English Language Teaching (KAJ)

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W4: The Subject Matter of Teaching English as a Foreign Language

the subject matter = the information contained in a book (téma, tématika)

the aim of this course (KAJ) is to discuss the subject matter of teaching English as a foreign language

another objective = discover methods which help learners to gain the ultimate objective = communicative competence

Common European Framework of Reference for Languages - reflects the modern approach to teaching + emphasises the communicative function of the language

4 components of communicative competence: (LPDS)

Linguistic competence = icludes teaching grammatical, lexical and phonological systems + its main focus on accuracy

Pragmatic (S-L) competence = what to say and how to react in certain situations (functional system) => when to use a polite language, less formal, not only to understand the form of language structure, but also its meaning or its function

Discourse competence = represents the ability to understand and to produce texts (L,R skills/ W, S skills)

Strategic competence = how to cope with problems in communication + how to use verbal and non-verbal means of communication (definitions, explanations, body language, gestures...)

Language systems (5): lexical, grammatical, phonological, functional, discoursal

Language skills (4): listening, reading, writing, speaking

In the process of learning, explicit knowledge needs to become subconsious, i.e. implicit.

Discoursal system focuses on the coherence and cohesion:

Coherence studies logical organisation of a text, e.g. the correct use of linkers. (follow the text more easily)

Cohesion studies the relationships between words in a sentence or between sentences.

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W5: Learner Factors Influencing the Learning Process

One of the decisive learner factors is motivation = certain need or drive

intrinsic - the inner drive that learners have, the work itself is a rewar for them

extrinsic - external reasons which make learners study (passing an exam, getting good grades, getting a good job, pleasing parents)

The best-known theory in the fields of needs is Maslow's hierarchy/pyramid of needs:

self-actualization

esteem needs

love needs

safety needs

physiological needs and necessities

Learner factors: (AAAPI)

Age - influences the choice of activities and techniques, the cognitive development is at different levels

Aptitude - it includes the learners' memory for new words, their ability to identify and memorise sounds, how words function grammatically in a sentence and able to figure out the grammatical rules from language samples

Attitude towards the target language - learners who like English and English culture usually better results

Personality - extroverts better language learners (more willing to contribute to the discussions, to group work)

Intelligence - H. Gardner in "Theory of Multiple Intelligences" differentiates 7 intelligences: (LLVBMII)

linguistic/verbal

great ability to memorise words, spoken/written information, also to produce written/spoken language

like reading and writing, learn best bz reading and listening to the lectures followed discussions

skilled at explaining things, reasoning and persuading

A: story-telling, presentations, debates, creating writing

logical/mathematical

think about the way they learn, like problem/solving tasks, solve problems logically

good at abstractions, abstract thinking; inductive, deductive reasoning

A: mistake correction, crosswords, puzzles, categorization, ordering activities, bingo

visual/spatial

creative, good at imagining things, need visual support

like drawing and creating things and often daydream

like learning through charts, graphs, tables

A: using flash cards, mind mapping, pictures, charts, graphs, slides, films, videos, interactive white board, making posters, proyects

bodily/kinaesthetic

remember things through their body rather than through words

like doing physical activities, hands-on activities and use their body

performing role-plays, miming, painting pictures, sing songs, clapping ()

musical/rhythmic

sense for sound, tone, rhythm and hearing

learn through songs, listen to backround song

jazz chants+rapping to learn word stress, songs as pre-speaking activities, song for learning grammatical structures/vocabulary, playing backround music

interpesonal

extroverts who like to work with others

understand other people's feelings, tolerant

good at accepting constructive and sensitive critisism

good listeners, communicate easily, prefer working in groups, good as a leader or organiser

project work, task-based activities, any kind of pair work: interviews, role-plays, drama activities

intrapersonal

know about their learning styles and strategies, their strengths and weaknesses, have a good sense of themselves

set goals and achieve them, tendency toward perfectionism, need to understand exactly the instructions

work at their own pace and evaluate their own progress, need relaxed atmosphere and constant feedback

individual project work, presentation, creative writing, writing diaries, journals, logs (for goal-setting, process-planning, self-assessing)

Multiple intelligences determine the learning styles. There are several dimmensions that help us differentiate learning styles:

Analytical-global dimmension

analytical learners - concentrate on grammatical details, like grammar-based activities, not communicative ones, problems in acquiring strategic competence (guessing the meaning, using definitions, paraphrasing), respond only when sure their answer is accurate

global learners - like to interact with others, concentrate on message not on the accuracy, do not like rules and linguistic analyses, acquire strategic competence easily

Dimmension based on sensory preferences

visual learners - new info through eyes, visual help

auditive/auditory learners- through their ears, enjoy lectures, conversations, discussions, not like taking notes

kinaesthetic/tactile learners - through action and hands-on actiities, not like sitting for a long time

W5: Teacher Factors Influencing the Teaching/Learning Process

personality

beliefs - grammar learnt best through constant repetition, they will not force students to learn it by heart

style - in agreement with their teaching style

education - if gets info on other methods, expresiments using them = it may change his teaching style

motivation

teacher's ability to create a positive learning atmosphere - learners are willing to learn, make mistakes, take risks and co-operate

listen to one's learners, show respect, be fair, emphatetic, trust people, well organised, enthusiastic

In order to facilitate effective learning the teacher needs to have three core characteristics:

show respect (positive, non-judgmental)

feel empathy (see things from the learners' perspective)

be authentic (always be yourself and honest)

Other social conditions: the social backround of the teacher, of the learner, learners' parents, school authorities