Name :
Rezki Firdaus
Student’s ID : 1407335
Topic : Strategies in ELT
Teaching and Learning
Date :
October 21st, 2014
Teaching
the language system and form focus instruction
1)
Grammar :
Lend me $5; Could you possibly lend me $5?
2)
Function :
Library;
bookstore
3)
Lexis :
Foot;
foots
4)
Grammar :
I’d rather not; no
way
5)
Function :
Hit;
heat
6)
Phonology : Photograph;
photographer
7)
Lexis : Should;
must
Function Language systems and the language
skills encircle the domain in which the teacher is supposed to
incorporate text books and materials offering effective teaching to the
students as per their objectives and needs. For
example, the student takes the placement test,
which based on all grammar and vocabulary and mostly multiple choice. He scores
quite high; however, he does not speak very well and has difficulty
understanding even the simplest spoken language. Now, a language teacher is
assigned to devise a balance of the four skills and the four systems for her
study program. In this assignment is proficient in grammar and vocabulary but
he is facing problems in speaking skill and has difficulty understanding even
the simplest spoken language. As far as his need is concerned, he wants to get
prepared for a university. First of all, multiple choice questions are useful to
check the concept of the learners. They are objective and do not give any
information about his competence with reference to productive skills like
writing or speaking. To prepare a plan for teaching, specify the following
points. Certainly, they will be considered in syllabus and activities to
be devised.
I.
He is proficient in the
knowledge of grammatical rules and prima facie meaning of the vocabulary so
there is a little need to emphasize on grammar or vocabulary.
II.
He is very weak in
speaking skills, so speaking skills, types of speaking, attitudes, accent,
pronunciation, stress, intonation, body gesture will be the key components.
III.
Since listening is an
input skill and very import for speaking skill, it will also cover the above
speaking point as well as listening sub skills like listening for gist,
specific information, detail, functions, attitudes.
IV.
As he is going to take
admission in a university, his objective is to be good in academic writing. The
course content should focus on skills like note taking, note making, writing
essay and reports etc.
V.
Reading is also very
important part of his objectives. He is to be trained in sub reading skills
like skimming, scanning, reading for detail, deducing meaning from context etc.
Unfortunately, the
placement test does not give any information about his competence in other
skills except grammar and vocabulary. In this situation, I would like to adopt
an integrated course which will include listening, speaking, reading and
writing with their sub skills and I will connect all of them in such a way that
may enable him making notes for assignment and exams, interacting with students
and teacher and understanding lectures, discussions and participating in
discussions, reading academic books and preparing notes form them will offer him
extensive listening of authentic material with similar content he is going to
face in his university, carefully graded from simple to easy. During this will
train him in above mentioned listening sub skills and will connect it will be
speaking skills. He will have opportunity to participate discussions, pair
chatting, debate, interview and presentation. It will be carefully graded
with the level of the student. We will offer him full training in reading
sub skills and ask him to make notes and generate articles on the basis of the
given reading material. According to my reasoning he has plain knowledge of
grammar and vocabulary. I will train him in in actual use of that acquired
grammar and vocabulary knowledge for real time communications like writing an
assignment or exam applying them for oral communication. I do not find any
reason to teach grammar or vocabulary extensively but I feel the need to train
him in how to utilize them more proficiently. For example, we can teach him how
to deduce various meaning of a vocabulary from the context of a text while
reading a book. Likewise, I will approach him to be communicative in grammar.
He must be aware how these rigid rules of grammar may be used in different
function /communication situations. The above strategy is good but will fail if
I will not include his particular habits of learning, objectives and his
interests. His feedback will also shape out my teaching plan. I am very much
sure that this will help this student to fulfil the requirement and being
proficient in English language and communication.
Teaching
Grammar (Theories and Practice)
Teachers’ theories are
particularly useful in enabling teachers to cope in grammar teaching
instructional contexts which are ill-defined. In ELT, grammar teaching clearly set
up such an ill-defined domain: the role of formal instruction itself has been a
recurrent area of debate, and more than 20 years of research have failed to
yield steady guidelines for grammar teaching methodology (see Ellis 1994, Simon
Borg, 1999). The
role of formal the first issue in teaching grammar that consider here concerns
the instruction role which such work actually plays in second and foreign
language learning. In teaching intermediate learners, we can give opportunities for formal
instruction in every lesson. The strategy was to take note of students’ errors during
oral fluency activities, and to feed these notes back to the class for
subsequent analysis, discussion, and self- correction. In discussing grammar,
we also can encouraged students to compare English grammar with that of
their first language and provided oral practice activities following the analysis of
grammar.
Grammar work
was an intrinsic aspect of teaching, and through it can articulated a clear rationale for
position. This can be summarized as follows: Students expect grammar work.
Formal instruction addresses these expectations, and eases the concerns
students would develop in the absence of such work. Grammar work based on the
errors students make during fluency activities validates such activities in the
students’ eyes, and encourages initially reluctant students to accept these
activities more enthusiastically. Students like to be made aware of
their errors. Grammar teaching creates this awareness, which also improves
students’ ability to monitor and self-correct their use of language. Grammar work allows for
variation in lesson pace and, within the context of high-energy, interactive
learning, provides students with some quiet, reflective time. An awareness of patterns
in English grammar facilitates students’ understanding of the way the language
works. Making students aware of parallels and contrasts between
English grammar and that of their first language often allows them to understand
the grammar under study more rapidly. It also makes students aware of the
source of foreign language errors caused by first language interference.
Grammar
practice consolidates students’ understanding of grammar and provides the
teacher with diagnostic information about their needs. Traditionally, the role
of formal instruction in ELT has been assessed in terms of the contribution it
makes to developing students’ ability to use the language for communication. Analyzing and practicing
grammar helped students make better sense of the workings of the language, but
did not feel such work improved their ability to use the target grammar. Exposition whether grammar
is best learnt through a process of discovery, or whether expository teaching
provides better results (e.g. Shaffer 1989, Simon Borg, 1999). Learning by discovery work
was more effective than learning by being told (Simon Borg, 1999). Discovery work also called
for more planning on part, for which time was not always available. Discovery and exposition
in grammar teaching were thus influenced by a set of interacting thoughts about
pedagogical ideals, instructional content, students, and context. In
particular, it enables us to make sense of the presence in teaching of what had
traditionally been mutually exclusive instructional strategies. Grammar
teaching emerges clearly here as a complex decision-making process, rather than
the unthinking application of a best method.
Teaching vocabulary by appllying in classroom
It would be
unrealistic to teach everything there is to know about a word the first time it
is presented to students – and any such attempt would make for some very
tedious lessons. Obviously we need to make choices about how much we teach on a
first presentation. For example with the word like, in addition to its
sound and spelling we might choose to teach only one of its meanings (to enjoy,
find something to be pleasant), with one grammatical pattern (I like +
singular or plural noun) and some associated vocabulary (I like
football/cartoons; I can’t stand game shows). At a later date we can add
other meanings such as to be similar to (I have a car like that) or add
more grammatical patterns such as like + to + verb (I like to
play tennis).
The choices we make are influenced by factors such as
frequency, usefulness for the classroom, and “learnability” – how easy the item
is to learn (and teach!).
We
can also take each type of knowledge from the list above and make students
aware of its importance and usefulness in building up their knowledge of a
word. For example, we can focus occasionally on how to express opposite or
similar meanings for a set of vocabulary we are teaching, show students what is
useful to learn about the forms of nouns or verbs, or how prefixes and suffixes
can help build vocabulary knowledge quickly. Giving students practice in
manipulating these different areas of knowledge teaches useful learning strategies
they can apply to learning other vocabulary.
Students often feel
frustrated that they can understand more than they can produce, but explaining
this issue of active versus passive knowledge as a normal part of learning can
be reassuring. When you assign vocabulary lists to learn, why not include some
passive vocabulary items and discuss with students which items they need to
learn “for understanding” and which they need to learn really well so that they
can use them. (But be sure that in practice or testing activities, students are
required to remember and use only the active vocabulary productively.)
Additionally,
even from the elementary level, it is important to include in vocabulary
lessons not just single words, but also larger “chunks” such as collocations,
phrases, or expressions, even whole sentences, as well as strategic vocabulary.
By building up a stock of expressions as well as individual words, students can
assemble the language they need to communicate more fluently.
There
is a lot to learn about vocabulary in terms of its range, the sheer number of
words and phrases to learn, and the depth of knowledge students need to know
about each vocabulary item. Materials can help students in two broad areas:
First, they need to present and practice in natural contexts the vocabulary
that is frequent, current, and appropriate to learners’ needs. Second,
materials should help students become better learners of vocabulary by teaching
different
techniques and strategies they can use to continue learning outside the classroom. There is a vast amount of research into how
learners learn best and how teachers might best teach. The next section
presents some key principles that we can follow to help students learn
vocabulary more effectively.
One
of the first vocabulary learning strategies for any classroom is how to ask for
words you don’t know in English, and how to ask the meaning of English words
you don’t understand, so phrases like “What’s the word for in English?,” “How
do you say ?,” and “What does mean?” are useful to teach at the basic levels.
As students progress, another useful strategy they can use is to paraphrase:
“It’s a kind of ,” “It’s like a ,” and “It’s for -ing X” etc. Focusing on these
strategies puts vocabulary learning firmly on the classroom agenda. Teachers can help learners get into the habit of noticing by
making clear in classroom instruction and homework assignments: which items
should be learned, what each item is (a single word, a phrase, a collocation
etc.) and for what purpose (active use or passive recognition). Structured vocabulary notebook exercises which are designed to
make students focus on a particular vocabulary set or feature are a good way of
developing this noticing strategy. Teachers can
use different ways to present vocabulary including pictures, sounds, and different text
types with which students can identify: stories,
conversations, web pages, questionnaires, news reports, etc. In each of these
contexts, topics should be relevant to students’ interests. Similarly, practice
activities should vary and engage students at different levels. These should
range from simple listen-and-repeat type of practice through controlled
practice to opportunities to use the vocabulary in meaningful, personalized
ways. Some students may use different learning
styles for different types of language or in different learning situations. Learning
vocabulary is largely about remembering, and students generally need to see,
say, and write newly learned words many times before they can be said to have
learned them.
At
this point, a useful step is to take time to organize the new vocabulary in
some way that allows students to “notice” and bring together the target words
as the basis for a communicative activity or to have a clear record for review
purposes, or both. Students often write translations above new words in their
textbook and these can be spread around the page. Materials
should provide opportunities for students to use the vocabulary meaningfully,
to say and write true things about themselves and their lives. Students should
be encouraged to add vocabulary they want to learn, too. And if the experience
of learning is also enjoyable, so much the better! One note of caution is that
personalization may be more appropriate for some students than others.
Vocabulary not
only supports the four language skills, listening, speaking, reading, and
writing, but also mediates between ELT students and content-area classes in
that these students often find that lack of vocabulary knowledge is an obstacle
to learning. Therefore, it follows that ELT vocabulary teaching and learning
are often emphasized. In a similar fashion, if ELT teachers are attuned to
effective strategies for teaching vocabulary, they could facilitate students’
proficiency in the four skills. A review of the literature on ELT vocabulary
shows that whereas most studies have focused on effective teaching and
learning, lacking are studies that provide examples of how to put various
research findings into practice. Moreover, empirical research often focuses on
a limited number of specific strategies, whereas classroom practice is more
complex and uses a variety of strategies. The present study highlights the
importance of bridging the gap between research and practice.
Reviewing a
broad range of relevant literature that addresses various aspects of
second-language (L2) vocabulary teaching and learning: for example, intentional
and incidental vocabulary learning, vocabulary retention, and vocabulary
learning through diverse activities or tasks. In order to provide a model for ELT
teachers to apply theories and insights provided by others in their own classrooms,
then apply some vocabulary - teaching strategies drawn from
research findings to an authentic Web reading text in which certain vocabulary
items are assumed to be difficult for ELT students to comprehend. In studies on L2
vocabulary learning, a distinction had long been made between incidental and
intentional learning, with the main focus on the former, especially exploring
the extent to which students can learn vocabulary items incidentally while engaging
in other language-learning activities. Furthermore, to augment incidental
vocabulary-learning in the ELT classroom, it would be effective for teachers to
provide students with target vocabulary items through tasks, as well as to ask
them to read only the texts that include the target words.
For example,
students can read and retell a text generatively, that is, in their own words
(Joe, 1998, Jihyun Nam, 2010). Also, in order to learn unknown words while reading a
text, students can access a dictionary with various look-up options such as
pictorial and verbal cues (Laufer & Hill, 2000, Jihyun Nam,
2010). With
regard to vocabulary retention, Hulstijn (1992, Jihyun Nam, 2010) demonstrated that target
vocabulary items were retained significantly longer when their meanings were
correctly inferred than when explained by their synonyms.
Applying
Vocabulary Teaching Strategies to an Authentic Text although a considerable
number of studies on L2 vocabulary teaching and learning are available, lacking
are examples of how teachers can apply the various research findings of
scholars to their own teaching materials. In order not only to bridge the gap
between theory and practice, but also to provide a springboard for ELT
teachers’ design of vocabulary teaching materials, various activities and tasks
for vocabulary teaching and learning that apply effective strategies drawn from
others’ research findings to an authentic. Target vocabulary items can be
provided with their equivalent pictures and written annotations, as shown in
asserted that adult L2 learners could draw on the mature conceptual and lexical
systems of their native languages (L1s), in part because target vocabulary
items usually have corresponding words in L1s.
Annotations of Words
•
Faucet: the thing that you turn on and off to control the
flow of water from a pipe, e.g., The faucet is leaking.
•
Pitcher: a container used for holding and pouring liquids, with
a handle and a spout e.g., a pitcher of beer.
•
Fridge: an informal expression for a refrigerator e.g., Keep
the milk and butter in the fridge.
•
Layer: something that is placed on or between other things
e.g., several layers of clothing
•
Mulch: decaying leaves that you put on the soil to improve
its quality and to protect the roots of plants e.g., you had better lay mulch
on the soil around the plants to retain moisture.
Fill-in Task, Although open-ended
tasks, discussed below, can contribute to students’ vocabulary retention they
involve highly productive processing and so may not be appropriate for students
at the beginning or intermediate levels. A more controlled vocabulary-learning
task such as a fill-in may better accommodate their linguistic competence. A
fill-in task may also be designed so that the sentences are connected to provide
a summary of the text.
Composition
and retelling tasks may be more appropriate for advanced students at a high level of
English proficiency level than for those at other levels, because they
presuppose a high level of speaking ability. Fill-in and summarizing tasks may be
more appropriate for beginning- or intermediate- level students.
Vocabulary Exercises because vocabulary increases for unidentified
words can be improved more effectively when a reading text is accompanied by
text-based vocabulary exercises than without them, teachers need to consider
possible ways of developing exercises that students can carry out with new
words to realize varied lexical features. Similarly, a matching exercise and a
crossword puzzle can be designed with the target words as follows.
Various materials
for ELT vocabulary-teaching that apply to an authentic text strategies drawn
from research findings so that teachers can be encouraged to put theories or
insights into practice similarly. Moreover, the various vocabulary-teaching
strategies developed in this study need to be variably applied to ELT students’
according to their proficiency levels. That is, whereas pictures and L1
equivalents and controlled fill-in tasks are more appropriate at the beginning
and intermediate levels, less controlled tasks such as compositions and
retellings may be more suitable for the advanced level. Although the number of
studies reviewed and employed here is limited, they do yield implications for ELT
vocabulary-teaching that teachers may use as theoretical suggestions for
creating materials. First, the use of visual representations such as pictures
and drawings can promote vocabulary retention. Second, L1 translation
equivalents, can promote L2 vocabulary-learning. Third, higher involvement in
vocabulary production processing, for example, a composition task or retelling
a text, can contribute to vocabulary retention. Finally, task-based vocabulary-learning
through various activities can promote vocabulary learning.
A lot of vocabulary
learning research points to the relative success of learners who are
independent, devote time to self-study, use a variety of learning strategies,
and keep good vocabulary notes. Good learners seem to
be those who initiate their own learning, selectively attend to words of their
own choice, studiously try to remember these words, and seek opportunities to
use them. We can help students be better learners
and acquire good learning habits by setting structured learning tasks that can
be done out of class. These might include helping students construct a
vocabulary notebook, using resources such as dictionaries and the Internet, and
finding opportunities to use English.
The course book can play a valuable role by offering guidance in the
form of different types of note-taking skills and learning tips, as well as
providing organizing tools such as templates, grids, and charts. Very often
students’ own vocabulary note-taking consists only of writing translations of
single words in lists, but it can be much more varied than this, including
labeling pictures and diagrams, completing charts and word webs, writing true
sentences, creating short dialogues, etc. Students now have
access to vast resources such as the Internet and the wealth of information in
learners’ and online dictionaries. If students are trained how to use these
resources and understand how they can provide information on formality,
collocation, grammatical patterns, etc., they can exploit these resources more
effectively and become more independent in their learning. Materials can also
provide students with ideas to activate and practice vocabulary in their
everyday life, which is especially useful for students who live in
non-English-speaking environments. Activities might include labeling items of
furniture in English in a room, or trying to remember the English name for all
the items they see in a clothing store. As mentioned earlier, the act of retrieving
vocabulary seems to be an effective way of learning, and such activities can
take place at any
point in the day – not just at times designated for studying English.
Conclusion
Research and
theory have not produced a consensus on the best way to teach grammar; they
have, however, produced many interesting and suggestive insights. The practical
five-component model proposed here is one possible basis for decisions about
grammar teaching in specific contexts. Essentially, the decision as to the best
way to teach grammar has to be taken by the practitioner within a specific
situation, informed by research and by his or her own professional experience-
and reflection-based judgment.
The
acquisition of vocabulary is arguably the most critical component of successful
language learning. Until recently, however, it has been difficult to determine
the most important words and phrases needed to establish a suitable vocabulary
for conducting conversations most effectively. The Corpus’ massive collection
of texts has given us access to a wealth of information regarding spoken and
written English that was previously unavailable.
The task at hand, therefore, is to take this new
information and apply it in the classroom. Since there are so many things to
learn about each piece of vocabulary (meaning, spoken/written forms,
collocations, connotations, grammatical behavior, etc.) it is important that
we as teachers only introduce a little at a time, starting with the most
frequent, useful, and learnable vocabulary, and returning later to more
difficult vocabulary and less frequent uses of previously learned items. We
need to repeat vocabulary often, because students must work with a word or
phrase many times before acquisition takes place, and we must offer variety to
keep the exercises fresh and to cater to different learning styles. Finally, we
need to help students understand that learning is a gradual process that takes
place in small, manageable increments over time, and to encourage them to seek
additional information on their own, personalizing the learning experience and
tailoring it to their own specific needs
References
Brown, H. Douglas. 2001. Teaching by Principles. An Interactive Approach to Language Pedagogy.
Englewood Cliffs: Prentice Hall.
Harmer,
Jeremy. 2007a. The Practice of English Language Teaching.
Malaysia: Pearson Education Limited.
Harmer, Jeremy. 2007b. How to Teach English.
China: Pearson Education Limited.
http://www.teachingenglish.org.uk/blogs/ammaranas/english-language-systems-language-skills. Was taken on
october 16, 2014 at 15.58
Borg, Simon. 1999. Teacher’s
theories in grammar teaching: ELT Journal Volume 53/3 July 1999: 157 – 163
Nam, Jihyun. 2010. Linking
research and practice: Effective strategies for teaching vocabulary in the ESL
classroom: TESL Canada Journal. Vol 28, No. 1: 127 - 134
EVALUATION CRITERIA FOR AN ESSAY OF READING REPORT
EFL METHODOLOGY
Presenter’s Name :
REZKI FIRDAUS
Student’s ID :
1407335/B
Topic :
Strategies in ELT Teaching and Learning
Date : October, 14th
2014
1)
ASPECTS
|
2)
CRITERION SCORE
AND DESCRIPTION
|
3)
COMMENTS
|
4)
RATER’S SCORE
|
Content
|
9
The conclusion of other resouces as well as research
findings or illustration (9)
Without enrichment (7)
|
||
Media
|
5
Readability of the media
Not too wordy
Effectiveness of using it
|
||
Language:
Grammar
|
4
Limited mistakes/errors (4)
Several mistakes
(3)
Many mistakes (2)
Too many mistakes (1)
|
||
Pronunciation
|
4
Several mistakes in pronouncing words
|
||
Encoding
|
6
The concept was easily understood by the floor.
The presenter shows his / her knowledge about the topic
discussed.
|
||
Decoding
|
6
The presenter can cope with the questions from the
floor.
|
||
Presentation
Technigue
|
6
During the prresentation, the presenter makes used of
the media as her / his guidelines without reading the transparencies.
|
||
Total
Score
|
40 : 10 = 4. 0
(A)
|
0 komentar:
Posting Komentar