Theories of Teaching in Language Teaching

Theories of Teaching in Language Teaching

1. The field of TESOL

   • is
     • Shaped shaped in substantial ways
       • by
         • How the nature of language teaching
           • is
             • Conceptualized
               • As with
                 • Teaching in general

2. Language teaching

   • can be
     • Conceived
       • in
         • Many different ways
           • for example
             • As a science
             • A technology
             • A craft
             • An art
   • Different views of language teaching
     • lead to
       • Different views
         • as to
           • what the essential skills of teaching are
             • and to
               • Different approaches
                 • The preparation of teachers

3. The purpose

   • is
     • To examine conceptualizations of teaching
       • which are
         • Found in TESOL
           • and
             • To consider the implications
               • of different views of teaching
                 • For second language teacher education.

4. In an important paper

   • on
     • The relationship
       • between
         • Theories of teaching and teaching skills, Zahorik (1986)

5. Classifies conceptions of teaching into three main categories:

   • Science-research conceptions, theory-philosophy conceptions, and art-craft conceptions

6. SCIENCE-RESEARCH CONCEPTIONS

   • Derived from research
     • and
       • are supported
         • by:
           • Experimention and empirical investigation
             • Zahorik includes:
               • Operationalizing learning principles
                 • Following a tested model
                   • and
                     • Doing what effective teachers do.
                       • as examples of ceptions.
                         • Science-research conceptions

7. OPERATIONALIZING LEARNING PRINCIPLES

   • This approach involves
     • Developing teaching principles
       • from:
         • Research on memory, transfer, motivation
           • and
             • other factors believed to be important in learning.

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