Materials for General English
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A presentation for the Materials module I am doing. It is based on Masuhara and Tomlinson's work in, Chapter 2 of English Language Learning Materials 2008, Editor Tomlinson, Continuum.
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Describing learners
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Whole language
The Whole Language theory emphasizes teaching foreign languages in a natural, holistic way without dividing the language into separate components like grammar and vocabulary. It focuses on authentic activities like reading real texts and writing for a genuine audience. Learning is student-centered, with the teacher as a facilitator rather than expert. The goal is for students to use the language in meaningful, real-world contexts. While popular in the 1980s, critics argue it rejects principles of traditional ESL teaching by not directly teaching language skills.
Materials development in language teaching
For Tomlinson, language learning materials need to be improved in several ways:
1. They should cater to different learning styles and not just favor analytic learners.
2. Self-access materials specifically should encourage experiential learning and help learners make conscious decisions.
3. Both student and teacher materials need to provide more options and activities to accommodate different preferences.
The audio lingual method ch
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Neurological considerations
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Children VS Adult in Second-Language Learning
Children are generally better than adults at learning a second language in natural situations due to three key psychological factors: memory ability, motor skills, and an ability to learn through induction. However, adults are better than children at learning a second language in a classroom setting due to their greater ability to learn through explicit instruction and their cognitive maturity which helps them function better in a formal learning environment. The best conditions for second language learning are in an environment where both natural situations outside the classroom and formal classroom learning can be utilized, such as learning English in an English-speaking community/country.
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This document discusses teaching across different age levels, including teaching children, adults, and teens. For children, it emphasizes intellectual development, attention span, sensory input, affective factors, and using authentic language. For adults, it notes they can handle abstract concepts but may lack confidence. Teens are in between children and adults, so attention spans are lengthening but diversions exist. The main differences in teaching children versus adults are that children have shorter attention spans, benefit more from sensory input, and learn best through authentic language, while adults can grasp abstract rules and concepts.
the principles of teaching speaking
This document discusses teaching speaking skills in a second language classroom. It begins by outlining the objectives and reasons for teaching speaking, such as its importance for language learning and students' evaluations of their progress. It then defines speaking and describes its features. Next, it defines teaching speaking and the rationale for using communicative approaches and collaborative learning. Some examples of communicative activities are then provided, such as discussions, role-plays, simulations and storytelling. Guidelines for teachers on conducting speaking activities are also outlined.
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The document discusses factors that influence language learning motivation and strategies for maintaining learner motivation. It addresses how motivation can be intrinsic or extrinsic, and factors like goals, social influences, curiosity and the teacher's role in building motivation. It also discusses giving learners a sense of achievement, agency and control over their learning to sustain motivation. Cultural differences in motivational approaches are noted between countries.
Whole language
The Whole Language theory emphasizes teaching foreign languages in a natural, holistic way without dividing the language into separate components like grammar and vocabulary. It focuses on authentic activities like reading real texts and writing for a genuine audience. Learning is student-centered, with the teacher as a facilitator rather than expert. The goal is for students to use the language in meaningful, real-world contexts. While popular in the 1980s, critics argue it rejects principles of traditional ESL teaching by not directly teaching language skills.
Materials development in language teaching
For Tomlinson, language learning materials need to be improved in several ways:
1. They should cater to different learning styles and not just favor analytic learners.
2. Self-access materials specifically should encourage experiential learning and help learners make conscious decisions.
3. Both student and teacher materials need to provide more options and activities to accommodate different preferences.
The audio lingual method ch
The Audio-Lingual Method was developed during WWII to rapidly teach soldiers foreign languages. It focused on habit formation through repetition and drills without error. The teacher strictly modeled the target language, and students mimicked through dialog memorization and pattern practice drills. The goal was automatic language use by overcoming native language interference. Grammar was induced, not explicitly taught.
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Children VS Adult in Second-Language Learning
Children are generally better than adults at learning a second language in natural situations due to three key psychological factors: memory ability, motor skills, and an ability to learn through induction. However, adults are better than children at learning a second language in a classroom setting due to their greater ability to learn through explicit instruction and their cognitive maturity which helps them function better in a formal learning environment. The best conditions for second language learning are in an environment where both natural situations outside the classroom and formal classroom learning can be utilized, such as learning English in an English-speaking community/country.
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The document summarizes several perspectives on second language acquisition:
1) The behaviourist perspective viewed language learning as forming habits, but it did not adequately explain errors or first language influence.
2) The innatist perspective argued innate linguistic knowledge allows first language acquisition, but may not fully explain second language learning.
3) Krashen's Monitor Model proposed language is acquired through exposure to comprehensible input and learned through formal instruction, but questions remain about its sufficiency.
4) The cognitive perspective views language learning as involving cognitive processes like attention, memory, and practice, rather than being innate or distinct from other learning.
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The document discusses several factors that influence second language acquisition, including:
1) Neurobiological considerations like hemispheric lateralization and biological timetables suggest pronunciation is more difficult to learn after childhood.
2) Cognitive development stages differ between children and adults, as children learn best through practice and repetition while adults need contextualization and meaningful practice.
3) Affective factors like motivation, self-esteem and anxiety play a role, as children are more flexible while adults have stronger defenses and inhibitions that can impede learning.
4) Linguistic considerations show bilingual children acquire concepts easily and have flexibility, while interference from the first language poses more challenges for adult learners.
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There are three key points regarding the role of age in second language acquisition from the document:
1. While all agree age is crucial, children can acquire a first language within 4-6 years due to a biological window, but second language acquisition ages vary widely.
2. The critical period hypothesis proposes there is an optimal period for language acquisition before brain plasticity declines around age 9, making language more difficult to acquire. However, evidence for this is mixed.
3. Younger learners eventually surpass older ones in attainment, but adults and older children learn faster initially. The existence of a ceiling on second language competence is debated.
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Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
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2. The principles include developing automaticity, meaningful learning over rote learning, anticipating rewards, intrinsic motivation, strategic investment, managing language ego and risk-taking, understanding the language-culture connection, and developing interlanguage and communicative competence.
3. Applying these principles involves focusing on language use rather than just knowledge, developing fluency as well as accuracy, and ensuring classroom learning prepares students for real-world language use.
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This document discusses Stephen Krashen's Comprehensible Input Theory. Krashen believes that language is acquired through understanding messages that are a bit beyond one's current level. The input should be comprehensible, using context clues and visual aids. Teachers can provide materials at students' current level plus new vocabulary and structures. Examples given are intermediate students reading informal articles or watching videos using new words in natural conversations. The theory helps students learn through challenging but understandable input and helps teachers measure student progress.
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This document discusses different types of learners and factors that influence learning. It describes young children and challenges teachers may face in relating lessons to their experiences. Adults are mentioned as sometimes being critical of teaching methods due to past school failures causing anxiety. The document also discusses learner aptitude, characteristics like tolerance and goal orientation, and learning styles such as communicative and concrete styles. It covers multiple intelligences theory and sources/initiation of motivation. Overall, the document provides an overview of considering individual differences and building motivation when teaching various types of learners.
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The document discusses the audiolingual method, which was developed in the United States during World War II to rapidly teach foreign languages for military purposes. It outlines the background and definition of the method, which emphasizes teaching listening and speaking before reading and writing through drills and repetition. The document also covers behaviorist psychology principles, ALM techniques, features, objectives, roles of learners and teachers, strengths and weaknesses, and decline of the ALM approach.
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This document summarizes and evaluates English language learning materials. It discusses the similarities and differences between general English and English as a foreign language contexts. Coursebooks aim to develop language skills but may not adequately address learners' specific needs and environments. The document evaluates seven UK coursebooks and finds they contain outdated topics, idealized cultures, and an overemphasis on exercises over language use. It suggests materials could better engage learners by incorporating flexibility, relevant content, and a focus on language development rather than predetermined inputs. Developers and teachers should consider user feedback and apply learning principles to improve materials.
Communicative language teaching
Communicative Language Teaching (CLT) emerged in the late 1960s as an approach that focused on developing students' communicative competence rather than just grammatical rules. It aims to make language learning more authentic and interactive by emphasizing fluency and having students complete tasks and engage in activities that simulate real-life communication situations in pairs or groups. While CLT improves student-teacher relationships and engagement, it can be difficult to implement in large classes and does not ensure grammatical accuracy is sufficiently addressed.
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The document discusses the importance of listening skills in second language acquisition and proposes a collaborative listening course for EFL learners. It describes a sample lesson on the topic of aviation that incorporates pre-listening, listening, and post-listening activities. These activities aim to make listening engaging, encourage bottom-up and top-down processing, and assess participation over right answers. A survey of students found that most had never visited English-speaking countries and enjoyed discussing answers in groups, though some tasks were too difficult.
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The document summarizes several perspectives on second language acquisition:
1) The behaviourist perspective viewed language learning as forming habits, but it did not adequately explain errors or first language influence.
2) The innatist perspective argued innate linguistic knowledge allows first language acquisition, but may not fully explain second language learning.
3) Krashen's Monitor Model proposed language is acquired through exposure to comprehensible input and learned through formal instruction, but questions remain about its sufficiency.
4) The cognitive perspective views language learning as involving cognitive processes like attention, memory, and practice, rather than being innate or distinct from other learning.
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This document discusses teaching listening skills to young learners. It defines listening and distinguishes it from hearing. It explains that listening is an important language skill that serves as a foundation for other skills like speaking, reading, and writing. It also outlines techniques for developing listening skills in the classroom, including total physical response activities, syllable clapping, rhyming words, and minimal pairs. The goal is to prepare children to read by developing their auditory patterns and listening comprehension.
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The critical period hypothesis
The document discusses several factors that influence second language acquisition, including:
1) Neurobiological considerations like hemispheric lateralization and biological timetables suggest pronunciation is more difficult to learn after childhood.
2) Cognitive development stages differ between children and adults, as children learn best through practice and repetition while adults need contextualization and meaningful practice.
3) Affective factors like motivation, self-esteem and anxiety play a role, as children are more flexible while adults have stronger defenses and inhibitions that can impede learning.
4) Linguistic considerations show bilingual children acquire concepts easily and have flexibility, while interference from the first language poses more challenges for adult learners.
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This document discusses factors that affect language learners, including age, individual differences, language levels, and motivation. It describes the characteristics of young children, adolescents, and adult learners. Young children learn indirectly through senses and interaction, while adolescents can engage in abstract thought. Adult learners have life experiences to draw from but may worry about declining abilities. Learner differences include aptitude, characteristics, styles, strategies, and multiple intelligences. Language levels depend on methodology, tasks, and topics. Motivation can come from goals, society, relationships, or curiosity, and involves extrinsic and intrinsic factors.
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There are three key points regarding the role of age in second language acquisition from the document:
1. While all agree age is crucial, children can acquire a first language within 4-6 years due to a biological window, but second language acquisition ages vary widely.
2. The critical period hypothesis proposes there is an optimal period for language acquisition before brain plasticity declines around age 9, making language more difficult to acquire. However, evidence for this is mixed.
3. Younger learners eventually surpass older ones in attainment, but adults and older children learn faster initially. The existence of a ceiling on second language competence is debated.
4 external factors of SLA
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
Teaching By Principles (Douglas Brown)
1. Douglas Brown outlines 12 principles for teaching a second language from cognitive, affective, and linguistic perspectives.
2. The principles include developing automaticity, meaningful learning over rote learning, anticipating rewards, intrinsic motivation, strategic investment, managing language ego and risk-taking, understanding the language-culture connection, and developing interlanguage and communicative competence.
3. Applying these principles involves focusing on language use rather than just knowledge, developing fluency as well as accuracy, and ensuring classroom learning prepares students for real-world language use.
Comprehensible input theory 1
This document discusses Stephen Krashen's Comprehensible Input Theory. Krashen believes that language is acquired through understanding messages that are a bit beyond one's current level. The input should be comprehensible, using context clues and visual aids. Teachers can provide materials at students' current level plus new vocabulary and structures. Examples given are intermediate students reading informal articles or watching videos using new words in natural conversations. The theory helps students learn through challenging but understandable input and helps teachers measure student progress.
Describing Learners
This document discusses different types of learners and factors that influence learning. It describes young children and challenges teachers may face in relating lessons to their experiences. Adults are mentioned as sometimes being critical of teaching methods due to past school failures causing anxiety. The document also discusses learner aptitude, characteristics like tolerance and goal orientation, and learning styles such as communicative and concrete styles. It covers multiple intelligences theory and sources/initiation of motivation. Overall, the document provides an overview of considering individual differences and building motivation when teaching various types of learners.
Teaching vocabulary
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This document discusses techniques for teaching vocabulary. It begins by outlining the objectives of teaching new vocabulary and establishing its importance. Some key techniques presented include saying and writing the word clearly, translating it, providing examples of usage, visual aids like pictures and gestures, guessing meanings from context, and asking questions that incorporate the new word. The document emphasizes combining multiple techniques and expanding vocabulary through related words. It also suggests some games to reinforce learning like fill-in-the-blank, puzzles, and flashcards.The Audio Lingual Method
The document discusses the audiolingual method, which was developed in the United States during World War II to rapidly teach foreign languages for military purposes. It outlines the background and definition of the method, which emphasizes teaching listening and speaking before reading and writing through drills and repetition. The document also covers behaviorist psychology principles, ALM techniques, features, objectives, roles of learners and teachers, strengths and weaknesses, and decline of the ALM approach.
Teaching english to young learners
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Power point suggestopedia
The document discusses suggestopedia, a teaching method based on how the brain learns most effectively. It involves the teacher acting as a facilitator and creating a relaxed environment through classroom decoration, music, and games to help students learn in a happy, accelerated way without boredom. Some disadvantages are that it works best for small groups and has high costs and time limitations. The overall goal is to help students remember lessons, increase motivation to learn, and feel confident in the learning process.
Principal types of english pronunciation
The document discusses the principal types and variations of English pronunciation. It notes that there are four components of phonetic structure - phonemic, syllabic, accentual, and intonational - that constitute a language's pronunciation. Accents refer solely to pronunciation differences, whereas dialects involve differences in vocabulary, grammar, and word order as well. There are many accents within England, Britain, and across the other regions of the UK, with Northern and Southern accents being a broad distinction in England. The study of variations in accents was traditionally part of dialectology, which aimed to identify all geographical differences in a language.
Teaching English Through Games
This document discusses using games to teach English language skills. It provides examples of games like 20 Questions and The Whispering Game that allow students to practice language skills while taking a break from regular lessons. These games motivate students and create meaningful contexts for language use while encouraging cooperation. The document recommends providing clear instructions for games, not interrupting or correcting students during gameplay, and stopping games if they become tiring or boring. It concludes that using games is an effective and interesting way to teach English that can be applied in any classroom to improve students' communicative skills. Teachers should consider factors like class size, students' proficiency levels, time, topics, and the classroom environment when selecting and conducting games.
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This document discusses the sociocultural, political, and institutional contexts that influence second language learning. It addresses how cultural factors, educational policies, and different learning environments like ESL, EFL, content-based instruction, and bilingual programs can impact learners. The status and role of English as an international language is also examined, along with issues around native and nonnative English speaking teachers in various contexts. Guidelines are provided for creating supportive learning conditions regardless of whether instruction occurs inside or outside an English-speaking country.
Cultural Barriersof Language Teaching
The document summarizes a case study on cultural barriers in English language teaching in Jordan. It found that certain classroom cultural activities can negatively impact learning, such as issues around gender interaction, differences between students' Arab culture and professors' Western culture, and taboo topics. The study concluded that imported English teaching theories may not work in other cultures and that more research is needed on teaching English in culturally appropriate ways.
1. teyl + eyl 2018 2019-sri sc
Here are the key implications of Multiple Intelligences theory for EYL teaching:
- Design activities that appeal to different intelligences - linguistic, logical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist.
- Use a variety of teaching methods like songs, chants, movement, role plays, games, art/craft to engage different intelligences.
- Assess students in different ways - oral tests, projects, portfolios rather than just written tests.
- Be aware that students may have different strengths. Provide options that play to their strengths.
- Help students identify their own strengths to build self-awareness and confidence as learners.
Environment analysis
1. The document discusses environment analysis, which involves analyzing constraints and factors related to the teaching situation that could impact course design. These include the learners, teachers, and teaching/learning environment.
2. An example is provided of an environment analysis for a course for young Japanese learners who had lived abroad and were taking weekly classes to maintain their English skills back in Japan. Key constraints included limited class time and opportunities to use English outside class.
3. The constraints could affect curriculum design, such as guiding parents to provide extra English practice, using fun, meaningful activities to maintain student interest, and focusing on teacher-centered rather than pair/group work due to the language barrier. A wider analysis may also consider
Islweek11eltgrammartranslation 140208100827-phpapp01 - copy
The document discusses the grammar translation method of teaching foreign languages. It describes GTM as focusing on translating texts and studying grammar rules, with little emphasis on speaking ability. Key aspects include deductive grammar instruction, a focus on accuracy over fluency, memorization of vocabulary through translation, and teacher-centered lessons. While GTM helps with reading skills, it is criticized for not developing communication skills and for being an unnatural way to learn a new language.
Benefits of Culturally and Linguistically Diverse Classrooms
The document discusses a 7-year-old Spanish-speaking student who is developing English language skills. It outlines her academic strengths such as diligence and memorization, as well as challenges with comprehension, expression, and connecting ideas. The student's cultural background and home language of Spanish are assets. The Common Core Standards aim to prepare all students, including English language learners, but implementing them poses challenges requiring support strategies from teachers. These include collaboration, scaffolding, understanding language acquisition, and addressing individual student needs.
English 344 session 1
The document summarizes key points from two sessions of an English language teaching foundations course. It outlines the agenda, course objectives, materials and assignments. Regarding first language acquisition, it discusses the typical developmental stages children progress through, from babbling to one-word sentences and eventually two to three word sentences by ages 3 to 5. It also briefly covers different theories of first language acquisition from behaviorist, innatist and interactionist perspectives.
EFL Learners’ Attitudes towards Literature Text Selection and Teaching Appro...
EFL learners had neutral attitudes toward the selection of literary texts and positive attitudes toward teaching approaches in literature classrooms. While students were satisfied with teaching methods like discussion, they found texts difficult due to language skills and lack of background knowledge. Teachers used mixed teaching methods but students did not always participate or prepare adequately. Overall, text selection and classroom practices could be improved to better motivate students and enhance literary analysis.
Stages of language proficiency
The document discusses mainstreaming English and language proficiency. It defines mainstreaming as the bridge to language proficiency, especially for listening skills. There are five stages of language proficiency from basic to advanced proficient levels. Mainstreaming is important because it acknowledges minority languages and allows students to learn in their native language before transitioning to English, helping ensure they do not fall behind in other subjects.
Research methodology
This document discusses research on teaching grammar explicitly in secondary schools. It outlines the research methodology, including the background, statement of problem, objectives, questions, design, definitions, limitations, and significance. The research will use a mixed-methods qualitative and quantitative design including surveys. The surveys will gather teacher background information and their knowledge and opinions on teaching grammar. The goal is to understand why teachers neglect grammar, how to engage students, and identify best teaching methods to improve grammar instruction.
ICLC 2010 Presentation
My group's panel presentation on teaching techniques for adult ESL students at the Iowa Culture & Language Conference; November 2nd, 2010.
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Materials for General English
- 1. a summary of Materials for General English by Hitomi Masuhara and Brian Tomlinson in Tomlinson (Ed.) (2008: Chapter 2, 17-37), English Language Learning Materials, A Critical Review, Continuum. University of Brighton TLM 25: Materials Prepared by Esin Yuksel Zeynep Sag
- 2. What Kinds of ELT contexts are General English Coursebooks Catering for? Target two different kinds of teaching contexts: • ‘General English’ (GE) in English-speaking countries • ‘English as a Foreign Language’ (EFL) in non- English-speaking countries
- 3. What are the similarities and differences between GE and EFL contexts? Similarities: • Teachers have tended to be native speakers from English-speaking countries • Teaching has mainly take place in language schools, colleges and universties
- 4. Differences GE context: • Students are physically in the English-speaking environment. • The learners face immediate need for everyday communication. • The length of GE courses tends to be short. • Small classes, multi-cultural
- 5. EFL context: • Learners do not have immediate communication needs outside the classroom. • The length of the course is long. • Large classes, homogenous mono-lingual/ mono-cultural group • Learners often face examinations.
- 6. What are the needs of GE learners? • To improve the four language skills, especially speaking and listening to everyday English • Being fluent in English for better job prospects • To enlarge their vocabulary and consolidate their grammar
- 7. Are the coursebooks meeting users’ needs and wants? They seem to respond to the general needs as: • They all cover skills, vocabulary and grammar.
- 8. Major problems with GE materials • too many dry and dull texts • not authentic or real • are not preparing students for real life situations • Seems to be culturally biased towards white- middle-class British • grammar exercises are often not related to the texts • so many activities to get through • formats are repetitive.
- 9. Suggestions for improvements • introduce interesting people and their views and opinions from different etnic groups • offer opportunities for language/cultural/critical awareness • provide ready resources that are up-to- date, varied and affectively and cognitively engaging
- 10. • not only focus on helping learners to become accurate and fluent but also help them to become appropriate and effective communicators as a result of placing production activities • provide more opportunities for extensive reading, listening and viewing • entertain and inspire teachers as well as learners
- 11. References Tomlinson, B. & Masuhara, H. (2008) Materials for General English in Tomlinson, B. (Ed.) English Language Learning Materials: A Critical Review, London: Continuum, 17-37. THANK YOU