Teaching English as a Foreign or Second Language, Second Edition
A Teacher Self-Development and Methodology Guide
Publication Year: 2013
Published by: University of Michigan Press
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Title Page, Copyright, Dedication, Acknowledgments
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Introduction: A Self-Development and Methodology Guide
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This book is a teacher development and methodology book. It can beused by those of you who are learning to teach English as a foreignlanguage (EFL) and English as a second language (ESL) as a part ofyour pre-service teacher education program. It can also be used as agrams as a source for experienced EFL/ESL teachers who would like...
Part 1. Self-Development, Exploration, and Settings
1. The Self-Developed Language Teacher
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Teachers themselves . . . must become the primary shapers of theirTo emphasize the concept of self-development, I begin this book byillustrating its advantages. To do this, I invite you to enter two differ-ent EFL classrooms. The first is the classroom of a teacher (Yoshi)who has not had the opportunity to work on the development of his...
2. Exploration of Teaching
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...from others, rules [can be] broken that say we teachers must seekSome of the ways we, as teachers, can explore our teaching beliefsand practices follow. In this section I briefly discuss these ways,1after which I go into more detail on a few ways in particular—theobservation of other teachers, self-observation, talking to other teach-...
3. EFL and ESL Teaching Settings
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About a quarter of the world’s population is already fluent or com-petent in English, and this figure is growing—in the early 2000smatch that growth. Even Chinese, found in eight different spokenEFL is an acronym for English as a Foreign Language and is studiedby people who live in places where English is not a first language,...
Part 2. Principles of EFL/ESL Teaching
4. Teaching Language as Communication among People
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...refreshing interval in the day for students and teacher. There are somany possible ways of stimulating communicative interaction, yet,all over the world, one still finds classrooms where language learn-ing is a tedious, dry-as-dust process, devoid of contact with the realThe primary goal of a communicative classroom is student develop-...
5. Classroom Management
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Success [in learning a language] depends less on materials, tech-niques, and linguistic analysis, and more on what goes on insidegoes on in the classroom. As the most powerful person in the class-room, the teacher has the authority to influence the kind of interac-tion that goes on in the class, and this interaction is created from a...
6. EFL/ESL Materials, Media, and Technology
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Reification of textbooks can result in teachers failing to look attextbooks critically and assuming that teaching decisions made inBasically, materials used in EFL/ESL classrooms are created by fourgroups of people: publishing companies, government agencies, curricu-lum development teams at the school level, and classroom teachers....
7. Culture and the Language Teacher
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We speak of cultural adjustment, but the fact is it’s not to culturethat we adjust but to behavior. Culture, a system of beliefs and val-ues shared by a particular group of people, is an abstraction whichcan be appreciated intellectually, but it is behavior, the principalmanifestation and most significant consequence of culture, that we...
Part 3. Teaching Language Skills
8. Teaching Students to Comprehend Spoken English
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There isn’t any listening without someone speaking, and speakingI guide my discussion by focusing on aspects of listening, includingactive listening, the processing of what we hear to make sense out ofListening is not a passive activity. Rather, listening places manyexchanges, we need to be receptive to others, which includes paying...
9. Teaching the Conversation Class
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It is through talk that people construe their cultural worlds, displayand recreate their social orders, plan and critique their activities,introduce, develop, and change topics; take turns; apply conversa-Conversations have both transactional and interactional purposes.When speaking and when the purpose is transactional, the focus is...
10. Teaching Students to Read for Meaning
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...the world around us—the visual information of print in the case ofreading—to what we already have in our heads. And learning canbe considered as modifying what we already have in our heads as aReading includes discovering meaning in print and script, within asocial context, through bottom-up and top-down processing, and use...
11. Teaching Students How to Process Writing
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...and why it assumed the form it did. . . . We have to do the hardthing, examine the intangible process, rather than the easy thing,The usual things associated with writing are word choice, use ofarticle use), syntax (word order), mechanics (such as punctuation,spelling, and handwriting), and organization of ideas into a coherent...
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Page Count: 280
Publication Year: 2013