Ele3102 principle of english language teaching

Cg Mohd Ridzuan Al-Kindy
IPG KDRI

Revision of ELE3102 – Principle of English Language Teaching

Theories of second language acquisition
Structuralise / Analyzed / Explicit Non- structuralise / Unanalysed / Implicit
 The fact that a learner knows about  Information that is automatically and
language and the ability to articulate spontaneously used in the language
those facts in some way. task.
 Learner aware about the structure of  Learner not aware about the structure
knowledge of knowledge
 Controlled  Automatics

Example: Children implicitly learn phonology, syntactic & semantic rules for language. But do
not have accessed to an explanation explicitly of those rules.

Developing classroom skills
The roles of teachers in class:
 Build the good relationship with the pupils. This will encourage the social skills
among pupils too.
 Make the remedial activity during lesson if needed. Not all the pupils can achieve the
learning outcomes faster.
 Attract the pupils’ interest to learn the language. The teacher must creative in
planning the lesson.
 Encourage the usage of the language in the class by the group activity, roles play
and others communicative activities.
 Manage the discipline rules among pupils in the class. So that the pupils will more
discipline and cultured with good manner.
The roles of pupils as the learners are:
 Give full attention and participation to the lesson prepared by the teacher. So, they
can understand and enjoy the lesson.
 Try to follow the rules that fixed by the teacher. This will help to build the good
attitude pupils.
 Try to do the activities ask by the teacher. If have the problem to finish it up, ask the
help from the teacher.

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Managing group work

Be certain that group
activities further the
course objectives.
Unless there is a
compelling reason Explain to students
to do otherwise, the nature and
aim for value of the
heterogeneous proposed activities.
groups.

Keep the group Be certain to give
size small. clear instructions.

Provide students
with a sense of
closure.

 To ensure heterogeneity, form teacher formed teams.
 Keep groups together long enough to establish positive working relationships.
 Allow time for team building.
 Encourage students to monitor, as you will, group processing.
 Use Classroom Assessment Techniques (CATs) to determine student progress.
 Encourage students to practice and reinforce positive social skills.
 Structure activities to promote positive interdependence
 Promote individual accountability.
 Set up a clear, non-competitive, criterion-referenced grading scheme.
 Anticipate problems and don’t be afraid to seek constructive help.

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Managing multiple classroom teaching

A method of teaching and
learning in which students
team together to explore a
significant question or create
a meaningful project. A group
of students discussing a
lecture or students from
different schools working
together over the Internet on
a shared assignment are both
examples of collaborative
learning.

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DISCOVERY
LEARNING

- Encourages students
to ask questions and
formulate their own
conjectures
An inquiry – - To deduce general
based learning principles from
approach practical examples or
experience

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“Inquiry" is defined
as "a seeking for Through the process of
truth, information, inquiry, individuals construct
or knowledge -- much of their understanding
seeking information of the natural and human-
by questioning. designed worlds. Inquiry
implies a "need or want to
know" premise. Inquiry is not
so much seeking the right
answer -- because often there
is none -- but rather seeking
appropriate resolutions to
questions and issues

Inquiry Based Learning

Identify the concept to be learned and skills
that lead to understanding of that concept

Carefully plan and develop a sequence of
questions that should be asked to help your
students ‘discover’ concept concerned.

Prepare a set of specific examples and
arrange them in a progression leading to
concept discovery.

Make readily available relevant reference
materials and equipment for student use.

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Mixed ability class

• Involve the students in drawing up
start the behavior codes and the penalties
for breaking the rules.
discipline • Draw up a class charter and display
it on a poster on the wall.
strategies

small- • Use mixed ability groups sometimes
and appoint a group leader with
group strengths to help the weaker ones.
• Use same-ability groups to allow
techniques people to work at their own pace

strive to
coordinate the
students into consider the
functional learning curriculum to be
groups based on utilized.
their skills and
learning pace

analysis of the
needs of the
students

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Multiple class (different age)

Understanding that Understanding that
students need to we need to address
work at their own all the students in the
level. class.

Understanding that
Understanding that
students come to
students are at
class with a lot of
knowledge of things different levels of
English.
other than English.

Understanding that Techniques for
students have dealing with mixed
different learning ability students:
styles. graded dictation.

Understanding that
students work at
different speeds and
energy levels

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Questioning technique

Chunking questions: Chunk up and down for more or
less detail.

Clear questions: That are simple and unambiguous.

Columbo technique: Asking stupid questions that get
the answers you want.
Double bind questions: Whichever way you answer, the
result is the same.

Tag questions: Some questions encourage
agreement, don't they?

Open questions are good for:
Developing an open conversation: "What did you get up to on vacation?"
Finding our more detail: "What else do we need to do to make this a success?"
Finding out the other person's opinion or issues: "What do you think about those
changes?"
Closed questions are good for:
Testing your understanding, or the other person's: "So, if I get this qualification, I will
get a raise?"
Concluding a discussion or making a decision: "Now we know the facts, are we all
agreed this is the right course of action?"
Frame setting: "Are you happy with the service from your bank?"

Funnel questions are good for:
Finding out more detail about a specific point: "Tell me more about Option 2."
Gaining the interest or increasing the confidence of the person you're speaking with:
"Have you used the IT Helpdesk?", "Did they solve your problem?", "What was the
attitude of the person who took your call?"

Asking probing questions is another strategy for finding out more detail.
Probing questions are good for:
Gaining clarification to ensure you have the whole story and that you understand it
thoroughly; and
Drawing information out of people who are trying to avoid telling you something.
Tip:

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Use questions that include the word "exactly" to probe further: "What exactly do you
mean by fast-track?", "Who, exactly, wanted this report?"

Leading questions try to lead the respondent to your way of thinking.
Leading questions are good for:
Getting the answer you want but leaving the other person feeling that they have had
a choice.
Closing a sale: "If that answers all of your questions, shall we agree a price?"

Rhetorical questions aren't really questions at all, in that they don't expect an answer.
Questions are a powerful way of:
 Learning: Ask open and closed questions, and use probing questioning.
 Relationship building: People generally respond positively if you ask about what they
do or enquire about their opinions. If you do this in an affirmative way "Tell me what
you like best about working here", you will help to build and maintain an open
dialogue.
 Managing and coaching: Here, rhetorical and leading questions are useful too. They
can help get people to reflect and to commit to courses of action that you've
suggested: "Wouldn't it be great to gain some further qualifications?"
 Avoiding misunderstandings: Use probing questions to seek clarification, particularly
when the consequences are significant.
 And to make sure you avoid jumping to conclusions, the Ladder of Inference tool can
help too.
 Diffusing a heated situation: You can calm an angry customer or colleague by using
funnel questions to get them to go into more detail

The Focal Question - Focuses on a well articulated issue

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Classroom management

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Retain the
Observe the rules and
students procedure of
behaviour classroom

Increase
Cooperation

MANAGING THE LEARNING
ENVIRONMENT

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Purpose of teaching language skills
1. Increase Comprehensibility
Krashen’s theory of comprehensible input
 involves the ways in which teachers can make content more understandable
to their students
 providing many nonverbal clues such as pictures, objects, demonstrations,
gestures, and intonation cues
 building from language that is already understood, using graphic organizers,
hands-on learning opportunities, and cooperative or peer tutoring techniques
Native Language
 the advantage of incorporating a student’s native language into their
instruction
 using a student’s native language as a support can be seen as both a general
method or as any of a number of specific strategies.
 Many of the strategies including implicitly or explicitly, the use of a student’s
native language to increase his or her understanding.

2. Increase Interaction
 Drawing from Swain’s emphasis on comprehensible output
 a number of strategies have been developed that increase students’
opportunities to use their language skills in direct communication and for the
purpose of "negotiating meaning" in real-life situations.
 cooperative learning, study buddies, project-based learning, and one-to-one
teacher/student interactions.

3. Increase Thinking Skills
 Drawing from Cummins’s theories of academic language and
 cognitively demanding communication
 ways to develop more advanced, higher order thinking skills as a student’s
competency increases.
 These include asking students higher order thinking questions (e.g.,
 what would happen if…?), modeling "thinking language" by thinking aloud,
 explicitly teaching and reinforcing study skills and test-taking skills, and
holding high expectations for all students.


Strategy of teaching language
1. General principles and motivation
 Intrinsic motivation as the learners' willingness "to engage in the activities for
their own sake".
 This kind of motivation will bring about "internally rewarding consequences,
namely feelings or competence and self determination".

 Extrinsic motivation, on the other hand, refers to behaviors encouraged by
external factors.
 Typical extrinsic rewards such as moneys, prizes, praises and
encouragement.

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 Integrative motivation is associated with the learners' intention of blending
with the cultures of the native-speakers.
 Motivation has been identified as the learner's orientation with regard to the
goal of learning a second language

 Instrumental motivation is related to the view that to be competence in a
language provides economical and practical advantages.
 This is generally characterized by the desire to obtain something practical or
concrete from the study of a second language

2. Levels of ability

understanding

focus ABILITIES hearing

analyzing

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Remedial and enrichment activity

Enrichment Activity Remedial Activity

Have specific function that to be used

Prepared for pupils to ensure they master the skills

To be used after the lesson delivering finish

Prepared are suitable with pupils’ level

Can encourage the interest of pupils and motivate them to learn the language

Specifically prepared only for the pupils
To empowering the understanding on what
which have problem in understand and
have been teach to the pupils
master certain skill

Can measure the understanding of pupil on The weak pupils will be given remedial
certain skill activities based on weakness

To empowering the certain skill that teach to
To drills on a skill that pupils weak.
the pupils

Can be manipulated as remedial for weak Cannot be used for enrichment activity – the
pupils good pupils will be bored

Can combine more than one skills together Only a skill to be drilled

Materials selection, adaptation, and simplification based on ability and interest.
1. Ability
Adaption of material (by modify / simplify) to meet the learners’ ability needs
Eg: Article about Aerospace that can be modified by teacher suitable with
language ability of primary school
2. Interest
Adaption of material (by modify / simplify) to attract learners to use the
material
Summarize the articles into mind map or interesting chart.

Lesson planning: introduction, purpose, and format
Introduction
 Subject
 Year
 Date / Day
 Time

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Purposes
 Theme (World of Self / Word of Knowledge / World of Story)
 Topic
 Focused skills
 Integrated skill
 Skills
 Intended Learning Outcome (Behavioral Objective)
 Vocabulary
 Sentence pattern
 Previous knowledge
 Moral values
 Thinking skills
 Multiple intelligence
Format
Stages/Time Content Activity Resources Rational
Induction Set Introduce
(5 minutes) the topic
Presentation Teacher
(15 minutes) diliver cont.
Practice Pupils pract.
(15 minutes) skills
Production Pupils do
(20 minutes) exercise
Closure Summaries
(5 minutes) of lesson

How do you prepare scheme of work?
1. Use the syllabus, textbooks and workbooks to break the syllabus into a number of
themes or topics.
2. Use the inventory of skills, grammar items and prescribed vocabulary to decide which
skills/items should go with each topic/theme.
3. Decide on an appropriate sequence for presenting the themes.
4. Decide the amount of time can be spent for each topic/theme
Example Scheme of Work:

Ele3102 principle of english language teaching

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