Effective Language Teaching: Principles and Strategies, Summaries of English Language

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GENERAL PRINCIPLES IN TEACHING

LANGUAGE SKILLS

Purpose Of Teaching Languange Skills

2. Increase Interaction

• (^) Drawing from Swain’s emphasis on

comprehensible output

• (^) a number of strategies have been developed that

increase students’ opportunities to use their

language skills in direct communication and for

the purpose of "negotiating meaning" in real-life

situations.

• (^) cooperative learning, study buddies, project-

based learning, and one-to-one teacher/student

interactions.

3. Increase Thinking Skills

• (^) Drawing from Cummins’s theories of academic language and cognitively demanding communication ways to develop more advanced, higher order thinking skills as a student’s competency increases.
• (^) These include asking students higher order thinking questions (e.g.,what would happen if…?), modeling "thinking language" by thinking aloud, explicitly teaching and reinforcing study skills and test-taking skills, and holding high expectations for all students.

Principles Strategies Activities Multiple Intelligent Musical, kinesthetic, verbal linguistic,visual Role play, singing, drawing, hands on activities Cooperative and collaborative learning Group task (discussion) Project work, group problem solving, puzzle, games Computer based learning Observation Listening, surfing internet, power point presentation Out door learning Demonstration, discussion Simulation, treasure hunt, direction Mastery learning Questioning, discussion Debate, public speaking

Learners’ Attitudes And Motivation

Successful language learner’s

attitude

• (^) Positive towards English and speakers of English
• (^) Motivated to learn English for a few reasons :
  • (^) to interact with other speakers of English
  • (^) to further their education
  • (^) to get a better paid job
  • (^) to read books, magazines in English
• (^) Make efforts to get into situations where English

is used and they use English as often as they can.

• (^) Consciously try out new strategies learning and remembering new words, phrases and sentences and their meaning.
• (^) Prepared to take risks.
  • (^) Dare to make mistakes and learn from mistakes that they make.
  • (^) They achieve success and develop competence, thus, motivates them to learn more.

Learner’s Motivation

• (^) Motivation is a very important factor in successful language acquisition.
• (^) In a group of students of similar intelligence’s level, students who are highly motivated will achieve greater success compared to less motivated students.
• (^2) types of motivation
  • (^) Extrinsic
  • (^) Intrinsic

Extrinsic motivation

• (^) Caused by external factors
  • (^) Integrative motivation
    • (^) To be accepted into the culture of the speakers of English
  • (^) Instrumental motivation
    • (^) The prospect of gaining entry into a college or university or getting a better paid job.
  • (^) To be acknowledged
    • (^) A desire for praise and recognition from fellow students and teachers.

• (^) Desire to learn English for its own sake
  • eg. Student who comes from a family that has a very positive attitude towards English will also have a love for the language and will want to master it to the best of his ability.

Types Of Language

Learning

Motivation

Intrinsic Extrinsic Integrative L2 learner wishes to integrate with the L culture (e.g., for immigration or marriage) Someone else wishes the L2 learner to know the L2 for integrative reasons Instrumental (learner anticipates a reward) L2 learner wishes to achieve goals utilizing L (e.g., for a career) External power wants L learner to learn L2 (e.g., corporation sends Japanese businessman to U.S. for language training)

Learner’s level of ability

• (^) Ability refers to an individuals capacity to perform the various tasks in a job. It is a current assessment of what one can do.

Learner’s level of ability ABILITIES Physical Emotional Social Intellectual Spiritual