PART 2 ENGLISH Flashcards
“… the study of the practices and procedures used in teaching,
and the principles and beliefs that underlie them.”
- Longman Dictionary of Applied Linguistics
Methodology
“… such practices, procedures, principles, and beliefs
themselves”
- Richards, et al. (1985, p. 177)
“… such practices, procedures, principles, and beliefs
themselves”
- Richards, et al. (1985, p. 177)
Methodology
Focus of methodology
classroom techniques and procedures
assumes that conscious control of grammar is necessary for
mastery
Grammar -translation
designed for foreign language instruction and are taught in the
students’ first language
Grammar translation
Grammar translation consists of the following:
Explanation of a grammar rule, with sample sentences.
(b) Vocabulary, presented in the form of a bilingual list.
(c) A reading selection, emphasizing the rule presented in
(1) and (2).
(d) Exercises designed to provide practice on the grammar
and vocabulary of lesson. These exercises emphasize on
translation in both directions, from L1 to L2 and L2 to L1.
typically begins with a dialogue, which contains the
structures and vocabulary of the lesson
Audio- Lingualism
mimic the dialogue and eventually memorize it
Audio -Lingualism
drills ‘strengthen habits’ and makes the pattern ‘automatic’
Audio- Lingualism
basic drill types of audio-lingual:
(a) Simple repetition
(b) Substitution
(c) Transformation
(d) translation
conscious control is necessary for acquisition, that
conscious knowledge of grammar can be assessed at all
times
Direct Method
language used in the classroom is the target language
Direct Method
focuses on inductive teaching of grammar ’
Direct Method
insists on accuracy and errors correction in class
Direct Method
absence of error corrections in the classroom
Natural
class time is for providing input for acquisition
Natural
teacher speaks only the target language in the classroom;
students may use either the first and second language
Natural
homework may include formal grammar work
Natural
absencobeying commands given by the instructor that
involve an overt physical response
Total Physical Response
grammar will be learned inductively
Total Physical Response
principles (Asher, 1977)
1.
Delay speech from students until the understanding of spoken
language has been extensively internalized.
2.
Achieve understanding of spoken language through
utterances by the instructor in the imperative.
3.
Expect that, at some point in the understanding of spoken
language, students will indicate a ‘readiness’ to talk.
- Create context in which learners investigate language and become their own researcher of language
Pre-task
Task
Follow up
Reflection task
to create interest
help build students’ schema in relation to the topic
introduce key vocabulary
revise a grammatical point
Pre-task
maximize the time that the students are processing the language or interacting with
each other
Task
to elicit feedback from the students about their experience
to provide feedback to the students on how they had done
to correct errors that the teacher might have noticed in the course of the instructional
sequence
to get students to reflect on the tasks and engage in self-evaluation
Follow up
look at a list of comprehension questions and try to predict the answers before carrying out a
listening task;
Pretask
classify a set of words for describing emotions as “positive,” “negative,” and “neu tral” before
reading a magazine article about emotions;
Pre-task
• practice a model conversation and then introduce their own variations before doing a role-play;
Pre-task
• study a picture of a group of people at a party and try to guess which people are married/going
out with each other before hearing a conversation about the couples;
Pre-task
• brainstorm ways in which cities of the future will be different from now before writing a
newspaper article;
Pre-task
• match newspaper headlines and photos before reading articles;
Pre-task
• check off words in a vocabulary list that are associated with living in a foreign culture before
listening to a person recounting their experiences of living abroad
Pre-task
TASK Examples
§ role-plays
§ Simulations
§ problem-solving
§ listening to authentic audio/video
material
§ Discussions
§ decision-making
§ information gaps
C.1. FOCUS ON THE LEARNER
- Make instructional goals clear to learners.
- Help learners to create their own goals.
- Encourage learners to use their second language outside of the classroom.
- Help learners to become more aware of learning processes and strategies.
- Show learners how to identify their own preferred styles and strategies.
- Give learners opportunities to make choices between different options in the classroom.
- Teach learners how to create their own learning tasks.
- Provide learners with opportunities to master some aspect of their second language and then
teach it to others. - Create contexts in which learners investigate language and become their own researchers of
language.
• The syllabus aims to advance students’ language learning to strengthen self-regulation and to
bring interaction, oracy and productive skills to a more sophisticated level; develop close, critical,
extensive and wide listening, reading and viewing skills to process longer, more complex texts; and
develop an informed personal and critical response in speaking, writing and representing.
Singapore
• Language is a means of making and generating meaning, and of communication that entails an
integration of skills.
Singapore Curriculum
• Language is a system with rules, patterns and conventions which can be used to create various
discourses or types and forms of texts, both print and non-print, for different purposes, audiences,
contexts and cultures
Singapore Curriculum
• Language learning builds on positive attitudes and behaviour, affective engagement, interaction
and creative self-expression.
Singapore Curriculum
• Language use is guided by our awareness and understanding of the purpose, audience, context
and culture in which communication takes place.
Curriculum
• Learning English in a multilingual context, like Singapore, is a different from learning it in a
monolingual or first language
Singapore Curriculum
Reflection in Singapore
- English as a First Language
- Multicultural Context
- Global Connectivity
English is the language of international communications higher learning and better career
options. For the majority of Pakistani students, learning the English language is rarely a
subconscious process. In national curriculum for English language of Pakistan, there is a learning
outcomes that will contribute significantly to lifelong learning. The aim is to help students achieve
the outcomes through extended engagement with texts and language, and by developing a variety
of literacy practices.
Pakistan Rationale
The curriculum in _____ may have evolved. However, traditionally, the English curriculum in
_____ has focused on language proficiency, communication skills, literature appreciation, and
grammar. The principles often include fostering reading habits, developing writing skills, and
enhancing comprehension abilities.
Pakistan Curriculum
Reflection in Pakistan
• Pakistan Language Curriculum design to equip students with the necessary skills to excel not only
in terms of academics but also in real word scenarios.
• It is the ability to use English effectively in a wide range of contexts is of utmost importance in
order for students to access information on the developments in science and technology and to
make their contributions.
Maldives
• In addition, it is vital for all the students to be literate in English, both for individual survival and
wellbeing and for the welfare of the society as a whole.
Maldives
Guiding Principles of Maldives Curriculum
- Islam
- Identity and Culture
- Human Rights, Democracy and Justice
- Holistic Development
- Personal Excellence
- Inclusivity
- Preparation for Life
- Relevance
Reflection in Maldives
• The main objective of the General education of Maldives in English language curriculum is to
enable students to formulate.
• It is also to develop their communicative competences through practicing listening, speaking,
reading, writing and linguistic knowledge.
• Emphasis on creating a citizen who is proficient in at least one foreign language in order to
promote openness to and interaction with other cultures.
Lebanon
• The curriculum for English as a first foreign language attempts to develop the use of English for
three major purposes: social interaction, academic achievement, and cultural enrichment.
Lebanon
Guiding Principles in Lebanon
• Language learning is learning to communicate.
• Language varies.
• Learning a new language is becoming familiar with new a culture.
• Language learning is most effective when it takes place when meaningful, interactive task.
• Language skills are interdependent
Reflection in Lebanon
Like many other countries around the world, the foreign language teaching profession in Lebanon
has been flourishing, with English being the forerunner. Lebanese English Curriculum stresses the role of foreign language education in developing the Lebanese student humanistically, socially, and
nationally in addition to its role in developing cultural openness and cultural exchange.
The role of English curriculum for elementary students in Israel are; (Israel)
• interact effectively in a variety of situations
• access and make use of information from variety of sources and media;
• present information in an organized manner; • appreciate literature and other cultures, and
develop linguistic awareness.
Reflection in Israel
Israel teaches the English curriculum in elementary grades primarily to foster global
communication skills, cultural understanding, and future career opportunities. As English is a
widely spoken language in international business, science, and technology, proficiency in it can
significantly benefit students in their personal and professional lives
Guiding Principles in Israel
Language learning develop a basic oral vocabulary in English before starting to read and write.
• Language learning learn the letters and their corresponding sounds.
• Language learning reinforce their listening comprehension and speaking skills through extensive
repetition.
• Language learning learn through age-appropriate activities and materials.
• Language learning are exposed to high-frequency vocabulary, lexical chunks and language
patterns
Language learning develop a basic oral vocabulary in English before starting to read and write.
Israel
• Language learning learn the letters and their corresponding sounds.
Israel
Language learning reinforce their listening comprehension and speaking skills through extensive
repetition.
Israel
Language learning learn through age-appropriate activities and materials.
Israel
• Language learning are exposed to high-frequency vocabulary, lexical chunks and language
patterns
Israel
• To be able to exert creative as well as critical insights to express aesthetically, and to appreciate
English literary text;
Bangladesh
• To be able to communicate effectively using basic skills of the English language for day-to-day
purposes, academic purposes and other specific purposes;
Bangladesh
• To be able to uphold democratic practice in communication at the individual, social, national and
global contexts
Bangladesh
Reflection in Bangladesh
The English curriculum of Bangladesh reflects a commitment to fostering linguistic proficiency,
intercultural competence, and critical thinking skills, thus preparing students to thrive in a interconnected world
• To be able to receive ideas and express oneself.
• Appreciate Literature by acquiring the basic skills of listening, speaking, reading and writing in
more than one language
Bangladesh
• The rationale of the English curriculum in Malaysia is to provide students with the necessary
language skills and proficiency in English.
Malaysia
• It aims to enhance students’ language proficiency, vocabulary, grammar, and comprehension
skills. The curriculum also emphasizes the development of critical thinking, creativity, and
problem-solving abilities through the study of English.
Malaysia
B. Guiding Principles
• To equip pupils with the basic skills and knowledge of the English language so as to enable them
to communicate, both orally and in writing, in and out of the school.
• Language proficiency or communication skills
• Vocabulary and grammar skills
Malaysia
B. Guiding Principles in Malaysia
• To equip pupils with the basic skills and knowledge of the English language so as to enable them
to communicate, both orally and in writing, in and out of the school.
• Language proficiency or communication skills
• Vocabulary and grammar skills
Reflection in Malaysia
Their curriculum is better than before in terms of learning, especially language learning, because its
focus now is on phonics rather than developing student grammar vocabulary, and it can add to the
learning of students.
• English is the language of global communication. It is not only a powerful learning tool, a medium
by which people gain access to knowledge from around the world, but also a medium through
which they develop positive values and attitudes, establish and maintain meaningful relationships
with people, increase their cultural understanding and expand their knowledge and world-views.
• English is the language the language business, trade of international and professional
communication. Traditionally much emphasis has been placed on English Language learning in
school. Such a tradition must be continued, since proficiency in English is essential for helping
Hong Kong to maintain its current status and further strengthen its competitiveness as a leading
finance, banking and business center in the world.
Hongkong
• English plays a crucial role in empowering learners with the capabilities necessary for lifelong
learning, critical thinking, problem- solving, creativity, and innovation and for adapting to the rapid
changes and demands of society
Hongkong
