Success In Language Teaching

SUCCESS IN LANGUAGE TEACHING

CHAPTER 1

A GENERAL APPROACH TO TEACHING ENGLISH

Introduction

*The development of an ability to communicate in English must be the major goal of any effective course.

*Dynamic lessons and motivation are essentials for any approach to work.

Recognizing success in teaching English

*The main test for real success in teaching and learning should be whether or not the learners can communicate at all in English.

*Success is not just being able to repeat memorized sentences or complete grammar exercises or get 8, 9, or 10 in courses test. It is the ability of learners to use English effectively in real communication situations.

Teachers and teaching

*Successful teachers tend to have certain things in common:

a) Have a practical command of English, not just a knowledge of grammar rules. It means that language teaching is much more than just the transfer of knowledge.

b) Use English most of the time in every class, including beginners’ classes. This means that their learners constantly experience the real communicative use of English. It increases their listening comprehension and gives them opportunities to speak English.

c) Think mostly in terms of learner practice, not teacher explanations. It relates to two general observations about to teaching and learning languages: 1) Explanations often become long and don’t have enough time to practice and use English. 2) Most people seem to learn much more from use of a language than from explanations about it.

d) Find time for really communicative activities, not just practice of language forms. It means that language learning is essentially about communication.

e) Focus their teaching on learners’ needs, not just on “finishing” the syllabus or course book. The learners are at the centre of teaching.

Your success as a teacher is based entirely on their success as learners.

Co-ordination of English language departments

*Institutions with successful teaching have systems: careful selection of teachers; work is co-ordinated by means of meetings, seminars, class observation, etc.; teachers are agreement with goals, principles, and methodology; there is continuity in the courses and co-operation among the teachers.

Establishing goals and objectives in teaching English

*The absence of clear or appropriate goals in education is bad for both teachers and learners. Some teachers and learners do not look beyond the grammar and vocabulary currently being practiced, or the next test. It is important never to lose sight of the overall long-term goal of English language teaching.

Variations in course goals

*The goals of English courses vary according to the context in which they are taught.

*Goals of different courses:

a) To enable the learners to communicate in real English, both spoken and written (use English inside and outside the classroom).

b) To enable the learners to real technical publications in real English (Internet, magazines, books, etc.).

c) To get the learners to memorize English grammar rules and vocabulary (this is presented, practiced, and tested in “unreal English”).

*The goal of most English language courses would be to develop a general command of “real English” for use outside the classroom.

*What are “good results”? Well, the first sight of good teaching is the attention and interest shown by the learners. Holding the learners attention, getting their interest and their active participation, are essential in English language teaching.

*Our teaching goals and objectives should be apparent to the learners. They should feel that every activity we do with them is worthwhile, and that the whole course is worthwhile.

Communication first and last

*English should be used for real communication in the classroom as much as possible (routine greetings, instructions, and requests).

English as the main classroom language

*Uses of English in the classroom are:

a) Greetings and farewells (“Good morning”).

b) Instructions (“Open your book at page…”).

c) Enquiries (“Can you see, David?”).

d) Feedback (“That’s interesting, Maria. Very good”).

e) Chat (calling roll: “Tony…No? Where is he today? Does anyone know?”).

*These interactions can quickly become routines for the learners.

Teaching ideas

a) Demonstration with actions and objects (close your own book as you say “Close your books”).

b) Gesture and mime (make the typical gesture

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