Académique Documents
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Week 1
Overview of language
learning and language
teaching
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TUTORIAL:
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Teacher Awareness:
• Roles of a Teacher
• Brown, H. Douglas (2007) mentions that
“teachers can play many roles in the
course of teaching and this might facilitate
learning. Their ability to carry these out
effectively will depend to a large extent on
the rapport they establish with their
students, and of course, on their own level
of knowledge and skills.”
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TRADITIONAL ROLE OF THE TEACHER
• Model of Language
• Lesson Planner and Director
• Presenter of new language material
• Controller/Monitor of Student Practice-Checking
and Correcting
• Assessor of Student Knowledge and
Performance
• Classroom Manager
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Roles of a Teacher
• Model of Language
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Roles of a Teacher
• Lesson Planner and Director
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Roles of a Teacher
• Presenter of New Language
• The teacher assumes responsibility for introducing the
language.
• The teacher should be sensitive as to what and how
much information to give and should also consider
appropriateness of level.
• According to Byrne (1986, p. 2), the teacher is the
center of activity at this point.
• Cranmer (in Matthews, Spratt and Dangerfield, 1985)
sees the motivation arising from the teacher's qualities
as crucial to learners' performance, and discusses
"sensitivity, sympathy, flexibility ...avoidance of
sarcasm and ridicule ... Appropriate
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(paternal, maternal, fraternal)." Where he places
Roles of a Teacher
The Controller:
• Complete charge of the class, what students do, what
they say and how they say it.
• assumes this role when new language is being
introduced and accurate reproduction and drilling
techniques are needed.
• mostly the center of focus,
• may have the gift of instruction, and can inspire
through their own knowledge and expertise,
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Roles of a Teacher
The Prompter:
• encourages students to participate and makes
suggestions about how students may proceed in
an activity.
• should be helping students only when necessary.
• When literally ‘lost for words’, the prompter can
encourage by discreetly nudging students.
• Sometimes lose the thread or become unsure
how to proceed; the prompter in this regard can
prompt but always in a supportive way.
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Roles of a Teacher
The Resource:
• A walking resource person ready to offer help if
needed, or provide learners with the language they
lack when performing communicative activities.
• must make her/himself available so that learners
can consult when (and only when) it is absolutely
necessary.
• can guide learners to use available resources such
as the internet, for themselves. Not necessary to
spoon-feed learners to avoid learners reliant on the
teacher.
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Roles of a Teacher
The Assessor:
The Organizer:
The Participant:
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Roles of a Teacher
The Tutor:
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The Facilitator
• According to Harmer, J. (2007), the term
‘facilitator’ is used by many authors to describe a
particular kind of teacher, one who is democratic
(where the teacher shares some of the leadership
with the students) rather than autocratic (where
the teacher is in control of everything that goes
on in the classroom), and one who fosters learner
autonomy (where students not only learn on their
own, but also take responsibility for that learning)
through the use of group and pair work and by
acting as more of a resource than a transmitter of
knowledge.
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Facilitating learning is empowering for both the learner
and the teacher and frees the teacher from many of the
burdens that having to be an ‘expert’ might entail.
• Traditionally, it has been seen as a weakness for a
teacher to say ‘I don’t know, let’s find out’ or ‘I don’t
know, do any of you students know the answer?’ But,
times have changed and so must the role of the ELS
teacher.
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ESL Teachers’ Roles That Most Effectively
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CONTEMPORARY CHANGES IN THE SECOND
LANGUAGE CLASSROOM
• Learner-centredness
• Learner autonomy
THINK-PAIR-SHARE
DISCUSS THE DIFFERENCE BETWEEN THE TWO
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Learner – centredness
• the use of student input and feedback in the
structuring and ongoing modification of the
curriculum.
• Nunan defines a learner-centred curriculum as one
which "will contain similar components to those
contained in traditional curricula. However, the key
difference is that in a learner-centred curriculum, key
decisions ... be made with reference to the learner“
(p. 134).
• maintains the learner as an individual capable of
designing his or her own program of study, not as one
who simply adds an opinion to a majority rule
decision on syllabus or class content.
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Learner Autonomy
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A Good Language Learner
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Factors that influence learning among
young learners
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ATTENTION AND AWARENESS
• Motivation
• Learning styles and Strategies
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Learning Styles
• 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).
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Learning strategies
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MOTIVATION
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MOTIVATION ORIENTATIONS
INSTRUMENTAL INTEGRATIVE
MOTIVATION MOTIVATION
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INTRINSIC MOTIVATION
INTRINSIC MOTIVATION
• Is motivation to perform a • Motivation to perform a
task for its own sake. task for a reward from
• The reward is the task outside.
itself. • Grades, money, positive
feedback.
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Thinking Question
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What makes language teaching successful
and how young learners learn? What
makes language teaching successful and
how young learners learn?
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Factors affecting language learning
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