Subject area method

1. KOTEBE UNIVERSITY OF EDUCATION
DEPARTMENT OF FOREIGN LANGUAGES AND
LITERATURE
COURSE: SUBJECT AREA TEACHING IN ENGLISH
LANGUAGE FOR TEACHERS
Credit Hours: 4hrs
Course Code: PGDT424
Instructor’s Name: Dula S. (DEd Candidate)
Academic Year: 2023/24

2. Course Description
 It is designed to help trainee teachers get the
fundamental skills of teaching English
language.
 It intends to offer opportunities for English
language teacher trainees in examining all possible
options in using teaching methodologies in
Ethiopian schools.
 It tries to discuss some basic concepts and
theories in relation to teaching English as a
foreign language.
 It also addresses how to teach and test Reading,
listening and grammar skills in foreign language

3. Unit One: : Introduction to English Language Teaching
 English Language Teaching as a Profession
 Language Learning Theories and Styles:
Implication for Teaching,
 Individual Differences in Language Learning,
and
 Major Approaches in ELT: Evaluating
Teaching Approaches

4. Unit Two: Teaching Reading Skills
 Introductions to Reading Skills: Meaning and
Context,
 Reading Purposes and Ways of Reading,
 The Teaching of Reading Skills: Exploring
Approaches, and
 Analyzing and Developing Reading Lessons

5. Unit Three: Teaching Listening Skills
 Introduction to Listening Skills: Meaning and
Context,
 Listening Purposes and Ways of Listening,
 The Teaching of Listening Skills: Exploring
Approaches, and
 Analyzing and Developing Listening Lessons

6. Unit Four: Teaching Grammar
 The Goals of Grammar Instruction,
 Traditional Versus Communicative Ways of
Grammar Teaching,
 Error Correction: Accuracy Versus Fluency,
 Analyzing, Developing and Micro-Teaching
Grammar Lessons

7. Unit Five: Lesson Planning And Teaching Aids
5.1 Lesson Plans
5.1.1 The Importance Of Lesson
Planning
5.1.2 How To Plan An Effective Lesson
5.1.3 Models Of Lesson Planning
5.1.4 Stages Of The Lesson
5.2. Teaching Aids
5.2.1 Teaching Aids In Language
Teaching
5.2.2 Classification Of Teaching Aids
5.2.3 Visual Aids

8. Unit Six: Testing Receptive Language Skills
6.1 Testing Reading Skills
6.2 Testing Listening Skills
6.3 Testing Grammar
6.3.1 Common types of Grammar Tests

9. Assessment Methods
 Portfolio development ………….…..15%
 Attendance and c/room part… ...….10%
 Developing a lesson with its specific
lesson
plan………...…………………………15%
 Micro-teaching………………………20%
 Final Exam………….………………...40%

10. Unit One: Introduction to English Language Teaching
1.1. English Language Teaching as a Profession
• ELT has in place internationally validated
courses of preparation for teachers, such as
the Diploma in English Language Teaching to
Adults (DELTA) and the In-service Certificate
in English Language Teaching (ICELT), both
validated through the British Cambridge ESOL.
• The growth of ELT profession is based on best
practice in ELT.

11. English Language as a Lingua Franca
 Eventhough English is not the language
with largest number of speakers, it is a
language of Lingua franca over the
world.
 Causes of English as a lingua Franca:
 a colonial history- 1620 UK invesion of
USA
Economic reason- emergence of USA,
globalization
Travel- aviation and airport languages
Information exchange- dev’t of internet

12. ELT as a Profession
 As to Wallace (1991), there are three
models of teacher education in ELT and
in General.
i. Crafts Model- teachers are expected
to learn by copying, imitating from his
or her model teacher.
ii. Applied Science Model- in this
teachers/trainees in preparation for
being a teachers are expected to;
• Learn various theories, approaches and
strategies, and techniques of teaching
from the trainers.

13. iii. Reflective teacher
 teachers-in-preparation are expected to
experiment teaching in their own ways.
 trainees are given the opportunity to
make a trade off between received and
experiential knowledge .
 trainees are allowed to learn various
teaching theories, approaches, or
strategies and to practice them in such a
way that trainees would reflect upon
them in quest for further innovative or
effective ways of teaching.

14. Brainstorming Activity
Q1. What mean English as a
First, Second and Foreign
Language? Discuss your
understandings of the term in
group of three.

15. Activities
 Discuss the following Terms
L1
L2
First language
Native language
Mother tongue
Primary language
Stronger language
Second language
Non-native language
Foreign language
Secondary language
Weaker language

16.  Language Learning Theories and
Learning Styles: Implication for
Teaching

17. Krashen’s Theory of
Language Learning

18. About 25 years ago, a psychologist named Stephen
Krashen transformed language teaching. He had been
developing his ideas over a number of years, but
several books he published in the 1980s received
widespread acceptance.

19. STEPHEN KRASHEN’S
LANGUAGE ACQUISITION
THEORY
This theory states that acquisition and learning
are two separate processes. Learning is to
know about a language - formal knowledge;
acquisition is the unconscious mind related
activity that occurs when the language is used
in conversation. Krashen embodies the
following hypotheses in his theory:

20.  Much has been made of Krashen's theory of second
language acquisition, which consists of five main
hypotheses:
• The acquisition learning hypothesis
• the monitor hypothesis,
• the natural order hypothesis,
• the input hypothesis, and
• the affective filter hypothesis.
http://www.youtube.com/watch?v=NiTsduRreug&feature=related

21.  According to Krashen’s acquisition-learning
hypothesis, there are two independent ways to
develop our linguistic skills: acquisition and
learning.
 This theory is at the core of modern language
acquisition theory, and is perhaps the most
fundamental of Krashen's theories on second
acquisition.

22. Acquisition
 Subconscious process where individual is not aware. One is
unaware of the process as it is happening and when the new
knowledge is acquired, the acquirer generally does not realize that
he or she possesses any new knowledge.
 According to Krashen, both adults and children can
subconsciously acquire language, and either written or oral
language can be acquired. This process is similar to the process
that children undergo when learning their native language.
 Acquisition requires meaningful interaction in the target language,
during which the acquirer is focused on meaning rather than form.

23. Learning
Learning a language, on the other hand, is a
conscious process, much like what one
experiences in school. New knowledge or
language forms are represented consciously in the
learner's mind, frequently in the form of language
"rules" and "grammar" and the process often
involves error correction. Language learning
involves formal instruction, and according to
Krashen, is less effective than acquisition.

24. Material created by Sonia Albertazzi, Milagro Azofeifa y Gabriela Serrano for Educational Purposes
The Acquisition – Learning
Distinction
Acquisition
Sub-conscious
by environment
(Ex: games,
Movies, radio)
Picking up words
Learning
Conscious by
instructors
Correct errors
Knowing about
Grammar rules
SLA

25. Natural Order: Natural progression/order of language
development exhibited by infants/young children and/or
second language learners (child or adult).
Level l: Pre-Production Stage (Silent Period): Minimal
comprehension, no verbal production.
Level II: Early Production Stage. Limited Comprehension;
One/two-word response.
Level III: Speech Emergence Stage. Increased
comprehension; Simple sentences; Some errors in speech.
Level IV: Intermediate Fluency Stage. Very good
comprehension; More complex sentences; Complex errors in
speech.

26. Monitor
Learning (as opposed to acquisition) serves to
develop a monitor- an error detecting mechanism
that scans utterances for accuracy in order to make
corrections. As a corollary to the monitor hypothesis,
language acquisition instruction should avoid
emphasis on error correction and grammar. This
might inhibit language acquisition, particularly at the
early stages of language development.

27.  The Monitor hypothesis explains the
relationship between acquisition and
learning.
 The monitoring function is the practical
result of the learned grammar. According
to Krashen, for the Monitor to be
successfully used, three conditions must
be met:

28.  The acquirer/learner must know the rule:
This is a very difficult condition to meet
because it means that the speaker must
have had explicit instruction.
 The acquirer must be focused on
correctness: He or she must be thinking
about form, and it is difficult to focus on
meaning and form at the same time.
 Having time to use the monitor: The
speaker is then focused on form rather
than meaning, resulting in the production
and exchange of less information.

29.  Due to these difficulties, Krashen recommends
using the monitor at times when it does not
interfere with communication, such as while
writing.

30. Affective Filter: Optimal input occurs when the
"affective filter" is low. The affective filter is a screen
of emotion that can block language acquisition or
learning if it keeps the users from being too self-
conscious or too embarrassed to take risks during
communicative exchanges
The Affective Filter hypothesis, embodies
Krashen's view that a number of 'affective variables'
play a facilitative, but non-causal, role in second
language acquisition.
These variables include: motivation, self-confidence
and anxiety.

31.  Low motivation, low self-esteem, and debilitating
anxiety can combine to 'raise' the affective filter
and form a 'mental block' that prevents
comprehensible input from being used for
acquisition. In other words, when the filter is 'up'
it impedes language acquisition.
 Krashen claims that learners with high
motivation, self-confidence, a good self-image,
and a low level of anxiety are better equipped for
success in second language acquisition.

32.  Krashen claims that learners with high motivation,
self-confidence, a good self-image, and a low level
of anxiety are better equipped for success in second
language acquisition.

33. THE INPUT HYPOTHESIS
We acquire language only when we understand
language that contains structure that is “a little beyond”
where we are now.
This is possible because we use more than our
linguistic competence to help us understand.
Material created by Sonia Albertazzi, Milagro Azofeifa y Gabriela Serrano for Educational Purposes

34. 1. Honeymoon: The sojourner is intrigued by the differences she or he perceives
and is excited about everything.
2. Disintegration: The differences between the cultures lead to confusion, isolation
and loneliness. New cultural cues are misread and withdrawal and depression can
occur.
3. Re-integration: The new cues are re-integrated but even though the individual has
an increased ability to function in the new culture, he rejects it and experiences anger
and resentment and acts hostile and rebellious.
4. Autonomy: The person is able to see the differences between the two cultures in a
more objective way, is able to deal with them and therefore feels more self-assured,
relaxed and confident.
5. Independence: The social psychological and cultural
differences are accepted and enjoyed (ibid.). And the person is able to function in both
the old and the new culture; he has achieved bi- culturality.
In addition, the Cultural Adaption / Cultural Shock cycle for students, upon
introducing themselves to a new language and its culture is to experience
the following:

35. THE INPUT HYPOTHESIS
Input needs to be comprehensible. Input + 1/Zone of
Proximal Development- Input/instruction that is just above the students'
abilities. Instruction that is embedded in a meaningful context, modified
(paraphrasing, repetition), collaborative/interactive and multimodal.
We acquire language only when we understand language that contains
structure that is “a little beyond” where we are now.
This is possible because we use more than our linguistic competence to
help us understand.

36.  The input hypothesis says that we acquire by
“going for meaning” first, and as a result, we
acquire structure.
 It also states that speaking fluency cannot be
taught directly. It emerges over time, on its own.
 The best way to teach speaking, according to
this view, is simply to provide comprehensible
input.
 Early speech will come when the acquirer feels
“ready:” It is typically not grammatically accurate.
 Accuracy develops over time as the acquirer
hears and understands more input.

37. The above five hypotheses of second language
acquisition Implications:
• Acquisition is more important than learning.
• In order to acquire, two conditions are necessary
(comprehensible input with i+1 and weak
affective filter).

38. What are Learning Styles?
Information enters your brain three main ways:
sight, hearing and touch, which one you use the
most is called your Learning Style
 Visual Learners learn by sight
 Auditory Learners learn by hearing
 Tactile Learners (kinesthetic) learn by touch

40. Visual Learners
 Prefer to see information such as pictures,
diagrams, cartoons, demonstrations
 Picture words and concepts they hear as
images
 Easily distracted in lecture with no visual aids
 Overwhelmed with intense visuals
accompanied by lecture
 Benefit from using charts, maps, notes, and
flash cards when studying

41. Auditory Learners
 Prefer to hear information spoken
 Can absorb a lecture with little effort
 May not need careful notes to learn.
 Often avoid eye contact in order to concentrate
 May read aloud to themselves
 Like background music when they study

42. Tactile or Kinesthetic Learners
 Prefer touch as their primary mode for taking in
information
 In traditional lecture situations, they should write out
important facts
 Create study sheets connected to vivid examples
 Role-playing can help them learn and
remember important ideas
 May benefit by using manipulatives
Okay, I
get it
now.

43. Extraversion/Introversion
(Social Orientation)
 Extroverts
 Like talking with others and taking action.
 Prefer active learning and group projects.
 Introverts
 Prefer to have others do the talking.
 Prefer lectures and structured tasks.

44. Deep Learning
 Goal is to truly understand course material
 Involves actively constructing learning
experiences
 Leads to better memory retention
 Deep learners enjoy the process of learning
for its own sake
 Deep learners use more thinking skills
Fascinating!
I need to
know more…

45. DiscoveringYour
OwnLearning Style
 Take a Learning Styles test.
 Think about your favorite classes in high school or college so
far. What do they have in common? Did you like…
 mastering facts?
 discussion? or working on your own?
 lecture? or pairing or grouping?
 hands-on activities?
 Do some self-analysis (called metacognition).
 How do you think you learn?

46. Remember!
No matter what your Learning Style is it’s
very important to-
 Be involved in class – participate!
 Link classroom experience to the outside world
 Relate class concepts to your own life.
 Ask questions and offer criticism.
 Stimulate further relevant discussion.
 Don’t get distracted – stay “on-task”
 Keep an open mind: there are many ideas beyond
your own.

47. B)

48. B)

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57. B)

58. B)

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60. B)

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66. B)

67. B)

68. B)

69. B)