption of language through meaningful use
  • b) efficient and rapid movement away from a focus on the forms of language to a focus on the purposes to which language is put
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c) efficient and rapid movement away from a focus on a capacity-limited-control of a few bits and pieces to a relatively unlimited automatic mode of processing language forms
  • d) resistance to the temptation to analyze language forms.
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Because classroom learning ordinarily applies to adult instruction, say to you as a teacher? Here are some possibilities:
  • (1) Because classroom learning normally begins with controlled, focal processing, there is no mandate to entirely avoid overt attention to language systems (of grammar, phonology, discourse).
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(2) Make sure that a large proportion of your lessons are focused on the use of language for purposes that are as genuine as a classroom context will permit. Students will gain more language competence in the long run if the functional purposes of language are the focal point.
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(3) Automaticity isn’t gained overnight. Therefore, you need to exercise patience with students as you slowly help them to achieve fluency.
2 meaningful learning
2.Meaningful Learning
  • Meaningful learning “subsumes” new information into existing structures and memory systems, and the resulting associative links create stronger retention.
slide10
Children are good meaningful acquirers of language because associate sounds, words, structures, and discourse elements with that which is relevant and important in their daily quest for knowledge and survival.
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Meaningful learning will lead toward better long-term retention than rote learning. The principle of meaningful learning tells us that some aural-oral drilling is appropriate; selected phonological elements like phonemes, rhythm, stress, and intonation, for example, can be effectively taught through pattern repetition.
3 the anticipation of reward
3.The Anticipation of Reward
  • According to Skinner, the anticipation of reward is the most powerful factor in directing one’s behavior.
  • You can appreciate the importance of the immediate administration of rewards such as the teacher’s praise for correct responses (“Very good”, or “Nice job!”), appropriate grades or scores to indicate success, or other public recognition.
slide13
Provide an optimal degree of immediate verbal praise and encouragement to students as a form of short-term reward.
  • Encourage students to reward each other with compliments and supportive action.
4 the intrinsic motivation principle
4. The Intrinsic Motivation Principle
  • The most powerful rewards are those that are intrinsically motivated within the learner. Because the behavior stems from needs, wants, or desires within oneself, the behavior itself is self-rewarding.
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Classroom techniques have a much greater chance for success if they are self-rewarding in the perception of the learner: The learners perform the task because it is fun, interesting, useful or challenging.
5 strategic investment
5. Strategic investment
  • Successful mastery of the second language will be due to a large extent to a learner’s own personal “investment” of time, effort, and attention to the second language in the form of an individualized battery of strategies for comprehending and producing the language.
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In relatively large classes of 30 to 50 students, individual attention becomes increasingly difficult; in “extra large” classes, it is virtually impossible. The principle of strategic investment is a reminder to provide as much attention as you can to each individual student.
affective principles
Affective Principles
  • 6. Language ego: As human beings learn to use a second language, they also develop a new mode of thinking, feeling, and acting—a second identity. The new “language ego” intertwined with the second language, can easily create within the learner a sense of fragility, a defensiveness, and a raising of inhibitions.
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All second language learners need to be treated with affective tender loving care.
  • (1) Overtly display a supportive attitude to your students. Your “warm and fuzzy” patience and empathy need to be openly and clearly communicated, for fragile language egos have a way of misinterpreting intended input.
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(2) On a more mechanical, lesson-planning level, your choice of techniques and sequences of techniques needs to be cognitively challenging but not overwhelming at an affective level.
7 self confidence
7. Self-confidence
  • The eventual success that learners attain in a task is at least partially a factor of their belief that they indeed are fully capable of accomplishing the task.
8 risk taking
8. Risk-taking
  • Successful language learners must be willing to become “gamblers” in the game of language, to attempt to produce and to interpret language that is a bit beyond their absolute certainty.
how can your classrooms reflect the principle of risk taking
How can your classrooms reflect the Principle of Risk-taking?
  • (1) Create an atmosphere in the classroom that encourages students to try out language, to venture a response, and not just to wait for someone else to volunteer language.
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(2) Provide reasonable challenges in your techniques—make them neither too easy nor too hard.
  • (3) Return students’ risky attempts with positive affirmation, praising them for trying while at the same time warmly but firmly attending to their language.
9 the language culture connection
9. The Language-culture Connection
  • Whenever you teach a language, you also teach a complex system of cultural customs, values, and ways of thinking, feeling, and acting.
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Especially in “second” language learning contexts, the success with which learners adapt to a new cultural milieu will affect their language acquisition success, and vice versa, in some possibly significant ways.
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(1) In the classroom, you can help students to be aware of acculturation and its stages.
  • (2) Stress the importance of the second language as a powerful tool for adjustment in the new culture.
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(3) Be especially sensitive to any students who appear to be depressed and do what you can to assist them.
linguistic principles
Linguistic Principles
  • 10. The Native Language Effect: The native language of every learner is an extremely significant factor in the acquisition of a new language.
slide30
The native language of learners will be a highly significant system on which learners will rely to predict the target language system. While that native system will exercise both facilitating and interfering effects on the production and comprehension of the new language, the interfering effects are likely to be the most salient.
11 interlanguage
11. Interlanguage
  • Second language learners tend to go through a systematic or quasi-systematic developmental process as they progress to full competence in the target language. Successful interlanguage language development is partially a factor of utilizing feedback from others.
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(1) Try to distinguish between a student’s systematic interlanguage errors (stemming from the native language or target language) and other errors; the former will probably have a logical source that the student can become aware of.
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(2) Teachers need to exercise some tolerance for certain interlanguage forms that may arise out of a student’s logical developmental process.
slide34
(3) Your classroom feedback to students should give them the message that mistakes are not “bad,” rather than most mistakes are good indicators that innate language acquisition abilities are alive and well. Mistakes are often indicators of aspects of the new language that are still developing.
slide35
(4) Try to get students to self-correct selected errors; the ability to self-correct may indicate readiness to regularly use that form correctly.
slide36
(5) In your feedback on students’ linguistic output, make sure that you provide ample affective feedback—verbal or nonverbal—in order to encourage them to speak.
12 communicative competence
12. Communicative competence
  • Given that communicative competence is the goal of a language classroom, then instruction needs to point toward all of its components: organizational, pragmatic, strategic, and psychomotor. Communicative goals are best
slide38
achieved by giving due attention to language use and not just usage, to fluency and not just accuracy, to authentic language and contexts, and to students’ eventual need to apply classroom learning to unrehearsed contexts in the real world.
assignment
Assignment
  • The twelve principles are obviously all very important. If you were forced to pick them up, which three principles would you pick to be at the top of your list? Why? Pool your thoughts and share your ideas with your peers.
intrinsic motivation in the classroom
Intrinsic motivation in the classroom
  • Defining motivation: Motivation is the extent to which you make choice about goals to pursue and the effort you will devote to that pursuit.
slide41
(1) a behavioristic defintion: Skinner or Watson would stress the role of rewards (and perhaps punishments) in motivating behavior. Human beings will pursue a goal because they perceive a reward for doing so. This reward serves to reinforce behavior.
slide42
Reinforcement theory is a powerful concept for the classroom. Learners pursue goals in order to receive externally administered rewards: praise, gold stars, grades, certificates, diplomas, scholarships, and etc.
2 cognitive definitions
2. Cognitive definitions
  • A. Drive theory: Those who see human drives as fundamental to human behavior claim that motivation stems from basic innate drives. Ausubel (1968) elaborated on six different drives:
  • Exploration
  • manipulation
slide44
Activity
  • Stimulation
  • Knowledge
  • Ego enhancement
slide45
B. Hierarchy of needs theory: Please refer to the chart of Maslow’s Hierarchy of Needs (Maslow, 1970). Physical needs→safety needs→the needs of love and belonging→the need of self-esteem→sel
slide46
C. Self-control theory: Motivation is highest when one can make one’s own choices, whether they be in short-term or long-term contexts. This theory is centered on the importance of people deciding for themselves what to think or feel or do.
slide47
Intrinsic and extrinsic motivation:
  • Intrinsically motivated behaviors are aimed at bringing about certain internally rewarding consequences, namely, feelings of competence and self-determination.
slide48
Extrinsically motivated behaviors, on the other hand, are carried out in anticipation of a reward from outside and beyond the self. Typical extrinsic rewards are money, prizes, grades, and even certain types of positive feedback.
slide49
Maslow (1970) claimed that intrinsic motivation is clearly superior to extrinsic. According to his hierarchy of needs, we are ultimately motivated to achieve “self-actualization” once the basic physical, safety, and community needs are met.
assignment1
assignment
  • What do the three cognitive definitions of motivation have in common?
approach method and technique
Approach, method, and technique
  • For the century spanning the mid-1880s to the mid-1980s, the language-teaching profession may be aptly characterized by a series of methods that rose and declined in popularity. Historical accounts of the profession tend to describe a succession of methods.
method
Method
  • A method, according to Richards and Rogers, was “an umbrella terms for the specification and interrelation of theory and practice” (1982, p. 154).
approach
Approach
  • An approach defines assumptions, beliefs, and theories about the nature of language and language learning.
design
Design
  • Designs specify the relationship of those theories to classroom materials and activities.
procedure
Procedure
  • Procedures are the techniques and practices that are derived from one’s approach and design.
slide56
Please have a look at Fire 2. Components of method (Richards & Rogers, 2001, p. 33).
  • Methodology: Pedagogical practices in general including theoretical underpinnings and related research
slide57
Approach: It is involved in the beliefs about the nature of language, the nature of language learning, and the applicability of both to pedagogical settings.
slide58
Methods tend to be concerned primarily with teacher and student roles and behaviors and secondarily with such features as linguistic and subject-matter objectives, sequencing, and materials.
slide59
Design is involved in the specification of linguistic and subject-matter objectives, sequencing, and materials to meet the needs of a group of learners in a defined context.
slide60
Technique: It is involved in a wide variety of exercises, activities, or tasks used in the language classroom for realizing lesson objectives.
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