This document discusses various topics related to teaching English to adult learners, including the Pygmalion effect, teaching grammar, the learning process, the teaching process, teaching vocabulary, and strategies for teaching vocabulary. It notes that teaching grammar is a skill, not just memorizing rules. Learning is gradual and errors are normal. Teachers should provide feedback and opportunities for meaningful practice. When teaching vocabulary, explicit instruction is important initially but most learning later becomes incidental through reading. Strategies include guessing, mnemonics, notebooks, and focusing on cognates and collocations.

1. English 565 Introduction to Adult/University TESOL Serpil Sonmez

2. Before we begin… Pygmalion Effect (Rosenthal & Jacobsen Study) Jane Elliot’s experiment

3. Teaching Grammar Larsen-Freeman Model All three are inter-related Grammaring: Teaching grammar is not memorizing a set of rules but a skill to be mastered .

4. The Learning Process Not linear: Learning is a gradual process. Not error-free Backsliding may occur Learners rely on their L1 knowledge Teachers don’t have to teach everything about a structure Different learning processes are responsible for different aspects of language

5. The Teaching Process Recasting errors as they occur (Nabei & Swain (2002) study) Enhancing input (Sharwood-Smith) Explicit feedback to increase consciousness about certain rules “ Garden path” – Explaining rules partially and correcting only when needed/overgeneralization occurs. Encouraging output production (Swain IIO Model) Collaborative Dialogues (Donato, 1994)

6. Teaching… Form/Structure Opportunities for meaningful practice Don’t forget having fun! (e.g. information gap activities) Consider Memory Constraints: Limit practicing to 2-6 items at a time. (Asher, 1996) Semantics/Meaning Activities that use props/mime/physical activities (Remember Suggestopedia? TPR?) Pragmatics/Use Role-Plays

7. Feedback Recasts Explicit or Implicit Feedback Alternative: (Aljaafreh & Lantolf (1994) 13-Point Regulatory Scale)

8. Teaching Vocabulary Explicit feedback is important 2000-6000 words for beginners make up to 80% of most texts) Word lists (e.g., General Service List of English words; Academic Word List) Word families: (e.g. talk, talks, talking, talked)

9. Vocabulary Teaching Activities Explicit Learning Implicit (Incidental Learning) Explicit Learning Semantic mapping & word association activities Sugested: pair matching activities for vocabulary items to transfer into long-term memory. Through reading (Explicit learning till 2000 words, then most vocab learning is incidental.

10. Strategies to learn Vocabulary Guessing Strategy (Clark & Nation, 1980) Mnemonic Devices (Word-object associations) Vocabulary notebooks (noting new words, frequency of them- Schmitt (1990)study Focusing on cognates in L1 & L2 (e.g. night, nacht) Focusing on collocations & lexical phrases –Remember Lexical Approach?