E-Journal

THEORIES AND METHODS IN TEACHING ENGLISH Course description Contents Task Concepts and theories in teaching - Unit 1 Introduction - Attending English, trends of English teaching - Unit 2 learning theory - Creative opinions on learning in the 21st century. - Unit 3 Global English Language - Reflective Journal (E-Journal) - learning plan writing - Practicum - usage of teaching materials Teaching - Final exam - teaching materials production - Unit 4 Behaviorism Theory - limitation and benefits of - Unit 5 Cognitivism Theory - Unit 6 Constructivism Theory English teaching methods - Unit 7 Teaching Listening and - application of teaching methods - practicum Speaking Skill - Unit 8 Teaching Reading and Writing Skill References

Second Language Learning VS Second Language Acquisition Language learning, on the other hand, is the Learners acquire language through subconscious 01result of direct instruction in the rules of 02process during which they are language unaware of grammatical rules. • Language learning is not an age- • This happens especially when they acquire appropriate activity for very young children their first language. They repeat what is said to as learning presupposes that learners have them and get a feel for what is and what is not a conscious knowledge of the new correct. language and can talk about that • In order to acquire a language, they need a source of natural communication, which is 03knowledge. usually the mother, the father, or the caregiver. • unconscious process • They usually have a basic knowledge of the • does not presuppose teaching grammar. • the child controls the pace • intentional process • presupposes teaching • the teacher controls the pace

Global Englishes Language Teaching (GELT) Rose & Galloway Traditional ELT GELT - A Shift to Teaching Global Englishes Teachers Non-NE-speaking Non-NE-speaking teachers - Role Model of English Users: Native or Non-native? teachers (same first (same and different first - World Englishes Target interlocutor language) and NE- language) and NE- speaking teachers speaking teachers 1) increasing World Englishes and ELF exposure in Owners language curricula. Target culture Native English (NE) All English users Norms speakers 2) emphasising respect for multilingualism in ELT. 3) raising awareness of Global Englishes in ELT. Role model NE speakers All English users 4) raising awareness of ELF strategies in language Sources of materials Fixed NE cultures Fluid cultures curricula. First language 5) emphasising respect for diverse culture and identity and own culture Standard English Diverse, flexible, and NE speakers multiple forms in ELT. 6) changing English teacher hiring practices in the Expert users ELT industry. NE and NE Salient English-speaking speakers communities and contexts Seen as a hindrance Seen as a resource and source of interference

Global Englishes Language Teaching (GELT) A shift from native-norm English is encouraged - Does not focus on grammatical structures to embrace diversity in English. - No boundaries between languages - To promote the ability to communicate between cultures. Singaporean English, Indian English, and - The overall goal is to improve the ability to communicate in English. Filipino English. These Englishes should receive legitimate status and respect. - GELT = Global Englishes+ English Language Teaching - World Englishes - Teachers do not have to be Native English. - A new teaching and learning management approach that emphasizes the ability to communicate. - Help learners have more communication skills outside the classroom than in the classroom. - Emphasis on respect and acceptance of diverse cultures

Teaching Reading and Writing Skills 3 - children engage in scribble writing and drawing. - children use strings of letters to express themselves in writing. • • Graphophonic cues: Students gain - children use letters to represent whole words and thoughts. - Children put spacing between words. When children start to write longer messages, 01meaning by decoding – that is, using their teachers will notice an invented spelling, such as writing ‘sed’ instead of ‘said.’ Finally, children will begin to produce standardised writing, and children’s spelling and knowledge of sound – symbol relationships of punctuation become more word choice. language to make mean from text. • Semantic cues: Students gain meaning from text using their background knowledge. • Syntactic cues: Students gain meaning from text using their knowledge of language patterns and grammar. It is important to understand the interactive process that occurs between the reader and text, as well as the reader and the writer. Most people think reading is gaining meaning from the text.

Teaching Listening and Speaking Skill is the receptive use of language. - listen to their teacher’s instructions generally in the form of commands It is the process of interpreting messages and then follow those instructions by moving their bodies, drawing, writing or gap-filling. by using context and one’s knowledge of language and the world. The development - to practice parts of the language to promote effective pronunciation. of listening skills has an impact on the When performed in combination with movements they help learners to establish a link development of other skills. between words and meaning. as a productive language skill, - to help learners practice listening and language in context without speaking is the active use of language to saying any of these words in his/her description. express meaning. Speaking involves expressing ideas, opinions, or a need to do - Learners are given scrambled pictures of a story or a text, and they something and establishing and maintaining can be asked to put the pictures in the correct order while listening. social relationships and friendships. - Speaking tasks with children should provide plenty of support in terms of structure to enable them to use language confidently and effectively. - help children gradually to internalize the structures and patterns of the foreign language and to learn specific vocabulary items. - created as a personality to support children’s listening and speaking, helping them to communicate much more spontaneously. - Dialogues and role play based on real-life conversations are oral activities that can be used to bridge the gap between guided and free tasks.

Behaviorism Theory learning done by students is the proper response - Behavior has three components: to stimulus and response provided by the teacher. A (Antecedents) ⇒ B (Behaviors) ⇒ C (Consequences) - Reinforcement is any event that strengthens or increases the behavior it follows. (+/-) - Pavolov: classical conditioning - The teacher provides the Reinforcement. - Watson: studied Pavlolv's work to - Behavior Modification - Program Leaning/Teaching Machine expound upon classical conditioning - Thorndike: Law of Effect (students learning on their own) - Skinner: Operant Conditioning; stimulus in addition to positive or negative reinforcement elicits response

Cognitivism Theory Information Processing looks at how information Connectivism is a learning theory that explains how Internet is retrieved and stored. This theory focuses on technologies have created opportunities for people to learn and share information across the World wide web and among themselves. 01how to store and retrieve information. Learning - Learning and knowledge rests in the diversity of opinions. is attained through rehearsal and consistent use - Learning is a process of connecting. of the information. - Learning may reside in non-human appliances. - Learning is more critical than knowing. Gestalt Theory - Nurturing and maintaining connections are needed form continual learning. - the whole is greater than the sum of its parts - The ability to see connections between fields, ideas, and concepts is a core skill. Field Theory (Kurt Lewin) - Accurate, up-to-date knowledge is the aim of all connectivism learning. - behavior is the result of the individual and the environment. - Decision-making is a learning process. What we know today might change Sign Theory (Tolman) - learns by following signs that lead to specific goals tomorrow. While there’s a right answer now, it might be wrong tomorrow due to Intellectual Development Theory (Piaget & Buner) the constantly changing information climate. - intellectual development and learning process A Theory of Meaningful Verbal Learning (Ausubel) - new information is meaningful to the extent that it can be related to what is already known.

Constructivism Theory Of Language Teaching And Learning Instructors are meant Learners should be Constructivism relates to Constructivism as a learning theory learns people learn to to be facilitators, not active in classroom my personal teaching construct something in their own understanding by relating the prior knowledge and new information. By doing this, teachers. discussions. philosophies in that I constructivist learners try to be active creators. view every student as an individual. Facilitators provide an They could reflect on I believe that students environment for the the material with one should construct their learner to construct another. own knowledge, not rely Cognitive Constructivism as individual perspective (Jean Piaget) his/her own on lectures. - Demonstrated that children's minds were not empty but were constantly conclusions. processing the material, they were presented. Instructors make use of They could relate the I would assign hands-on Social Cultural Constructivism (socio-constructivist perspective) group work. lesson to a past activities to ensure that Lev Vygotsky: the most significant theorists for social constructivism experience. students are actively - Known for his theory of the \"Zone of Proximal Development.\" learning. - Observed that children rarely did as well when performing alone than Instructors may utilize They could utilize the I believe that students Socratic methods for internet to research should work together to they did when working collaboratively with an adult. student-oriented connections between solve problems. This - Believed that the development of language and articulation of ideas was discussions. the material and would aid them in essential for learning and development. current events. thinking critically. Jerome Bruner (Constructivist theory) Child’s current ZPD Beyond reach Instructors might utilize achievement at present - Learning through discovery the internet to research current events.

Teaching Listening and Speaking Skill support in terms of = receptive structure = productive This class focus on the primary school pupils are within the age range of 6 to 11 years old, and they are commonly known as young learners. - teaching for communicative purposes - socially and cognitively meaningful motives and goals for the activities - children’s developmental stages

Teaching Reading and Writing Skills • Graphophonic cues: Students gain meaning by decoding – that is, using their knowledge EFL literacy Program of sound – symbol relationships of language • Immerse students in print and literature • Give explicit instruction in phonics 01to make mean from text. • Build vocabulary and automaticity of high frequency words • Utilize and build students' background knowledge • Semantic cues: Students gain meaning • Model and teach various reading and writing strategies from text using their background knowledge. • Involve young learners in literacy activities • Syntactic cues: Students gain meaning from • Use a 'To/With/By' approach. text using their knowledge of language • Reading quickly to skim for gist, scan for detail, patterns and grammar. Reading and writing are interactive processes • Understanding at the • Establish general To understand the interactive process occurs between sentence level - Syntax, organization the reader and text, as well as the reader and the vocabulary, cohesive markers writer. Most people think reading is gaining meaning • Reading thoroughly for main from the text. However, the reader brings meaning to • Understanding at inter- ideas, supporting details, the text and interacts with the meaning that is encoded sentence level Reference, argument, purpose, in the text. discourse markers relationship of paragraphs, fact vs. opinion, etc. • Understanding components of nonlinear texts - Labels, • Information transfer from captions, symbols nonlinear texts

Teaching Demonstration (Speaking and Listening Skills) - Teacher lets students to watch the - Teacher lets students to watch the - Teacher lets students join the video clip. Before listening, the video clip. Kahoot! Game. teacher encourages them to guess - Teacher teaches students about go - Teacher and students summarize the listening story. shopping conversations. what students have learnt. - Teacher let students share their ; - Teacher lets students find What do you buy when you go themselves a partner to do activities shopping? “Let’s go to buy things” - Teacher lets students ask and answer the sentences about go shopping conversations according to the pictures.

Teaching Demonstration (Writing Skill) 01- Students look at the picture. - Teacher presents the preposition - Teacher and student wrap up vocabularies to the students (in, on, together. Teachers let the students - Teacher asks the following under). choose one object in the picture and questions: Do you see the balls? - Teacher explains how to use the tell where it is. Are they in the same position? preposition vocabularies to the students. - Teacher lets student look at the picture and fill in the blanks. - Teacher lets students read aloud the paragraph. - Teachers let students do worksheet. - Teachers and students answer the worksheet.

Teaching Demonstration (Reading and Writing Skills) - Teacher shows the video of Jack - Teachers read aloud the story as - Teacher and students do the activity and Beanstalk, then asks some an example to the students. questions i.e., Students do the choral reading “Put the sentences in order”. - Teachers and students review 1) Have you ever seen this story together. today’s vocabulary. before? - Teachers present the vocabulary from the story. > (Yes, I have/ No, I haven’t) - Teachers inform the activity “Write the correct word from the picture” to 2) What is it talking about? the students and answer the activity > (It’s about Jack and the Beanstalk) together. - Teachers tell the topic of the lesson “Jack and Beanstalk”



Chidchanok Nimnoi 6111011340044 Section A1 Elementary Education