Teaching English as a Second

Language Certificate

STUDENT MANUAL for Video Lesson 3

O k a n a g a n C o l l e g e : S t u d e n t M a n u a l : O n l i n e V e r s i o n

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Table of Contents

Table of Contents ................................................................................................................... 2

Introduction .......................................................................................................................... 3 Calendar Description ...............................................................................................................3 Course Goals and Objectives ...................................................................................................3 Course Materials ......................................................................................................................3 Required Textbooks .................................................................................................................3 Supplemental Reading ............................................................................................................3 Course Requirements ..............................................................................................................3

Section 1 – Methods, Approaches, and Techniques ................................................................. 4 Second Language Acquisition ..................................................................................................4 Some Methods and Approaches ..............................................................................................4

Section 2 – Learner and Teacher ............................................................................................. 5 Learning Styles .........................................................................................................................5 Four Dimensions of Learning Styles .........................................................................................5 Kolb’s Learning Style Inventory ...............................................................................................6 VAK ...........................................................................................................................................6 Learning Strategies ..................................................................................................................7 The Adult Learner ....................................................................................................................7 The Adult Learner ....................................................................................................................7 Motivating the Adult Learner ..................................................................................................8 The Teacher .............................................................................................................................9

Section 3 – Classroom Management ..................................................................................... 10 Motivation ............................................................................................................................ 10 Motivating learners .............................................................................................................. 10 Why Problems Occur ............................................................................................................ 11 Managing the Classroom ...................................................................................................... 11 Monitoring Techniques ......................................................................................................... 12

REQUIRED Reading Worksheets ........................................................................................... 13 Reading Worksheets for Section 1 ........................................................................................ 13 Reading Worksheets for Section 2 ........................................................................................ 16

Appendices .......................................................................................................................... 19 Appendix 1 - Hemisphericity ................................................................................................. 20 Appendix 2 – Trainer Type Inventory ................................................................................... 22

References ........................................................................................................................... 25

PowerPoint Slides ................................................................................................................ 25

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Introduction

Calendar Description This 20-hour course is designed to introduce participants to the concepts of second language acquisition, teaching principles, classroom management, and diversity in learning styles

Course Goals and Objectives By the end of the course, participants will be able to:

1. Discuss the theories of second language acquisition and learning. 2. Compare historical and current TESL theories, methods, and techniques. 3. Analyze learner and teacher characteristics, learning styles, and learning strategies. 4. Discuss what affects classroom management.

Course Materials Student manual – includes course details, assignment descriptions and evaluation criteria, course content, related articles to supplement textbook readings, and sample teaching handouts and lesson ideas.

Required Textbooks Harmer, J. (2007). The practice of English language teaching 4th Edition. Essex, England: Pearson Education Ltd. (referred to as Harmer #1) Harmer, J. (2007). How to teach English. Essex, England: Pearson Education Ltd. (referred to as Harmer #2)

Supplemental Reading

1. Celce-Murcia, Marianne, Ed. (2001). Teaching English as a Second or Foreign Language: Third Edition. Boston: Heinle and Heinle. ISBN: 083841992-5.

2. Scrivener, J. (2005). Learning Teaching: Second Edition. MacMillan Education. ISBN: 1-4050-1399-0.

3. Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching: Second Edition. Oxford: Oxford University Press. ISBN: 0-19-435574-8.

4. McKay, Sandra Lee. (1992). Teaching English Overseas: An Introduction. Oxford: Oxford University Press. ISBN: 0-19-432814-7.

Course Requirements To receive a TESL certificate, students are required to complete all given assignments (read the assigned textbook chapters and answer the questions in the student manual, read the assigned section of the student manual, watch the video lessons and read the lecture notes). There are three versions of exams after each video lesson and you will have three chances to pass the exam. You cannot move on to the next lesson until you have passed the exam.

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Section 1 – Methods, Approaches, and Techniques

GOAL

In this section you will learn about theories of second language acquisition and learning approaches, methods and techniques, historical approaches to second language teaching, and the Canadian Language Benchmarks

LEARNING OUTCOMES At the end of this section you will be able to:

1. Discuss second language acquisition theory 2. Compare historical approaches to second language teaching

Second Language Acquisition

WHAT IS THE DIFFERENCE BETWEEN LANGUAGE ACQUISITION AND LANGUAGE LEARNING? In his book The Principles of Language Study, Harold Palmer was interested in the difference between ‘spontaneous’ and ‘studial’ capabilities. The former describe the ability to acquire language naturally, whereas the latter allowed students to organize their learning and apply their conscious knowledge to the task at hand. (Palmer, 2007, p. 50) The stages of second language acquisition are roughly pre-production (silent period), early production, speech emergence, and intermediate and advanced fluency. It takes from 5-10 years to achieve a high enough fluency level to compete in the workplace or places of higher education. See Canadian Language Benchmarks in section 3.

Some Methods and Approaches “Language teaching has evolved in its methodology through a series of pendulum swings, moving from a focus on Form at one end to a Focus on Fluency on the other end. Currently, we are in an era of language teaching that is called by some the “Post-Method Condition” (Kumaravadivelu, 2006), wherein language teachers choose techniques from the different methodologies to help them in their specific contexts. GRAMMAR TRANSLATION METHOD The target language is rarely used. Students read and translate texts. There is little focus on speaking and listening. AUDIO-LINGUAL Students listen to model dialogues with activities, which stress repetition and drilling, but with little or no teacher explanation. It focuses mainly on correct pronunciation and manipulation of linguistic structure as presentation-practice-production (PPP). COMMUNICATIVE LANGUAGE TEACHING Learners will learn best when they participate in meaningful communication and interaction. Communicative activities (games, role-plays, drama) are important. TASK BASED LEARNING Students perform tasks that reflect real life needs and skills. Concepts of negotiation, and interpretation, as well as realistic and personal expression are importan

Section 2 – Learner and Teacher

GOAL

In this section you will start by discovering your own learning and teaching styles; which hemisphere of the brain you favour, and how this will affect you as a teacher. Then you will discover who the second language learners are, what their learning styles and strategies are, and learn what distinguishes the adult learner from younger learners. Part two also deals with the knowledge, skills, and attitudes required by the ESL teacher, his/her roles, teaching styles, and preferred methods and techniques.

LEARNING OUTCOMES

At the end of this section you will be able to:

1. Define learning style 2. Through a learning inventory, become aware of how your own learning style preference may

affect your teaching style 3. Compare learning strategies 4. Compare adult learners to younger learners 5. Discuss different teaching styles 6. Through an inventory, discover your teaching style 7. Discuss the many roles of the ESL Teacher

Learning Styles Learning styles are general approaches – for example global or analytic, auditory or visual - that students use in acquiring a new language or in learning any other subject. These styles are “the overall patterns that give general direction to learning behaviour” (Cornett, 1983, p. 9) (Rebecca Oxford as cited in Celce-Murcia, 2001, p. 359)

Four Dimensions of Learning Styles

Sensory Preferences - Visual learners learn best by seeing pictures or reading and remember instructions better if

they see them. - Auditory learners like to listen. They learn well by hearing lectures or tapes and they

remember oral instructions best. - Kinaesthetic learners like to learn through movement. They learn best by being physically

involved and actively participating. - Tactile learners like to handle tangible objects.

Personality Types - Extroverted - want interaction with people - Introverted – seek solitude - Intuitive – abstract thinkers - Sensing sequential – grounded - Thinking – want truth

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- Feeling – like to relate emotionally - Closure oriented/judging – want completion and clarity - Open/perceiving – want new perceptions continually

Desired Degree of Generality - Global – focus on the big picture - Analytical – concentration on detail

Biological Differences - Biorhythms – time of day when students feel good - Sustenance – need food and drink while learning - Location – temperature, lighting, sound

(Adapted from: Oxford, Rebecca, 1990 Language Learning Strategies)

Required exercise: What is your learning style?

Kolb’s Learning Style Inventory David Kolb says that learning represents a cycle where the learner 'touches all the bases' of experiencing, reflecting, thinking, and acting. Immediate or concrete experiences lead to observations and reflections. These reflections are then assimilated into abstract concepts with implications for action, which the person can actively test and experiment with, in turn enabling the creation of new experiences. Kolb's model works on - a four-stage cycle: Concrete Experience - (CE) Reflective Observation - (RO) Abstract Conceptualization - (AC) Active Experimentation - (AE) and a four-type definition of learning styles (each representing the combination of two preferred styles): Diverging (CE/RO) Assimilating (AC/RO) Converging (AC/AE) Accommodating (CE/AE) (Summary used with permission by the author, David Kolb)

VAK The VAK (visual/auditory/kinaesthetic) learning styles model is an easy and quick inventory to assess your preferred learning styles and to design methods and experiences to match those preferences:

Visual learning style refers to seen or observed things, including pictures, diagrams, displays, handouts, videos, etc.

Auditory learning style involves the transfer of information through listening to the spoken word, of self or others, and to sounds and noises.

Kinaesthetic learning involves touching, feeling, doing, and practical hands-on experiences. Try the VAK learning styles indicators and quick free test online at www.businessballs.com

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Learning Strategies Learning strategies are actions, behaviours, or techniques that students use to enhance their learning. DIRECT STRATEGIES

- Memory strategies: creating mental linkages, applying sounds and images, reviewing - Cognitive strategies: practicing, receiving, and sending messages, analysing and reasoning, and

creating structures for input and output. - Compensatory strategies: guessing intelligently, overcoming limitation in speaking and writing

INDIRECT STRATEGIES

- Metacognitive strategies: centering, arranging and planning and assessing one’s own learning - Affective strategies: lowering anxiety, encouraging self, taking emotional temperature - Social strategies: asking questions, cooperating with others, empathizing with others.

(Rebecca Oxford as cited in Celce-Murcia, 2001, p. 363-364)

Good Learners…

Required activity: Look at the good learner characteristics on p. 87 of the Harmer #2 textbook and rate what characteristics you think are important in predicting success in second language learning.

The Adult Learner

The Adult Learner

Optional Activity: Read pages 15-16 in Harmer “How to Teach English” and page 81-84 in Harmer “The Practice of English Language Teaching” and use a three-column chart to compare adult learners to adolescents and children. Then note down the implications for classroom teaching for each group.

Adult Learners Adolescents Children

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Implications for the classroom

Implications for the classroom

Implications for the classroom

Motivating the Adult Learner “At its most basic level, motivation is some kind of internal drive which pushes someone to do things in order to achieve something” (Harmer #1, 2007, p. 98) Extrinsic motivation is the result of outside factors such as finding a job, passing an exam, or raising one’s standard of living. Intrinsic motivation comes from within and is often based on the joy of learning something new, a feeling of accomplishment, or feeling better because of what was learned. Harmer states that motivation is built in 5 stages:

1. affect or feelings, 2. a sense of achievement or success, 3. a good attitude, 4. enjoyable activities, and 5. “agency” (buy-in or empowerment).

(Harmer, 2007, p. 100-104)

The Teacher Here are some teaching styles that can be found in almost any classroom: 1. Specialist Specialists possess knowledge and expertise that students need. They try to maintain their status as an expert among students and challenge students to enhance their competence and be well prepared. Advantage: The information, knowledge, and skills such individuals possess. Disadvantage: If overused, this display of knowledge can be intimidating and the underlying thought processes that produced the answers may not always be shared. 2. Authoritarian Authoritarians have status among students because of their knowledge and role as faculty members. They are concerned with providing feedback, establishing goals, and expectations, and rules of conduct for students. They abide by the rules and provide students with the structure they need to learn. Advantage: Expectations are clear. Disadvantage: This style can be too rigid. 3. Role Model Role models believe in teaching by example and modeling how students should think and behave. They encourage students to observe and emulate the instructor's approach. Advantage: An emphasis on direct observation and following a role model. Disadvantage: Some students may feel inadequate if they cannot live up to expectations. 4. Consultant Consultants or facilitators are secure enough to explore options, suggest alternatives, and encourage students to make their own choices. Their goal is to develop in their students the capacity for initiative and independent action. They like to work with students on projects and try to give as much support and encouragement as possible. Advantage: Flexibility, student-centredness, and the willingness to explore options. Disadvantage: This style is often very time consuming. 5. Delegator Delegators want their students to be as autonomous as possible. Students work independently on projects or as part of self-directed teams. The teacher is available as a resource person if requested. Advantage: Helps students to perceive themselves as independent learners. Disadvantage: Teachers may misjudge their students’ readiness for independent work and some students may become anxious.

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NOTE: see copy of TTI (Trainer Type Inventory) in appendix

Section 3 – Classroom Management

GOAL

In this section we will discuss motivation and classroom management

LEARNING OUTCOMES

At the end of the section you will be able to:

1. Describe motivation and list some factors that will affect motivation in class 2. Discuss the reasons why problems occur 3. Suggest main components of classroom management 4. Compare different classroom monitoring techniques

Motivation Required activity: Sentence Starters – Motivation Fill in your own thoughts and ideas about what motivates you as a language learner. Language is to be ______ and not ______________________________________ A language teacher should never ______________________________________ The easiest way to learn a language is __________________________________ The problem with learning English is ___________________________________ My ideal classroom is/has ____________________________________________ What I like most as a student in a language classroom is ____________________ _________________ make(s) me nervous or uncomfortable as a language student.

Motivating learners Here are some basic conditions to be met if you want to motivate your students: RAPPORT It is important to establish a good rapport with your learners and most of this happens in the first 10 minutes of your first class. This is the time to have good eye contact, be an active listener and establish your credibility as a teacher. Build trust and respect by talking with your students on a personal level. The students will take their cues on how to behave from you. Your passion for the subject will lead to a sense of commitment and mutual enthusiasm. A SUPPORTIVE AND INCLUSIVE CLASSROOM To learn best, students need a relaxed, safe, inclusive, and supportive classroom with many opportunities to learn and with ample encouragement by the teacher. Skilful grouping of students can enhance learning greatly.

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CODE OF CONDUCT Your students will be more likely to support and embrace their own code of conduct (or class rules) rather than one that is mandated by the teacher. This can be produced together on the first day of classes and posted on the wall. COHESIVENESS Once students have spent some time together and shared their group history, they are more likely to form a cohesive group, with a strong leader united against a common threat. RELEVANCE Motivation is increased when the curriculum is made relevant to the learners and when realistic outcomes are created. Allow learners to create a group goal, taking into account their own personal criteria. REALISTIC LEARNER BELIEFS Learners need to understand the nature of second language learning – that mastery can be acquired through a variety of techniques and learning strategies.

Why Problems Occur

Optional Activity: (Harmer #1, p. 153). Think about how family, expectations, approval, success, failure, the teacher, and external factors can cause behavioural problems

Managing the Classroom Optional Activity: Harmer (#2), on p. 34, mentions many variables that affect classroom management. List the main components in the table below.

Teacher Behaviour: including teacher talk

Giving Instructions Seating Arrangements Student Groupings

1. 2. 3. 4. 5. 6. 7. 8.

1. 2. 3. 4. 5. 6. 7. 8.

1. 2. 3. 4. 5. 6. 7. 8.

1. 2. 3. 4. 5. 6. 7. 8.

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Monitoring Techniques

Optional activity: Add more detail to the following chart on monitoring techniques.

Participant Active Observer Silent Observer Absent

Advantages:

- keeps students on task

- minimizes L1

- assessment or feedback

- motivation higher

- prompting reluctant speakers

- assistance

- error correction

- native speaker exposure

Advantages:

- keeps students on task

- minimizes L1

- assessment or feedback

- motivation higher

- prompting reluctant speakers

- assistance

- error correction

Advantages:

- keeps students on task

- minimizes L1

- assessment or feedback

- motivation higher

Advantages:

- relaxed atmosphere

- non invasive

Disadvantages:

- Time consuming

Disadvantages: Disadvantages: Disadvantages:

- Students can go off-task

- No monitoring of L1

- No assessment and feedback

REQUIRED Reading Worksheets Please ensure that you have read all the readings in the textbook and answered the worksheets below. Questions from the worksheets will appear on the exams!

Reading Worksheets for Section 1 (Harmer #1, Chapters 1, 3 and 4)

CHAPTER 1: THE CHANGING WORLD OF ENGLISH Summary: Chapter 1 gives an insight into the changing world of English. We realize that the number of non-native speakers of English has increased dramatically and we learn what the implications might be for English teachers.

1. What did you learn about non-native speakers of English? (p.13) __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Why is English so wide-spread? (p.14-15)

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What is ‘Global’ or ‘World’ English? (p.17) __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Explain what some of the popular acronyms mean (e.g., EFL, ESL, etc.) (p.17)

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. What is ELF and how does it affect teaching English? (p.20-21) ____________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________

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CHAPTER 3: BACKGROUND ISSUES IN LANGUAGE TEACHING Summary: Chapter 3 deals with background issues in language teaching, and the difference between language acquisition and language learning. We learn about the input hypothesis, and how behaviourism and task-based learning impacted ESL theory. The chapter also talks about focus on form and repetition, and the importance of being emotionally open to language learning.

1. In terms of language acquisition vs. language learning, what are the implications if we accepted Stephen Krashen’s Input Hypothesis? (p.50)

________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. How did behaviourism contribute to language learning theory? (p.51) ________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. How did task-based education begin? (p.53) ________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Explain the difference between focus on form and focus on forms (p.53) ________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Explain the importance of repetition and the importance of play in language learning? (p.56, 60) ________________________________________________________________________________________________________________________________________________

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CHAPTER 4: POPULAR METHODOLOGY Summary: In this chapter we learn to distinguish among approaches, methods, procedures and techniques and we find out how the profession evolved over the years from a behaviourist approach with a focus on mindless repetition, to a more communicative and task-based approach. The author describes 4 historical methods that still influence the profession today and moves on to descriptions of some of the more recent methods used today. Finally Harmer discusses what will influence out choice of methods and he describes the challenges of exporting methods globally.

1. Explain the differences among approaches, methods, procedures and techniques. (p.62) ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Describe grammar-translation, direct method and audiolingualism. (p.63) ________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What is meant by presentation, practice and production (PPP)? (p. 53) What are some variations to this lesson plan pattern? (p.66)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Briefly describe Communicative Language Teaching (CLT). (p.69) ________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. What are the stages of task based learning (TBL)? (p.71-74) ________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. What are the challenges when exporting the British and North American methodology around the world? (p.76)

________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. What will affect our choices of methods? (p.78) ________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Reading Worksheets for Section 2 (Harmer #1: Ch. 5, 6)

CHAPTER 5: DESCRIBING LEARNERS Summary: Chapter 5 talks about the uniqueness of learners at different age levels, learner characteristics and learning styles, language levels, and the role of motivation

1. Do children learn a new language faster than adults? (p.81) ________________________________________________________________________________________________________________________________________________

2. How do young children learn differently? (p.81) ________________________________________________________________________________________________________________________________________________

3. What is unique about adolescents as language learners? (p.83) ________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. What are some of the special characteristics of adult learners? (p.84) ____________________________________________________________________________________________________________________________________________________________

5. How do aptitude and intelligence impact language learning? (p.85) ________________________________________________________________________________________________________________________________________________

6. Do the exercise “good learner characteristics” (figure 1) and discuss how culture may influence your assumptions of what a good learner is. (p.87)

________________________________________________________________________________________________________________________________________________

7. Give a brief description of Keith Willing’s 4 learning style categories. (p.88) ________________________________________________________________________________________________________________________________________________ 8. Our brains work differently and we respond differently to the same stimuli. How does this affect the way students learn and teachers teach? Discuss both neuro-linguistic programming and multiple intelligences. (p.89-91) _____________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________ 9. What are some ways to establish who our learners are and how they differ? (p.92) __________________________________________________________________________________________________________________________________________________________ 10.What did you learn about levels? (p.95)

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__________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________ 11.How should classroom activities be adjusted according to level? (p.96) __________________________________________________________________________________________________________________________________________________________ 12.What did you learn about comprehensible input and levels? (p.97) __________________________________________________________________________________________________________________________________________________________ 13.What are some external or extrinsic motivators? (p.98) __________________________________________________________________________________________________________________________________________________________ 14. What are some intrinsic motivators? (p.100-104) __________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

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CHAPTER 6: DESCRIBING TEACHERS Summary: Chapter 6 describes the teacher in terms of roles, building rapport, engaging students, and the role of non-native speakers as teachers of EFL or ESL.

1. What is teaching? (p.107) _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What are some of the roles of a teacher? (p.108-111) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Give some guidelines for engaging the students (p.111) _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. What are some ways of building relationships with students? (p.113) _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. What are some ways we can use to help our students hear and understand the language? (p.113) ________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. Discuss the role of non-native speakers of English as ESL/EFL teachers (p.113) __________________________________________________________________________________________________________________________________________________________

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Appendices

1. Hemispheres of the Brain 2. Trainer Type Inventory (TTI)

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Appendix 1 - Hemisphericity Instructions: Circle the words that best describe you (one per row), then shade the

corresponding areas on the diagram on the next page. This will show you a visual

image of your preference of hemispheres.

LEFT (Analytic) RIGHT (Global)

1. Verbal 2. Responds to meaning 3. Recalls facts, dates 4. Sequential 5. Processes information linearly 6. Responds to logical appeal 7. Trusts logical appeal 8. Looks tidy, organized 9. Plans ahead 10. Punctual 11. Reflective 12. Recalls people’s names 13. Speaks with few gestures

1. Visual, tactual. Kinaesthetic 2. Responds to word pitch, feeling 3. Recalls images, patterns 4. Random 5. Processes information in chunks 6. Responds to emotional appeal 7. Trusts intuition 8. Looks disorganized 9. Spontaneous 10. Less punctual 11. Impulsive 12. Recalls people’s faces 13. Gestures when speaking

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Learning for Both Sides of the Brain Left Side Analyses Right Side Synthesizes

Recognizes the parts

Processing is linear and sequential

Most efficient for processing verbal information and for encoding and decoding speech

Processing is simultaneous

Combines the parts to make a whole

Seeks and constructs patterns

Recognizes relationships between

separate parts

Most efficient at visual and spatial processing

Learning Style

Prefers recipe approach, step-by-step

Sequential

Seldom estimates

Remembers parts rather than whole

Learning Style

Impatient with step-by-step approach

makes mistakes when in this mode

Estimates

Spontaneously gives correct answer

Teaching Techniques for the Left Brain

Teaching Techniques for the Right Brain

Visual thinking, fantasy, metaphor, evocative language, music, multi-sensory, direct experience

Holistic, para-verbal, simultaneous, relational, synthesizing

(Source: First Step: Managing Cultural Diversity in an Education Setting. Alberta Vocational College, 1992)

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Appendix 2 – Trainer Type Inventory Mardy Wheeler and Jeanie Marshall Instructions: There are twelve sets of four words and phrases below. Rank them from 4 to 1 (4 meaning the most applicable) according to what best describes your training style. You must assign a different number to each choice.

1 a ___ subgroups 1 b ___ lectures 1 c ___ readings 1 d ___ lecture/ discussions

2 a ___ showing 2 b ___ perceiving 2 c ___ helping 2 d ___ hearing

3 a ___ symbols 3 b ___ actions 3 c ___ people 3 d ___ instructions

4 a ___ small group discussions 4 b ___ free expression 4 c ___ little participation 4 d ___ time to think

5 a ___immediate personal feedback 5 b ___ objective tests 5 c ___ subjective tests 5 d ___ personal evaluation

6 a ___ expert 6 b ___ scholar 6 c ___ advisor 6 d ___ friend

7 a ___ theory 7 b ___ practical skills 7 c ___ application in real life 7 d ___ new way of seeing things

8 a ___ coach 8 b ___ listener 8 c ___ director 8 d ___ interpreter

9 a ___ seeing “who” 9 b ___ seeing “how” 9 c ___ seeing “why” 9 d ___ asking “what”

10 a ___processing 10 b ___ generalizing 10 c ___ doing 10 d ___ publishing

11 a ___ lead them to understand 11 b ___ leave them to do it 11 c ___ let them enjoy it 11 d ___get them to think about it

12 a ___ it’s yours 12 b ___ it’s ours 12 c ___ it’s mine 12 d ___ it’s theirs

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Trainer Type Inventory Scoring Sheet Transfer your numerical ranking for each item to the appropriate space below and add up the totals for each row. The totals are your scores for each training type. L:1a ___ D: 1b ___ I: 1c ___ C: 1d ___ 2d ___ 2a ___ 2b ___ 2c ___ 3c ___ 3d ___ 3a ___ 3b ___ 4b ___ 4c ___ 4d ___ 4a ___ 5a ___ 5b ___ 5c ___ 5d ___ 6d ___ 6a ___ 6b ___ 6c ___ 7c ___ 7d ___ 7a ___ 7b ___ 8b ___ 8c ___ 8d ___ 8a ___ 9a ___ 9b ___ 9c ___ 9d ___ 10d ___ 10a ___ 10b ___ 10c ___ 11c ___ 11d ___ 11a ___ 11b ___ 12b ___ 12c ___ 12d ___ 12a ___ L Total: ____ D Total: ____ I Total: ____ C Total: ____ Interpretation Listener (L)

Creates an affective learning environment

Trains the concrete experiencer most effectively

Encourages learners to express personal needs freely

Assures that everyone is heard

Shows awareness of individual group members

Reads nonverbal behaviour

Prefers that learners talk more than the trainer

Wants learners to be self-directed and autonomous

Exposes own emotions and experiences

Shows empathy

Feels comfortable with all types of expressions (words, gestures, hugs, music, art, etc.)

Stays in the here and now

Is practical – goes with the flow

Appears relaxed and unhurried. Director (D)

Creates a perceptual learning environment

Trains the reflective observer most effectively

Takes charge

Gives direction

Prepares notes and outlines

Appears confident

Is well organized

Evaluates with objective criteria

Is the final judge of what is learned

Uses lectures

Is conscientious and sticks to announced agenda

Concentrates on a single item at a time

Tells participants what to do

Is conscious of time

Develops contingency plans

Provides examples

Limits and controls participation

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Interpreter (I)

Creates a symbolic learning environment

Trains the abstract conceptualizer best

Encourages learners to memorize and master terms and rules

Makes connections (ties past to present, is concerned with the flow of the training design)

Integrates theories and events

Observes – separates self from learners

Shares ideas but not feelings

Acknowledges’ others’ interpretations as well as own

Uses theory as a foundation

Encourages generalizations

Presents well constructed interpretations

Listens for thoughts, often overlooks emotions

Wants learners to have a thorough understanding of facts, terminology

Uses case studies, lectures, readings

Encourages learner to think independently

Provides information based on objective data. Coach (C)

Creates a behavioural learning environment

Trains the active experimenter most effectively

Allows learners to evaluate their own progress

Involves learner in activities and discussions

Encourages experimentation with practical application

Puts trainees in touch with each other

Draws on the strengths of the group and uses trainees as resources

Helps learners to verbalize what they6 already know

Acts as facilitator to make the experience more comfortable and meaningful

Is clearly in charge

Uses activities, projects and problems based on real life

Encourage active participation. Reprinted with permission of John Wiley and Sons, Inc, July 2001.

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References

1. Celce-Murcia, Marianne, Ed. (2001). Teaching English as a Second or Foreign Language: Third Edition. Heinle and Heinle. ISBN: 083841992-5.

2. Harmer, Jeremy. (2007). The Practice of English Language Teaching. Fourth Edition. Essex, England. Pearson Education Ltd. ISBN 978 1 4058 5311 8.

3. Harmer, Jeremy. (2007). How to Teach English. Essex, England. Pearson Education Ltd. ISBN 978-1-4058-4774-2

4. Kumaravadivelu, B. (2006). Changing Tracks, Challenging Trends. TESOL Quarterly, 40(1), 51-81.

5. Scrivener, Jim. (2005). Learning Teaching: Second Edition. MacMillan Education. ISBN: 1-4050-1399-0.

6. Tanner, Rosie and Catherine Green. (1998). Tasks for Teacher Education. A Reflective Approach. Addison Wesley Longman. ISBN: 0 582 31663

1

Video Three

Overview of TESL

•Language Acquisition vs Language Learning

•Methods and Techniques in TESOL

•Learning and Teaching Styles

•The Adult Learner

1

Learning Outcomes

• Discuss the theories of second language acquisition and learning and the changing world of English

• Compare historical and current TESL theories, methods, and techniques.

• Analyze learner and teacher characteristics, learning styles, and teaching styles. 2

The Changing World of English

• There are currently 1.5 billion speakers of English worldwide

• Only 329 million of them are native speakers of English

• Many different “Englishes” are emerging

• This affects how and why and what type of English is taught

3

Kachru’s Three Circles of English

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Acquisition Vs Learning

• The difference between ‘spontaneous’ and ‘studial’ capabilities. The former describes the ability to acquire language naturally, whereas the latter allows students to organize their learning and apply their conscious knowledge to the task at hand.

• Do you think students of English as a Foreign Language acquire or learn a new language?

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2

Stephen Krashen’s Input Hypothesis

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Methods and Techniques

• Grammar-translation method

• Audio-lingual method (AL)

• Communicative Language Teaching (CLT)

• Task-based Language Teaching (TBLT)

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Learning Styles

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Learning and Teaching Style Tests

• Do the Hemisphere test in the student manual to see if you are a right brain or left brain thinker

• Do the Trainer Type Inventory (TTI) in the student manual to see what kind of a teacher you are.

• Do the VAK http://www.businessballs.com/vaklearningstylestest.htm to see where you fit.

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What is Your Learning Style?

• Visual learner – you learn best by seeing pictures or reading and you remember instructions better if you see them.

• Auditory learner – You learn well by hearing lectures or tapes and you remember oral instructions best.

• Kinaesthetic or Tactile leaner – You learn best by being physically involved and actively participating. You like moving around and you like a variety of classroom activities

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The Adult Learner

• Adults are autonomous and self-directed.

• Adults have life experiences and knowledge that may include work-related activities, family responsibilities, and previous education.

• Adults are goal-oriented.

• Adults are relevancy-oriented. They must see a reason for learning something.

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3

Adult Learner Cont.

• Adults are practical, focusing on the aspects of a lesson most useful to them in their work.

• As learners, adults need to be shown respect. Instructors must acknowledge the wealth of experiences that adult participants bring to the classroom.

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Teaching Styles

• Expert – possesses knowledge that students need

• Formal Authority – possesses status among students

• Personal model – believes in teaching by example

• Facilitator – guides and directs – goal is to develop the capacity for independent action.

• Delegator – develops the students’ capacity to function in an autonomous fashion.

• Do the TTI to discover your teaching style

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Motivation

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Motivation

• Extrinsic motivation

• Intrinsic motivation

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Classroom Management

• Use of classroom space, seating arrangement

• Grouping of students

• Variety of activities

• Clear instructions

• Ratio of teacher vs student talk

• Relevance and appropriacy

• Clarity of voice

• Student-centredness and feedback from students

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Exam Questions Based on

• Harmer #1 chapters 1, 3, 4, 5, 6

• Harmer #2 p 15/16

• Student Manual

• Video Lesson and PowerPoint Slides

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