TESOL

1. TESOL Methodology Teachers of English to Speakers of Other Languages

2. Classroom practices - Teacher-centered - Learner-centered

3. Philosophy of Language Teaching & Learning • Behaviourism • A balance activities approaches • Humanistic approaches • Acquisition & Learning • Self-directed learning • Task-based learning • Cognitivism • Behaviourism • Focus on the students has also led to the development of learners’ learning and self-directed learning programs. • Language has to be acquired as a result of some deeper experience than the concentration on grammar points. • “Tell me, and I will forget; show me and I’ll remember; involve me and I’ll learn.” • Language teaching is not just about teaching language; it is also about helping students to develop themselves as people. • “Learn to know, learn to do, learn to be human, and learn to live well with the community. • … is the psychological theory that all human behaviour is learnt to fit in with external conditions, and is not influenced by people’s thoughts and feelings. From this theory, it is believed that language is a form of behaviour and can be learnt by forming habits following a three-stage procedure: stimulus, response and reinforcement. • This term refers to a psychological theory that knowledge is acquired by a mental process. Rejecting to the idea that language is a set of habits, Chomsky emphasized on the creative performance by internalising rules of a language. • Stephen Krashen characterised acquisition as a subconscious process which results in the knowledge of a language whereas learning results only in “knowing about” the language. Acquiring a language is more successful and longer lasting than learning. • Cognitivism • Acquisition & Learning • Task-based learning • Humanistic approaches • Self-directed learning • A balance activities approaches [Jeremy Harmer (1998). The Practice of English Language Teaching]

4. PRACTICE OUTPUT FINELY-TUNED INPUT LANGUAGE LEARNER ROUGHLY-TUNED INPUT COMMUNICATIVE OUTPUT [Source: Jeremy Harmer (1998). The Practice of English Language Teaching]

5. The roles of teachers and learners

6. CLASSROOM PRACTICES • Classroom practices are tasks related to teaching and learning process involving many activities. • These activities imply role relationships between teacher and learner, learner and learner. • These relationships are established, maintained, and evaluated through communication. [Tony Wright (1997). Roles of Teachers and Learners.]

7. [Jeremy Harmer (1998). The Practice of English Language Teaching] The roles of teachers • Controller Tutor Controller Assessor Organizer Prompter Participant Resource • to investigate what is going on in class- to observe what works well in class- to try out new techniques and activities- to evaluate the appropriacy of these new techniques and activities Teachers who constantly seek to enrich their understanding of what learning is all about and what works well will find the teaching of English constantly rewarding. • Participant - to participate in an activity with students - to be in complete charge of the class- to control what the students do, when they speak and what language they use- to be the centre of attention- to do a lot of talking - to encourage students to participate- to make suggestions about how students may proceed in an activity when there is a silence or when they are performed about what to do next. - to give advice and guidance to students what to do next- to help students clarify ideas and limit the tasks- to act as a coach, a guide, an organizer, a prompter, a resource… - to be like a walking resource center- to offer help whenever students need- to provide information, to give advice to students • Assessor - to estimate the students’ work- to see how well they are performing as well as how well they performed • to organize students' activities- to give clear instructions about students’ tasks • Tutor • Organizer • Resource • Prompter • Investigator

8. Learners’ activeness in practicing learning activities in main approaches or methods 8 7 3 5 4 11 10 2 1 9 6 [David Nunan (1992). Designing Tasks for the Communicative Classroom] Passive Active • Communicative Language Teaching • The Grammar-Translation Method (08) • Community Language Learning • The Direct Method (07) • Situational Language Method • Situational Language Method (03) • Suggestopedia • The Audio-lingual Method (05) • The Audio-lingual Method • Suggestopedia (04) • The Course Design Method • Total Physical Response (11) • The Direct Method • The Silent Way (10) • The Grammar-Translation Method • Community Language Learning (02) • The Natural Approach • Communicative Language Teaching (01) • The Silent Way • The Natural Approach (09) • Total Physical Response • The Course Design Method (06)

9. [Paul Davis (2000). Success in English Teaching] 1860 1870 1880 1890 1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 The Grammar-Translation Method (G-TM) Time of popularity and unpopularity of the main approaches and methods The Direct Method (DM) Situational Language Method (SLM) The Audio-lingual Method (ALM) 1850 Total Physical Response (TPR) Alternative Methods (AMs) The Silent Way Suggestopedia Communicative Language Teaching (CLT) Communicative Language Teaching The Natural Approach The “Course Design Approach” (CDA)

10. Setting of teacher-centeredness

11. Setting of learner-centeredness(focus on communicative activities & pair, group work)

12. [Tony Wright (1997). Roles of Teachers and Learners] Setting of learner-centeredness Focus on rehearsal & class discussion

13. Thank you for listening