Methodology
1. The SUBJECT MATTER OF ENGLISH LANGUAGE TEACHING (LANGUAGE SYSTEMS & LANGUAGE SKILLS).
The important questions are “What exactly we are teaching?”, “What is the subject matter of language teaching?” There are two main headings: a) LANGUAGE SYSTEMS and b) LANGUAGE SKILLS.
a) Language systems-we could consider:
1. Vocabulary (or lexis) - the meaning of the individual words or groups of words.
2. Grammar - how the words interact with each other within the sentence.
3. Phonology – the sounds of new words
4. Function – the use to which the words are put in particular situation.
So we have four language systems, though all are simply different ways of looking at the same thing. If we are considering teaching an item of language, one thing we need to decide is which systems we are going to offer our learners information about.
We might plan a lesson focused on only one area, e.g. grammar, or we might deal with two, three or more. An example of a commonly combined systems focus in many language lessons would be: Grammar + pronunciation + function (How the language is structured, how to say it and how it’s used.)
b) Language skills
There are four important macro language skills: listening, reading, speaking and writing. Listening and reading are called “RECEPTIVE SKILLS” (the reader or listener receives information but does not produce it). Speaking and writing are the “PRODUCTIVE SKILLS”.
It is important to remember that no one area of skills or language systems exist in isolation: there can be speaking if we don’t have the vocabulary to speak with; there is no point learning words unless we can do something useful with them. The purpose of learning language is usually to enable us to take a part in exchanges of information: talking with friends, reading instructions, understanding directions, writing a note.
2. CREATING POSITIVE AND EFFECTIVE LEARNING ENVIRONMENT.
The effective teacher might positively
The important questions are “What exactly we are teaching?”, “What is the subject matter of language teaching?” There are two main headings: a) LANGUAGE SYSTEMS and b) LANGUAGE SKILLS.
a) Language systems-we could consider:
1. Vocabulary (or lexis) - the meaning of the individual words or groups of words.
2. Grammar - how the words interact with each other within the sentence.
3. Phonology – the sounds of new words
4. Function – the use to which the words are put in particular situation.
So we have four language systems, though all are simply different ways of looking at the same thing. If we are considering teaching an item of language, one thing we need to decide is which systems we are going to offer our learners information about.
We might plan a lesson focused on only one area, e.g. grammar, or we might deal with two, three or more. An example of a commonly combined systems focus in many language lessons would be: Grammar + pronunciation + function (How the language is structured, how to say it and how it’s used.)
b) Language skills
There are four important macro language skills: listening, reading, speaking and writing. Listening and reading are called “RECEPTIVE SKILLS” (the reader or listener receives information but does not produce it). Speaking and writing are the “PRODUCTIVE SKILLS”.
It is important to remember that no one area of skills or language systems exist in isolation: there can be speaking if we don’t have the vocabulary to speak with; there is no point learning words unless we can do something useful with them. The purpose of learning language is usually to enable us to take a part in exchanges of information: talking with friends, reading instructions, understanding directions, writing a note.
2. CREATING POSITIVE AND EFFECTIVE LEARNING ENVIRONMENT.
The effective teacher might positively