Revision of ELE3102 – Principle of English Language Teaching

Theories of second language acquisitionStructuralise / Analyzed / Explicit Non- structuralise / Unanalysed /

Implicit The fact that a learner knows

about language and the ability to articulate those facts in some way.

Learner aware about the structure of knowledge

Controlled

Information that is automatically and spontaneously used in the language task.

Learner not aware about the structure of knowledge

Automatics

Example: Children implicitly learn phonology, syntactic & semantic rules for language. But do not have accessed to an explanation explicitly of those rules.

Developing classroom skillsThe roles of teachers in class:

Build the good relationship with the pupils. This will encourage the social skills among pupils too.

Make the remedial activity during lesson if needed. Not all the pupils can achieve the learning outcomes faster.

Attract the pupils’ interest to learn the language. The teacher must creative in planning the lesson.

Encourage the usage of the language in the class by the group activity, roles play and others communicative activities.

Manage the discipline rules among pupils in the class. So that the pupils will more discipline and cultured with good manner.

The roles of pupils as the learners are: Give full attention and participation to the lesson prepared by the teacher.

So, they can understand and enjoy the lesson. Try to follow the rules that fixed by the teacher. This will help to build the

good attitude pupils. Try to do the activities ask by the teacher. If have the problem to finish it

up, ask the help from the teacher.

Managing group work

To ensure heterogeneity, form teacher formed teams. Keep groups together long enough to establish positive working

relationships. Allow time for team building. Encourage students to monitor, as you will, group processing. Use Classroom Assessment Techniques (CATs) to determine student

progress. Encourage students to practice and reinforce positive social skills. Structure activities to promote positive interdependence Promote individual accountability. Set up a clear, non-competitive, criterion-referenced grading scheme. Anticipate problems and don’t be afraid to seek constructive help.

Be certain that group activities further the course

objectives.

Explain to students the nature and value of the

proposed activities.

Be certain to give clear instructions.

Provide students with a sense of closure.

Keep the group size small.

Unless there is a compelling reason to do

otherwise, aim for heterogeneous groups.

Managing multiple classroom teaching

A method of teaching and

learning in which students team

together to explore a significant question

or create a meaningful project. A group of students discussing a lecture

or students from different schools working together

over the Internet on a shared

assignment are both examples of collaborative

learning.

Collaborative Learning

Collaborative

Learning

Group work

approaches

Cooperative

learning

Basic elements

Positive interdepende

nce- Shared

leadership- Face to

face interaction- Task and

group maintenance- Social skills

- Group processing Individual

accountability

Essential

Accountability

Positive interdepende

nce

Methods

Question and answerDiscussion

Small groups

Cooperative learning

Small groups

BenefitsIncreased resources

HitchhikingBetter decisions Peer teaching

Stronger commitment

LimitationsTime consuming

Time wasting Unequal

participation Some prefer to

work alone Better ways of

doing tasks

Learning approaches

- Students teams and

achievement divisions- Group

investigations- Cooperative

games- Teams

tournament games

- Encourages students to ask questions and formulate their

own conjectures- To deduce

general principles from practical examples or experience

An inquiry – based learning

approach

DISCOVERY LEARNING

Inquiry Based Learning

Through the process of

inquiry, individuals construct much of

their understandi

ng of the natural and

human-designed worlds. Inquiry

implies a "need or want to know"

premise. Inquiry is

not so much seeking the right answer -- because often there is none -- but rather seeking

appropriate resolutions

to questions and issues

“Inquiry" is defined as "a seeking for truth,

information, or

knowledge -- seeking

information by

questioning.

Identify the concept to be learned and skills that lead

to understanding of that conceptCarefully plan and develop a

sequence of questions that should be asked to help your students ‘discover’

concept concerned.Prepare a set of specific examples and arrange them in a progression leading to

concept discovery.Make readily available

relevant reference materials and equipment for student

use.

Mixed ability class

start discipline strategies

Involve the students in drawing up the behavior codes and the penalties for breaking the rules.Draw up a class charter and display it on a poster on the wall.

small-group

techniques

Use mixed ability groups sometimes and appoint a group leader with strengths to help the weaker ones.Use same-ability groups to allow people to work at their own pace

consider the curriculum

to be utilized.

analysis of the needs of the students

strive to coordinate the students into functional learning

groups based on their skills and learning

pace

Multiple class (different age)

Understanding that we need to address all the students in

the class.

Understanding that students are at

different levels of English.

Techniques for dealing with mixed

ability students: graded dictation.

Understanding that students work at

different speeds and energy levels

Understanding that students have

different learning styles.

Understanding that students come to class with a lot of

knowledge of things other than English.

Understanding that students need to work at their own

level.

Questioning technique

Open questions are good for:Developing an open conversation: "What did you get up to on vacation?"Finding our more detail: "What else do we need to do to make this a success?"Finding out the other person's opinion or issues: "What do you think about those changes?"

Closed questions are good for:Testing your understanding, or the other person's: "So, if I get this qualification, I will get a raise?"Concluding a discussion or making a decision: "Now we know the facts, are we all agreed this is the right course of action?"Frame setting: "Are you happy with the service from your bank?"

Funnel questions are good for:Finding out more detail about a specific point: "Tell me more about Option 2."Gaining the interest or increasing the confidence of the person you're speaking with: "Have you used the IT Helpdesk?", "Did they solve your problem?", "What was the attitude of the person who took your call?"

Asking probing questions is another strategy for finding out more detail.Probing questions are good for:

Gaining clarification to ensure you have the whole story and that you understand it thoroughly; and

Chunking questions: Chunk up and down for more or less detail.

Clear questions: That are si mple and unambiguous.

Columbo technique: Asking st upid questions that get the answers you want.

Double bind questions: Whichever way you answer, the result is the same.

Tag questions: Some questions encourage agreement, don't they?

Drawing information out of people who are trying to avoid telling you something.Tip:Use questions that include the word "exactly" to probe further: "What exactly do you mean by fast-track?", "Who, exactly, wanted this report?"

Leading questions try to lead the respondent to your way of thinking.Leading questions are good for:

Getting the answer you want but leaving the other person feeling that they have had a choice.Closing a sale: "If that answers all of your questions, shall we agree a price?"

Rhetorical questions aren't really questions at all, in that they don't expect an answer.Questions are a powerful way of:

Learning: Ask open and closed questions, and use probing questioning. Relationship building: People generally respond positively if you ask about

what they do or enquire about their opinions. If you do this in an affirmative way "Tell me what you like best about working here", you will help to build and maintain an open dialogue.

Managing and coaching: Here, rhetorical and leading questions are useful too. They can help get people to reflect and to commit to courses of action that you've suggested: "Wouldn't it be great to gain some further qualifications?"

Avoiding misunderstandings: Use probing questions to seek clarification, particularly when the consequences are significant.

And to make sure you avoid jumping to conclusions, the Ladder of Inference tool can help too.

Diffusing a heated situation: You can calm an angry customer or colleague by using funnel questions to get them to go into more detail

The Focal Question - Focuses on a well articulated issue

Classroom management

RULES EXPECTED BEHAVIOUR OF

TEACHERS TO THE STUDENTS

STEPS TO

CONSTRUCT THE RULES

Involve students in

planning the classroom

rules

Knows about the

school regulation

Plan the classroom

rules

Forbidden specific behaviourPunishment accepted by student when they break the rules

Administration responsibility that teachers need to do.

Respect other people right

Listen while others speak

Obey to school regulation

PROCEDUREUsed of area in the classroomTransition to enter and going out from the classroomCooperative group activitiesExpected students behaviour which is

applied for specific activities focus on

achievement of students

CLASSROOM ORGANISATI

ON

PHYSICAL

Conducive Enviro

nment

Safety

Facilities

PSYCHOSOCIAL

Relationshi

p between

teachers and

students

Responsibility of teachers and

students

Relationshi

p betwe

en peers

Retaining

of the psychosoci

al environme

nt SEATING ARRANGEMEN

T

Face to

face Style

Cluster

Style

Off-set Style

Purpose of teaching language skills1. Increase Comprehensibility

Krashen’s theory of comprehensible input involves the ways in which teachers can make content more

understandable to their students providing many nonverbal clues such as pictures, objects,

demonstrations, gestures, and intonation cues building from language that is already understood, using graphic

organizers, hands-on learning opportunities, and cooperative or peer tutoring techniques

Native Language the advantage of incorporating a student’s native language into

their instruction

MANAGING THE LEARNING ENVIRONMENT

Increase Cooperatio

n

Observe the

students behaviour

Retain the rules and

procedure of classroom

using a student’s native language as a support can be seen as both a general method or as any of a number of specific strategies.

Many of the strategies including implicitly or explicitly, the use of a student’s native language to increase his or her understanding.

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.

Strategy of teaching language1. General principles and motivation

Intrinsic motivation as the learners' willingness "to engage in the activities for their own sake".

This kind of motivation will bring about "internally rewarding consequences, namely feelings or competence and self determination".

Extrinsic motivation, on the other hand, refers to behaviors encouraged by external factors.

Typical extrinsic rewards such as moneys, prizes, praises and encouragement.

Integrative motivation is associated with the learners' intention of blending with the cultures of the native-speakers.

Motivation has been identified as the learner's orientation with regard to the goal of learning a second language

Instrumental motivation is related to the view that to be competence in a language provides economical and practical advantages.

This is generally characterized by the desire to obtain something practical or concrete from the study of a second language

2. Levels of ability

Remedial and enrichment activity

Enrichment Activity Remedial Activity

ABILITIES

focus

hearinganalyzing

understanding

ABILITIES

Physical Emotio

nal

Spiritual

Intellectual Social

Have specific function that to be used

Prepared for pupils to ensure they master the skills

To be used after the lesson delivering finish

Prepared are suitable with pupils’ level

Can encourage the interest of pupils and motivate them to learn the language

To empowering the understanding on what have been teach to the pupils

Specifically prepared only for the pupils which have problem in understand and

master certain skill

Can measure the understanding of pupil on certain skill

The weak pupils will be given remedial activities based on weakness

To empowering the certain skill that teach to the pupils

To drills on a skill that pupils weak.

Can be manipulated as remedial for weak pupils

Cannot be used for enrichment activity – the good pupils will be bored

Can combine more than one skills together

Only a skill to be drilled

Materials selection, adaptation, and simplification based on ability and interest.

1. AbilityAdaption of material (by modify / simplify) to meet the learners’ ability needsEg: Article about Aerospace that can be modified by teacher suitable with language ability of primary school

2. InterestAdaption of material (by modify / simplify) to attract learners to use the materialSummarize the articles into mind map or interesting chart.

Lesson planning: introduction, purpose, and formatIntroduction

Subject Year Date / Day Time

Purposes Theme (World of Self / Word of Knowledge / World of Story)

Topic Focused skills Integrated skill Skills Intended Learning Outcome (Behavioral Objective) Vocabulary Sentence pattern Previous knowledge Moral values Thinking skills Multiple intelligence

FormatStages/

TimeContent Activity Resource

sRational

Induction Set(5 minutes)

Introduce the topic

Presentation(15 minutes)

Teacher diliver cont.

Practice(15 minutes)

Pupils pract. skills

Production(20 minutes)

Pupils do exercise

Closure(5 minutes)

Summaries of lesson

How do you prepare scheme of work?1. Use the syllabus, textbooks and workbooks to break the syllabus into a

number of themes or topics.2. Use the inventory of skills, grammar items and prescribed vocabulary to

decide which skills/items should go with each topic/theme.3. Decide on an appropriate sequence for presenting the themes.4. Decide the amount of time can be spent for each topic/themeExample Scheme of Work: