{"id":3946,"date":"2013-05-01T11:00:51","date_gmt":"2013-05-01T11:00:51","guid":{"rendered":"http:\/\/www.eltweekly.com\/elt-newsletter\/?p=3946"},"modified":"2013-05-01T11:00:51","modified_gmt":"2013-05-01T11:00:51","slug":"teaching-english-as-a-foreign-language-by-dr-anuradha-mishra","status":"publish","type":"post","link":"https:\/\/eltweekly.humbeestudio.xyz\/?p=3946","title":{"rendered":"‘Teaching English as a Foreign Language’ by Dr. Anuradha Mishra"},"content":{"rendered":"

Abstract<\/strong><\/p>\n

The\u00a0 topic\u00a0 of\u00a0 my\u00a0 research paper\u00a0 \u2018Teaching English\u00a0 as\u00a0 a\u00a0 Foreign\u00a0 Language\u2019<\/span><\/b> is one\u00a0 of\u00a0 the\u00a0 most\u00a0 modern\u00a0 and\u00a0 widely\u00a0 researched\u00a0 topic\u00a0\u00a0 throughout\u00a0 the world\u00a0 in\u00a0 present\u00a0 times. This\u00a0 is\u00a0 one\u00a0 of\u00a0 main\u00a0 reasons\u00a0 which\u00a0 led\u00a0 me\u00a0 to\u00a0 choose\u00a0 this\u00a0 topic\u00a0 of\u00a0 research.\u00a0 Some of the\u00a0 other reasons\u00a0 for\u00a0 the\u00a0 selection\u00a0 of\u00a0 this \u00a0topic\u00a0 are\u00a0 discussed\u00a0 briefly\u00a0 below which\u00a0 include\u00a0 my\u00a0 very\u00a0 own\u00a0 14\u00a0 years\u00a0 experience\u00a0 of\u00a0 teaching\u00a0 English\u00a0 in\u00a0 a \u00a0non \u2013 native\u00a0 country.\u00a0 I\u00a0 strongly\u00a0 hope\u00a0\u00a0 that\u00a0\u00a0 my\u00a0 \u00a0work\u00a0\u00a0 proves\u00a0 to\u00a0 be\u00a0 a\u00a0 valuable\u00a0 contribution\u00a0 towards\u00a0 the\u00a0 field\u00a0 of\u00a0 entire\u00a0 research\u00a0 related\u00a0 to\u00a0 this\u00a0 topic\u00a0 carried\u00a0 out\u00a0 in\u00a0 different\u00a0 parts\u00a0 of\u00a0 the\u00a0 world.\u00a0\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<\/i><\/p>\n

Author’s note<\/span><\/b><\/p>\n

\u00a0Before\u00a0 anything,\u00a0 I\u00a0 would\u00a0 like\u00a0 to\u00a0 give\u00a0 a\u00a0 brief\u00a0 introduction about\u00a0 myself<\/b>\u00a0 which\u00a0 I\u00a0 feel\u00a0 is\u00a0 necessary\u00a0 to\u00a0 mention.<\/b><\/p>\n

I\u00a0 am\u00a0 an\u00a0 Indian\u00a0 Professor\u00a0 teaching\u00a0 English\u00a0 as\u00a0 a\u00a0 Foreign\u00a0 and\u00a0 Second\u00a0 Language\u00a0 in\u00a0 Libya\u00a0 which\u00a0 is\u00a0 an\u00a0 Arabic\u00a0 country.\u00a0 I\u00a0 am\u00a0 teaching\u00a0 here\u00a0 for\u00a0 more\u00a0 than\u00a0 twelve\u00a0 years\u00a0 now.\u00a0 During\u00a0 these\u00a0 years\u00a0 I\u00a0 came\u00a0 across\u00a0 various\u00a0\u00a0 types,\u00a0 levels\u00a0 and\u00a0 different\u00a0 classes\u00a0 of\u00a0 students\u00a0 with\u00a0 whom\u00a0 I\u00a0 had\u00a0 to\u00a0 deal\u00a0 with\u00a0 in\u00a0 the\u00a0 most\u00a0 efficient\u00a0 way\u00a0 so\u00a0 that\u00a0 they\u00a0 understand\u00a0 and\u00a0 then\u00a0 take\u00a0 advantage\u00a0 and\u00a0 use\u00a0 my\u00a0 teaching\u00a0 in\u00a0 their\u00a0 individual \u00a0fields\u00a0 of\u00a0 interest.<\/p>\n

a. <\/b>In\u00a0 this\u00a0 Arabic\u00a0 country\u00a0 English\u00a0 is\u00a0 not\u00a0 very\u00a0 common\u00a0 and\u00a0 English\u00a0 teachers\u00a0 are\u00a0 much\u00a0 in\u00a0 demand.\u00a0 Hence\u00a0 when\u00a0 I\u00a0 started\u00a0 teaching\u00a0 English\u00a0 here\u00a0 for\u00a0 the\u00a0 first\u00a0 time,\u00a0 I\u00a0 was\u00a0 given\u00a0 a\u00a0 class\u00a0 of\u00a0 about\u00a0 a\u00a0 hundred\u00a0 students\u00a0 to\u00a0 test\u00a0 my\u00a0 ability\u00a0 for\u00a0 whether\u00a0 I\u00a0 could\u00a0 be\u00a0 appointed\u00a0 as\u00a0 a\u00a0 permanent\u00a0 English\u00a0 Teacher\u00a0 of\u00a0 a\u00a0 Foreign \/\u00a0 Second\u00a0 Language\u00a0 or\u00a0 not.\u00a0 Now just\u00a0 imagine\u00a0 me\u00a0 in\u00a0 a\u00a0 class\u00a0 as\u00a0 a\u00a0 teacher\u00a0 for\u00a0 the\u00a0 first\u00a0 time\u00a0 with\u00a0 about\u00a0 a\u00a0 hundred\u00a0 non \u2013 native\u00a0 students.\u00a0 Anyways,\u00a0 I\u00a0 managed\u00a0 them\u00a0 quite\u00a0 well\u00a0 and\u00a0 fortunately\u00a0 praised\u00a0 by\u00a0 them\u00a0 also\u00a0 later.\u00a0 Some\u00a0 of\u00a0 the\u00a0 methods\u00a0 of\u00a0 how\u00a0 I\u00a0 managed\u00a0 them\u00a0 and\u00a0 am\u00a0 still\u00a0 doing\u00a0 are\u00a0 given\u00a0 in\u00a0 the\u00a0 third\u00a0 section\u00a0 of\u00a0 my\u00a0 research.<\/p>\n

b.\u00a0 <\/b>Another \u00a0most\u00a0 obvious\u00a0 reason\u00a0 for\u00a0 carrying\u00a0 out\u00a0 research\u00a0 on\u00a0 the\u00a0 given\u00a0 topic\u00a0 is\u00a0 that\u00a0 I \u00a0feel\u00a0 my\u00a0 services\u00a0 as\u00a0 an \u00a0\u2018English\u00a0 Professor\u2019\u00a0 are\u00a0 very\u00a0 much\u00a0 needed\u00a0 in\u00a0 this\u00a0 or\u00a0 any\u00a0 other\u00a0 country\u00a0 with\u00a0 similar\u00a0 circumstances\u00a0\u00a0 where\u00a0 English\u00a0 is\u00a0 not\u00a0 very\u00a0 common and\u00a0 its\u00a0 citizens\u00a0 have\u00a0 to\u00a0 face\u00a0 many\u00a0 difficult\u00a0 problems\u00a0 due\u00a0 to\u00a0 their\u00a0 ignorance\u00a0 of\u00a0 English\u00a0 Language\u00a0\u00a0 especially\u00a0 when\u00a0 they\u00a0 travel\u00a0 to\u00a0 any\u00a0 other English\u00a0 speaking\u00a0\u00a0 foreign\u00a0 country for\u00a0 a\u00a0 social,\u00a0 personal,\u00a0business,\u00a0 educational\u00a0 or\u00a0 any\u00a0 other\u00a0 purpose\u00a0 for\u00a0 which\u00a0 English\u00a0 is\u00a0 predominantly\u00a0 needed,\u00a0 being\u00a0 as\u00a0 we\u00a0 all\u00a0 know\u00a0 the\u00a0 \u2018international\u00a0 language\u2019.<\/p>\n

This\u00a0 also\u00a0 goes\u00a0 for\u00a0\u00a0 countries\u00a0 where\u00a0 English\u00a0 is\u00a0 not\u00a0 the\u00a0 native\u00a0 language\u00a0 but\u00a0 is\u00a0 used\u00a0 for\u00a0 official\u00a0 and\u00a0 communicative\u00a0 purposes\u00a0 for\u00a0 example\u00a0 in\u00a0 India,\u00a0Singapore,\u00a0 Nigeria.\u00a0 Hence,\u00a0 I\u00a0 am\u00a0 of\u00a0 the\u00a0 opinion\u00a0 that\u00a0 any\u00a0 contribution\u00a0 in\u00a0 the\u00a0 field\u00a0 of\u00a0 \u2018Teaching\u00a0 English\u00a0 as\u00a0 a\u00a0 Foreign\u00a0 Language\u2019\u00a0 will\u00a0 serve\u00a0 a\u00a0 useful\u00a0 purpose\u00a0 for \u00a0both\u00a0 the\u00a0 students\u00a0 in\u00a0 particular\u00a0 as\u00a0 well\u00a0 as\u00a0 for\u00a0 the\u00a0 people\u00a0\u00a0 in\u00a0 general\u00a0 specifically\u00a0 in\u00a0 these\u00a0 countries.\u00a0 I\u00a0 have\u00a0 adopted\u00a0 an\u00a0 eclectic\u00a0 approach,\u00a0 recognising\u00a0 that\u00a0 the\u00a0 teaching\u00a0 of\u00a0 English\u00a0 must\u00a0 be\u00a0 principled\u00a0 without\u00a0 being\u00a0 dogmatic,\u00a0 and\u00a0 systematic\u00a0 without\u00a0 being\u00a0 inflexible.\u00a0 I\u00a0 have\u00a0 tried\u00a0 to\u00a0 show\u00a0 how\u00a0 the\u00a0 underlying\u00a0 principles\u00a0 of\u00a0 successful\u00a0 foreign\u00a0 language\u00a0 teaching\u00a0 can\u00a0 provide\u00a0 teachers\u00a0 in\u00a0 a\u00a0 wide\u00a0 range\u00a0 of\u00a0 EFL\u00a0 situations\u00a0 with\u00a0 a\u00a0 basic\u00a0 level\u00a0 of\u00a0 competence\u00a0 which\u00a0 can\u00a0 be\u00a0 a\u00a0 springboard\u00a0 for\u00a0 their\u00a0 subsequent\u00a0 professional\u00a0 development.<\/p>\n

c.<\/b> My\u00a0 ensuing\u00a0 research\u00a0 is\u00a0 divided\u00a0 into\u00a0 six\u00a0 sections\u00a0 for\u00a0 the\u00a0 convenience\u00a0 of\u00a0 readers.\u00a0 In\u00a0 the\u00a0 first\u00a0 section<\/b>\u00a0 I\u00a0 have\u00a0 given\u00a0 a\u00a0 description\u00a0 which\u00a0 shows \u00a0the\u00a0 innovative\u00a0 meaning\u00a0 of\u00a0 a\u00a0 \u2018Foreign\u00a0 Language\u2019\u00a0 which\u00a0 eventually\u00a0 instigates\u00a0 the\u00a0 reader\u00a0 to\u00a0 probe\u00a0 deeper\u00a0 to\u00a0 investigate\u00a0 the\u00a0 significance\u00a0 of\u00a0\u00a0 \u2018Teaching\u00a0 English\u00a0 as\u00a0 a\u00a0 Foreign\u00a0 Language\u2019.<\/p>\n

\u2018A\u00a0 few\u00a0 important\u00a0 views\u00a0 relating\u00a0 to\u00a0 the\u00a0 topic\u00a0 by\u00a0 some\u00a0 famous\u00a0 Linguists\u00a0 are\u00a0 also\u00a0 given\u00a0\u00a0 wherever\u00a0 I\u00a0 felt\u00a0 it\u00a0 necessary\u00a0 in\u00a0 the\u00a0 thesis\u00a0\u00a0\u00a0 along\u00a0\u00a0 with\u00a0 their\u00a0 work\u00a0 references\u00a0 in\u00a0 the\u00a0 foot \u2013 notes\u00a0 and\u00a0 in\u00a0 the\u00a0 Bibliography\u00a0 given\u00a0 at\u00a0 the\u00a0 end\u00a0 of\u00a0 the\u00a0 research.\u2019<\/p>\n

In\u00a0 the\u00a0 second\u00a0 section<\/b> I\u00a0 have\u00a0 put\u00a0 forward\u00a0 mine\u00a0 and\u00a0 some\u00a0 other\u00a0 famous\u00a0 Linguists\u2019\u00a0 ideas\u00a0 about\u00a0 why\u00a0 and\u00a0 who\u00a0 should\u00a0 teach\u00a0 a\u00a0 \u2018Foreign\u00a0 Language\u2019 .<\/p>\n

The <\/b>\u00a0third\u00a0 and\u00a0 fourth\u00a0 sections<\/b>\u00a0 include\u00a0 briefly the\u00a0 methods\u00a0 of\u00a0 teaching\u00a0 \u2018English\u00a0 as\u00a0 a\u00a0 Foreign\u00a0 Language\u2019\u00a0 which\u00a0 are\u00a0 based\u00a0 on\u00a0 mine\u00a0 and\u00a0 some\u00a0 other\u00a0 renowned\u00a0 Linguists\u2019\u00a0 ideas,\u00a0 opinions\u00a0 and\u00a0 personal\u00a0 experiences\u00a0 about\u00a0 TEFL.\u00a0\u00a0\u00a0 These\u00a0 sections\u00a0\u00a0\u00a0 include\u00a0 the\u00a0 ways\u00a0\u00a0 which\u00a0 I\u00a0 thought\u00a0 were\u00a0 essential\u00a0 to\u00a0 mention\u00a0 separately\u00a0\u00a0 in\u00a0\u00a0 teaching\u00a0 all\u00a0 the\u00a0 four\u00a0 skills\u00a0 which\u00a0 are\u00a0 necessary\u00a0 to\u00a0 learn\u00a0 any\u00a0 language\u00a0 i.e.,\u00a0 reading,\u00a0\u00a0 writing,\u00a0\u00a0 listening\u00a0 \u00a0and\u00a0 speaking.\u00a0 Of\u00a0 course\u00a0 it\u00a0 is\u00a0 evident\u00a0 that\u00a0 there\u00a0 is\u00a0 a\u00a0 very\u00a0 large\u00a0 amount\u00a0 of\u00a0 research\u00a0 done\u00a0 regarding\u00a0 this\u00a0 field\u00a0 with\u00a0 numerous\u00a0 books\u00a0 written\u00a0 on\u00a0 each\u00a0 skill\u00a0\u00a0\u00a0 by\u00a0 famous\u00a0 linguists.\u00a0\u00a0 The\u00a0 challenge\u00a0 is\u00a0 how\u00a0 to\u00a0 pick\u00a0 and\u00a0 choose\u00a0 the\u00a0 relevant\u00a0 points\u00a0 necessary\u00a0 from\u00a0them\u00a0 so\u00a0 that\u00a0 my\u00a0 research\u00a0 can\u00a0\u00a0 really\u00a0\u00a0 be\u00a0 a\u00a0 significant\u00a0\u00a0 milestone\u00a0\u00a0 from\u00a0 which\u00a0 the\u00a0 other\u00a0 researchers\u00a0 can\u00a0 go\u00a0 forward\u00a0 and\u00a0\u00a0 take\u00a0 maximum\u00a0\u00a0 benefit\u00a0 in\u00a0 the\u00a0 best\u00a0\u00a0\u00a0\u00a0 possible\u00a0 way.<\/p>\n

After\u00a0 this\u00a0 I\u00a0 have\u00a0 tried\u00a0 to\u00a0 give\u00a0\u00a0 some\u00a0 recent\u00a0 statistical\u00a0 analysis,\u00a0 charts, tables, experiment,\u00a0 analysis\u00a0 of\u00a0 work\u00a0 experience,\u00a0 accurate\u00a0 data\u00a0 and\u00a0 information\u00a0 surveys\u00a0 in\u00a0 the\u00a0 form\u00a0 of\u00a0 interviews\u00a0 of\u00a0 some efficient students ,\u00a0 staff\u00a0 members\u00a0\u00a0 and\u00a0 administrative\u00a0 staff ,\u00a0 questionnaires\u00a0 related\u00a0 to\u00a0 the\u00a0 research topic\u00a0 .\u00a0 The\u00a0 results\u00a0 obtained\u00a0 from\u00a0 conducting\u00a0 these activities\u00a0 are\u00a0 given\u00a0 in\u00a0 the\u00a0 fifth\u00a0 section\u00a0 <\/b>along\u00a0 with\u00a0 the\u00a0 conclusion\u00a0 which\u00a0 I\u00a0 derived\u00a0 from\u00a0 my\u00a0 research. \u00a0I\u00a0 have\u00a0 also\u00a0 given\u00a0 the\u00a0 implications\u00a0 and\u00a0 ramifications\u00a0 of\u00a0 the\u00a0 results\u00a0 related\u00a0 to\u00a0 \u2018\u00a0 Teaching\u00a0 English\u00a0 as\u00a0 a\u00a0 Foreign\u00a0 Language\u2019 and\u00a0 some\u00a0 more important topics\u00a0 related\u00a0 to\u00a0 TEFL\u00a0 such\u00a0 as\u00a0 \u2018Learner\u2019s\u00a0 motivation and\u00a0 Dynamic\u00a0 classroom\u00a0 strategies\u2019 and Error\u00a0 Analysis.<\/b><\/p>\n

All\u00a0 the\u00a0 sections\u00a0 include\u00a0 a\u00a0 common\u00a0 and\u00a0 very\u00a0 important\u00a0 point\u00a0 which\u00a0 according\u00a0 to\u00a0 me\u00a0 is\u00a0 the\u00a0 key\u00a0 point\u00a0 in\u00a0 TEFL .\u00a0 This\u00a0 point\u00a0 emphasises\u00a0 very\u00a0\u00a0 strongly\u00a0 on\u00a0 the\u00a0 \u2018 native\u00a0 language\u00a0 interference\u2019\u00a0 <\/b>in\u00a0 TEFL\u00a0 which has\u00a0 been\u00a0 and\u00a0 is\u00a0 still\u00a0 being\u00a0 largely\u00a0 dealt\u00a0 upon.<\/p>\n

First Section<\/strong><\/p>\n

What\u00a0 is\u00a0 a\u00a0 Foreign\u00a0 Language<\/span><\/b> ?<\/b>\u00a0 This\u00a0 question\u00a0 seems\u00a0 quite\u00a0 simple\u00a0 if\u00a0 you\u00a0 have\u00a0 to\u00a0 answer\u00a0 it\u00a0 straight\u00a0 away\u00a0 and\u00a0 the\u00a0 first\u00a0 thought\u00a0 towards\u00a0 its\u00a0 answer\u00a0 comes\u00a0 to\u00a0 mind\u00a0 is\u00a0\u00a0 that\u00a0 any\u00a0 non \u2013 native\u00a0 language\u00a0 can\u00a0 be\u00a0 said\u00a0 to\u00a0 be\u00a0 a<\/p>\n

\u2018 Foreign\u00a0 Language \u2019.\u00a0 But\u00a0 when\u00a0 you\u00a0 endeavour\u00a0 to\u00a0 research\u00a0 on\u00a0 a\u00a0 topic\u00a0 related\u00a0 to\u00a0 for\u00a0 example \u2018 Teaching English\u00a0 as\u00a0 a\u00a0 Foreign\u00a0 Language\u2019<\/b>\u00a0 then\u00a0 the\u00a0 answer to\u00a0 the\u00a0 above\u00a0 question\u00a0\u00a0 tends\u00a0 to\u00a0\u00a0 become\u00a0\u00a0 much\u00a0 deeper and\u00a0\u00a0 this\u00a0 leads\u00a0 to\u00a0 a\u00a0 constant\u00a0 and\u00a0 continued,\u00a0 never –\u00a0 ending\u00a0 investigation\u00a0\u00a0 about\u00a0 it\u00a0 because\u00a0 we\u00a0 are\u00a0 living\u00a0 in\u00a0 a world\u00a0 of\u00a0 constant\u00a0 changes\u00a0 being\u00a0 brought\u00a0 about\u00a0 in\u00a0 almost\u00a0 every\u00a0 field\u00a0 of\u00a0 life.\u00a0 It\u00a0 is\u00a0 this\u00a0 fact\u00a0 which\u00a0 has\u00a0 led\u00a0 me\u00a0 to write\u00a0 about\u00a0 a\u00a0 foreign\u00a0 language\u00a0 which in\u00a0 this research is\u00a0 about\u00a0 the\u00a0 most\u00a0 common\u00a0 international\u00a0 language\u00a0 of\u00a0 present\u00a0 times i.e.,\u00a0\u00a0 \u2018English\u2019.<\/p>\n

Foreign\u00a0 Language\u00a0 according\u00a0 to\u00a0 me\u00a0 is\u00a0 a\u00a0 very\u00a0 vast\u00a0 and\u00a0 diverse\u00a0 field\u00a0 and\u00a0 dealing\u00a0 with\u00a0 it\u00a0 is\u00a0 an\u00a0 undertaking\u00a0 beyond\u00a0 the scope\u00a0 of\u00a0 my\u00a0 research\u00a0 work ,\u00a0 nevertheless,\u00a0 I\u00a0 would\u00a0 like\u00a0 to\u00a0 put\u00a0 forward\u00a0 a\u00a0 general\u00a0 emphasis\u00a0 on\u00a0 this\u00a0 subject\u00a0 which\u00a0\u00a0 I\u00a0 strongly\u00a0 hope\u00a0\u00a0 will\u00a0 serve\u00a0 as a\u00a0 useful\u00a0 purpose\u00a0 with\u00a0 a\u00a0 big\u00a0 step\u00a0 forward\u00a0 for\u00a0 all\u00a0 those\u00a0 who\u00a0 want\u00a0 to\u00a0 \u2018Teach\u00a0 English\u00a0 as\u00a0 a\u00a0 Foreign\u00a0 Language\u2019<\/b>.<\/p>\n

\u2018Language,\u00a0 in\u00a0 fact,\u00a0 is\u00a0 the\u00a0 great\u00a0 machine \u2013 tool\u00a0 which\u00a0 makes\u00a0 human\u00a0 culture\u00a0 possible.\u2019 1.<\/b>\u00a0 There\u00a0 are\u00a0 many\u00a0 different\u00a0 languages\u00a0 in\u00a0 the\u00a0 world<\/p>\n

( approximately\u00a0 more\u00a0 than\u00a0 four\u00a0 thousand ).\u00a0 Each\u00a0 language\u00a0 has\u00a0 some\u00a0 basic\u00a0 features\u00a0 in\u00a0 general,\u00a0 these\u00a0 features\u00a0 which\u00a0 are\u00a0 universal\u00a0 to\u00a0 all\u00a0 human\u00a0 languages\u00a0\u00a0 i.e. listening,\u00a0 speaking,\u00a0 reading\u00a0 and\u00a0 writing\u00a0\u00a0 are\u00a0 the\u00a0 key\u00a0 to\u00a0 what\u00a0 is\u00a0 innate.\u00a0\u00a0 At\u00a0 this\u00a0 point\u00a0 it\u00a0 seems\u00a0 beneficial\u00a0 to\u00a0 distinguish\u00a0 between\u00a0 language\u00a0 acquisition\u00a0 and\u00a0 language\u00a0 learning. Why\u00a0 do\u00a0 many\u00a0 psychologists\u00a0 and\u00a0 linguists\u00a0 prefer\u00a0 to\u00a0 talk\u00a0 about\u00a0 language\u00a0 acquisition\u00a0 rather\u00a0 than\u00a0 the\u00a0 language\u00a0 learning?\u00a0\u00a0 The\u00a0 reason\u00a0 may\u00a0 be\u00a0 that\u00a0 all\u00a0 human\u00a0 beings\u00a0 acquire\u00a0 language,\u00a0 because\u00a0 language\u00a0 acquisition\u00a0 grows\u00a0 and\u00a0 matures\u00a0 naturally,\u00a0 as\u00a0 Chomsky\u00a0 says\u00a0 that<\/p>\n

( …acquisition\u00a0 is\u00a0 now\u00a0 the\u00a0 standard\u00a0 term\u00a0 and\u00a0 we\u00a0 shall\u00a0 continue\u00a0 to\u00a0 use\u00a0 it)We\u00a0 are\u00a0 in\u00a0 agreement\u00a0 with\u00a0 Chomsky\u00a0 for\u00a0 the\u00a0 reason\u00a0 that\u00a0 language\u00a0 acquisition\u00a0 will \u00a0continue\u00a0 as\u00a0 long\u00a0 as\u00a0 humanity\u00a0 will\u00a0 exist\u00a0 on\u00a0 the\u00a0 face\u00a0 of\u00a0 the\u00a0 earth.\u00a0\u00a0 Hence\u00a0\u00a0\u00a0 we\u00a0 can\u00a0 say\u00a0 that\u00a0 language\u00a0 acquisition\u00a0 normally\u00a0 results\u00a0 from\u00a0 the\u00a0 knowledge of one\u2019s native language.\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0(The first\u00a0prevalent\u00a0 social\u00a0 environment ,\u00a0\u00a0 rather\u00a0 than\u00a0 acquiring\u00a0 it\u00a0 by\u00a0 using\u00a0 the\u00a0dictionary\u00a0 transcription\u00a0 as\u00a0 a\u00a0 standard\u00a0\u00a0\u00a0 for\u00a0 learning\u00a0 it\u00a0 like\u00a0 it\u00a0 is<\/p>\n

usually\u00a0 done\u00a0 by\u00a0 Second\u00a0 Language\u00a0 learner.\u00a0 Thus\u00a0 it\u00a0 can\u00a0 be observed\u00a0 that\u00a0 cases\u00a0 of\u00a0\u00a0 acquisition\u00a0 of\u00a0 a\u00a0 Second\u00a0 Language \u00a0without\u00a0 any accent of\u00a0 their\u00a0 native\u00a0 language\u00a0\u00a0 are\u00a0\u00a0\u00a0 rare.\u00a0 This\u00a0\u00a0 point\u00a0\u00a0 alone\u00a0 doesn\u2019t\u00a0 provide\u00a0 sufficient\u00a0 evidence\u00a0 to\u00a0 form\u00a0 a\u00a0 norm\u00a0 or\u00a0 rule .\u00a0 Hence\u00a0 in\u00a0 TEFL\u00a0 it\u00a0 is\u00a0 important\u00a0 to\u00a0 teach\u00a0 both\u00a0 the\u00a0 possibilities\u00a0 and\u00a0 the\u00a0 norm\u00a0 to\u00a0 make\u00a0 the\u00a0 learner\u00a0 absolutely\u00a0 clear\u00a0 in\u00a0 his\u00a0 concepts.<\/p>\n

Language\u00a0 Learning\u00a0 on\u00a0 the\u00a0 other\u00a0 hand\u00a0 should\u00a0 be\u00a0 followed\u00a0 by\u00a0 fixed\u00a0 rules\u00a0 and\u00a0 should\u00a0 be\u00a0 learned\u00a0 systematically\u00a0 at\u00a0 schools\u00a0 and\u00a0 colleges.\u00a0 The\u00a0 learner\u00a0 of\u00a0 a\u00a0 foreign\u00a0 language\u00a0 at\u00a0\u00a0 whatever\u00a0 age\u00a0 should\u00a0\u00a0 be\u00a0 considered\u00a0 as\u00a0 a\u00a0 child\u00a0 in\u00a0\u00a0 the\u00a0 beginning\u00a0 because\u00a0 acquiring\u00a0 a\u00a0 first\u00a0 language\u00a0 occurs\u00a0 when\u00a0 the\u00a0 learner,\u00a0\u00a0 usually\u00a0 a\u00a0 child\u00a0 has\u00a0 been\u00a0 without knowing\u00a0 any\u00a0 language so\u00a0 far .\u00a0 The\u00a0 process of\u00a0\u00a0 how\u00a0 he\u00a0 acquires\u00a0\u00a0 the\u00a0 language\u00a0 which\u00a0 he\u00a0 speaks\u00a0 is\u00a0\u00a0 commonly\u00a0 known\u00a0 in\u00a0 Western\u00a0 European\u00a0 Societies\u00a0 as\u00a0 \u2018monolingual\u00a0 acquisition\u2019<\/b>\u00a0 whereas\u00a0 a child\u00a0 or\u00a0 an\u00a0 adult\u00a0 learning\u00a0 two\u00a0 languages\u00a0 in\u00a0 parallel\u00a0\u00a0 is\u00a0 called\u00a0 \u2018bilingual acquisition\u2019<\/b>.<\/p>\n

A\u00a0 Foreign\u00a0 language\u00a0 can\u00a0 be\u00a0 acquired\u00a0 in\u00a0 a\u00a0 variety\u00a0 of\u00a0 ways\u00a0 at\u00a0 any\u00a0 age\u00a0 for\u00a0 different\u00a0 purposes.\u00a0 The\u00a0 student\u00a0\u00a0\u00a0 who\u00a0 learns\u00a0 as\u00a0 well\u00a0 as\u00a0 the\u00a0 teacher\u00a0 who\u00a0 teaches\u00a0 a\u00a0 Foreign\u00a0 Language\u00a0 —\u00a0 English\u00a0 in\u00a0 this\u00a0 case,\u00a0 should\u00a0 work\u00a0 hard\u00a0 because\u00a0 there\u00a0 are\u00a0 many\u00a0 similarities\u00a0 and\u00a0 differences\u00a0 between\u00a0 native\u00a0 language ( mother\u00a0 tongue )\u00a0 and\u00a0 a\u00a0 foreign \/ second\u00a0 language ( Target\u00a0 Language ).<\/p>\n

On\u00a0 this\u00a0 point\u00a0 I\u00a0 would\u00a0 like\u00a0 to\u00a0 give\u00a0 a\u00a0 brief\u00a0 description\u00a0 of \u00a0\u00a0\u2018Guided\u00a0 language\u00a0 learning\u2019 :<\/p>\n

As\u00a0 in\u00a0 spontaneous\u00a0 SLA,\u00a0 guided\u00a0\u00a0\u00a0 second\u00a0 language\u00a0 learning\u00a0 research\u00a0 shows\u00a0 agreement\u00a0 on\u00a0 questions\u00a0 of\u00a0 terminology\u00a0 or\u00a0 substance.\u00a0 Two\u00a0 twin\u00a0 concepts\u00a0 are\u00a0 essential\u00a0 here:\u00a0 \u2018foreign\u2019 vs. \u2018second\u00a0 language\u2019\u00a0 and\u00a0 \u2018learning\u2019 vs.\u00a0 \u2018acquisition\u2019.\u00a0 There\u00a0 is\u00a0 considerable\u00a0 variation\u00a0 in\u00a0 usage.\u00a0 Attempts\u00a0 have\u00a0 been\u00a0 made\u00a0 in\u00a0 recent\u00a0 years\u00a0 to\u00a0 keep\u00a0 them\u00a0 terminologically\u00a0 apart\u00a0 ( e.g. Richards, 1987,\u00a0 introduction;\u00a0 Bausch\u00a0 and\u00a0 Kasper,\u00a0 1979).\u00a0 The\u00a0 term\u00a0 \u2018foreign\u00a0 language\u2019\u00a0 is\u00a0 used\u00a0 to\u00a0 denote\u00a0 a\u00a0 language\u00a0 acquired\u00a0 in\u00a0 an\u00a0 environment\u00a0 where\u00a0 it\u00a0 is\u00a0 normally\u00a0 not\u00a0 used<\/p>\n

( i.e.\u00a0 usually\u00a0 though\u00a0 instruction)\u00a0 and\u00a0 which,\u00a0 when\u00a0 acquired,\u00a0 is\u00a0 not\u00a0 used\u00a0 by\u00a0 the\u00a0 learner\u00a0 in\u00a0 routine\u00a0 situations.<\/p>\n

A\u00a0 \u2018second\u00a0 language\u2019\u00a0 on\u00a0 the\u00a0 other\u00a0 hand\u00a0 is\u00a0 one\u00a0 that\u00a0 becomes\u00a0 another tool\u00a0 of\u00a0 communication\u00a0 alongside\u00a0 the\u00a0 first\u00a0 language;\u00a0 it\u2019s\u00a0 typically\u00a0 acquired\u00a0 in\u00a0 a\u00a0 social\u00a0 environment\u00a0 in\u00a0 which\u00a0 it\u00a0 is\u00a0 actually\u00a0 spoken.\u00a0 Examples\u00a0 are\u00a0 French\u00a0 among\u00a0 the\u00a0 German-speaking.<\/p>\n

Learners\u00a0 of\u00a0 English\u00a0 as\u00a0 a\u00a0 foreign\u00a0 language <\/b>\u00a0have\u00a0 a\u00a0 choice\u00a0 of\u00a0 language\u00a0 variety\u00a0 to\u00a0 a\u00a0 larger\u00a0 extent\u00a0 than\u00a0 second\u00a0 language\u00a0 learners.\u00a0 The\u00a0 choice\u00a0 of\u00a0 variety\u00a0 is\u00a0 partly\u00a0 influenced\u00a0 by\u00a0 the\u00a0 availability\u00a0 of\u00a0 teachers,\u00a0 partly\u00a0 by\u00a0 geographical\u00a0 location\u00a0 and\u00a0 political\u00a0 influence.\u00a0 Foreign\u00a0 students\u00a0 of\u00a0 English\u00a0 in\u00a0 Mexico\u00a0 and\u00a0 the\u00a0 Philippines\u00a0 tend\u00a0 to\u00a0 learn\u00a0 American\u00a0 English, Europeans\u00a0 tend\u00a0 to\u00a0 learn\u00a0 British\u00a0 English,\u00a0 whilst\u00a0 in\u00a0 Papua\u00a0 New\u00a0 Guinea,\u00a0 Australasian\u00a0 English\u00a0 is\u00a0 the\u00a0 target\u00a0 variety.<\/p>\n

Both\u00a0 the\u00a0 Foreign\u00a0 Language\u00a0 students\u00a0 and\u00a0 teachers\u00a0 face\u00a0 a\u00a0 lot\u00a0 of\u00a0\u00a0 problems\u00a0 in\u00a0 the\u00a0 beginning\u00a0\u00a0 on\u00a0 their\u00a0 way\u00a0 in\u00a0 trying\u00a0 to\u00a0 master\u00a0 the\u00a0 four\u00a0 most\u00a0 important\u00a0 skills mentioned\u00a0 earlier\u00a0 for\u00a0 learning\u00a0 a foreign\u00a0 language.\u00a0 One\u00a0 of\u00a0 the major\u00a0\u00a0 problems\u00a0 may\u00a0 be\u00a0 caused\u00a0 by\u00a0 \u2018<\/b>interlingua\u00a0 identification\u2019 or\u00a0 native\u00a0 language\u00a0 interference. <\/b>\u00a0\u00a0It\u00a0 is\u00a0 proposed\u00a0 that\u00a0 once\u00a0 the\u00a0 differences\u00a0 between\u00a0 the\u00a0 native\u00a0 and\u00a0 target\u00a0 language\u00a0 are\u00a0 identified\u00a0 could\u00a0 be\u00a0 diminished\u00a0 by\u00a0 exposing\u00a0 the\u00a0 learner\u00a0 to\u00a0 drills\u00a0 specifically\u00a0 designed\u00a0 to\u00a0 change\u00a0 his\u00a0 linguistic\u00a0 behaviour\u00a0 at\u00a0\u00a0 the\u00a0 relevant\u00a0 points.<\/p>\n

To\u00a0 describe\u00a0 a\u00a0 \u2018Foreign\u00a0 Language\u2019<\/b>\u00a0 I\u00a0 would\u00a0 also\u00a0 like\u00a0 to\u00a0 give\u00a0 a\u00a0 brief\u00a0 distinction\u00a0 between\u00a0 Foreign\u00a0 Language\u00a0 and\u00a0 Native\u00a0 Language.\u00a0 This\u00a0 largely\u00a0 depends\u00a0 upon\u00a0 the (1)\u00a0 Personal\u00a0 characteristics\u00a0 of\u00a0 the\u00a0 learner and\u00a0 (2)\u00a0 The\u00a0 learning\u00a0 conditions\u00a0 provided.<\/p>\n

Learner\u00a0 characteristics\u00a0 is\u00a0 normally\u00a0\u00a0 discussed\u00a0 under\u00a0 following\u00a0 points :<\/p>\n

*<\/b> Does\u00a0 the\u00a0 learner\u00a0\u00a0 already\u00a0 know\u00a0 a\u00a0 language ?<\/p>\n

According\u00a0 to\u00a0 Chomsky\u2019s\u00a0 Theory<\/b>\u00a0 \u00a0\u00a0the\u00a0 young\u00a0 \u2018learner\u2019\u00a0 is\u00a0 endowed\u00a0 with\u00a0 the\u00a0 innate\u00a0 ability<\/b>\u00a0 to\u00a0 \u2018discover\u2019\u00a0 the\u00a0 structure\u00a0 of\u00a0 his\u00a0 or\u00a0 her\u00a0 native\u00a0 tongue\u00a0 just\u00a0 from\u00a0 language\u00a0 samples.<\/p>\n

* <\/b>Is\u00a0 the\u00a0 learner\u00a0 cognitively\u00a0 mature ?<\/p>\n

This\u00a0 implies\u00a0 the\u00a0 ability\u00a0 to\u00a0 solve\u00a0 a\u00a0 problem,\u00a0 to\u00a0 put\u00a0 things\u00a0 into\u00a0 larger\u00a0 context\u00a0 or\u00a0 to\u00a0 accomplish\u00a0 complex\u00a0 memory\u00a0 tasks.<\/p>\n

* <\/b>Has\u00a0 the\u00a0 learner\u00a0 developed\u00a0 linguistic\u00a0 awareness ?<\/p>\n

* <\/b>How\u00a0 is\u00a0 his\u00a0 general\u00a0 knowledge\u00a0 of\u00a0 the\u00a0 world ?<\/p>\n

* <\/b>Is\u00a0 the\u00a0 learner\u00a0 nervous\u00a0 about\u00a0 making\u00a0 mistakes ?<\/p>\n

Children\u00a0 acquiring\u00a0 L1\u00a0 in\u00a0 contrast\u00a0 are\u00a0 generally\u00a0 very\u00a0 eager\u00a0 to\u00a0 explore\u00a0 their\u00a0 new\u00a0 language\u00a0 potential.<\/p>\n

Learning\u00a0 conditions \u00a0\u00a0can\u00a0 be\u00a0 discussed\u00a0 under\u00a0 following\u00a0 points\u00a0 being\u00a0 different\u00a0 for\u00a0 L1\u00a0 and\u00a0 L2\u00a0 learners:<\/p>\n

* <\/b>Does\u00a0 the\u00a0 learning\u00a0 environment\u00a0 allow\u00a0 learners\u00a0 to\u00a0 be\u00a0 silent\u00a0 in\u00a0 the\u00a0 early\u00a0 stages\u00a0 of\u00a0 learning\u00a0 until\u00a0 they\u00a0 are\u00a0 ready\u00a0 to\u00a0 speak ?<\/p>\n

* <\/b>Is\u00a0 there\u00a0 plenty\u00a0 of\u00a0 time\u00a0 available\u00a0 for\u00a0 language\u00a0 learning\u00a0 to\u00a0 take\u00a0 place,\u00a0 plenty\u00a0 of\u00a0 contact\u00a0 with\u00a0 proficient\u00a0 speakers\u00a0 of\u00a0 language ?<\/p>\n

* <\/b>Does\u00a0 the\u00a0 learner\u00a0 receive\u00a0 corrective\u00a0 feedback\u00a0 when\u00a0 he\u00a0\u00a0 makes\u00a0 errors\u00a0 in\u00a0 grammar\u00a0 or\u00a0 pronunciation ?<\/p>\n

*<\/b> Does\u00a0 the\u00a0 learner\u00a0 receive\u00a0 corrective\u00a0 feedback\u00a0 when\u00a0 he\u00a0 uses\u00a0 the\u00a0 wrong\u00a0 word,\u00a0 or\u00a0 does\u00a0 the\u00a0 listener\u00a0 usually\u00a0 try\u00a0 to\u00a0 guess\u00a0 the\u00a0 intended\u00a0 meaning ?<\/p>\n

* <\/b>Is\u00a0 the\u00a0 learner\u00a0 exposed\u00a0 to\u00a0 language\u00a0\u00a0 which\u00a0 is \u00a0\u00a0modified\u00a0\u00a0 in\u00a0 terms\u00a0 of speed\u00a0 of\u00a0 delivery,\u00a0 complexity\u00a0 of\u00a0 grammatical\u00a0 structure,\u00a0 and\u00a0 vocabulary\u00a0 so\u00a0 that\u00a0 it\u00a0 matches\u00a0 the\u00a0 learner\u2019s\u00a0 ability\u00a0 to\u00a0 comprehend\u00a0 and\u00a0 interact ?<\/p>\n

Thus,\u00a0 it\u00a0 can\u00a0 be\u00a0 concluded\u00a0 that\u00a0 the\u00a0 ability\u00a0 of\u00a0 the\u00a0 interlocutor\u00a0 to\u00a0 adopt\u00a0 to\u00a0 the\u00a0 learner\u2019s\u00a0 level\u00a0 of\u00a0 language\u00a0 proficiency\u00a0 varies\u00a0 after\u00a0 taking\u00a0 into\u00a0 consideration\u00a0 many\u00a0 factors\u00a0 like\u00a0 age,\u00a0 formal\u00a0 or\u00a0 informal\u00a0 setting,\u00a0 innate\u00a0 capacity (Chomsky) etc.<\/p>\n

At\u00a0 this\u00a0 point\u00a0 I\u00a0 would\u00a0 like\u00a0 to\u00a0 mention\u00a0 in \u00a0brief\u00a0 about\u00a0 a current\u00a0 and widely\u00a0 debated\u00a0 topic\u00a0 which\u00a0 is\u00a0 the \u2018 role\u00a0 of\u00a0 age\u00a0 factor\u00a0 in\u00a0 learning\u00a0 a\u00a0 Foreign\u00a0 Language.\u2019<\/b><\/p>\n

While\u00a0 the\u00a0 window\u00a0 for\u00a0 learning\u00a0 a second language never completely\u00a0 closes,\u00a0 certain\u00a0 linguistic\u00a0 aspects \u00a0appear\u00a0 to\u00a0 be\u00a0 more\u00a0 affected by\u00a0 the age\u00a0 of\u00a0 the\u00a0 learner\u00a0 than\u00a0 others.<\/p>\n

\u2018 Critical\u00a0 Period\u00a0 Hypothesis\u2019<\/span><\/b>\u00a0 which\u00a0 refers\u00a0 to\u00a0 a\u00a0 long-standing\u00a0 debate\u00a0 in\u00a0 linguistics\u00a0 and\u00a0 language\u00a0 acquisition\u00a0 over\u00a0 the\u00a0 extent\u00a0 to\u00a0 which\u00a0 the\u00a0 ability\u00a0 to\u00a0 acquire\u00a0 language\u00a0 is\u00a0 biologically\u00a0 linked\u00a0 to\u00a0 age.\u00a0 The\u00a0 hypothesis\u00a0 claims\u00a0 that\u00a0 there\u00a0 is\u00a0 an\u00a0 ideal\u00a0 \u2018window\u2019\u00a0 of\u00a0 time\u00a0 to\u00a0 acquire\u00a0 language\u00a0 in\u00a0 a\u00a0 linguistically\u00a0 rich\u00a0 environment,\u00a0 after\u00a0 which\u00a0 this\u00a0 is\u00a0 no\u00a0 longer\u00a0 possible.<\/p>\n

The\u00a0 Critical\u00a0 Period Hypothesis<\/b> \u00a0was \u00a0popularized \u00a0by Eric Lenneberg \u00a0in \u00a01967 \u00a0with \u00a0Biological \u00a0Foundations \u00a0of \u00a0Language. Lenneberg \u00a0proposed \u00a0brain \u00a0lateralization \u00a0at \u00a0puberty \u00a0as \u00a0the \u00a0mechanism that \u00a0closes \u00a0down the brain\u2019s \u00a0ability \u00a0to \u00a0acquire \u00a0language, \u00a0though \u00a0this \u00a0has \u00a0since \u00a0been \u00a0widely \u00a0disputed. Other \u00a0notable \u00a0proponents \u00a0of \u00a0the Critical \u00a0Period \u00a0Hypothesis \u00a0include \u00a0Noam Chomsky.<\/b><\/p>\n

Hence,\u00a0 I\u00a0 conclude\u00a0 this\u00a0 section\u00a0 by\u00a0 saying\u00a0 that\u00a0 the\u00a0 term\u00a0 \u2018Foreign\u00a0 Language\u2019<\/b>\u00a0 has\u00a0 a\u00a0 very\u00a0 wide\u00a0 and\u00a0 deep\u00a0 concept\u00a0 which\u00a0 needs\u00a0 a\u00a0 constant\u00a0 and\u00a0 continuous\u00a0 effort\u00a0 to\u00a0 find\u00a0 out\u00a0 its\u00a0 real\u00a0 implication\u00a0 on\u00a0 the society\u00a0 in which\u00a0 we\u00a0 live in\u00a0 general\u00a0 and\u00a0 on\u00a0 the\u00a0 learners\u00a0 in\u00a0 particular.\u00a0 Since\u00a0 we\u00a0 exist\u00a0 in\u00a0 an\u00a0 ever- changing\u00a0 world,\u00a0 we\u00a0 have\u00a0 to\u00a0 be\u00a0 always\u00a0 on\u00a0 the\u00a0 alert\u00a0 to\u00a0 keep\u00a0 ourselves\u00a0 updated\u00a0 and\u00a0 only\u00a0 then\u00a0 we\u00a0 can\u00a0 put\u00a0 forward\u00a0 a literary\u00a0 work\u00a0 which\u00a0\u00a0 brings\u00a0 satisfactory\u00a0 results\u00a0 for\u00a0 all\u00a0 those\u00a0 associated\u00a0 with\u00a0 it.<\/p>\n

Second section<\/strong><\/p>\n

Why\u00a0 and\u00a0 Who\u00a0 should\u00a0 teach\u00a0 a\u00a0 Foreign\u00a0 Language ?<\/span><\/b><\/p>\n

Well,\u00a0 the\u00a0 answer\u00a0 to\u00a0 the\u00a0 first\u00a0 part\u00a0 of\u00a0 the\u00a0 question\u00a0\u00a0 will\u00a0 be , I\u00a0 think\u00a0\u00a0 easy\u00a0 to\u00a0 consider\u00a0 by\u00a0 the\u00a0 readers.\u00a0 Its\u00a0 according\u00a0 to\u00a0 me\u00a0 a\u00a0 reason\u00a0 which\u00a0 is\u00a0 quite simple.\u00a0\u00a0<\/b><\/p>\n

\u2018 Teaching\u00a0 English\u00a0 as\u00a0 a\u00a0 Foreign\u00a0 Language\u2019<\/b>\u00a0 should\u00a0 be\u00a0 done\u00a0 all \u00a0over\u00a0 the\u00a0 world\u00a0 as\u00a0 its\u00a0 the\u00a0 international\u00a0 language\u00a0 for\u00a0 all\u00a0 ages.<\/p>\n

It\u00a0 is\u00a0 evident\u00a0 that\u00a0 educational\u00a0 standards\u00a0 everywhere\u00a0 can\u00a0 be\u00a0 raised\u00a0 appreciably\u00a0 by\u00a0 improvement\u00a0 in\u00a0 the\u00a0 handling\u00a0 of\u00a0 language.<\/p>\n

\u2018The\u00a0 advantages\u00a0 of\u00a0 TEFL<\/b>\u00a0 are\u00a0 many for\u00a0 the\u00a0 language\u00a0 teachers\u00a0 in\u00a0 general\u00a0 in\u00a0 spite\u00a0 of\u00a0 the\u00a0 large\u00a0 number\u00a0 of\u00a0 \u2018pidgins\u00a0 and\u00a0 Creoles\u2019<\/b> present\u00a0 in\u00a0 the\u00a0 world\u00a0 today. <\/b>\u00a0\u00a0\u00a0A\u00a0\u00a0 particularly\u00a0 large\u00a0 number\u00a0 of\u00a0 them\u00a0\u00a0 are\u00a0 based\u00a0 on\u00a0 English.\u00a0\u00a0 Even\u00a0 though\u00a0 the\u00a0 question\u00a0 of \u00a0\u2018Standard\u00a0 English\u2019\u00a0 or whether the\u00a0 local\u00a0 standards\u00a0 will\u00a0 converge\u00a0 on\u00a0 World\u00a0 Standard\u00a0 English or\u00a0 remain\u00a0 autonomous\u00a0 still\u00a0 remains\u00a0 to\u00a0 be\u00a0 seen,\u00a0\u00a0 but\u00a0 the\u00a0 fact\u00a0 remains\u00a0 that\u00a0 the\u00a0 wealth\u00a0 and\u00a0 power\u00a0 of\u00a0 the\u00a0 United\u00a0 States\u00a0 make\u00a0 her\u00a0 a\u00a0 creditor\u00a0 nation\u00a0 in\u00a0 linguistic\u00a0 matters.\u00a0 There\u00a0 is\u00a0 a\u00a0 lot\u00a0 of\u00a0 \u2018dialect\u00a0 mixing\u2019\u00a0 and\u00a0 continuous\u00a0 changes\u00a0 going\u00a0 on\u00a0 in\u00a0 vocabulary,\u00a0 meanings,\u00a0 pronunciation\u00a0 and\u00a0 grammar.\u00a0 In\u00a0 this\u00a0 universe\u00a0 of\u00a0 change\u00a0 it\u2019s\u00a0 natural\u00a0 to\u00a0 long\u00a0 for\u00a0 stability,\u00a0 to\u00a0 want\u00a0 to\u00a0 pin\u00a0 things\u00a0 down\u00a0 and\u00a0 fix\u00a0 them.\u00a0 But\u00a0 it\u00a0 can\u2019t\u00a0 be\u00a0 done.\u00a0 The\u00a0 whole\u00a0 of\u00a0 nature\u00a0 is\u00a0 in\u00a0 flux,\u00a0 and\u00a0 so\u00a0 is\u00a0 the\u00a0 whole\u00a0 of\u00a0 human\u00a0 life,\u00a0 and\u00a0 we\u00a0 might\u00a0 as\u00a0 well\u00a0 make\u00a0 the\u00a0 best\u00a0 of\u00a0 the\u00a0 fact.\u00a0 Its\u00a0 not\u00a0 really\u00a0 much\u00a0 good\u00a0 clinging\u00a0 to \u00a0the\u00a0 bank:\u00a0\u00a0 we\u00a0 have\u00a0 to\u00a0 push\u00a0 out\u00a0 into\u00a0 the\u00a0 flux\u00a0 and\u00a0 swim.\u2019 4.\u00a0 <\/b>But,\u00a0 done\u00a0 well,\u00a0 working\u00a0 as\u00a0 a\u00a0 foreign\u00a0 language\u00a0 assistant\u00a0 can\u00a0 be\u00a0 rewarding,\u00a0 fun\u00a0 and\u00a0 valuable\u00a0 to\u00a0 all\u00a0 concerned.<\/p>\n

Following\u00a0 are\u00a0 some\u00a0 facts\u00a0 which\u00a0 are\u00a0 the\u00a0 result\u00a0 of \u00a0a\u00a0 widely\u00a0 researched\u00a0 activities\u00a0 and\u00a0\u00a0 definitely\u00a0\u00a0 provide\u00a0\u00a0 a\u00a0\u00a0 great\u00a0\u00a0 instigation\u00a0 for\u00a0\u00a0 TEFL.<\/p>\n

Of\u00a0 the\u00a0 4,000\u00a0 to\u00a0 5,000\u00a0 living\u00a0 languages,\u00a0 English\u00a0 is\u00a0 by\u00a0 far\u00a0 the\u00a0 most\u00a0 widely\u00a0 used.\u00a0 300\u00a0 million\u00a0 native\u00a0 speakers\u00a0 of\u00a0 English\u00a0 are\u00a0 to\u00a0 be\u00a0 found\u00a0 in\u00a0 every\u00a0 continent,\u00a0 and\u00a0 an\u00a0 equally\u00a0 widely\u00a0 distributed\u00a0 body\u00a0 of\u00a0 second\u00a0 language\u00a0 speakers,\u00a0 who\u00a0 use\u00a0 English\u00a0 for\u00a0 their\u00a0 day-to-day\u00a0 needs,\u00a0 totals\u00a0 over\u00a0 250\u00a0 million.\u00a0 If\u00a0 we\u00a0 add\u00a0 those\u00a0 areas\u00a0 where\u00a0 decisions\u00a0 affecting\u00a0 life\u00a0 and\u00a0 welfare\u00a0 are\u00a0 made\u00a0 and\u00a0 announced\u00a0 in\u00a0 English,\u00a0 we\u00a0 cover\u00a0 one-sixth\u00a0 of\u00a0 the\u00a0 world\u2019s\u00a0 population.\u00a0 Barriers\u00a0 of\u00a0\u00a0 race,\u00a0 colour\u00a0 and\u00a0 creed\u00a0 are\u00a0 no\u00a0 hindrance\u00a0 to\u00a0 the\u00a0 continuing\u00a0 spread\u00a0 of\u00a0 the\u00a0 use\u00a0 of\u00a0 English.\u00a0 Besides\u00a0 being\u00a0 a\u00a0 major\u00a0vehicle\u00a0 of\u00a0 debate\u00a0 at\u00a0 the\u00a0 United\u00a0 Nations,\u00a0 and\u00a0 the\u00a0 language\u00a0 of\u00a0\u00a0 command\u00a0 for\u00a0 NATO,\u00a0 it\u00a0 is\u00a0 the\u00a0 official\u00a0 language\u00a0 of\u00a0 international\u00a0 sport\u00a0 and\u00a0 the\u00a0 pop\u00a0 scene.\u00a0 Russian\u00a0 propaganda\u00a0 to\u00a0 the\u00a0 Far\u00a0 East\u00a0 is\u00a0 broadcast\u00a0 in\u00a0 English,\u00a0 as\u00a0 are\u00a0 Chinese\u00a0 radio\u00a0 programmers\u00a0 designed\u00a0 to\u00a0 win\u00a0 friends\u00a0 among\u00a0 listeners\u00a0 in\u00a0 East\u00a0 Africa.\u00a0 Indeed\u00a0 more\u00a0 than\u00a0 60\u00a0 per\u00a0 cent\u00a0 of\u00a0 the\u00a0 world\u2019s\u00a0 radio\u00a0 programmes\u00a0 are\u00a0 broadcast\u00a0 in\u00a0 English\u00a0 and\u00a0 it\u00a0 is\u00a0 also\u00a0 the\u00a0 language\u00a0 of\u00a0 70\u00a0 per\u00a0 cent\u00a0 of\u00a0 the\u00a0 world\u2019s\u00a0 mail.\u00a0 From\u00a0 its\u00a0 position\u00a0 400\u00a0 years\u00a0 ago\u00a0 as\u00a0 a\u00a0 dialect,\u00a0 little\u00a0 known\u00a0 beyond\u00a0 the\u00a0 southern\u00a0 counties\u00a0 of\u00a0 England,\u00a0 English\u00a0 has\u00a0 grown\u00a0 to\u00a0 its\u00a0 present\u00a0 status\u00a0 as\u00a0 the\u00a0 major\u00a0 world\u00a0 language.\u00a0 As\u00a0 an\u00a0\u00a0 instrument\u00a0 of\u00a0 colonial\u00a0 power,\u00a0 the\u00a0 medium\u00a0 for\u00a0 commerce\u00a0 and\u00a0 education,\u00a0 English\u00a0 became\u00a0 the\u00a0 common\u00a0 means\u00a0 of\u00a0 communication and\u00a0 was\u00a0 seen\u00a0 as\u00a0 a\u00a0 vehicle\u00a0 for\u00a0 benevolent\u00a0 Victorian\u00a0 enlightenment.\u00a0 The\u00a0 language\u00a0 policy\u00a0 in\u00a0 British\u00a0 India\u00a0 and\u00a0 other\u00a0 territories\u00a0 was\u00a0 largely\u00a0 the\u00a0 fruit\u00a0 of\u00a0 Lord\u00a0 Macaulay\u2019s\u00a0 Education\u00a0 Minute\u00a0 of\u00a0 1835,\u00a0 wherein\u00a0 he\u00a0 sought\u00a0 to — \u2018form\u00a0 a\u00a0 class\u00a0 who\u00a0 may\u00a0 be\u00a0 interpreters\u00a0 between\u00a0 us\u00a0 and\u00a0 the\u00a0 millions\u00a0 we\u00a0 govern —\u00a0 a\u00a0 class\u00a0 of\u00a0 persons\u00a0 Indian\u00a0 in\u00a0 blood\u00a0 and\u00a0 colour,\u00a0 but\u00a0 English\u00a0 in\u00a0 tastes,\u00a0 in\u00a0 opinions,\u00a0 in\u00a0 morals\u00a0 and\u00a0 in\u00a0 intellect.<\/p>\n

Although\u00a0 no\u00a0 one\u00a0 today\u00a0 would\u00a0 defend\u00a0 the\u00a0 teaching\u00a0 of\u00a0 a\u00a0 language\u00a0 to\u00a0 produce\u00a0 a\u00a0 cadre\u00a0 of\u00a0 honorary\u00a0 Englishmen,\u00a0 the\u00a0 use\u00a0 of\u00a0 English\u00a0 throughout\u00a0 the\u00a0 sub-continent\u00a0\u00a0 with\u00a0 its\u00a0 845\u00a0 distinct\u00a0 languages\u00a0 and\u00a0 dialects\u00a0 was\u00a0 clearly\u00a0 necessary\u00a0 for\u00a0 administrative\u00a0 purposes.<\/p>\n

The\u00a0 subsequent\u00a0 role\u00a0 of\u00a0 English\u00a0 in\u00a0 India\u00a0 has\u00a0 been\u00a0 significant.\u00a0 <\/b>Mr.\u00a0 Nehru<\/b>\u00a0 acknowledged\u00a0 in\u00a0 parliament\u00a0\u00a0 that\u00a0 English\u00a0 was\u00a0 <\/b>\u2018the\u00a0 major\u00a0 window\u00a0 for\u00a0 us\u00a0 to\u00a0 the\u00a0 outside\u00a0 world.\u00a0 <\/b>We\u00a0 dare\u00a0 not\u00a0 close\u00a0 that\u00a0 window,\u00a0 and\u00a0 if\u00a0 we\u00a0 do\u00a0 it\u00a0 will\u00a0 spell\u00a0 peril\u00a0 for\u00a0 the\u00a0 future !\u2019.\u00a0 Besides\u00a0 India,\u00a0 English\u00a0 is\u00a0 the\u00a0 official\u00a0 language\u00a0 of\u00a0 both\u00a0 Ghana\u00a0 and\u00a0 Nigeria,\u00a0 used\u00a0 in\u00a0 every\u00a0 walk\u00a0 of\u00a0 daily\u00a0 life.<\/b>\u00a0 Indeed,\u00a0 English\u00a0 has\u00a0\u00a0 become\u00a0 a\u00a0 significant\u00a0 factor\u00a0 in\u00a0 national\u00a0 unity<\/b>\u00a0 in\u00a0 a\u00a0 broad\u00a0 band\u00a0 of\u00a0 nations\u00a0 from\u00a0 Sierra\u00a0 Leone\u00a0 to\u00a0 Malaysia.\u00a0 It\u00a0 is\u00a0 the\u00a0 national\u00a0 language\u00a0 of\u00a0 twenty-nine\u00a0 countries\u00a0 USA\u00a0 and\u00a0 Australia\u00a0 of\u00a0 course,\u00a0 but\u00a0 also\u00a0 Lesotho\u00a0 and\u00a0 Liberia\u00a0\u00a0 and\u00a0 it\u00a0 is\u00a0 also\u00a0 the\u00a0 official\u00a0 language\u00a0 of\u00a0 fifteen\u00a0 others:\u00a0 Africa\u00a0 and\u00a0 Canada,\u00a0 predictably,\u00a0 but\u00a0 also\u00a0 Cameroon\u00a0 and\u00a0 Dahomey.<\/b><\/p>\n

English\u00a0 enjoys\u00a0 world-wide\u00a0 currency<\/b>\u00a0 due\u00a0 to\u00a0 political,\u00a0 historical\u00a0 and\u00a0 some\u00a0 other\u00a0 important\u00a0 considerations.\u00a0 The\u00a0 rapidly\u00a0 developing\u00a0 technology\u00a0 of\u00a0 the\u00a0 English-speaking\u00a0 countries\u00a0 has\u00a0 made\u00a0 British\u00a0 and\u00a0 American\u00a0 television\u00a0 and\u00a0 radio\u00a0 programmes,\u00a0 films,\u00a0 recordings\u00a0 and\u00a0 books\u00a0 readily\u00a0 available\u00a0 in\u00a0 all\u00a0 but\u00a0 the\u00a0 most\u00a0 undeveloped\u00a0 countries.<\/p>\n

Half\u00a0 of\u00a0 the\u00a0 world\u2019s\u00a0 scientific\u00a0 literature\u00a0 is\u00a0 written\u00a0 in\u00a0 English.<\/b>\u00a0\u00a0 By\u00a0 comparison,\u00a0 languages\u00a0 like\u00a0 Arabic\u00a0 and\u00a0\u00a0 Malay\u00a0 have\u00a0 been\u00a0 little\u00a0 equipped\u00a0 to\u00a0 handle\u00a0 the\u00a0 concepts\u00a0 and\u00a0 terms\u00a0 of\u00a0 modern\u00a0 sciences\u00a0 and\u00a0 technology.\u00a0 English\u00a0 is\u00a0 therefore\u00a0 often\u00a0 the\u00a0 only\u00a0 available\u00a0 tool\u00a0 for\u00a0 twentieth – century\u00a0 learning.<\/p>\n

When\u00a0 Voltaire\u00a0 said\u00a0 \u2018The\u00a0 first\u00a0 among\u00a0 languages\u00a0 is\u00a0 that\u00a0 which\u00a0 possesses\u00a0 the\u00a0 largest\u00a0 number\u00a0 of\u00a0 excellent\u00a0 works\u2019,\u00a0 he\u00a0 could\u00a0 not\u00a0 have\u00a0 been\u00a0 thinking\u00a0 of\u00a0 publications\u00a0 of\u00a0 the\u00a0 MIT\u00a0 Press,\u00a0 cassette\u00a0 recordings\u00a0 of\u00a0 English\u00a0 pop\u00a0 groups\u00a0 or\u00a0 the\u00a0 world-wide\u00a0 successes\u00a0 of\u00a0 BBC\u00a0\u00a0 television\u00a0 enterprises.\u00a0 But\u00a0 it\u00a0 is\u00a0 partly\u00a0 through\u00a0 agencies\u00a0 as\u00a0 varied\u00a0 and\u00a0 modern\u00a0 as\u00a0 these\u00a0 that\u00a0 the\u00a0 demand\u00a0 for\u00a0 English\u00a0 is\u00a0 made\u00a0 and\u00a0 met,\u00a0 and\u00a0 by\u00a0 which\u00a0 its\u00a0 unique\u00a0 position\u00a0 in\u00a0 the\u00a0 world\u00a0 is\u00a0 sustained.<\/p>\n

It\u00a0 may\u00a0 be\u00a0 argued\u00a0 that\u00a0 the educational\u00a0 ends\u00a0 are\u00a0 achievable\u00a0 no\u00a0 less\u00a0 through\u00a0 learning\u00a0\u00a0\u00a0 Vietnamese\u00a0 or\u00a0 Swahili\u00a0 than\u00a0 English.\u00a0 And\u00a0 this\u00a0 is\u00a0 true.\u00a0 But\u00a0 at\u00a0 the\u00a0 motivational\u00a0 levels\u00a0 of\u00a0 which\u00a0 most\u00a0 learners\u00a0 are\u00a0 conscious\u00a0 there\u00a0 are\u00a0 compelling\u00a0 reasons\u00a0 for\u00a0 selecting\u00a0 a\u00a0 language\u00a0 which\u00a0 is\u00a0 either\u00a0 that\u00a0 of\u00a0 a\u00a0 neighbouring\u00a0 nation,\u00a0 or\u00a0 one\u00a0 of\u00a0 international\u00a0 stature.\u00a0 It\u00a0 is\u00a0 hardly\u00a0 surprising,\u00a0 then,\u00a0 that\u00a0 more\u00a0 teaching\u00a0 hours\u00a0 are\u00a0 devoted\u00a0 to\u00a0 English\u00a0 in\u00a0 the\u00a0 classrooms\u00a0 of\u00a0 the\u00a0 world\u00a0 than\u00a0 to\u00a0 any\u00a0 other\u00a0 subject\u00a0 of\u00a0 the\u00a0 curriculum.<\/b><\/p>\n

Now\u00a0 I\u00a0 come\u00a0 to\u00a0 the\u00a0 second\u00a0 part\u00a0 of\u00a0 the\u00a0 question\u00a0 i.e.\u00a0 \u2018 Who\u00a0 should\u00a0 teach\u00a0 a\u00a0 Foreign\u00a0 Language ?<\/b><\/p>\n

The\u00a0 immediate\u00a0 answer\u00a0 comes\u00a0 to\u00a0 mind\u00a0 is\u00a0 any\u00a0 language\u00a0 teacher\u00a0 who\u00a0 is\u00a0 best\u00a0 understood\u00a0 and\u00a0 liked\u00a0 by\u00a0 his or\u00a0 her\u00a0 students\u00a0 should\u00a0 teach\u00a0 a\u00a0 \u2018Foreign\u00a0 Language\u2019.\u00a0 <\/b>Well, according\u00a0 to\u00a0 my\u00a0 point\u00a0 of\u00a0 view\u00a0\u00a0 this\u00a0 question\u00a0 requires\u00a0 a\u00a0 lot\u00a0 of\u00a0 research\u00a0 because\u00a0 of\u00a0 the\u00a0 reason\u00a0 that\u00a0 5<\/b>\u2018The\u00a0 experience\u00a0 of\u00a0 working\u00a0 as\u00a0 an\u00a0 assistant\u00a0 teacher\u00a0 can\u00a0 be\u00a0 very\u00a0 different\u00a0 in\u00a0 different\u00a0 countries, or\u00a0 even\u00a0 in\u00a0 different\u00a0 schools.<\/b>\u00a0 Some\u00a0 assistants\u00a0 have\u00a0 small\u00a0 groups,\u00a0 others\u00a0 have\u00a0 complete\u00a0 classes,\u00a0 some\u00a0 have\u00a0 only\u00a0 older\u00a0 or more\u00a0 able\u00a0 students,\u00a0 while\u00a0 others\u00a0 have\u00a0 youngsters\u00a0 of\u00a0 only\u00a0 twelve\u00a0 or\u00a0 thirteen\u00a0 years\u00a0 old\u00a0 whose\u00a0 English\u00a0 is\u00a0 poor;\u00a0 some\u00a0 are\u00a0 in\u00a0 schools\u00a0 with\u00a0 good\u00a0 facilities\u00a0 and\u00a0 helpful\u00a0 staff,\u00a0 while\u00a0 others\u00a0 are\u00a0 not\u00a0 so\u00a0 lucky.\u2019<\/p>\n

Be\u00a0 prepared\u00a0 to\u00a0 adapt\u00a0 to\u00a0 your\u00a0 situation\u00a0 and\u00a0 try\u00a0 to\u00a0 swim\u00a0 with,\u00a0 rather\u00a0 than\u00a0 against,\u00a0 the\u00a0 tide.\u00a0 If\u00a0 your\u00a0 school\u00a0 or\u00a0 college\u00a0 has\u00a0 strong\u00a0 ideas\u00a0about\u00a0 what\u00a0 you\u00a0 should\u00a0 do, try\u00a0 to\u00a0 do\u00a0 your\u00a0 best\u00a0 to\u00a0 follow\u00a0 those\u00a0 requests\u00a0 or\u00a0 suggestions.\u00a0 In\u00a0 many\u00a0 cases,\u00a0 however,\u00a0 the\u00a0 school\u00a0 will either\u00a0 be\u00a0 quite\u00a0 happy\u00a0 to\u00a0 leave\u00a0 it\u00a0 to\u00a0 you,\u00a0 or\u00a0 will\u00a0 make\u00a0 only\u00a0 the\u00a0 most\u00a0 general<\/p>\n

suggestions:\u00a0 \u2018Talk\u00a0 to\u00a0 them.\u2019\u00a0 Or,\u00a0 even\u00a0 worse,\u00a0 \u2018Get\u00a0 them\u00a0 to\u00a0 talk.\u2019<\/p>\n

The\u00a0 best\u00a0 possible\u00a0 way,\u00a0 I\u00a0 think\u00a0 is\u00a0 to\u00a0 include\u00a0 both\u00a0 conversation\u00a0 and\u00a0 lessons\u00a0 in\u00a0 teaching.\u00a0 And\u00a0\u00a0 a\u00a0 teacher\u00a0 who manages\u00a0 these\u00a0 two\u00a0 in\u00a0 an\u00a0\u00a0\u00a0 efficient\u00a0 and\u00a0 satisfactory\u00a0 way\u00a0\u00a0 can\u00a0 according\u00a0 to\u00a0 my\u00a0 opinion\u00a0 go\u00a0 a\u00a0 long\u00a0 way\u00a0 in\u00a0 pedagogy\u00a0 of\u00a0 TEFL.<\/p>\n

There\u00a0 is\u00a0 a\u00a0 most\u00a0 important\u00a0 piece\u00a0 of\u00a0 advice,\u00a0 which\u00a0 I\u00a0 came\u00a0 across in\u00a0 most\u00a0 of\u00a0 the\u00a0 references\u00a0 I\u00a0 consulted\u00a0 for\u00a0 my\u00a0 research\u00a0 work.\u00a0 I\u00a0 would\u00a0 like\u00a0 to\u00a0 share\u00a0 it\u00a0 with\u00a0 my\u00a0 readers :<\/p>\n

Use\u00a0 only\u00a0 English\u00a0 in\u00a0 your\u00a0 lessons.\u00a0 This\u00a0 may\u00a0 be\u00a0 seen\u00a0 to\u00a0 be\u00a0 making\u00a0 things\u00a0 difficult\u00a0 for\u00a0 yourself,\u00a0 but\u00a0 nothing\u00a0 could\u00a0 be\u00a0 further\u00a0 from\u00a0 truth.\u00a0 There\u00a0 are\u00a0 distinct\u00a0 advantages\u00a0 to\u00a0 using\u00a0 only\u00a0 English.<\/p>\n

Firstly,<\/span>\u00a0 you\u00a0 will\u00a0 be\u00a0 competent\u00a0 in\u00a0 your \u00a0use\u00a0 of\u00a0 it,\u00a0 and\u00a0 express\u00a0 yourself\u00a0 more\u00a0 fluently\u00a0 and\u00a0 accurately\u00a0 than\u00a0 you\u00a0 will\u00a0 in\u00a0 any\u00a0 other\u00a0 language.\u00a0 Secondly<\/span>,\u00a0 if\u00a0 there\u00a0 is\u00a0 a\u00a0 misunderstanding,\u00a0 it\u00a0 will\u00a0 be\u00a0 because\u00a0 the\u00a0 students\u00a0 misunderstand,\u00a0 not\u00a0 because\u00a0 you\u00a0 have\u00a0 not\u00a0 said\u00a0 what\u00a0 you\u00a0 meant.\u00a0 Thirdly<\/span>,\u00a0 people\u2019s\u00a0 comprehension\u00a0 of\u00a0 a\u00a0 foreign\u00a0 language\u00a0 is\u00a0 always\u00a0 greater\u00a0 than\u00a0 their\u00a0 ability\u00a0 to\u00a0 use\u00a0 it.\u00a0 Clear,\u00a0 simple\u00a0 English\u00a0 is\u00a0 more\u00a0 likely\u00a0 to\u00a0 keep\u00a0 you\u00a0 out\u00a0 of\u00a0 trouble\u00a0 than\u00a0 mistake-ridden\u00a0 German\u00a0 for\u00a0 example.\u00a0 From\u00a0 a\u00a0 disciplinary\u00a0 point\u00a0 of\u00a0 view\u00a0 it\u00a0 is\u00a0 extremely\u00a0 important\u00a0 to\u00a0 avoid\u00a0 any\u00a0 form\u00a0 of\u00a0 confrontation.\u00a0 If\u00a0 a\u00a0 student\u00a0 says\u00a0 something\u00a0 impertinent\u00a0\u00a0 in\u00a0 their\u00a0 own\u00a0 language\u00a0 which\u00a0 you\u00a0 hear,\u00a0 and\u00a0 which\u00a0 they\u00a0 know\u00a0 you\u00a0 have\u00a0 understood,\u00a0 you \u00a0will\u00a0 be\u00a0 obliged\u00a0 to\u00a0 react.\u00a0 If\u00a0 you\u00a0 can\u00a0 keep\u00a0 a\u00a0 straight\u00a0 face\u00a0 and\u00a0 simply\u00a0 say,\u00a0 \u2018I\u2019m\u00a0 afraid\u00a0 I\u00a0 don\u2019t\u00a0 understand.<\/p>\n

What\u00a0 does\u00a0 that\u00a0 mean?\u2019\u00a0 Very\u00a0 few\u00a0 people,\u00a0 in\u00a0 our\u00a0 experience,\u00a0 are\u00a0 prepared\u00a0 to\u00a0 repeat\u00a0 something\u00a0 impertinent\u00a0 directly \u00a0to\u00a0 you \u2013 particularly\u00a0 if\u00a0 you\u00a0 are\u00a0 smiling\u00a0 encouragingly\u00a0 at\u00a0 the\u00a0 time.\u00a0 Finally<\/span>,<\/b>\u00a0 all\u00a0 the\u00a0 time\u00a0 that\u00a0 you\u00a0 are\u00a0 speaking\u00a0 English\u00a0 to\u00a0 the\u00a0 students,\u00a0 you\u00a0\u00a0 are\u00a0 providing\u00a0 them\u00a0 with\u00a0 good\u00a0 language\u00a0 practice.<\/p>\n

For\u00a0 many\u00a0 years\u00a0 people\u00a0 going\u00a0 abroad\u00a0 to\u00a0 teach\u00a0 were\u00a0 lectured\u00a0\u00a0 by\u00a0 the\u00a0 linguists\u00a0 whose\u00a0 ideas\u00a0 and\u00a0 names 6<\/b>\u00a0 I\u00a0 have\u00a0 given.<\/p>\n

Many\u00a0 provided\u00a0 feedback\u00a0 when\u00a0 they\u00a0 returned\u00a0 to\u00a0 Britain.\u00a0 The most\u00a0 common\u00a0 comment\u00a0 of\u00a0 all\u00a0 was\u00a0 \u2018Why\u00a0 didn\u2019t\u00a0 you\u00a0 stress\u00a0 more\u00a0 firmly\u00a0that\u00a0 I\u00a0 shouldn\u2019t\u00a0 use\u00a0 the\u00a0 students\u2019\u00a0 language ?\u2019\u00a0 We\u00a0 always\u00a0 insisted\u00a0 give\u00a0 the\u00a0 game\u00a0 away\u00a0 by\u00a0 using\u00a0 the\u00a0 students\u00a0 language\u00a0 just\u00a0 once.\u00a0 Don\u2019t !\u00a0 When\u00a0 you\u00a0 arrive\u00a0 you\u00a0 have\u00a0 an\u00a0 in-built\u00a0 advantage \u2013 you\u00a0 are\u00a0 a\u00a0 novelty,\u00a0 the\u00a0 \u2018real\u00a0 thing\u2019,\u00a0 and\u00a0 you\u00a0 speak\u00a0 English\u00a0 naturally.\u00a0 Don\u2019t\u00a0 throw\u00a0 away\u00a0 that\u00a0 advantage\u00a0 by\u00a0 using\u00a0 the\u00a0 students\u2019\u00a0 language\u00a0 in\u00a0 your\u00a0 classroom.<\/p>\n

Hence\u00a0 its\u00a0 suggested\u00a0 — \u2018do\u00a0 not\u00a0 generalise,\u00a0 but\u00a0 seek\u00a0 always\u00a0 to\u00a0 personalise.\u00a0 Offer\u00a0 the\u00a0 students\u00a0 your\u00a0 experience,\u00a0 your\u00a0 opinions\u00a0 without\u00a0 pretending\u00a0 that\u00a0 they\u00a0 are\u00a0 \u2018typical\u2019\u00a0 of\u00a0 anything.<\/p>\n

Don\u2019t\u00a0 go\u00a0 with\u00a0 the\u00a0 idea\u00a0 that\u00a0 you\u00a0 are\u00a0 going\u00a0 to\u00a0 change\u00a0 the\u00a0 world,\u00a0 but\u00a0 do\u00a0 go\u00a0 with\u00a0 the\u00a0 idea\u00a0 that\u00a0 you\u00a0 are\u00a0 going\u00a0 to\u00a0 make\u00a0\u00a0 a\u00a0\u00a0 real,\u00a0 and\u00a0 valuable\u00a0 contribution.\u00a0 Try\u00a0 to\u00a0 prepare\u00a0 your\u00a0 work\u00a0 so\u00a0 that\u00a0 it\u00a0 will\u00a0 be\u00a0 of\u00a0 real\u00a0 benefit\u00a0\u00a0 to\u00a0 your\u00a0 students.\u00a0 If\u00a0 you\u00a0 do\u00a0 this,\u00a0 you\u00a0 will\u00a0 discover\u00a0 that\u00a0\u00a0 the\u00a0 whole\u00a0 experience\u00a0 benefits\u00a0 you.<\/p>\n

The\u00a0 Foreign\u00a0 Language\u00a0 Teacher<\/span><\/b><\/p>\n

The\u00a0 role\u00a0 of\u00a0 Teacher<\/span><\/p>\n

The\u00a0 role\u00a0 of\u00a0 teacher\u00a0 is\u00a0 vital\u00a0 in\u00a0 any\u00a0 foreign\u00a0 language\u00a0 teaching\u00a0 program.\u00a0 While\u00a0 teacher\u00a0 of\u00a0 other\u00a0 subjects\u00a0 are\u00a0 only\u00a0 accountable\u00a0 to\u00a0 transfer\u00a0 habits,\u00a0 approach,\u00a0 information\u00a0 or\u00a0 skills\u00a0 of\u00a0 their\u00a0 students\u00a0 in\u00a0 a\u00a0 set up\u00a0 that\u00a0 is\u00a0 already\u00a0 recognizable\u00a0 to\u00a0 them,\u00a0 the\u00a0 foreign\u00a0 language\u00a0 teacher\u00a0 must\u00a0\u00a0 try\u00a0 his\u00a0 best\u00a0 to\u00a0 expand\u00a0 changes\u00a0 or\u00a0 modifications\u00a0 in\u00a0 behaviour,\u00a0 habits,\u00a0 attitudes,\u00a0 information\u00a0 or\u00a0 skills,\u00a0 in\u00a0 an\u00a0 unfamiliar\u00a0 set\u00a0 up\u00a0 that\u00a0 requires\u00a0 special\u00a0 cerebral\u00a0 activities.\u00a0 The\u00a0 speech\u00a0 organs\u00a0 have\u00a0 to\u00a0 study\u00a0 to\u00a0 move\u00a0 and\u00a0 function\u00a0 in\u00a0 a\u00a0 new\u00a0 way .\u00a0 For\u00a0 example,\u00a0 the\u00a0 learner\u2019s\u00a0 ear\u00a0 must\u00a0 learn\u00a0 to\u00a0\u00a0 differentiate\u00a0 the\u00a0 sounds\u00a0 of\u00a0\u00a0 the\u00a0 target\u00a0 language.\u00a0 In\u00a0 short,\u00a0 it\u00a0 is\u00a0 considered\u00a0 important\u00a0 that\u00a0 the\u00a0 teacher\u00a0 develop\u00a0 what\u00a0 is\u00a0 generally\u00a0 called a\u00a0 \u2018 listening\u00a0 ear\u2019.\u00a0\u00a0 For\u00a0 this\u00a0 the\u00a0 Foreign\u00a0 Language\u00a0 Teachers\u00a0 should\u00a0 be\u00a0 very\u00a0 efficient\u00a0 in\u00a0 the\u00a0 combined\u00a0 fields\u00a0 of\u00a0 linguistics,\u00a0 sociology,\u00a0 psychology,\u00a0 education, etc.\u00a0\u00a0 to\u00a0 make\u00a0 the\u00a0 students\u00a0 understand\u00a0 them\u00a0 well.\u00a0\u00a0 Since\u00a0 in\u00a0 the\u00a0 natural\u00a0 world\u00a0 all\u00a0 these\u00a0 and\u00a0 other\u00a0 fields\u00a0 related\u00a0 to\u00a0 language\u00a0 teaching\u00a0 are\u00a0 integrated,\u00a0 a\u00a0 teacher can\u00a0 enrich\u00a0 his\u00a0 or\u00a0 her\u00a0 personality\u00a0 and\u00a0 teaching\u00a0 ability\u00a0 through\u00a0 his\u00a0 continued\u00a0 effort\u00a0 of\u00a0\u00a0 studying\u00a0 related\u00a0 to\u00a0 these\u00a0 fields. \u00a0Even\u00a0\u00a0 with\u00a0 the\u00a0 very\u00a0 wide\u00a0 range\u00a0 of\u00a0educational\u00a0 settings\u00a0 in\u00a0 the\u00a0 world\u00a0 today, \u00a0the\u00a0 basic\u00a0 principles\u00a0 common\u00a0 to\u00a0 all\u00a0 good\u00a0 language\u00a0 teaching\u00a0 are\u00a0 derived\u00a0 from\u00a0 the\u00a0 interaction\u00a0 of\u00a0 aspects\u00a0 of\u00a0 these\u00a0 fields\u00a0 of\u00a0 study\u00a0 which\u00a0 contribute\u00a0 to\u00a0 the\u00a0 theory\u00a0 and\u00a0practice\u00a0 of\u00a0 EFL\u00a0 teaching.<\/p>\n

For\u00a0 the\u00a0 teacher\u00a0 to\u00a0 be\u00a0 proficient\u00a0 in\u00a0 these\u00a0 fields,\u00a0 his\u00a0 professional\u00a0 growth \u00a0is\u00a0 very\u00a0 important.\u00a0 A\u00a0 teacher\u00a0 should\u00a0 keep\u00a0 up\u00a0 with\u00a0\u00a0\u00a0 new\u00a0 findings\u00a0 with\u00a0 new\u00a0 materials\u00a0 and\u00a0 with\u00a0 other\u00a0 teachers\u2019\u00a0 experiences.\u00a0 This\u00a0 can\u00a0 be\u00a0 made\u00a0 possible\u00a0 by\u00a0 subscribing\u00a0 to\u00a0 magazines\u00a0 in\u00a0 the\u00a0 field,\u00a0 attending\u00a0 conferences,\u00a0 becoming\u00a0 members\u00a0 of\u00a0 professional\u00a0 organizations\u00a0 and\u00a0 reading\u00a0 constantly.\u00a0 It\u00a0 is\u00a0 also\u00a0 advisable\u00a0 if\u00a0 the\u00a0 target\u00a0 language\u00a0 in\u00a0 question\u00a0\u00a0 is\u00a0 not\u00a0 the\u00a0 native\u00a0 language\u00a0 of\u00a0 the\u00a0 teacher\u00a0\u00a0 who\u00a0 is\u00a0 teaching\u00a0 it,\u00a0\u00a0\u00a0 he\u00a0 or\u00a0 she\u00a0 may\u00a0 want\u00a0 to\u00a0 increase\u00a0 his\u00a0 or\u00a0 her\u00a0 competency\u00a0 in\u00a0 it\u00a0 by\u00a0 speaking\u00a0 it\u00a0 with\u00a0 the\u00a0 native\u00a0 speakers,\u00a0 whenever\u00a0 this\u00a0 is\u00a0 possible,\u00a0 by\u00a0 attending\u00a0 seminars\u00a0 organized\u00a0 for\u00a0 teachers\u00a0 of\u00a0 language,\u00a0 attempt\u00a0 to\u00a0 do\u00a0 serious\u00a0 writing\u00a0 and\u00a0 to\u00a0 arrange\u00a0 visits\u00a0 to\u00a0 the\u00a0 country\u00a0 or\u00a0 countries\u00a0 where\u00a0 the\u00a0 target\u00a0 language\u00a0 is\u00a0 spoken.\u00a0 Ideally,\u00a0 however,\u00a0 the\u00a0 professional\u00a0 English\u00a0 Language\u00a0 teacher\u00a0 should\u00a0 not\u00a0 only\u00a0 have\u00a0 the\u00a0 required\u00a0 personal\u00a0 qualities,\u00a0 but\u00a0 also\u00a0 training\u00a0 in\u00a0 the\u00a0 disciplines\u00a0 and\u00a0 fields\u00a0 of\u00a0 study\u00a0 appropriate\u00a0 to\u00a0 the\u00a0 language\u00a0 teaching\u00a0 process.\u00a0 Training\u00a0 of\u00a0 this\u00a0 kind\u00a0 can\u00a0 be\u00a0 stated\u00a0 in\u00a0 terms\u00a0 of\u00a0 what\u00a0 the\u00a0 teacher\u00a0 should\u00a0 know\u00a0 and\u00a0 what\u00a0 he\u00a0 should\u00a0 do.\u00a0 No\u00a0 matter \u00a0what\u00a0 the\u00a0 method\u00a0 is\u00a0 used,\u00a0 which\u00a0 techniques\u00a0 are\u00a0 applied\u00a0 or\u00a0 which\u00a0 teaching\u00a0 aids\u00a0 are\u00a0 utilized,\u00a0 teachers\u00a0\u00a0\u00a0 remain\u00a0 in\u00a0 need\u00a0 of\u00a0 certain\u00a0 guidelines,\u00a0 to\u00a0 prepare\u00a0 them\u00a0 to\u00a0 teach\u00a0 in\u00a0 any\u00a0 situation\u00a0 and\u00a0 to\u00a0 accept\u00a0 and\u00a0 adopt\u00a0 new\u00a0 ideas.\u00a0\u00a0 A\u00a0 few\u00a0 of\u00a0 the\u00a0 many\u00a0 guidelines\u00a0 I\u00a0 selected\u00a0 from\u00a0 the\u00a0 many\u00a0 reference\u00a0 books\u00a0 I\u00a0 consulted\u00a0 for\u00a0 my\u00a0 research are\u00a0 mentioned\u00a0 below.\u00a0 I\u00a0 think\u00a0 they\u00a0 will\u00a0 be\u00a0 beneficial\u00a0\u00a0 for\u00a0 me\u00a0\u00a0\u00a0 in\u00a0 my\u00a0 teaching\u00a0 career\u00a0 and\u00a0 I\u00a0 hope\u00a0 they\u00a0 prove\u00a0 to\u00a0 be\u00a0\u00a0 useful\u00a0 for\u00a0 my\u00a0 readers\u00a0 also.<\/p>\n

1.\u00a0 A\u00a0 teacher\u00a0 is\u00a0 more\u00a0 important\u00a0 than\u00a0 the\u00a0 method\u00a0 or\u00a0 material<\/b>.\u00a0 It\u00a0 is\u00a0 what\u00a0 the\u00a0 teacher\u00a0 does\u00a0 with\u00a0 the\u00a0 method\u00a0 or\u00a0 with\u00a0 any\u00a0 piece\u00a0 of\u00a0 material\u00a0 that\u00a0 determines\u00a0 their\u00a0 effectiveness\u00a0 in\u00a0 helping\u00a0 students\u00a0 to\u00a0 learn.\u00a0 A\u00a0 language\u00a0 teacher\u00a0 whose\u00a0 main\u00a0 objective\u00a0 is\u00a0 to\u00a0 finish\u00a0 the\u00a0 syllabus\u00a0 by\u00a0 any\u00a0 means,\u00a0 is\u00a0 a\u00a0 bad\u00a0 language\u00a0 teacher.\u00a0 No\u00a0 matter\u00a0 how\u00a0 harsh\u00a0 this\u00a0 judgement\u00a0 is,\u00a0 it\u00a0 is\u00a0 true.\u00a0 Student\u00a0 growth\u00a0 should\u00a0 never\u00a0 be\u00a0 judged\u00a0\u00a0\u00a0 in\u00a0 terms\u00a0 of\u00a0 the\u00a0 number\u00a0 of\u00a0 target\u00a0 language\u00a0 items\u00a0 acquired,\u00a0 but\u00a0 in\u00a0 terms\u00a0 of\u00a0 how\u00a0 capable\u00a0 they\u00a0 are \u00a0to\u00a0 use\u00a0 such\u00a0 items\u00a0 with\u00a0 the\u00a0 speakers\u00a0 of\u00a0 that\u00a0 target\u00a0 language.<\/p>\n

2.\u00a0 The\u00a0 teacher\u2019s\u00a0 goal\u00a0 in\u00a0 teaching<\/b>\u00a0\u00a0 should\u00a0 be\u00a0 continuous\u00a0 and\u00a0 gradual,\u00a0 rather\u00a0 than\u00a0 immediate\u00a0 mastery.<\/b><\/p>\n

3.\u00a0 The\u00a0 best\u00a0 language\u00a0 teachers<\/b>\u00a0 are\u00a0 considered\u00a0 to\u00a0 be\u00a0 the\u00a0 ones\u00a0 who\u00a0 give\u00a0 their\u00a0\u00a0 students\u00a0 the\u00a0 feeling\u00a0\u00a0 that\u00a0\u00a0 they\u00a0 are\u00a0 an\u00a0 important\u00a0 part\u00a0 of\u00a0 a\u00a0 group,\u00a0 that\u00a0 they\u00a0 are\u00a0 capable\u00a0 of\u00a0 learning\u00a0 and\u00a0 that\u00a0 they\u00a0 can\u00a0 achieve\u00a0 success.\u00a0 <\/b>The\u00a0 good\u00a0 teacher\u00a0 can\u00a0 demonstrate\u00a0 and\u00a0 understand\u00a0 both\u00a0 the\u00a0 environmental\u00a0 and\u00a0 linguistic\u00a0 conflicts.\u00a0\u00a0\u00a0 The\u00a0 creative\u00a0 teacher\u00a0 can,\u00a0 through\u00a0 his\u00a0 enthusiasm,\u00a0 his\u00a0 art\u00a0 and\u00a0 his\u00a0 skills,\u00a0 make\u00a0 language\u00a0 learning\u00a0 a\u00a0 subject\u00a0 students\u00a0 look\u00a0 forward\u00a0 to.\u00a0 Above\u00a0 all,\u00a0 he\u00a0 is\u00a0 the\u00a0 teacher\u00a0 who\u00a0 promotes\u00a0 the\u00a0 desirable\u00a0 attitudes\u00a0 needed\u00a0 for\u00a0 language\u00a0 learning\u00a0 and\u00a0 cultural\u00a0 understanding.<\/p>\n

4.\u00a0 The\u00a0 primary\u00a0 concern\u00a0 of\u00a0 the\u00a0 teacher<\/b>\u00a0 is\u00a0 the\u00a0 integration\u00a0 within\u00a0 the\u00a0 language\u00a0 system\u00a0 of\u00a0 all\u00a0 its\u00a0 discrete\u00a0 features.\u00a0 Integration\u00a0 and\u00a0 subsequent\u00a0 reinforcement\u00a0 of\u00a0 the\u00a0 listening,\u00a0 speaking,\u00a0 reading,\u00a0 and\u00a0 writing\u00a0 skills\u00a0 in\u00a0 communication\u00a0 should\u00a0 be\u00a0 realized\u00a0 by\u00a0 the\u00a0 teacher.\u00a0 <\/b>Though\u00a0 learning\u00a0 a\u00a0 target\u00a0 language\u00a0\u00a0 to\u00a0 achieve\u00a0 communication\u00a0\u00a0 involves\u00a0 the\u00a0 learning\u00a0 of\u00a0 these\u00a0 four\u00a0 language\u00a0 skills\u00a0 and\u00a0 may\u00a0 be\u00a0 taught\u00a0 separately\u00a0 they\u00a0 can\u00a0 never\u00a0 be\u00a0 divorced\u00a0 totally\u00a0 from\u00a0 each\u00a0 other.\u00a0 When\u00a0 teaching\u00a0 one\u00a0 the\u00a0 others\u00a0 naturally\u00a0 emerge. \u00a0( I\u00a0 ha<\/p>\n

5.\u00a0 Development\u00a0 of\u00a0 curriculum<\/b>\u00a0 if\u00a0 required,\u00a0 setting\u00a0 desired\u00a0 objectives\u00a0 and\u00a0 planning\u00a0 the\u00a0 lessons\u00a0 well\u00a0 in\u00a0 advance\u00a0\u00a0 are\u00a0 other\u00a0 important\u00a0 roles\u00a0 of\u00a0 a\u00a0 good\u00a0 language\u00a0 teacher.<\/p>\n

6.\u00a0 Use\u00a0 English<\/b>\u00a0 all\u00a0 the\u00a0 time.\u00a0 As\u00a0 mentioned\u00a0 earlier,\u00a0 if\u00a0 any\u00a0 point\u00a0 has\u00a0 to\u00a0 be\u00a0 given\u00a0 eminence\u00a0\u00a0 above\u00a0 all\u00a0 others,\u00a0 it\u00a0 is\u00a0 probably\u00a0 this\u00a0 one.\u00a0 The\u00a0 enforced\u00a0\u00a0 \u2018naturalness\u2019\u00a0 of\u00a0 the\u00a0 students\u00a0 speaking\u00a0 English\u00a0 gives\u00a0 the\u00a0 teacher\u00a0 control\u00a0 in\u00a0 many\u00a0 situations\u00a0 where\u00a0 it\u00a0 would\u00a0 otherwise\u00a0 be\u00a0 difficult.<\/p>\n

    \n
  1. Keep\u00a0 it\u00a0 Simple<\/b>\u00a0 rather\u00a0 than\u00a0 long –\u00a0 complicated\u00a0 lesson\u00a0 plans.<\/li>\n<\/ol>\n

    8.\u00a0 Be\u00a0 flexible<\/b> in\u00a0 timing\u00a0 the\u00a0 lessons.<\/p>\n

    \u00a0<\/b>9.\u00a0 Always\u00a0 have\u00a0 a\u00a0 reserve\u00a0 plan<\/b>\u00a0 to\u00a0 feel\u00a0 more\u00a0 confident\u00a0 in\u00a0 class.<\/p>\n

    10.\u00a0 Treat\u00a0 each\u00a0 lesson\u00a0 separately.<\/b><\/p>\n

    11. Don\u2019t\u00a0 waffle<\/b>\u00a0 about\u00a0 with\u00a0 grammar.\u00a0 This\u00a0 is\u00a0 mostly\u00a0 with\u00a0 the\u00a0 native\u00a0 speakers\u00a0 who\u00a0 generally\u00a0 don\u2019t\u00a0 care\u00a0 about\u00a0 the\u00a0 rules\u00a0 of\u00a0 grammar.\u00a0 In\u00a0 those\u00a0 circumstances,\u00a0 it\u00a0 is\u00a0 in\u00a0 everybody\u2019s\u00a0 best\u00a0 interest\u00a0 that\u00a0 the\u00a0 non-native\u00a0 teacher\u00a0 deals\u00a0 with\u00a0 the\u00a0 grammar\u00a0 in\u00a0 class.<\/p>\n

    12. Stick\u00a0 to\u00a0 what\u00a0 you\u00a0 know. Personalise,<\/b>\u00a0 don\u2019t\u00a0 generalise.\u00a0 Sometimes\u00a0 a\u00a0 simple\u00a0 admission\u00a0 of\u00a0 ignorance\u00a0 like\u00a0 \u2018 I don\u2019t\u00a0 know,\u00a0 I\u2019ve\u00a0 never\u00a0 thought\u00a0 about\u00a0 that,\u00a0 I\u2019m\u00a0 afraid\u00a0 I\u2019ve\u00a0 no\u00a0 idea\u2019\u00a0 is\u00a0 appropriate.<\/p>\n

    13. Don\u2019t\u00a0 over-react.<\/b><\/p>\n

    14. Don\u2019t\u00a0 aim\u00a0 for\u00a0 popularity <\/b>\u00a0first.<\/b><\/p>\n

    15.\u00a0 Be\u00a0 explicit.<\/b><\/p>\n

    16.\u00a0 Don\u2019t\u00a0 forget\u00a0 their\u00a0 age.<\/b><\/p>\n

    17.\u00a0 Vary<\/b>\u00a0 your\u00a0 lessons.<\/p>\n

    18.\u00a0 Keep\u00a0 your\u00a0 sense\u00a0 of\u00a0 humour.<\/b>\u00a0 Remember\u00a0 if\u00a0 you\u00a0 don\u2019t\u00a0 laugh\u00a0 with\u00a0 the\u00a0 students\u00a0 they\u2019ll\u00a0 probably\u00a0 laugh\u00a0 at\u00a0 you.<\/p>\n

    19.\u00a0 Let\u00a0 your\u00a0 personality\u00a0 show.<\/b>\u00a0 Take\u00a0 interest\u00a0 in\u00a0\u00a0 what\u00a0 people\u00a0 tell\u00a0 you\u00a0 and\u00a0 try\u00a0 to\u00a0 smile\u00a0 with\u00a0 them.\u00a0 Don\u2019t\u00a0 expect\u00a0 response\u00a0 if\u00a0 you\u00a0 behave\u00a0 like\u00a0 a\u00a0 machine.<\/p>\n

    Teaching\u00a0 Behaviour\u00a0 of\u00a0 Successful\u00a0 Teachers<\/span><\/b><\/p>\n

    Gertrude\u00a0 Moskowity\u2019s<\/b>\u00a0\u00a0\u00a0 study\u00a0 of\u00a0 foreign\u00a0 language\u00a0 teachers\u00a0 in\u00a0 Philadelphia<\/b>\u00a0 compared\u00a0 a\u00a0 group of\u00a0 successful\u00a0 teachers\u00a0 with\u00a0 another\u00a0 group\u00a0 of\u00a0 varied\u00a0 teachers.\u00a0 It\u00a0 identified\u00a0 the\u00a0 following\u00a0 classroom\u00a0 behaviours\u00a0 and\u00a0 interactions\u00a0 of\u00a0 the\u00a0 successful\u00a0 teachers.<\/p>\n

    1.\u00a0 The\u00a0 target\u00a0\u00a0 language\u00a0 is\u00a0 mostly\u00a0 used\u00a0 in\u00a0 the\u00a0 interaction, whether\u00a0 or\u00a0 not\u00a0 the\u00a0 teacher\u00a0 of\u00a0 the\u00a0 students\u00a0 is\u00a0 speaking.<\/p>\n

    2.\u00a0\u00a0 The\u00a0 teachers\u00a0 have\u00a0 appropriate\u00a0 mastery\u00a0 of\u00a0 the\u00a0 target\u00a0 language.<\/p>\n

    3.\u00a0 Very\u00a0 little\u00a0 of\u00a0 the\u00a0 native\u00a0 language\u00a0 is\u00a0 used\u00a0 in\u00a0 the\u00a0 elementary\u00a0 language\u00a0 levels.<\/p>\n

    4.\u00a0 Students\u00a0 ask\u00a0 questions\u00a0 using\u00a0 the\u00a0 foreign\u00a0 language.<\/p>\n

    5. The\u00a0 teachers\u00a0 are\u00a0 more\u00a0 expressive\u00a0 and\u00a0 animated.<\/p>\n

    6. The\u00a0 teachers\u00a0 are\u00a0 constantly\u00a0 moving\u00a0 around\u00a0 the\u00a0 class.<\/p>\n

    7. The\u00a0 teachers\u00a0 use\u00a0 fewer\u00a0 verbal\u00a0 tics.<\/p>\n

    8. The\u00a0 teachers\u00a0 are\u00a0 more\u00a0 active\u00a0 non-verbally\u00a0 and\u00a0 use\u00a0 hands\u00a0 and\u00a0 gestures\u00a0 more.<\/p>\n

    9.\u00a0 The\u00a0 teachers\u00a0 encourage\u00a0 and\u00a0 reinforce\u00a0 students\u00a0 participation.<\/p>\n

    10.\u00a0 Students\u00a0 speak\u00a0 more\u00a0 than\u00a0 the\u00a0 teacher.<\/p>\n

    11. They\u00a0 give\u00a0 students\u00a0 immediate\u00a0 feedback\u00a0 for\u00a0 further\u00a0 learning.<\/p>\n

    12. They\u00a0 create\u00a0 a\u00a0 warm\u00a0 and\u00a0 encouraging\u00a0 atmosphere\u00a0 in \u00a0the\u00a0 class.<\/p>\n

    13. They\u00a0 are\u00a0 full\u00a0 of\u00a0 jokes\u00a0 and\u00a0 mostly\u00a0 pleasant,\u00a0 praising\u00a0 and\u00a0 patient.<\/p>\n

    14. There\u00a0 is\u00a0 more\u00a0 laughter\u00a0 in\u00a0 their\u00a0 class.<\/p>\n

    7.\u00a0 Source\u00a0 Book\u00a0 for\u00a0 TEFL \u2013 Michael Lewis\u00a0\u00a0\u00a0\u00a0 Jimmie\u00a0 Hill\u00a0 p.10<\/p>\n

    15. The\u00a0 teachers\u00a0 personalise\u00a0 the\u00a0 contents\u00a0 more.<\/p>\n

    16. They\u00a0 make\u00a0 their\u00a0 students\u00a0 interested\u00a0 rather\u00a0 than\u00a0 being\u00a0 apathetic\u00a0 or\u00a0 flippant\u00a0 .<\/p>\n

    17. Students\u00a0 seem\u00a0 more\u00a0 enthusiastic\u00a0 to\u00a0 participate.<\/p>\n

    18. Students\u00a0 are\u00a0 seldom\u00a0 criticised\u00a0 for\u00a0 their\u00a0 unaccepted\u00a0 behaviour\u00a0 and\u00a0 if\u00a0 it\u00a0 is\u00a0 done,\u00a0 they\u00a0 are\u00a0 corrected\u00a0 with\u00a0 a\u00a0 joke\u00a0 or\u00a0 eye\u00a0 contact.<\/p>\n

    19.\u00a0 They\u00a0 correct\u00a0 student\u2019s\u00a0 errors . ( How\u00a0 far\u00a0 the\u00a0 students\u2019\u00a0 errors\u00a0 should\u00a0 be\u00a0 corrected\u00a0 by\u00a0 successful\u00a0 teachers\u00a0 is\u00a0 a\u00a0 separate\u00a0 issue\u00a0 which has\u00a0 been\u00a0 and \u00a0is\u00a0 still being\u00a0 largely\u00a0 debated\u00a0 upon.\u00a0 I\u00a0 have\u00a0 discussed\u00a0 this\u00a0 point\u00a0 in\u00a0 brief\u00a0 after\u00a0 these\u00a0 guidelines. *** )\u00a0\u00a0\u00a0 Less\u00a0 time\u00a0 is\u00a0 devoted\u00a0 to\u00a0 silent\u00a0 reading\u00a0 or\u00a0 writing.<\/p>\n

    20. They\u00a0 write\u00a0 less\u00a0 on\u00a0 the\u00a0 blackboard.<\/p>\n

    21. Students\u00a0 are\u00a0 always\u00a0 in\u00a0 contact\u00a0 with\u00a0 the\u00a0 teachers\u00a0 even\u00a0 after\u00a0 class.<\/p>\n

    22. Teachers\u00a0 use\u00a0 warm\u00a0 up\u00a0 questions,\u00a0 review\u00a0 and\u00a0 focus\u00a0 more\u00a0 on\u00a0 the skill\u00a0 of\u00a0 speaking.<\/p>\n

    23. There\u00a0 are\u00a0 bigger\u00a0 number\u00a0 of\u00a0 activities\u00a0 per\u00a0 lesson.<\/p>\n

    24. The\u00a0 pace\u00a0 of\u00a0 the\u00a0 lesson\u00a0 is\u00a0\u00a0 very\u00a0\u00a0 rapid\u00a0 and\u00a0 drills\u00a0 are\u00a0 rapidly\u00a0 concluded.<\/p>\n

    25. The\u00a0 teachers\u00a0 control\u00a0\u00a0 their\u00a0 class\u00a0 excellently\u00a0 and\u00a0 the\u00a0 students\u00a0 are\u00a0 helpful\u00a0\u00a0 and\u00a0 assist\u00a0 the\u00a0 teachers\u00a0 in\u00a0 setting\u00a0 up\u00a0 and\u00a0 running\u00a0 equipments .<\/p>\n

    ***The\u00a0 significance\u00a0 of\u00a0 Learner\u2019s\u00a0 Errors<\/span><\/b><\/p>\n

    The\u00a0 application\u00a0 of\u00a0 linguistic\u00a0 and\u00a0 psychological\u00a0 theory\u00a0 to\u00a0 the\u00a0 study\u00a0 of\u00a0 language\u00a0 learning\u00a0 added\u00a0 a\u00a0 new\u00a0 dimension\u00a0 to\u00a0 the\u00a0 discussion\u00a0 of\u00a0 errors;\u00a0 those\u00a0 errors\u00a0 which\u00a0 are\u00a0 committed\u00a0 in\u00a0 the\u00a0 learning\u00a0 of\u00a0 a\u00a0 second\u00a0 language\u00a0 are\u00a0 the\u00a0 result\u00a0 of\u00a0 interference\u00a0 from\u00a0 the\u00a0 habits\u00a0 of\u00a0 the\u00a0 first\u00a0 language.<\/b><\/p>\n

    The\u00a0 linguist\u00a0 has\u00a0 compared\u00a0 the\u00a0 second\u00a0 language\u00a0 and\u00a0 the\u00a0 mother\u00a0 tongue\u00a0 of\u00a0 the\u00a0 learner\u00a0 intensively:\u00a0 from\u00a0 this\u00a0 comparison\u00a0 there\u00a0 would\u00a0 be\u00a0 areas\u00a0 of\u00a0 difficulty\u00a0 which\u00a0 the \u00a0learner\u00a0 will\u00a0 face,\u00a0 and\u00a0 this\u00a0 will\u00a0 help\u00a0 the\u00a0 teacher\u00a0 to\u00a0 focus\u00a0more\u00a0 on\u00a0 these\u00a0 areas\u00a0 because\u00a0 he\u00a0 could\u00a0 make\u00a0 more\u00a0 effort\u00a0 and\u00a0 emphasis\u00a0 in\u00a0 his\u00a0 teaching\u00a0 towards\u00a0 the\u00a0 overcoming\u00a0 of\u00a0 difficulties\u00a0 or\u00a0 he\u00a0 might\u00a0 even\u00a0 prevent\u00a0 these\u00a0 predicted\u00a0 difficulties\u00a0 from\u00a0 happening\u00a0 and\u00a0 because\u00a0 the\u00a0 teachers\u00a0 have\u00a0 already\u00a0 been\u00a0 through\u00a0 this\u00a0 experience,\u00a0 they\u00a0 know\u00a0 exactly\u00a0 where\u00a0 these\u00a0 difficulties\u00a0 are.<\/p>\n

    The\u00a0 Significance\u00a0 of\u00a0 learner\u2019s\u00a0 errors\u00a0 is\u00a0 discussed\u00a0\u00a0\u00a0 in\u00a0 some\u00a0 more \u00a0detail\u00a0 in\u00a0 the\u00a0 next\u00a0 section \u00a0as\u00a0 this\u00a0 point\u00a0 is\u00a0 elaborated\u00a0 further\u00a0 by\u00a0 taking\u00a0 the\u00a0 field\u00a0 of\u00a0 methodology\u00a0 into\u00a0 consideration\u00a0 which\u00a0 is\u00a0 the\u00a0 main\u00a0 heading\u00a0 of\u00a0 the\u00a0\u00a0 third and fouth\u00a0 sections of\u00a0 my\u00a0 research work.**<\/b><\/p>\n

    Hence,\u00a0 we\u00a0 can\u00a0 see\u00a0 that\u00a0 TEFL\u00a0 is\u00a0 a\u00a0 process\u00a0 of\u00a0 enormous\u00a0 complexity\u00a0 in\u00a0 which\u00a0 variety\u00a0 of\u00a0\u00a0 factors\u00a0 are\u00a0 at\u00a0 work.\u00a0 A\u00a0\u00a0 number\u00a0 of\u00a0 theories\u00a0 or\u00a0 hypothesis\u00a0 which\u00a0 have\u00a0 received\u00a0 considerable\u00a0 attention\u00a0 in\u00a0 second\/foreign\u00a0 language\u00a0 research\u00a0 are reviewed\u00a0 and\u00a0 analyzed \u00a0by\u00a0 the\u00a0 linguists\u00a0 in\u00a0 TEFL\u00a0 to\u00a0 make\u00a0 their\u00a0 teaching\u00a0 more\u00a0 effective.<\/p>\n

    Some\u00a0 of\u00a0 these\u00a0 theories\u00a0 are :<\/p>\n

    1. Identity\u00a0 hypothesis<\/b><\/span>\u00a0 which\u00a0 asserts\u00a0 that\u00a0 first\u00a0 and\u00a0 second\u00a0 language\u00a0 learning\u00a0 is\u00a0 basically\u00a0 one\u00a0 and\u00a0 the\u00a0 same\u00a0 process\u00a0 governed\u00a0 by\u00a0 same\u00a0 laws.\u00a0 Many\u00a0 authors\u00a0 accept\u00a0 an\u00a0 \u2018essential\u00a0 identity\u2019\u00a0 of\u00a0 first\u00a0 and\u00a0 second\u00a0 language\u00a0 acquisition ( e.g. Jakobovits, 1970,\u00a0 1981;\u00a0 Burt\u00a0 and\u00a0 Dulay,\u00a0 1980;\u00a0 for\u00a0 an\u00a0 insightful\u00a0 discussion\u00a0 see\u00a0 especially\u00a0 Ervin-Tripp, 1974 ).\u00a0 The\u00a0 identity\u00a0 hypothesis\u00a0 asserts\u00a0 that\u00a0 the\u00a0 acquisition\u00a0 or\u00a0 availability\u00a0 of\u00a0 one\u00a0 language\u00a0 has\u00a0 little\u00a0 or\u00a0 no\u00a0 influence\u00a0 on\u00a0 the\u00a0 acquisition\u00a0 of\u00a0 another\u00a0 language.<\/p>\n

    <\/b>2. Contrastive\u00a0\u00a0\u00a0 Hypothesis<\/b><\/span>\u00a0 This\u00a0 \u00a0claims\u00a0 that\u00a0 the\u00a0 acquisition\u00a0 of\u00a0 a\u00a0 second\u00a0 language\u00a0 largely\u00a0 determined\u00a0 by\u00a0 structure\u00a0 of\u00a0 an\u00a0 earlier\u00a0 acquired\u00a0 language,\u00a0 assimilated\u00a0 simply\u00a0 as\u00a0 a\u00a0 result\u00a0 of\u00a0 \u2018positive\u00a0 transfer\u2019\u00a0 and\u00a0 contrasting\u00a0 structures\u00a0 on\u00a0 the\u00a0 other\u00a0 hand,\u00a0 present\u00a0 considerable\u00a0 difficulty\u00a0 and\u00a0 give\u00a0 rise\u00a0 to\u00a0 errors\u00a0 as\u00a0 a\u00a0 result\u00a0 of\u00a0 \u2018negative\u00a0 transfer\u2019,\u00a0 or\u00a0 \u2018interference\u2019\u00a0 between\u00a0 the\u00a0 two\u00a0 contrasting\u00a0 languages.<\/p>\n

    3.\u00a0\u00a0\u00a0\u00a0 <\/b>Krashen\u2019s\u00a0 monitor\u00a0 Theory<\/span><\/b>\u00a0 <\/span>is\u00a0 addressed\u00a0 chiefly\u00a0 to\u00a0 the\u00a0 relation\u00a0 between\u00a0 spontaneous\u00a0 and\u00a0 guided\u00a0 learning.\u00a0 The\u00a0 crucial\u00a0\u00a0 point\u00a0 of\u00a0 the\u00a0 theory\u00a0 is\u00a0 that\u00a0 \u2018Learning\u2019 in\u00a0 this\u00a0 sense\u00a0 is\u00a0 always\u00a0 affected\u00a0 through\u00a0 a\u00a0 \u2018monitor\u2019,\u00a0 or\u00a0 an\u00a0 effort\u00a0 on\u00a0 the\u00a0 part\u00a0 of\u00a0 the\u00a0 learner\u00a0 to\u00a0 control\u00a0 his\u00a0 language\u00a0 output\u00a0 and\u00a0 to\u00a0 self-correct\u00a0 in \u00a0whatever\u00a0 necessary.<\/p>\n

    The\u00a0 monitor\u00a0 controls\u00a0 the\u00a0 learner\u2019s\u00a0 language\u00a0 knowledge\u00a0 in\u00a0 the\u00a0 same\u00a0 way\u00a0 as\u00a0 a\u00a0 rider\u00a0 controls\u00a0 a\u00a0 horse.\u00a0 The\u00a0 monitor\u00a0 can\u00a0 be\u00a0 affective\u00a0 in\u00a0 a\u00a0 communication\u00a0 situation\u00a0 only\u00a0 if \u00a0<\/b>a.\u00a0 <\/b>There\u00a0 is\u00a0 enough\u00a0 time\u00a0 to\u00a0 operate\u00a0 it. B.<\/b>\u00a0 The\u00a0 speaker\u00a0 is\u00a0 concerned\u00a0 with\u00a0 the\u00a0 correctness\u00a0 of\u00a0 his\u00a0 speech\u00a0 production c.\u00a0 The\u00a0 speaker\u00a0 knows\u00a0\u00a0 the\u00a0 correct\u00a0 rule.\u00a0 This\u00a0 theory\u00a0 doesn\u2019t\u00a0 attempt\u00a0 to\u00a0 specify\u00a0 the\u00a0 rules\u00a0 but\u00a0 carries\u00a0 important\u00a0 implications\u00a0 for\u00a0 language\u00a0 instruction.<\/p>\n

    Theories\u00a0 of\u00a0 Learner\u00a0 Varieties<\/span><\/b>\u00a0 The\u00a0\u00a0 process\u00a0 of\u00a0 language\u00a0 acquisition\u00a0 can\u00a0 be\u00a0 construed\u00a0 as\u00a0 a\u00a0 series\u00a0 of\u00a0 transitions\u00a0 from\u00a0 one\u00a0 variety\u00a0 to\u00a0 the\u00a0 next,\u00a0 and\u00a0 these\u00a0 transitions\u00a0 again\u00a0 reveal\u00a0 an\u00a0 inherent\u00a0 and \u00a0natural\u00a0 systematisation.<\/p>\n

    Pidginization\u00a0 Theory<\/span><\/b>\u00a0\u00a0 A\u00a0 Pidgin is\u00a0 a\u00a0 second\u00a0 language\u00a0 which\u00a0 comes\u00a0 into\u00a0 being\u00a0 whenever\u00a0 speakers\u00a0 of\u00a0 politically,\u00a0 socially\u00a0\u00a0 or\u00a0 culturally\u00a0 subordinate\u00a0 language\u00a0 try\u00a0 to\u00a0 acquire\u00a0 some\u00a0 knowledge\u00a0 of\u00a0 a\u00a0 dominant\u00a0 language\u00a0 for\u00a0 specific\u00a0 purpose (e.g.\u00a0 for\u00a0 trade).<\/p>\n

    Taking\u00a0\u00a0 all\u00a0\u00a0 the\u00a0\u00a0\u00a0 guidelines\u00a0 given\u00a0 in\u00a0 this\u00a0 section\u00a0 into\u00a0 consideration,\u00a0 I\u00a0hereby\u00a0 conclude\u00a0 this section by\u00a0 saying\u00a0 that\u00a0 \u2018teaching\u00a0 English\u00a0 as\u00a0 a\u00a0<\/b>Foreign\u00a0 Language\u2019<\/b>\u00a0 is\u00a0 a\u00a0 highly\u00a0 developed\u00a0 skill.\u00a0 A\u00a0 great\u00a0 deal\u00a0 of\u00a0 research\u00a0 has\u00a0 been\u00a0 done,\u00a0 and\u00a0 although\u00a0 much\u00a0 remains\u00a0 to\u00a0 be\u00a0 done,\u00a0 (this\u00a0 being\u00a0 a\u00a0 continuous\u00a0\u00a0 process\u00a0 as\u00a0 changes\u00a0 with\u00a0 new\u00a0 innovative\u00a0 ideas\u00a0 come\u00a0 about\u00a0 with\u00a0 the\u00a0 progress\u00a0 of\u00a0\u00a0 time\u00a0 as\u00a0 is\u00a0 done\u00a0 in\u00a0 this\u00a0 and\u00a0 all\u00a0 other\u00a0 fields\u00a0 too) some\u00a0 good\u00a0 and\u00a0 bad\u00a0 practices\u00a0 have\u00a0 been\u00a0 defined.\u00a0 While\u00a0 nobody\u00a0 will\u00a0 expect\u00a0 you\u00a0 to\u00a0 be\u00a0 an\u00a0 expert,\u00a0 confidence\u00a0 in\u00a0 the\u00a0 classroom\u00a0 will\u00a0 be\u00a0 your\u00a0 biggest\u00a0 asset,\u00a0 and\u00a0 having\u00a0 a\u00a0 framework\u00a0 within\u00a0 which\u00a0 you\u00a0 feel\u00a0 comfortable\u00a0 will,\u00a0 in\u00a0 its\u00a0 turn,\u00a0 be\u00a0 the\u00a0 biggest\u00a0 aid\u00a0 to\u00a0 your\u00a0 confidence.\u00a0 Teaching\u00a0 is\u00a0 a\u00a0 complicated\u00a0 process\u00a0 so\u00a0 it\u00a0 is\u00a0 never\u00a0 possible\u00a0 to\u00a0 give\u00a0 absolute\u00a0 rules\u00a0\u00a0 which\u00a0 will\u00a0 ensure\u00a0 success.\u00a0 It\u00a0 is\u00a0 however\u00a0 possible\u00a0 to\u00a0 make\u00a0 some\u00a0 useful\u00a0 generalisations\u00a0 which\u00a0 should\u00a0 only\u00a0 be\u00a0 breached\u00a0 very\u00a0 occasionally,\u00a0 and\u00a0 always\u00a0 with\u00a0 a\u00a0 good\u00a0 reason.\u00a0 If,\u00a0 at\u00a0\u00a0 any time\u00a0\u00a0 you\u00a0 are\u00a0 teaching,\u00a0 you\u00a0 find\u00a0 things\u00a0 are\u00a0 not\u00a0 going\u00a0 as you\u00a0 would\u00a0 wish,\u00a0 ask\u00a0 yourself\u00a0 if\u00a0 you\u00a0 are\u00a0 breaking\u00a0 any\u00a0 of\u00a0 the\u00a0 above\u00a0 given\u00a0 guidelines\u00a0 or\u00a0 rules.\u00a0 It\u00a0 will,\u00a0 in\u00a0 most\u00a0 cases,\u00a0 be\u00a0 wiser\u00a0 to\u00a0 maintain\u00a0 these\u00a0 general\u00a0 guidelines,\u00a0 however\u00a0 difficult\u00a0 it\u00a0 may\u00a0 seem\u00a0 at\u00a0 a\u00a0 particular\u00a0 moment.<\/p>\n

    Third section<\/strong><\/p>\n

    For\u00a0 over\u00a0 a\u00a0 century,\u00a0 language\u00a0 educators\u00a0 have\u00a0 attempted\u00a0 to\u00a0 solve\u00a0 the\u00a0 problem\u00a0 of\u00a0 language\u00a0 teaching\u00a0 by\u00a0 focusing\u00a0 attention\u00a0 almost\u00a0 exclusively\u00a0 on\u00a0 a\u00a0 certain\u00a0 commonly\u00a0 used\u00a0 and\u00a0 applied\u00a0\u00a0 teaching <\/b>\u00a0method.\u00a0 <\/b>The\u00a0 question\u00a0 of\u00a0 how\u00a0 to\u00a0 teach\u00a0 language\u00a0 has\u00a0 been\u00a0 discussed\u00a0 and\u00a0 debated\u00a0 even\u00a0 longer\u00a0 than\u00a0 that\u00a0 for\u00a0 over\u00a0 twenty-five\u00a0 centuries.\u00a0 A\u00a0 teacher\u00a0 may\u00a0 say\u00a0 that\u00a0 he\u00a0 or\u00a0 she\u00a0 employs,\u00a0 for\u00a0 example,\u00a0 \u2018the\u00a0 direct\u00a0 method\u2019\u00a0 or\u00a0 the\u00a0 \u2018audio-lingual\u00a0 method\u2019 .\u00a0 Does\u00a0 the\u00a0 teacher\u2019s\u00a0 selection\u00a0 of\u00a0\u00a0 certain\u00a0 teaching\u00a0 method\u00a0 correspond\u00a0 to\u00a0 clearly\u00a0 specified\u00a0 characteristics ?\u00a0 Does\u00a0 the\u00a0 teacher\u00a0 employing\u00a0 the,\u00a0 say,\u00a0 direct\u00a0 method\u00a0 conduct\u00a0 his\u00a0 classes\u00a0 in\u00a0 the\u00a0 same\u00a0 way\u00a0 as\u00a0 another\u00a0 teacher\u00a0 who\u00a0 also\u00a0 claims\u00a0 to\u00a0 use\u00a0 the\u00a0 same\u00a0 method ?\u00a0 Would\u00a0 the\u00a0 fair\u00a0 observer\u00a0 be\u00a0 able\u00a0 to\u00a0 distinguish\u00a0 the\u00a0 method\u00a0 as\u00a0 the\u00a0 one\u00a0 the\u00a0 teacher\u00a0 uses ?\u00a0 Even\u00a0 the\u00a0 generic\u00a0 methods\u00a0 are\u00a0 not\u00a0 unequivocal.<\/p>\n

    So\u00a0 many\u00a0 problems\u00a0 and\u00a0 questions\u00a0 are\u00a0 expected\u00a0 to\u00a0 arise\u00a0 in\u00a0 the\u00a0 foreign\u00a0 language\u00a0 teacher\u2019s\u00a0 way\u00a0 during\u00a0 his\u00a0 teaching\u00a0 career,\u00a0 such\u00a0 as\u00a0 teaching\u00a0 various\u00a0 groups\u00a0 of\u00a0 students\u00a0 at\u00a0 different\u00a0 times,\u00a0 from\u00a0 one\u00a0 school\u00a0 to another.\u00a0 One\u00a0 generation\u00a0 is\u00a0 different\u00a0 from\u00a0 another,\u00a0 in\u00a0 expectation\u00a0 and\u00a0 behaviour.\u00a0 Also,\u00a0 people living\u00a0 in\u00a0 one\u00a0 community\u00a0 are\u00a0 definitely\u00a0 different\u00a0 from\u00a0 that\u00a0 of\u00a0 another\u00a0 community\u00a0 in\u00a0 many\u00a0 aspects.\u00a0 In\u00a0 other\u00a0 words,\u00a0 no\u00a0 individual\u00a0 students,\u00a0 no\u00a0 two\u00a0 schools,\u00a0 no\u00a0 two\u00a0 communities,\u00a0 no\u00a0 two\u00a0 teachers\u00a0 are\u00a0 exactly\u00a0 similar\u00a0 and\u00a0 what\u00a0 is\u00a0 good\u00a0 for\u00a0 one\u00a0 may\u00a0 not\u00a0 be\u00a0 good\u00a0 for\u00a0 the\u00a0 other.\u00a0 It\u00a0 is\u00a0 also\u00a0 important\u00a0 to\u00a0 remember\u00a0 that\u00a0 in\u00a0 teaching\u00a0 a\u00a0 foreign\u00a0 language,\u00a0 teachers\u00a0 are\u00a0 attempting\u00a0 to\u00a0 graft\u00a0 new\u00a0 habits\u00a0 and\u00a0 new\u00a0 behaviour\u00a0 patterns\u00a0 onto\u00a0 individuals\u00a0 who\u00a0 come\u00a0 to\u00a0 the\u00a0 classroom\u00a0 with\u00a0 highly\u00a0 diverse\u00a0 backgrounds\u00a0 of\u00a0 ability\u00a0 and\u00a0 of\u00a0 experience.<\/p>\n

    A\u00a0 great\u00a0 injustice\u00a0 would\u00a0 be\u00a0 done\u00a0 if\u00a0 any\u00a0 language\u00a0 teachers\u00a0 were\u00a0 led\u00a0 to\u00a0 believe\u00a0 that\u00a0 there\u00a0 existed\u00a0 only\u00a0 one\u00a0\u00a0 acceptable\u00a0\u00a0 method\u00a0 or\u00a0 only one\u00a0 good\u00a0 set\u00a0 of\u00a0 materials\u00a0 or\u00a0 techniques.\u00a0 It\u00a0 is\u00a0 true\u00a0\u00a0 though,\u00a0 that\u00a0 the\u00a0 teacher\u2019s\u00a0 knowledge\u00a0 of\u00a0 the\u00a0 nature\u00a0 of\u00a0 language\u00a0 and\u00a0 of\u00a0 language\u00a0 learning\u00a0 makes\u00a0 certain\u00a0 principles\u00a0 of\u00a0 teaching\u00a0 more\u00a0 desirable\u00a0 and\u00a0 effective\u00a0 than \u00a0others,\u00a0 especially\u00a0 those\u00a0 used\u00a0 in\u00a0 the\u00a0 past.\u00a0 It\u00a0 is\u00a0 also\u00a0 true\u00a0 that\u00a0 the\u00a0 new\u00a0 knowledge\u00a0 in\u00a0 the\u00a0 area\u00a0 of\u00a0 language\u00a0 learning\u00a0 and\u00a0 teaching\u00a0 gives\u00a0 many\u00a0 opportunities\u00a0 for\u00a0 teacher\u00a0 creativity\u00a0 and\u00a0 for\u00a0 flexibility\u00a0 of\u00a0 procedures\u00a0 and\u00a0 activities.<\/p>\n

    Moreover,\u00a0 advances\u00a0 of\u00a0 many\u00a0 branches\u00a0 of\u00a0 sciences\u00a0 today,\u00a0 such\u00a0 as\u00a0 computer\u00a0 technology,<\/b>\u00a0 make\u00a0 it\u00a0 possible\u00a0 and\u00a0 easy\u00a0 for\u00a0 teachers\u00a0 to\u00a0 modify\u00a0 or\u00a0 add\u00a0 to\u00a0 their\u00a0 reservoir\u00a0 of\u00a0 knowledge\u00a0 or\u00a0 skills\u00a0 at\u00a0 any\u00a0 time.<\/p>\n

    Computers\u00a0 and\u00a0 videos<\/b>\u00a0 today\u00a0 make\u00a0 it\u00a0 possible\u00a0 for\u00a0 today\u2019s\u00a0 foreign\u00a0 language\u00a0 teacher\u00a0 to\u00a0 be\u00a0 very\u00a0 creative\u00a0 and\u00a0 innovative\u00a0 even\u00a0 if\u00a0 confined\u00a0 to\u00a0 a\u00a0 classroom.<\/p>\n

    The\u00a0 famous\u00a0 linguist\u00a0 Robert\u00a0 Lado<\/b>\u00a0 \u00a0\u00a0was\u00a0 the\u00a0 principal\u00a0 proponent\u00a0 of\u00a0 the\u00a0 older\u00a0 methods<\/b> of teaching TEFL, specially\u00a0 before\u00a0 the\u00a0 Second\u00a0 World\u00a0 War .\u00a0 The most\u00a0 famous\u00a0 methods\u00a0 of\u00a0 that\u00a0 time\u00a0 were\u00a0 the\u00a0 grammar\u00a0 translation\u00a0 , the\u00a0 direct\u00a0 method\u00a0\u00a0 or\u00a0 the\u00a0 reading\u00a0 method <\/b>\u00a0\u00a0in\u00a0 which\u00a0 the\u00a0 scientific\u00a0 approach<\/b>\u00a0 was\u00a0 applied\u00a0 by\u00a0 the\u00a0 linguists\u00a0 and\u00a0 created\u00a0 methods\u00a0 of\u00a0 mimicry,\u00a0 memorization\u00a0 and\u00a0 pattern\u00a0 practice\u00a0 during\u00a0 World\u00a0 War\u00a0 II.<\/b>\u00a0\u00a0 Literature\u00a0 shows\u00a0 that\u00a0 there\u00a0 was\u00a0 no\u00a0 situation\u00a0 in\u00a0 which\u00a0 the\u00a0 faults\u00a0 of\u00a0 one\u00a0 method\u00a0 was\u00a0 corrected\u00a0 by\u00a0 a\u00a0 new\u00a0 one.<\/b><\/p>\n

    Descriptive\u00a0 linguists\u00a0 have\u00a0 emphasized\u00a0 that\u00a0 the\u00a0 normal\u00a0 use\u00a0 of\u00a0 language\u00a0 is\u00a0 either\u00a0 mimicry\u00a0 or\u00a0 analogy ;\u00a0 grammatical\u00a0 rules\u00a0 are\u00a0 merely\u00a0 description\u00a0 of\u00a0 habits,\u00a0 and\u00a0 in\u00a0 normal\u00a0 fast\u00a0 speech,\u00a0 they\u00a0 say\u00a0 a\u00a0 person\u00a0 has\u00a0 no\u00a0 time\u00a0 to\u00a0 apply\u00a0 rules\u00a0 for\u00a0 sentence\u00a0 formation.\u00a0 They\u00a0 believe\u00a0 that\u00a0 human\u00a0 beings\u00a0 use\u00a0 basically\u00a0 the\u00a0 same\u00a0 learning\u00a0 processes\u00a0 as\u00a0 the\u00a0 other\u00a0 animals\u00a0 do.\u00a0 They\u00a0 also\u00a0 maintain\u00a0 that\u00a0 the\u00a0 mind\u00a0 is\u00a0 a\u00a0 blank\u00a0 tablet\u00a0 upon\u00a0 which\u00a0 the\u00a0 outside\u00a0 world\u00a0 prints\u00a0 various\u00a0 forms\u00a0 of\u00a0 knowledge. (Chomsky\u2019s Theory<\/b> explained later in this section<\/span> As\u00a0 the\u00a0 need\u00a0 for\u00a0 more\u00a0 second\u00a0 language\u00a0 speakers\u00a0 was\u00a0 realized\u00a0 and\u00a0 the\u00a0 constant\u00a0 attempts\u00a0 of\u00a0 the\u00a0 anthropologists,\u00a0 descriptive\u00a0 linguists\u00a0 and\u00a0 experimental\u00a0 psychologists\u00a0 to\u00a0 establish\u00a0 the\u00a0 discipline\u00a0 of\u00a0 language\u00a0 acquisition\u00a0 as\u00a0 an\u00a0 exact\u00a0 science,\u00a0 a\u00a0 wide\u00a0 spread\u00a0 reaction\u00a0 against\u00a0 the\u00a0 grammar\u00a0 translation\u00a0 method\u00a0 took\u00a0 place\u00a0 during\u00a0 the\u00a0 forties\u00a0 and\u00a0 fifties.\u00a0 Stimulated\u00a0 by\u00a0 the\u00a0 eagerness\u00a0 of\u00a0 teachers\u00a0 to\u00a0 change\u00a0 the\u00a0 prevalent\u00a0 teaching\u00a0\u00a0 methods\u00a0 and\u00a0 supporting\u00a0 the\u00a0 public\u00a0 opinion,\u00a0 more\u00a0 scientific\u00a0 and\u00a0 intensive\u00a0 language\u00a0 teaching\u00a0 methods<\/b>\u00a0 were\u00a0 gaining\u00a0 popularity.\u00a0 These\u00a0 can\u00a0 be\u00a0 found\u00a0 in\u00a0 the\u00a0 work\u00a0 of\u00a0 American\u00a0 structural\u00a0 linguists,\u00a0 cultural\u00a0 anthropologists\u00a0 who\u00a0 worked\u00a0 in\u00a0 the\u00a0 same\u00a0 climate\u00a0 of\u00a0 opinion\u00a0 as\u00a0 the\u00a0 behaviourist\u00a0 psychologists\u00a0 during\u00a0 1940\u2019s\u00a0 and\u00a0 1950\u2019s.<\/p>\n

    The\u00a0 researchers\u00a0 had\u00a0 to\u00a0 drift\u00a0 from\u00a0 the\u00a0 traditional\u00a0 methods\u00a0 to\u00a0\u00a0 examine\u00a0 in\u00a0 detail\u00a0 and\u00a0\u00a0 detect\u00a0 changes\u00a0 in\u00a0 vocabulary\u00a0 and\u00a0 form\u00a0 of\u00a0 language and\u00a0 to\u00a0 concentrate\u00a0 more\u00a0 on\u00a0 conversation\u00a0 in\u00a0 order\u00a0 to\u00a0 collect\u00a0 the\u00a0 information\u00a0 they\u00a0 needed.\u00a0 Therefore,\u00a0 their\u00a0 attention\u00a0 was\u00a0 directed\u00a0 towards\u00a0 what\u00a0 people\u00a0 said,\u00a0 not\u00a0 what\u00a0 the\u00a0 learned\u00a0 scholars\u00a0 of\u00a0 the\u00a0 society\u00a0 wrote.\u00a0 First<\/b>,\u00a0 working\u00a0 with\u00a0 unwritten\u00a0 Indian\u00a0 details\u00a0 convinced\u00a0 American\u00a0 descriptive\u00a0 linguists<\/b>\u00a0 that\u00a0 language\u00a0 is\u00a0 primarily\u00a0 an\u00a0 oral\u00a0 phenomenon.\u00a0 All\u00a0 native\u00a0 languages\u00a0 are\u00a0 learned\u00a0 orally\u00a0 before\u00a0 reading.
    \n<\/b><\/p>\n

    Second,<\/b>\u00a0 descriptive\u00a0 linguists\u00a0 felt\u00a0 that\u00a0 each\u00a0 language\u00a0 has\u00a0 a unique\u00a0 system\u00a0 and\u00a0 must\u00a0 be\u00a0 learned\u00a0 within\u00a0 the\u00a0 context\u00a0 of\u00a0 its\u00a0 own\u00a0 system,\u00a0 not\u00a0 in\u00a0 comparison\u00a0 with\u00a0 another.<\/p>\n

    Instead\u00a0 of\u00a0 beginning\u00a0 with\u00a0 the\u00a0 grammar\u00a0 system\u00a0 in\u00a0 the\u00a0 target\u00a0 language,\u00a0 descriptive\u00a0 linguists\u00a0 began\u00a0 with\u00a0 language\u00a0 itself\u00a0 and\u00a0 studied\u00a0 its\u00a0 mostly\u00a0 used\u00a0 spoken\u00a0 form .\u00a0 As\u00a0 they\u00a0 studied\u00a0 these\u00a0 patterns,\u00a0 they\u00a0 declared\u00a0 that\u00a0 each\u00a0 language\u00a0 system\u00a0 is\u00a0 purely\u00a0 arbitrary,\u00a0 one\u00a0 which\u00a0 is\u00a0 learned\u00a0 by\u00a0 the\u00a0 members\u00a0 of\u00a0 the\u00a0\u00a0 speech\u00a0 community\u00a0 and\u00a0 the\u00a0 focused\u00a0 attention\u00a0 on\u00a0 the\u00a0 phonology,\u00a0 phonemes\u00a0 and\u00a0 morphemes\u00a0 of\u00a0 the\u00a0 language.<\/p>\n

    Another\u00a0 main\u00a0 idea\u00a0 of\u00a0 the\u00a0 descriptive\u00a0 linguists\u00a0 was\u00a0 that\u00a0\u00a0 of\u00a0 the\u00a0 \u2018correct\u00a0 speech\u2019\u00a0 should\u00a0 not\u00a0 be\u00a0 according\u00a0 to\u00a0\u00a0\u00a0 what\u00a0 the\u00a0 grammarians\u00a0 think\u00a0\u00a0 they\u00a0 should\u00a0 say.\u00a0\u00a0 Since\u00a0 not\u00a0 all\u00a0 languages\u00a0\u00a0 are\u00a0 written,\u00a0 only\u00a0 a\u00a0\u00a0 few\u00a0 can\u00a0 be\u00a0 described\u00a0 by\u00a0 studying\u00a0 the\u00a0 written\u00a0 material.\u00a0 Many\u00a0 people\u00a0 cannot\u00a0 offer\u00a0 a\u00a0 suitable\u00a0 description\u00a0 of\u00a0 their\u00a0 language\u00a0 even\u00a0 though\u00a0 they\u00a0 speak\u00a0 them.\u00a0 Therefore,\u00a0 any\u00a0 language\u00a0 to\u00a0 be\u00a0 studied\u00a0 has\u00a0 to\u00a0 be\u00a0 classified\u00a0 on\u00a0 the\u00a0 basis\u00a0 of\u00a0 collected\u00a0 samples\u00a0 of\u00a0 speech.\u00a0 All\u00a0 this\u00a0 led\u00a0 the\u00a0 descriptive\u00a0 linguists\u00a0 to\u00a0 conclude\u00a0 that\u00a0 the\u00a0 native\u00a0 speaker\u00a0 cannot\u00a0 describe\u00a0 his\u00a0 native\u00a0 language\u00a0 system.\u00a0 In\u00a0 brief,\u00a0 the\u00a0 language\u00a0 is\u00a0 over\u00a0 learned\u00a0 to\u00a0 the\u00a0 point\u00a0 at\u00a0 which\u00a0 the\u00a0 speaker\u00a0 is\u00a0 able\u00a0 to\u00a0 focus\u00a0 his\u00a0 attention\u00a0 on\u00a0 \u2018what\u00a0 is\u00a0 being\u00a0 said\u00a0 rather\u00a0 than\u00a0 how\u2019.\u00a0 Bloomfield\u00a0 <\/b>stated\u00a0 that,\u00a0 \u201cThe\u00a0 command\u00a0 of\u00a0 a\u00a0 language\u00a0 is\u00a0 not\u00a0 a\u00a0 matter\u00a0 of\u00a0 knowledge :\u00a0 the\u00a0 speakers\u00a0 are\u00a0 quite\u00a0 unable\u00a0 to\u00a0 describe\u00a0 habits\u00a0 which\u00a0 make\u00a0 up\u00a0 their\u00a0 language.\u00a0 The\u00a0 command\u00a0 of\u00a0\u00a0 a\u00a0 language\u00a0 is\u00a0 a\u00a0 matter\u00a0 of\u00a0 practice,\u00a0 and\u00a0 language\u00a0 learning\u00a0 is\u00a0 over\u00a0 learning :\u00a0 anything\u00a0 else\u00a0 is\u00a0 of\u00a0 no\u00a0 use.\u201d<\/b><\/p>\n

    From\u00a0 time\u00a0 to\u00a0 time,\u00a0 philosophers\u00a0 said\u00a0 that\u00a0 learning\u00a0 in\u00a0 humans\u00a0 might\u00a0 possibly\u00a0 be\u00a0 similar\u00a0 to\u00a0 that\u00a0 of\u00a0 animals.\u00a0 But\u00a0 no one\u00a0 considered\u00a0 these\u00a0 proposals\u00a0 seriously\u00a0 until\u00a0 the\u00a0 middle\u00a0 of\u00a0 eighteenth\u00a0 century.\u00a0 The\u00a0 publication\u00a0 in\u00a0 1859\u00a0 of\u00a0 Darwin\u2019s\u00a0 Origin\u00a0 of\u00a0 Species\u00a0\u00a0\u00a0 led\u00a0 to\u00a0 the\u00a0 acceptance\u00a0 of\u00a0 these\u00a0 proposals.\u00a0 Psychological\u00a0 interpretation\u00a0 of\u00a0 this\u00a0 work\u00a0 implied\u00a0 that\u00a0 \u201c there\u00a0 may\u00a0 be\u00a0 continuity\u00a0 between\u00a0 the\u00a0 human\u00a0 mind\u00a0 and\u00a0 the\u00a0 animal mind.\u201d<\/b><\/p>\n

    After\u00a0 giving\u00a0 the\u00a0 brief\u00a0 history\u00a0 of\u00a0 FL\u00a0 teaching\u00a0 I\u00a0 would\u00a0 like\u00a0 to\u00a0 say\u00a0 that\u00a0 even\u00a0 though\u00a0 it\u00a0 is\u00a0 evident\u00a0 that\u00a0 basically,\u00a0 during\u00a0 English\u00a0 language\u00a0 lessons\u00a0 the\u00a0 teacher\u00a0 is\u00a0 only\u00a0 involved\u00a0 with\u00a0 three\u00a0 processes :\u00a0 presenting\u00a0 new\u00a0 material,\u00a0 practicing\u00a0 familiar\u00a0 material\u00a0 and\u00a0 testing\u00a0 it, \u00a0I\u00a0\u00a0 describe\u00a0 below\u00a0\u00a0 briefly\u00a0\u00a0 some\u00a0 of\u00a0\u00a0 the\u00a0 most\u00a0 common\u00a0 methods\u00a0 applied\u00a0 in\u00a0 TEFL.<\/p>\n

    These\u00a0 methods\u00a0 refer\u00a0 to\u00a0 the\u00a0 four\u00a0 most\u00a0 important\u00a0 skills\u00a0 of\u00a0 FL\u00a0 teaching\u00a0 i.e.,\u00a0 <\/b>speaking,\u00a0 listening,\u00a0 reading\u00a0 and\u00a0 writing <\/b>\u00a0\u00a0which \u00a0\u00a0are\u00a0 related\u00a0 to\u00a0 each\u00a0 other.<\/b><\/p>\n

    1. \u00a0\u00a0\u00a0Reading\u00a0 Method\u00a0 with\u00a0 special\u00a0 reference\u00a0 to\u00a0 teaching\u00a0 the\u00a0 <\/span><\/b>Reading\u00a0 Skill\u00a0 in\u00a0 TEFL:<\/span><\/b><\/p>\n

    This\u00a0 method\u00a0 purposely\u00a0 restricts\u00a0 the\u00a0 aim\u00a0 of\u00a0 language\u00a0 teaching\u00a0 to\u00a0 practice\u00a0 reading\u00a0 comprehension.\u00a0 This\u00a0 type\u00a0 of\u00a0 Method\u00a0 was\u00a0 a\u00a0 theory\u00a0 which\u00a0 was\u00a0 advocated\u00a0 by\u00a0 some\u00a0 British\u00a0 and\u00a0 American\u00a0 educators\u00a0 in\u00a0 the\u00a0 twentieth\u00a0 century.\u00a0 West\u00a0 (1962) ,<\/b>\u00a0 teaching\u00a0 English\u00a0 in\u00a0 India\u00a0 argued\u00a0 that\u00a0 learning\u00a0 how\u00a0 to\u00a0 read\u00a0 fluently\u00a0 was\u00a0 more\u00a0 important\u00a0 for\u00a0 Indians\u00a0 learning\u00a0 English\u00a0 than\u00a0 speaking.\u00a0 West\u00a0 \u00a0recommended\u00a0 emphasis\u00a0 on\u00a0 reading\u00a0 because\u00a0 he\u00a0 regarded\u00a0 it\u00a0 as\u00a0 the\u00a0 most\u00a0 useful\u00a0 skill\u00a0 to\u00a0 acquire\u00a0 in\u00a0 a\u00a0 foreign\u00a0 language\u00a0 and\u00a0 also\u00a0 because\u00a0 it\u00a0 was\u00a0 the\u00a0 easiest\u00a0 in\u00a0 the\u00a0 early\u00a0 stages\u00a0 of\u00a0 language\u00a0 learning.\u00a0 So\u00a0 we\u00a0 constructed\u00a0 readers\u00a0 with\u00a0 a\u00a0 controlled\u00a0 vocabulary\u00a0 repetition\u00a0 more\u00a0 than\u00a0 two\u00a0 or\u00a0 three\u00a0 times\u00a0 of\u00a0 a\u00a0 new\u00a0 word.<\/p>\n

    Coleman\u00a0 (1992)<\/b>\u00a0 \u00a0concluded\u00a0 from\u00a0 Modern\u00a0 Foreign\u00a0 Language\u00a0 Study\u00a0 that\u00a0 the\u00a0 only\u00a0\u00a0 practical\u00a0 form\u00a0 of\u00a0 language\u00a0 teaching\u00a0 in\u00a0 American\u00a0 High\u00a0 Schools\u00a0 would\u00a0 be\u00a0 to\u00a0 concentrate\u00a0 on\u00a0 reading\u00a0 skill.\u00a0 Bond\u00a0 also\u00a0 tried\u00a0 to\u00a0 develop\u00a0 a\u00a0 reading\u00a0 method\u00a0 applied\u00a0 to\u00a0 College\u00a0 of\u00a0 language\u00a0 courses\u00a0 Chicago\u00a0 University\u00a0 between\u00a0 (1920\u00a0 and\u00a0 1940).<\/p>\n

    Over\u00a0 a\u00a0 period\u00a0 of\u00a0 decades,\u00a0\u00a0 students\u00a0\u00a0 were\u00a0 given\u00a0 detailed\u00a0 instruction\u00a0 on\u00a0 reading\u00a0 strategies\u00a0 in\u00a0 a\u00a0 developmental\u00a0 way.\u00a0 The\u00a0 speaking\u00a0 skill\u00a0 of\u00a0 language\u00a0 learning\u00a0 was\u00a0 not\u00a0 entirely\u00a0 neglected\u00a0 but\u00a0 it\u00a0 was\u00a0 the\u00a0 reading\u00a0 objective\u00a0 that\u00a0 received\u00a0 the\u00a0 main\u00a0 emphasis. In\u00a0 the\u00a0 World\u00a0 War\u00a0 II\u00a0 Reading\u00a0 Method<\/b>\u00a0 was\u00a0 advocated\u00a0 and\u00a0 retrospective\u00a0 in\u00a0 America\u00a0 when\u00a0 language\u00a0 speaking\u00a0 became\u00a0 a\u00a0 national\u00a0 priority\u00a0 in\u00a0 the\u00a0 United\u00a0 States\u00a0 of\u00a0 America.\u00a0 However,\u00a0 since\u00a0 the\u00a0 war\u00a0 there\u00a0\u00a0 has\u00a0 been\u00a0 a\u00a0 renewed\u00a0 interest\u00a0 in\u00a0 the\u00a0 teaching\u00a0 of\u00a0 language\u00a0 for\u00a0 specific\u00a0 purposes\u00a0 such\u00a0 as\u00a0 reading\u00a0 of\u00a0 scientific\u00a0 literature.<\/b><\/p>\n

    Dorothy\u00a0 Pierce\u00a0 (1981:128)\u00a0 says,\u00a0 \u201creading\u00a0 is\u00a0 a\u00a0 tool\u00a0 for\u00a0 opening\u00a0 the\u00a0 whole\u00a0 world\u201d.<\/b><\/p>\n

    Smith \u2013 Frank (1928: 7)\u00a0 says, \u201cReading\u00a0 is\u00a0 extracting\u00a0 information\u00a0 from\u00a0 print.\u201d<\/b><\/p>\n

    This\u00a0 means\u00a0 that,\u00a0 we\u00a0 have\u00a0 learned\u00a0 to\u00a0 extract\u00a0 from\u00a0 the\u00a0 printed\u00a0 patterns\u00a0 three\u00a0 levels\u00a0 of\u00a0 meaning\u00a0 :\u00a0 lexical\u00a0 meaning \u00a0( the\u00a0 semantic\u00a0 content\u00a0 of\u00a0 the\u00a0 words\u00a0 and\u00a0 expression ) ;\u00a0 structural\u00a0 or\u00a0 grammatical\u00a0 meaning\u00a0\u00a0 ( derived\u00a0 from\u00a0 inter-relationship \u00a0\u00a0among\u00a0 words ),\u00a0 and\u00a0 social-cultural\u00a0 meaning\u00a0 (\u00a0 the\u00a0 evaluation\u00a0 that\u00a0 people\u00a0 of\u00a0 our\u00a0 culture\u00a0 attach\u00a0 to\u00a0 the\u00a0 words\u00a0 and\u00a0 group\u00a0 of\u00a0 words\u00a0 we\u00a0 are\u00a0 reading ).<\/p>\n

    What\u00a0 makes\u00a0 Reading\u00a0 difficult ?<\/p>\n

    1.\u00a0\u00a0\u00a0\u00a0 <\/b>Idioms \u00a0<\/b><\/p>\n

    <\/b>2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/b>Words\u00a0 with\u00a0 several\u00a0 meanings.\u00a0<\/b><\/p>\n

    <\/b>3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/b>Sub-Technical\u00a0 Vocabulary .<\/b><\/p>\n

    <\/b>4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/b>Super ordinates can be replaced by hyponyms.\u00a0<\/b><\/p>\n

    SUPERORDINATE \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0building<\/p>\n

    HYPONYMS \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0house,\u00a0 school,\u00a0 factory,\u00a0 cinema,\u00a0\u00a0 hotel<\/p>\n

      \n
    1. Transfer\u00a0 of\u00a0 Meaning<\/b>.<\/li>\n<\/ol>\n

      The\u00a0 students\u00a0 can\u00a0 apply\u00a0 for\u00a0 themselves\u00a0\u00a0 a\u00a0 systematic\u00a0 approach\u00a0 :<\/p>\n

      1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify\u00a0 the\u00a0 two\u00a0 terms\u00a0 of\u00a0 comparison.<\/p>\n

      2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify\u00a0 the\u00a0 characteristics\u00a0 of\u00a0 A\u00a0 and\u00a0 B\u00a0 that\u00a0 are\u00a0 relevant.<\/p>\n

      3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Check\u00a0 that\u00a0 your\u00a0 interpretation\u00a0 makes\u00a0 sense\u00a0 in\u00a0 the\u00a0 context.<\/p>\n

      6.\u00a0 Irony .<\/b>\u00a0 In\u00a0 an\u00a0 ironical\u00a0 sentence\u00a0 the\u00a0 words\u00a0 may\u00a0 be\u00a0 simple,\u00a0 but\u00a0 the\u00a0 way\u00a0 writer\u00a0 uses\u00a0 them\u00a0 is\u00a0 not.\u00a0 The\u00a0 difficulty\u00a0 is\u00a0 the\u00a0 mismatch\u00a0 between\u00a0 the\u00a0 apparent\u00a0 meaning\u00a0 and\u00a0 the\u00a0 writer\u2019s\u00a0\u00a0 underlying\u00a0 intention.\u00a0 Irony\u00a0 is\u00a0 one\u00a0 of\u00a0 the\u00a0 most\u00a0 difficult\u00a0 uses\u00a0 of\u00a0 language. The\u00a0 only\u00a0 way\u00a0 to handle\u00a0 it seems\u00a0 to\u00a0 be\u00a0 at\u00a0 the\u00a0 level\u00a0 of\u00a0 a\u00a0 whole\u00a0 text,\u00a0 since\u00a0 interpretation\u00a0 depends\u00a0 upon\u00a0 assessment\u00a0 of\u00a0 the\u00a0 writer\u2019s\u00a0 attitude\u00a0 from other\u00a0 evidence\u00a0 in\u00a0 the\u00a0 text.\u00a0 It\u00a0 is\u00a0 probably\u00a0 best\u00a0 dealt\u00a0 with\u00a0 as\u00a0 examples\u00a0 arise\u00a0 in\u00a0 texts\u00a0 used\u00a0 for\u00a0 other\u00a0 purposes.<\/p>\n

      Text-structuring\u00a0 words,\u00a0 pin-down\u00a0 words,\u00a0 synonyms\u00a0 and\u00a0 antonyms<\/b>\u00a0 \u00a0involved\u00a0 in\u00a0 textual\u00a0 cohesion\u00a0 are\u00a0 some\u00a0 other\u00a0 difficulties\u00a0 which\u00a0 a\u00a0 teacher\u00a0 should\u00a0 know\u00a0 and\u00a0 also\u00a0 the\u00a0 ways\u00a0 to\u00a0 remove\u00a0 them\u00a0 in\u00a0 TEFL.<\/p>\n

      Objectives\u00a0\u00a0 of\u00a0 a\u00a0 reading\u00a0 programme :<\/b><\/p>\n

      A\u00a0 definite\u00a0 reading\u00a0 programme\u00a0 given\u00a0 in\u00a0 many\u00a0 reference books\u00a0 of\u00a0 Teaching\u00a0 Reading skills\u00a0 in\u00a0 a\u00a0 Foreign Language\u00a0 enables\u00a0 students\u00a0 to\u00a0 enjoy (or\u00a0 at\u00a0 least\u00a0 feel\u00a0 comfortable\u00a0 with)\u00a0 reading\u00a0 in\u00a0 the\u00a0 foreign\u00a0 language,\u00a0 and\u00a0 to\u00a0 read\u00a0 without\u00a0 help\u00a0 unfamiliar\u00a0 authentic\u00a0 texts,\u00a0 at\u00a0 appropriate\u00a0 speed,\u00a0 silently\u00a0 and\u00a0 with\u00a0 adequate\u00a0 understanding.<\/p>\n

      After\u00a0 completing\u00a0 the\u00a0 reading\u00a0 programme,\u00a0 the\u00a0 student\u00a0\u00a0 will \u00a0read\u00a0 in\u00a0 the\u00a0 foreign\u00a0 language\u00a0 for\u00a0 his\u00a0 own\u00a0 purposes,\u00a0 and\u00a0 in\u00a0 doing\u00a0 so\u00a0 will:<\/p>\n

      * <\/b>recognize\u00a0 the\u00a0 importance\u00a0 of\u00a0 defining\u00a0 his\u00a0 purpose\u00a0 when\u00a0 he\u00a0 reads;<\/p>\n

      *<\/b>read\u00a0 in\u00a0 different\u00a0 ways\u00a0 according\u00a0 to\u00a0 his\u00a0 purpose\u00a0 and\u00a0 the\u00a0 type\u00a0 of\u00a0 text;<\/p>\n

      *<\/b>respond\u00a0 to\u00a0 the\u00a0 text\u00a0 as\u00a0 fully\u00a0 and\u00a0 accurately\u00a0 as\u00a0 his\u00a0 purpose\u00a0 demands;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/b><\/p>\n

      *<\/b>recognize\u00a0 that\u00a0 both\u00a0 top-down\u00a0 and\u00a0 bottom-up\u00a0 approaches\u00a0 to\u00a0 text\u00a0 are\u00a0 valuable,\u00a0 and\u00a0 use\u00a0 each\u00a0 as\u00a0 appropriate;<\/p>\n

      *<\/b>Be\u00a0 aware,\u00a0 when\u00a0 necessary,\u00a0 that\u00a0 he has\u00a0 not\u00a0 understood\u00a0 the\u00a0 text\u00a0 and\u00a0 be\u00a0 able\u00a0 to\u00a0 locate\u00a0 the\u00a0 source\u00a0 of\u00a0 misunderstanding\u00a0 and\u00a0 tackle\u00a0 it.<\/p>\n

      * <\/b>not\u00a0 worry\u00a0 if\u00a0 he\u00a0 does\u00a0 not\u00a0 understand\u00a0 every word,\u00a0 except\u00a0 where\u00a0 accuracy\u00a0 is\u00a0 important;<\/p>\n

      * <\/b>use\u00a0 skimming\u00a0 when\u00a0 necessary\u00a0 to\u00a0 ensure\u00a0 he\u00a0 reads\u00a0 only\u00a0 what\u00a0 is\u00a0 relevant,\u00a0 and\u00a0 to\u00a0 assist\u00a0 subsequent\u00a0 comprehension;<\/p>\n

      * <\/b>make\u00a0 use\u00a0 of\u00a0 non-linear\u00a0 information(figures ,titles, layout, etc.)\u00a0 to\u00a0 supplement\u00a0 the\u00a0 text\u00a0 and\u00a0 increase\u00a0 understanding;<\/p>\n

      * <\/b>make\u00a0 use\u00a0 of\u00a0 word attack\u00a0 skills\u00a0 and\u00a0 the\u00a0 skills\u00a0 of\u00a0 interpreting\u00a0 syntax\u00a0 and\u00a0 cohesion,\u00a0 in\u00a0 order\u00a0 to\u00a0 establish\u00a0 the\u00a0 plain\u00a0 sense\u00a0 of\u00a0 the\u00a0 text;<\/p>\n

      * <\/b>be\u00a0 aware\u00a0 that\u00a0 a\u00a0 sentence\u00a0 may\u00a0 have\u00a0 a\u00a0 different\u00a0 functional\u00a0 value\u00a0 in\u00a0 different\u00a0 contexts,\u00a0 and\u00a0 be\u00a0 able\u00a0 to\u00a0 identify\u00a0 the\u00a0 value;<\/p>\n

      * <\/b>make\u00a0 use\u00a0 of\u00a0 rhetorical\u00a0 organization\u00a0 to\u00a0 help\u00a0 interpret\u00a0 a\u00a0 complex\u00a0 text; <\/b><\/p>\n

      *<\/b> be\u00a0 aware\u00a0 that\u00a0 his\u00a0 own\u00a0 expectations\u00a0 influence\u00a0 his\u00a0 interpretation\u00a0 and\u00a0 recognize\u00a0 those\u00a0 occasions\u00a0 when\u00a0 the\u00a0 writer\u2019s\u00a0 assumptions\u00a0 differ\u00a0 from\u00a0 his\u00a0 own;<\/p>\n

      * <\/b>be\u00a0 aware\u00a0 that\u00a0 a\u00a0 writer\u00a0 does\u00a0 not\u00a0 express\u00a0 everything\u00a0 she\u00a0 means,\u00a0 and\u00a0 be\u00a0 able\u00a0 to\u00a0 make\u00a0 inferences\u00a0 as\u00a0 required\u00a0 to\u00a0 fill\u00a0 out\u00a0 the\u00a0 meaning;<\/p>\n

      * <\/b>recognize\u00a0 that\u00a0 a\u00a0 good\u00a0 writer\u00a0 chooses\u00a0 her\u00a0 words\u00a0 carefully\u00a0 and\u00a0 would\u00a0 have\u00a0 meant\u00a0 something\u00a0 different\u00a0\u00a0 if\u00a0 she\u00a0 had\u00a0 chosen\u00a0\u00a0 A\u00a0 rather\u00a0 than B (advanced\u00a0 students\u00a0 will\u00a0 also\u00a0 be\u00a0 able\u00a0 to\u00a0 explain\u00a0 the\u00a0 difference);<\/p>\n

      * <\/b>use\u00a0 library\u00a0 catalogues,\u00a0 titles,\u00a0 contents\u00a0 pages,\u00a0 etc.\u00a0 to\u00a0 identify\u00a0 relevant\u00a0 material.<\/p>\n

      The\u00a0 above\u00a0 list\u00a0 is\u00a0 simply\u00a0 a\u00a0 reminder\u00a0 of\u00a0 the\u00a0 many\u00a0 things\u00a0 a\u00a0 reading\u00a0 programme\u00a0 might\u00a0 seek\u00a0 to\u00a0 achieve\u00a0 along\u00a0 with\u00a0 the\u00a0 integration\u00a0 of\u00a0 objectives\u00a0 for\u00a0\u00a0 other\u00a0 language\u00a0 skills (writing\u00a0 etc.),\u00a0 You\u00a0 may\u00a0 need\u00a0 to\u00a0 omit\u00a0 some\u00a0 and\u00a0 add\u00a0 others.\u00a0 If\u00a0 you\u00a0 prefer\u00a0 not\u00a0 to\u00a0 use\u00a0\u00a0 objectives,\u00a0 the\u00a0\u00a0 programme\u00a0 must\u00a0 be\u00a0 specific\u00a0 to\u00a0 your\u00a0 teaching\u00a0 circumstances.<\/p>\n

      Extensive\u00a0 Reading\u00a0 and\u00a0 Language\u00a0 Learning<\/b><\/p>\n

      \u00a0 Frank\u00a0 Smith\u2019s\u00a0 slogan\u00a0 says\u00a0 :<\/b><\/p>\n

      We\u00a0 learn\u00a0 to\u00a0 read\u00a0 by\u00a0 reading<\/b><\/p>\n

      This\u00a0 has\u00a0 been\u00a0 quoted\u00a0 by countless\u00a0 people\u00a0 precisely\u00a0 because\u00a0 it\u00a0 is\u00a0 true.\u00a0 However,\u00a0 we\u00a0 learn\u00a0 something\u00a0 else\u00a0 by\u00a0 reading\u00a0 too,\u00a0 and\u00a0 this\u00a0 provides\u00a0 another\u00a0 slogan :<\/p>\n

      The\u00a0 best\u00a0 way\u00a0 to\u00a0 improve\u00a0 your\u00a0 knowledge\u00a0 of\u00a0 a\u00a0 foreign\u00a0 language\u00a0 is\u00a0 to\u00a0 go\u00a0 and\u00a0 live\u00a0 among\u00a0 its\u00a0 speakers.\u00a0 The\u00a0 next\u00a0 best\u00a0 way is\u00a0 to\u00a0 read\u00a0 extensively<\/b>\u00a0 in\u00a0 it.<\/p>\n

      Reading\u00a0 more\u00a0 and\u00a0 reading\u00a0 better :\u00a0 fast\u00a0 and\u00a0 with\u00a0 full\u00a0 understanding.\u00a0 to achieve\u00a0 this\u00a0 many\u00a0 techniques\u00a0\u00a0 are\u00a0 applied\u00a0 by\u00a0 the\u00a0 teachers :\u00a0 two important\u00a0\u00a0 ways\u00a0\u00a0 seem\u00a0 to\u00a0 be\u00a0 requiring\u00a0 them\u00a0 to\u00a0 read\u00a0 and\u00a0 tempting\u00a0 them\u00a0 to\u00a0 read\u00a0 by\u00a0 making\u00a0 reading\u00a0 enjoyable.<\/p>\n

      Second\u00a0 language\u00a0 reading\u00a0 across\u00a0 the\u00a0 curriculum\u00a0\u00a0\u00a0 <\/b><\/p>\n

      Involves\u00a0 selecting\u00a0 and\u00a0 guiding\u00a0 the\u00a0 study\u00a0 for\u00a0 reading\u00a0 and\u00a0 The\u00a0 SQ3R\u00a0 technique.\u00a0 The\u00a0 latter\u00a0 consists\u00a0 of\u00a0 five\u00a0 steps: Survey (S) , Question (Q), Read (R),\u00a0 Recite (R),\u00a0 Review (R).<\/b><\/p>\n

      Survey\u00a0 means\u00a0 to\u00a0 skim\u00a0 the\u00a0 text\u00a0 to get\u00a0 the\u00a0 main\u00a0 points.<\/p>\n

      Question\u00a0 means\u00a0 the\u00a0 reader\u00a0 should\u00a0 ask\u00a0 questions\u00a0 to\u00a0 get\u00a0 what\u00a0 you\u00a0 want\u00a0 from\u00a0 the\u00a0 text.<\/p>\n

      Read,\u00a0 Recite\u00a0 and\u00a0 Review\u00a0 are\u00a0 clear\u00a0 from\u00a0 their\u00a0 meanings.
      \n<\/b><\/p>\n

      For\u00a0 helping\u00a0 and\u00a0 guiding\u00a0 the\u00a0 students\u00a0 to\u00a0 choose\u00a0 the\u00a0 books\u00a0 and\u00a0 providing\u00a0 and\u00a0 encouraging\u00a0\u00a0 them\u00a0 with\u00a0 ample\u00a0 practice\u00a0 of\u00a0 reading\u00a0 in\u00a0 many\u00a0 different\u00a0 ways\u00a0 given\u00a0 in\u00a0 many\u00a0 reference\u00a0 books\u00a0\u00a0 by\u00a0 choosing\u00a0 the\u00a0 appropriate\u00a0 books\u00a0 for\u00a0 fulfilling\u00a0 the\u00a0 criteria\u00a0 of\u00a0 readability ( i.e. suiting the\u00a0 linguistic\u00a0 level\u00a0 of\u00a0 the\u00a0 reader )\u00a0\u00a0 and\u00a0 suitability\u00a0 of\u00a0 content\u00a0 the\u00a0 FL\u00a0 teacher can\u00a0 use\u00a0 SAVE<\/b> \u00a0\u00a0to\u00a0 promote\u00a0 extensive\u00a0 reading.\u00a0 The\u00a0 acronym\u00a0 SAVE<\/b>\u00a0 is\u00a0 used\u00a0 to\u00a0 summarize\u00a0 the\u00a0 main\u00a0 criteria\u00a0 for\u00a0 choosing\u00a0 extensive\u00a0 reading\u00a0 materials :<\/p>\n

      S\u00a0\u00a0 —\u00a0 Short<\/b><\/p>\n

      A\u00a0 —\u00a0 Appealing<\/b><\/p>\n

      V\u00a0 —\u00a0\u00a0 Varied<\/b><\/p>\n

      E\u00a0 —\u00a0\u00a0 Easy.\u00a0 <\/b><\/p>\n

      The\u00a0 FL\u00a0\u00a0 teacher\u00a0 should\u00a0 also\u00a0 test\u00a0 his\u00a0 students\u00a0 to\u00a0 help\u00a0 them\u00a0 to improve\u00a0 further\u00a0 as\u00a0 well\u00a0 as\u00a0 to\u00a0 know\u00a0 their\u00a0 ability\u00a0 and\u00a0 classify\u00a0 them\u00a0 as\u00a0 poor,\u00a0 average\u00a0 or\u00a0 good\u00a0 readers.\u00a0 Out\u00a0 of\u00a0 the\u00a0 number\u00a0 of\u00a0 tests\u00a0 taken\u00a0 some\u00a0 of\u00a0\u00a0 the\u00a0 most\u00a0 common\u00a0 of\u00a0\u00a0 them\u00a0 are\u00a0 Multiple-choice\u00a0 tests,\u00a0 short\u00a0 answer\u00a0 tests,\u00a0 \u2018Real-life\u2019\u00a0 methods\u00a0 in\u00a0 which\u00a0 simple\u00a0 reading\u00a0 according\u00a0 to\u00a0 students\u2019\u00a0 interests in\u00a0 normal life\u00a0 is\u00a0 taken. <\/b><\/p>\n

      Now\u00a0 I\u00a0 conclude\u00a0 the\u00a0 \u2018Reading\u00a0 Method\u2019\u00a0 or\u00a0 the\u00a0\u00a0 \u2018Reading\u00a0 Skill\u2019\u00a0 as\u00a0 an\u00a0 important\u00a0 part\u00a0 of\u00a0 the\u00a0 \u2018TEFL\u2019\u00a0\u00a0 by\u00a0 saying\u00a0 that\u00a0 the\u00a0 teachers\u00a0 have\u00a0 to\u00a0 create\u00a0 the\u00a0\u00a0 right\u00a0 conditions\u00a0 for\u00a0 reading\u00a0 to\u00a0 become\u00a0 a\u00a0 valued\u00a0 part\u00a0 of\u00a0 every\u00a0 student\u2019s\u00a0 life.\u00a0 They\u00a0 have\u00a0 first\u00a0 to\u00a0 ensure\u00a0 that\u00a0 attractive\u00a0 books\u00a0 are\u00a0 available\u00a0 and\u00a0 second\u00a0 to\u00a0 use\u00a0 every\u00a0 trick\u00a0 they\u00a0 know\u00a0 to\u00a0 persuade\u00a0 students\u00a0\u00a0 to\u00a0\u00a0\u00a0 \u2018get\u00a0 hooked\u00a0 on\u00a0 books\u2019. 8.<\/b><\/p>\n

       <\/p>\n

      2.<\/b>Teaching\u00a0 the\u00a0 <\/span><\/b>Writing\u00a0 Skill\u00a0 in\u00a0 TEFL<\/span><\/b><\/p>\n

       <\/p>\n

      The\u00a0 above\u00a0 description\u00a0 is\u00a0\u00a0 a\u00a0 brief\u00a0 outline\u00a0 about\u00a0\u00a0 applying\u00a0 the\u00a0 reading\u00a0 skill\u00a0 in\u00a0 TEFL.\u00a0 But\u00a0\u00a0 there\u00a0 are\u00a0 many\u00a0 outcomes\u00a0 involving\u00a0 writing.\u00a0 Even though\u00a0 we\u00a0 all\u00a0 know\u00a0 that \u00a0Writing\u00a0 is\u00a0 taught\u00a0\u00a0 in\u00a0 all\u00a0 foreign\u00a0\u00a0 language\u00a0 institutes\u00a0 and\u00a0 it\u00a0 forms\u00a0 one\u00a0 of\u00a0 the\u00a0 main\u00a0 skills\u00a0 of\u00a0 language\u00a0 learning,\u00a0 many\u00a0 students\u00a0 who\u00a0 need\u00a0 to\u00a0 read\u00a0 the\u00a0 foreign\u00a0 language\u00a0 do\u00a0 not\u00a0 need\u00a0 to\u00a0 be\u00a0 able\u00a0 to\u00a0 write\u00a0 it,\u00a0 so\u00a0 writing\u00a0 is\u00a0 often\u00a0 played\u00a0 down.\u00a0 This\u00a0 is\u00a0 a\u00a0 pity,\u00a0 because\u00a0 some\u00a0 of\u00a0 the\u00a0 most\u00a0 interesting\u00a0 ways\u00a0 of\u00a0 exploiting\u00a0 texts\u00a0 involve\u00a0 written\u00a0 outcomes.\u00a0 Reading\u00a0 and\u00a0 writing\u00a0 are\u00a0 so\u00a0 closely\u00a0 associated,\u00a0 as\u00a0 two\u00a0 sides\u00a0 of\u00a0 the\u00a0 same\u00a0 coin,\u00a0 that\u00a0 it\u00a0 is\u00a0 natural\u00a0 for\u00a0 work\u00a0 on\u00a0 either\u00a0 to\u00a0 support\u00a0 work\u00a0 on\u00a0 the\u00a0 other.<\/p>\n

      Many\u00a0 writing tasks\u00a0 fall\u00a0 in\u00a0 the\u00a0 category\u00a0 of\u00a0 \u2018reassembling\u00a0\u00a0 and\u00a0 making\u00a0 use\u00a0 of\u00a0 information\u2019. For\u00a0 example :<\/p>\n

      1.\u00a0\u00a0\u00a0\u00a0 Plan\u00a0 a\u00a0 tourist\u00a0 brochure\u00a0 for\u00a0 a\u00a0 place\u00a0 described\u00a0 in\u00a0 the\u00a0 text.<\/p>\n

      2.\u00a0\u00a0\u00a0\u00a0 Plan\u00a0 a\u00a0 documentary\u00a0 film\u00a0 to\u00a0 illuminate\u00a0 the\u00a0 points\u00a0\u00a0\u00a0 made\u00a0 in\u00a0 the\u00a0 text.\u00a0 (with\u00a0 or\u00a0 without\u00a0 actual\u00a0 commentary \/ dialogue.<\/p>\n

      Many\u00a0 other\u00a0 examples\u00a0 can\u00a0 be\u00a0 given\u00a0 here\u00a0 but\u00a0 the\u00a0 need\u00a0 for elaboration\u00a0 on\u00a0 many\u00a0 other\u00a0 important\u00a0 points\u00a0 requires\u00a0 me\u00a0 to\u00a0 be\u00a0 concise\u00a0 here.\u00a0 Using\u00a0 figures,\u00a0 summarizing\u00a0 and note-taking,\u00a0 functional\u00a0 summary,\u00a0 translation ,\u00a0 cloze\u00a0 procedure\u00a0 involving\u00a0\u00a0 deletions\u00a0 etc.\u00a0 are\u00a0 some\u00a0 of\u00a0 the\u00a0 important\u00a0 ways\u00a0 which\u00a0 require\u00a0 the\u00a0 application\u00a0 of\u00a0\u00a0 writing\u00a0 skills\u00a0\u00a0 in\u00a0\u00a0\u00a0 TEFL. 8<\/b><\/p>\n

      \u2018Recent\u00a0 educational\u00a0 research\u00a0 demonstrates\u00a0 that\u00a0 methods\u00a0 of\u00a0 oral\u00a0 interaction\u00a0 have\u00a0 a\u00a0 strong\u00a0 influence\u00a0 on\u00a0 the\u00a0 later\u00a0 development\u00a0 of \u00a0\u00a0reading\u00a0 and\u00a0 writing\u00a0 skills.\u2019 ( Bloome\u00a0 and\u00a0 Green\u00a0 1992,\u00a0 Cook- Gumperz\u00a0 1986,\u00a0 Purves\u00a0 1991,\u00a0 Wells\u00a0 and\u00a0 Chang-Wells\u00a0 1992 ).<\/p>\n

      \u2018Flower\u00a0 and\u00a0 Hayes\u00a0 derive\u00a0 two\u00a0 major\u00a0 implications\u00a0 from\u00a0 their \u2018 model\u00a0 of\u00a0 writing\u2019.\u00a0 First,\u00a0 good\u00a0 writers\u00a0 have\u00a0 a\u00a0 richer\u00a0 sense\u00a0 of\u00a0 what\u00a0 they\u00a0 want\u00a0 to\u00a0 do\u00a0 when\u00a0 they\u00a0 write,\u00a0 and\u00a0 have\u00a0 a\u00a0 fully\u00a0 developed\u00a0 image\u00a0 of\u00a0 the\u00a0 rhetorical\u00a0 problem.\u00a0 Good\u00a0 writers\u00a0 are,\u00a0 in\u00a0 effect,\u00a0 creative\u00a0 in\u00a0 their\u00a0 problem\u00a0 finding\u00a0 and\u00a0 in\u00a0 their\u00a0 problem\u00a0 solving.\u00a0 Second,\u00a0 recognizing\u00a0 and\u00a0 exploring\u00a0 the\u00a0 rhetorical\u00a0 problem\u00a0 is\u00a0 teachable\u00a0 process.\u2019<\/p>\n

       <\/p>\n

      Halliday\u2019s\u00a0 approach\u00a0 on\u00a0 meaningful\u00a0 use\u00a0 of\u00a0 language\u00a0 in\u00a0 educational\u00a0 contexts\u00a0 is\u00a0 a\u00a0 perspective\u00a0 adopted\u00a0 by\u00a0 whole-language\u00a0 theorists\u00a0 in\u00a0 the\u00a0 U.S.A.\u00a0 However,\u00a0 a\u00a0 Hallidayan\u00a0 orientation\u00a0 to\u00a0 meaningful\u00a0 language\u00a0 use\u00a0 in\u00a0 context\u00a0 extends\u00a0 further\u00a0 to\u00a0 include\u00a0 the\u00a0 ways\u00a0 in\u00a0 which\u00a0 language\u00a0 form\u00a0 gives\u00a0 structure\u00a0 to\u00a0 meaningful\u00a0 communication.<\/p>\n

      Language\u00a0 is\u00a0 a\u00a0 functional\u00a0 resource\u00a0 in\u00a0 that\u00a0 the\u00a0 language\u00a0 system\u00a0 as\u00a0 a\u00a0 whole\u00a0 can\u00a0 be\u00a0 viewed\u00a0 as\u00a0 having\u00a0 the\u00a0 form\u00a0 it\u00a0 does\u00a0 because\u00a0 of\u00a0 what\u00a0 it\u00a0 is\u00a0 called\u00a0 upon\u00a0 to\u00a0 do \u2013 the\u00a0 needs\u00a0 of\u00a0 language\u00a0 learners\u00a0 have\u00a0 shaped\u00a0 the\u00a0 linguistic\u00a0 system\u00a0 itself.<\/p>\n

      Knowledge\u00a0 is\u00a0 created\u00a0 in\u00a0 patterns\u00a0 of\u00a0 discourse,\u00a0 and\u00a0 successful\u00a0 mastery\u00a0 of\u00a0 a\u00a0 \u2018body\u00a0 of\u00a0 language\u2019\u00a0 like\u00a0 the\u00a0 associated\u00a0 development\u00a0 of\u00a0 various\u00a0 mental\u00a0 skills\u00a0 of\u00a0 reasoning,\u00a0 speculation,\u00a0 and\u00a0 inquiry,\u00a0 is\u00a0 entirely\u00a0 dependent\u00a0 upon\u00a0 mastery\u00a0 of\u00a0 linguistic\u00a0 resources\u00a0 necessary\u00a0 for\u00a0 these\u00a0 to\u00a0 come\u00a0 into\u00a0 being.\u00a0 It\u00a0 is\u00a0 for\u00a0 this\u00a0 reason,\u00a0 contrary\u00a0 to\u00a0 prevailing\u00a0 custom,\u00a0 that\u00a0 good\u00a0 teaching\u00a0 practices\u00a0 should\u00a0 always\u00a0 have\u00a0 an\u00a0 overt\u00a0 and\u00a0 explicit\u00a0 interest\u00a0 in\u00a0 the\u00a0 nature\u00a0 of\u00a0 language\u00a0 students\u00a0 must\u00a0 learn\u00a0 to\u00a0 use.<\/p>\n

      One\u00a0 of\u00a0 the\u00a0 best\u00a0 ways\u00a0 to\u00a0 attempt\u00a0 a\u00a0 first\u00a0 ethnography\u00a0 of\u00a0 writing\u00a0 is\u00a0 to\u00a0 ask\u00a0 the\u00a0 basic\u00a0 question\u00a0 ( e.g. Cooper\u00a0 1979 )<\/b> :<\/p>\n

      Who\u00a0 writes\u00a0 what\u00a0 to\u00a0 whom,\u00a0 for\u00a0 what\u00a0 purpose,\u00a0 why,\u00a0 when,\u00a0 where\u00a0 and\u00a0 how ?<\/b><\/p>\n

      Providing\u00a0 a\u00a0 taxonomic\u00a0 answer\u00a0 to\u00a0 this\u00a0 question\u00a0 will\u00a0 lead\u00a0 to\u00a0 an\u00a0 initial\u00a0 approximation\u00a0 for\u00a0 an\u00a0 ethnography\u00a0 of\u00a0 writing.<\/b><\/p>\n

      While\u00a0 Flower\u00a0 (1979)<\/b>\u00a0 and\u00a0 her\u00a0 co-workers\u00a0 may\u00a0 be\u00a0 generally\u00a0 right\u00a0 in\u00a0 their\u00a0 theory\u00a0 that\u00a0 the\u00a0 immature\u00a0 writer\u00a0 produces\u00a0 \u2018writer-based\u00a0 prose\u2019\u00a0 and\u00a0 the\u00a0 mature\u00a0 writer\u00a0 \u2018reader-based\u00a0 prose\u2019,\u00a0 it\u00a0 would\u00a0 seem\u00a0 equally<\/p>\n

      clear\u00a0 that\u00a0 in\u00a0 certain\u00a0 genres\u00a0 mature\u00a0 writers\u00a0 also\u00a0 produce\u00a0 \u2018writer-based\u00a0 prose\u2019 {appropriately}.\u00a0 We\u00a0 also\u00a0 know\u00a0 that\u00a0 words\u00a0 and\u00a0 phrases\u00a0 are\u00a0 easier\u00a0 to\u00a0 learn\u00a0 and\u00a0 remember\u00a0 if\u00a0 they\u00a0 are\u00a0 meaningful\u00a0 and\u00a0 in\u00a0 context : it\u00a0 follows\u00a0 that\u00a0 the\u00a0 foreign\u00a0 language\u00a0 should\u00a0 always\u00a0 be\u00a0 taught\u00a0 and\u00a0 practised\u00a0 in\u00a0 a\u00a0 \u2018contextualised\u2019\u00a0 form.\u00a0 And\u00a0 when\u00a0 the\u00a0 learning\u00a0 is\u00a0 being\u00a0 done\u00a0 in\u00a0 a\u00a0 class\u00a0 situation,\u00a0 every\u00a0 member\u00a0 of\u00a0 the\u00a0 learning\u00a0 group\u00a0 should\u00a0 recognise\u00a0 the\u00a0 context.<\/p>\n

      I\u00a0 now \u00a0give below\u00a0 a\u00a0 brief\u00a0 mention the\u00a0 names\u00a0\u00a0 of\u00a0 some of\u00a0 the\u00a0 main\u00a0 types\u00a0 of\u00a0 writings\u00a0 and\u00a0 their\u00a0 teaching\u00a0 methods :<\/p>\n

      1.\u00a0 Writing\u00a0 for\u00a0 Professional\u00a0\u00a0 Purposes<\/b>\u00a0 in\u00a0 which\u00a0 Teaching\u00a0 of\u00a0 how\u00a0 to\u00a0 write\u00a0 Technical\u00a0\u00a0 English<\/b>\u00a0\u00a0 is\u00a0 done.<\/p>\n

      34.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Writing\u00a0 across\u00a0 cultures<\/b>\u00a0 —\u00a0 Contrastive\u00a0 Rhetoric<\/p>\n

       <\/p>\n

      3.\u00a0 Teaching\u00a0 Writing<\/b>\u00a0 at\u00a0\u00a0\u00a0 —\u00a0\u00a0\u00a0 a.\u00a0 Beginning\u00a0 \u00a0Levels<\/b><\/p>\n

      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0b.\u00a0 Intermediate\u00a0 Levels<\/b><\/p>\n

      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0c.\u00a0 Advanced\u00a0 Levels <\/b><\/p>\n

      8.Teaching\u00a0 Reading\u00a0 Skills\u00a0 in\u00a0 a\u00a0 Foreign\u00a0 Language —\u00a0 Christine\u00a0 Nuttall \u2013 p.66, 67,\u00a0 129,\u00a0 131,\u00a0 204-205<\/p>\n

      9.Theory\u00a0 and\u00a0 Practice\u00a0 of\u00a0 Writing —\u00a0 William\u00a0 Grabe\u00a0 &\u00a0 Robert\u00a0 B. Kaplan \u2013 p. 15, 116,\u00a0 133, 134, 203, 214<\/p>\n

      If\u00a0 the\u00a0 goal\u00a0 of\u00a0 the\u00a0 English\u00a0 teacher\u00a0 is\u00a0 to\u00a0 enable\u00a0 students\u00a0 to\u00a0 produce\u00a0 fluent,\u00a0<\/b>accurate\u00a0 and\u00a0 appropriate\u00a0 written\u00a0 English<\/b>,\u00a0 there\u00a0 are\u00a0 a\u00a0 number\u00a0 of\u00a0 aspects\u00a0which\u00a0 need\u00a0 to\u00a0 be\u00a0\u00a0 considered.\u00a0 These\u00a0 are :<\/p>\n

      1.\u00a0 Mechanical\u00a0 problems\u00a0 with\u00a0 the\u00a0 script\u00a0 of\u00a0 English ;<\/p>\n

      2.\u00a0 Problems\u00a0 of\u00a0 accuracy\u00a0 of\u00a0 English\u00a0 grammar\u00a0 and\u00a0 lexis;<\/p>\n

      3.\u00a0 Problems\u00a0 of\u00a0 relating\u00a0 the\u00a0 style\u00a0 of\u00a0 writing\u00a0 to\u00a0 the\u00a0 demands\u00a0 of\u00a0 a\u00a0 particular\u00a0 situation ;<\/p>\n

      4.\u00a0 Problems\u00a0 of\u00a0 developing\u00a0 ease\u00a0 and\u00a0 comfort\u00a0 in\u00a0 expressing\u00a0 what\u00a0 needs\u00a0 to\u00a0 be\u00a0 said.<\/p>\n

      It\u00a0 seems\u00a0 convenient,\u00a0 then,\u00a0 to\u00a0 structure\u00a0 a\u00a0 writing\u00a0 course\u00a0 through\u00a0 three\u00a0 main\u00a0 stages.\u00a0 These\u00a0 will\u00a0 be:\u00a0 1.\u00a0 controlled\u00a0 writing\u00a0 2.\u00a0 guided\u00a0 writing,\u00a0 and\u00a0 3. free\u00a0 writing.<\/b>\u00a0 The\u00a0 first\u00a0 two\u00a0 are\u00a0 often\u00a0 used\u00a0 as\u00a0 if\u00a0 they\u00a0 are\u00a0 interchangeable.\u00a0 However,\u00a0 it\u00a0 seems\u00a0 sensible\u00a0 to\u00a0 distinguish\u00a0 between\u00a0 writing\u00a0 exercises\u00a0 in\u00a0 which\u00a0 the\u00a0 final\u00a0 product\u00a0 is\u00a0 linguistically\u00a0 determined\u00a0 by\u00a0 the\u00a0 teacher\u00a0 or\u00a0 materials\u00a0 writer, \u00a0and\u00a0 exercises\u00a0 in\u00a0 which\u00a0 the\u00a0 final\u00a0 content\u00a0 is\u00a0 determined.<\/p>\n

      A\u00a0 basic\u00a0 methodology\u00a0 for\u00a0 written\u00a0 work<\/span><\/b>\u00a0<\/b><\/p>\n

      The\u00a0 teacher\u00a0 can\u00a0 grade\u00a0 the\u00a0 writing\u00a0 task\u00a0 in\u00a0 the\u00a0 following\u00a0 ways :<\/p>\n

      1.\u00a0 He\u00a0 can\u00a0 limit\u00a0 the\u00a0 length\u00a0 of\u00a0 the\u00a0 written\u00a0 material\u00a0 to\u00a0 be produced.<\/p>\n

      2.\u00a0 He\u00a0 can\u00a0 increase\u00a0 the\u00a0 amount\u00a0 of\u00a0 class\u00a0 preparation\u00a0 for\u00a0 the\u00a0 task.<\/p>\n

      3.\u00a0 He\u00a0 can\u00a0 provide\u00a0 guidance\u00a0 on\u00a0 the\u00a0 final\u00a0 form\u00a0 of\u00a0 the\u00a0 written\u00a0 work,\u00a0 for\u00a0 example\u00a0 with\u00a0 picture\u00a0 prompts,\u00a0 or\u00a0 word\u00a0 prompts,\u00a0 or\u00a0 memory\u00a0 prompts\u00a0 as\u00a0 a\u00a0 result\u00a0 of\u00a0 the\u00a0 oral\u00a0 preparation.<\/p>\n

      4.\u00a0 He\u00a0 can\u00a0 encourage\u00a0 students\u00a0 to\u00a0 collaborate\u00a0 in\u00a0 the\u00a0 actual\u00a0 process\u00a0 of\u00a0 writing.<\/p>\n

      5.\u00a0 He\u00a0 can\u00a0 allow\u00a0 cross-checking\u00a0 between\u00a0 the\u00a0 draft stage\u00a0 and\u00a0 the\u00a0 writing\u00a0 of\u00a0 the\u00a0 final\u00a0 product.<\/p>\n

      6.\u00a0 He\u00a0 can\u00a0 limit\u00a0 the\u00a0 complexity\u00a0 of\u00a0 the\u00a0 writing\u00a0 task\u00a0 itself.<\/p>\n

      7.\u00a0 He\u00a0 can\u00a0 demand\u00a0 that\u00a0 the\u00a0 task\u00a0 be\u00a0 completed\u00a0 either\u00a0 slowly\u00a0 or\u00a0 quickly.<\/p>\n

      Any\u00a0 combination\u00a0 of\u00a0 these\u00a0 methods\u00a0 can\u00a0 be\u00a0 used\u00a0 to\u00a0 bring\u00a0 the\u00a0 task\u00a0 to\u00a0 the\u00a0 level\u00a0 of\u00a0 the\u00a0 class.<\/p>\n

      A\u00a0 35-stage \u00a0course\u00a0 in\u00a0 writing<\/b>\u00a0 and\u00a0 the\u00a0 ideas\u00a0 for\u00a0 exercises\u00a0 are\u00a0 based\u00a0 on\u00a0 a\u00a0 scheme\u00a0 originally\u00a0 developed\u00a0 in\u00a0 Tanzania\u00a0 by\u00a0 Ann\u00a0 Brumfit<\/b>,\u00a0 and\u00a0 the\u00a0 exercises given\u00a0 are\u00a0 based\u00a0 on\u00a0 unpublished\u00a0 exercises\u00a0 written\u00a0 by\u00a0 Tanzanian\u00a0 teachers\u00a0 of\u00a0 English.\u00a0 The\u00a0 basic\u00a0 scheme\u00a0 was\u00a0 published\u00a0 in\u00a0 A\u00a0 Handbook\u00a0 for\u00a0 English\u00a0 Teachers,\u00a0 Institute\u00a0 of\u00a0 Education,\u00a0 University\u00a0 of\u00a0 Dar\u00a0 es\u00a0 Salaam,\u00a0 1969.<\/b><\/p>\n

       <\/p>\n

      The\u00a0 exercise\u00a0 may\u00a0 be\u00a0 written\u00a0 in\u00a0 one\u00a0 of\u00a0 four\u00a0 ways :<\/p>\n

      1.\u00a0 By\u00a0 the\u00a0 whole\u00a0 class,\u00a0 with\u00a0 the\u00a0 teacher\u00a0 or\u00a0 a\u00a0 pupil\u00a0 drafting\u00a0 on\u00a0 the\u00a0 blackboard.<\/p>\n

      2.\u00a0 In\u00a0 groups —\u00a0 each\u00a0 member\u00a0 of\u00a0 the\u00a0 group\u00a0 writing\u00a0 the\u00a0 agreed\u00a0 version,\u00a0 sentence\u00a0 by\u00a0 sentence.<\/p>\n

      3.\u00a0 In\u00a0 pairs, \u00a0using\u00a0 the\u00a0 same\u00a0 method\u00a0 as\u00a0 in\u00a0 groups.<\/p>\n

      4.\u00a0 Individually,\u00a0 without \u00a0any\u00a0 consultation.<\/p>\n

      But\u00a0 it\u00a0 is\u00a0 worth\u00a0 saying\u00a0 that\u00a0 hardly\u00a0 any\u00a0 mistakes\u00a0 should\u00a0 be\u00a0 made\u00a0 in\u00a0 the\u00a0 final\u00a0 version,\u00a0 and\u00a0 the\u00a0 preparation\u00a0 should\u00a0 be\u00a0 thorough\u00a0 to\u00a0 ensure\u00a0 this.<\/p>\n

      As\u00a0 the\u00a0 exercises\u00a0 become\u00a0 less\u00a0 and\u00a0 less\u00a0 controlled,\u00a0 the\u00a0 nature\u00a0 of\u00a0 the\u00a0 revision\u00a0 will\u00a0 change,\u00a0 so\u00a0 that\u00a0 discussion\u00a0 of\u00a0 layout,\u00a0 organisation,\u00a0 and\u00a0 criteria\u00a0 for\u00a0 what\u00a0 is\u00a0 or\u00a0 is\u00a0 not\u00a0 appropriate\u00a0 subject\u00a0 matter\u00a0 becomes\u00a0 more\u00a0 important.<\/p>\n

      While\u00a0 it\u00a0 is\u00a0 true\u00a0 that\u00a0 most\u00a0 people\u00a0 learn\u00a0 foreign\u00a0 languages\u00a0 for\u00a0 functional\u00a0 reasons,\u00a0 it\u00a0 may\u00a0 well\u00a0 be\u00a0 asked\u00a0 what\u00a0 role\u00a0 there\u00a0 is\u00a0 in\u00a0 EFL\u00a0 for\u00a0 a\u00a0 <\/b>creative \u00a0approach\u00a0 to\u00a0 writing.\u00a0 <\/b>The\u00a0 teacher \u00a0\u00a0should\u00a0 be\u00a0 willing\u00a0 to\u00a0 discuss\u00a0 the\u00a0 content \u00a0of\u00a0 freely\u00a0 written\u00a0 work\u00a0 with\u00a0 the\u00a0 students\u00a0 and\u00a0 to\u00a0 encourage\u00a0 them\u00a0 in\u00a0 every\u00a0 way,\u00a0 but\u00a0 they\u00a0 need\u00a0 to\u00a0 be\u00a0\u00a0 made\u00a0 aware\u00a0 that\u00a0 they\u00a0 must\u00a0 have\u00a0 an\u00a0 ability\u00a0 to\u00a0 do\u00a0 \u2018 normal\u2019\u00a0 writing in\u00a0 English\u00a0\u00a0 before\u00a0 they\u00a0 can\u00a0 justify\u00a0 being\u00a0 experimental.<\/b>\u00a0 A\u00a0 strong\u00a0\u00a0 emphasis\u00a0 should\u00a0 be\u00a0 on\u00a0 controlling,\u00a0 defining,\u00a0 and\u00a0 organising\u00a0 the\u00a0 writing\u00a0 course. <\/b>\u00a0It\u00a0 is\u00a0 clearly\u00a0 advantageous\u00a0 to\u00a0 the\u00a0 teacher\u00a0 to\u00a0 know\u00a0 exactly\u00a0 what\u00a0 he\u00a0 is\u00a0 doing,\u00a0 but\u00a0 even\u00a0 more\u00a0 the\u00a0 organisation\u00a0 enables\u00a0 the\u00a0 student\u00a0 to\u00a0 see\u00a0 his\u00a0 own\u00a0 progress\u00a0 in\u00a0 terms\u00a0 of\u00a0 a\u00a0 scheme.\u00a0 This\u00a0 builds\u00a0 up\u00a0 his\u00a0 confidence<\/b>,\u00a0 and\u00a0 with\u00a0 language\u00a0 teaching\u00a0 confidence<\/b>\u00a0 can\u00a0 be\u00a0 enormously\u00a0 important.<\/p>\n

      I\u00a0 hereby\u00a0 conclude\u00a0 the\u00a0 description\u00a0 of\u00a0 how\u00a0 <\/b>\u2018The\u00a0 Writing\u00a0 Skill (\u00a0 or\u00a0 any\u00a0 other\u00a0 language\u00a0 learning\u00a0\u00a0 Skill )\u2019<\/b>\u00a0 \u00a0occupies\u00a0 a\u00a0 significant\u00a0 position\u00a0 in\u00a0 the\u00a0 TEFL\u00a0 by\u00a0 saying\u00a0 that\u00a0 I\u00a0 am\u00a0 myself\u00a0 taking\u00a0 many\u00a0 lectures\u00a0 and\u00a0 courses\u00a0 in\u00a0 writing\u00a0 and\u00a0 after\u00a0\u00a0 drawing\u00a0 the\u00a0 conclusion\u00a0 from\u00a0 my\u00a0 teaching\u00a0 experience\u00a0 and\u00a0 the\u00a0 extensive\u00a0 research\u00a0 I\u00a0 am\u00a0 doing\u00a0 for\u00a0 my\u00a0 research,\u00a0 I\u00a0\u00a0 can\u00a0 say\u00a0 that\u00a0 no\u00a0 single\u00a0 method\u00a0 is\u00a0 appropriate\u00a0 for\u00a0 teaching\u00a0 EFL\u00a0 whether\u00a0 it\u00a0 be\u00a0 Reading,\u00a0 Writing,\u00a0 Speaking\u00a0 or\u00a0 Listening.<\/b>\u00a0\u00a0 It,\u00a0 in\u00a0 fact\u00a0 varies\u00a0 from\u00a0 teacher\u00a0 to\u00a0 teacher<\/b>\u00a0 according\u00a0 to\u00a0 their\u00a0 efforts\u00a0 in\u00a0 applying\u00a0 the\u00a0 best\u00a0 possible\u00a0 way\u00a0 by\u00a0 which\u00a0 they\u00a0 can\u00a0 promote\u00a0 maximum\u00a0 learning\u00a0 and\u00a0 satisfaction\u00a0 among\u00a0 their\u00a0 students.<\/p>\n

      3.<\/span><\/b>Teaching\u00a0 the\u00a0 <\/span><\/b>Listening\u00a0 Skill\u00a0 in\u00a0 TEFL<\/span><\/b><\/p>\n

      Now\u00a0 I\u00a0 come\u00a0 to\u00a0 the\u00a0 second\u00a0 important\u00a0 method\u00a0 of\u00a0 TEFL.\u00a0 It\u00a0 is\u00a0 the\u00a0Audio\u00a0 Lingual\u00a0 Method<\/b>\u00a0\u00a0 related\u00a0 to\u00a0 another important\u00a0 skill\u00a0 of\u00a0 learning\u00a0 English\u00a0 as\u00a0 a\u00a0\u00a0 foreign\u00a0 language\u00a0 which\u00a0 is\u00a0 Listening.<\/b><\/p>\n

      The\u00a0 next\u00a0 \u2018revolution\u2019\u00a0 in\u00a0 terms\u00a0 of\u00a0 language\u00a0 teaching\u00a0 methodology\u00a0 coincided\u00a0 with\u00a0 World\u00a0 War II,<\/b>\u00a0\u00a0 when\u00a0 America<\/b>\u00a0 became\u00a0 aware\u00a0 that\u00a0 it\u00a0 needed\u00a0 people\u00a0 to\u00a0 learn\u00a0 foreign\u00a0 languages\u00a0 very\u00a0 quickly\u00a0 as\u00a0 part\u00a0 of\u00a0 its\u00a0 overall\u00a0 military\u00a0 operations.<\/b>\u00a0 The\u00a0 \u2018Army\u00a0 Method\u2019<\/b>\u00a0 was\u00a0 suddenly\u00a0 developed\u00a0 to\u00a0 build\u00a0\u00a0 communicative\u00a0 competence<\/b>\u00a0 in\u00a0 translators\u00a0 through\u00a0 very\u00a0 intensive\u00a0 language\u00a0 courses\u00a0 focusing\u00a0 on\u00a0 aural\/oral\u00a0 skills.<\/b>\u00a0 This\u00a0 in\u00a0 combination\u00a0 with\u00a0 some\u00a0 new\u00a0 ideas\u00a0 about\u00a0 language\u00a0 learning\u00a0 coming\u00a0 from\u00a0 the\u00a0 discipline\u00a0 of\u00a0 descriptive\u00a0 linguists\u00a0 and\u00a0 behavioural\u00a0 psychology\u00a0 went\u00a0 on\u00a0 to\u00a0 become\u00a0 what\u00a0 is\u00a0 known\u00a0 as\u00a0 the\u00a0 following\u00a0 Audio\u00a0 Lingual\u00a0 Method.\u00a0 <\/b>This\u00a0 new\u00a0 method\u00a0 included\u00a0 many\u00a0 of\u00a0 the\u00a0 features\u00a0 typical\u00a0 of\u00a0 the\u00a0 earlier\u00a0 method,\u00a0 but\u00a0 the\u00a0 disciplines\u00a0 mentioned\u00a0 above\u00a0 added\u00a0 the\u00a0 concepts\u00a0 of\u00a0 teaching\u00a0 \u2018linguistic\u00a0 patterns\u2019<\/b>\u00a0 in\u00a0 combination\u00a0 with\u00a0 \u2018habit-forming\u2019.<\/b>\u00a0 This\u00a0 method\u00a0 was\u00a0 one\u00a0 of\u00a0 the\u00a0 first\u00a0 to\u00a0 have\u00a0 its\u00a0 roots\u00a0 \u2018firmly\u00a0 grounded\u00a0 in\u00a0 linguistic\u00a0 and\u00a0 psychological\u00a0 theory\u2019\u00a0 ( Brown\u00a0 1994 : 57 ),<\/b>\u00a0 which\u00a0 apparently\u00a0 added\u00a0 to\u00a0 its\u00a0 credibility\u00a0 and\u00a0 probably\u00a0 had\u00a0 some\u00a0 influence\u00a0 in\u00a0 the\u00a0 popularity,\u00a0 it\u00a0 enjoyed\u00a0 over\u00a0 a\u00a0 long\u00a0 period\u00a0 of\u00a0 time.\u00a0 It\u00a0 also\u00a0 had\u00a0 a\u00a0 major\u00a0 influence\u00a0 on\u00a0 the\u00a0 language\u00a0 teaching\u00a0 methods\u00a0 that\u00a0 were\u00a0 to\u00a0 follow,\u00a0 and\u00a0 can\u00a0 still\u00a0\u00a0 be\u00a0 seen \u00a0in\u00a0 major\u00a0 and\u00a0 minor\u00a0 manifestations\u00a0 of\u00a0 language\u00a0 teaching\u00a0 methodology\u00a0 even\u00a0 to\u00a0 this\u00a0 day.<\/p>\n

      Another\u00a0 factor\u00a0 that\u00a0 accounted\u00a0 for the\u00a0 method\u2019s\u00a0 popularity\u00a0 was\u00a0 \u2018quick\u00a0 success\u2019 <\/b>\u00a0it\u00a0 achieved\u00a0 in\u00a0 leading\u00a0 learners\u00a0 towards \u00a0communicative\u00a0 competence<\/b>.\u00a0 Through\u00a0 extensive\u00a0 mimicry,\u00a0 memorization\u00a0 and\u00a0 \u2018over-learning\u2019\u00a0 of\u00a0 language\u00a0 patterns\u00a0 and\u00a0 forms,\u00a0 students\u00a0 and\u00a0 teachers\u00a0 were\u00a0 often\u00a0 able\u00a0 to\u00a0 see\u00a0 immediate\u00a0 results.\u00a0 This\u00a0 was\u00a0 both\u00a0 its\u00a0 strength\u00a0 and failure\u00a0 in\u00a0 the\u00a0 long\u00a0 run,\u00a0 as\u00a0 critics\u00a0 began\u00a0 to\u00a0 point\u00a0 out\u00a0 that\u00a0 the\u00a0 method\u00a0 did\u00a0 not\u00a0 deliver\u00a0 in\u00a0 terms\u00a0 of\u00a0 producing\u00a0 <\/b>long-term\u00a0 communicative\u00a0 ability.<\/b><\/p>\n

      The\u00a0 study\u00a0 of\u00a0 linguistics\u00a0 itself\u00a0 was\u00a0 to\u00a0 change,\u00a0 and\u00a0 the area\u00a0 of\u00a0\u00a0 second\u00a0 language\u00a0 learning\u00a0 became\u00a0 a\u00a0 discipline\u00a0 in\u00a0 its\u00a0 own\u00a0 right.\u00a0 Cognitive\u00a0 psychologists\u00a0 developed\u00a0 new\u00a0 views\u00a0 on\u00a0 learning\u00a0 in\u00a0 general,\u00a0 arguing\u00a0 that\u00a0 mimicry\u00a0 and\u00a0 learning\u00a0 by\u00a0 role-plays\u00a0 could\u00a0 not\u00a0 account\u00a0 for\u00a0 the fact\u00a0 that\u00a0 language\u00a0 learning\u00a0 involved\u00a0 affective\u00a0 and\u00a0 interpersonal\u00a0 factors,\u00a0 that\u00a0 learners\u00a0 were\u00a0 able\u00a0 to\u00a0 produce\u00a0 language\u00a0 forms\u00a0 and\u00a0 patterns\u00a0 that\u00a0 they\u00a0 had\u00a0 never\u00a0 heard\u00a0 before.\u00a0 The\u00a0 idea\u00a0 that\u00a0 thinking\u00a0 processes\u00a0 themselves\u00a0 led\u00a0 to\u00a0 the\u00a0 discovery\u00a0 of\u00a0 independent\u00a0 language\u00a0 \u2018rule\u00a0 formation\u2019\u00a0 (rather\u00a0 than\u00a0 habit-formation)\u00a0 and\u00a0 that\u00a0 affective\u00a0 factors\u00a0 influenced\u00a0 their\u00a0 application\u00a0 paved\u00a0\u00a0 the\u00a0 way\u00a0 towards\u00a0 the\u00a0 new\u00a0 methods<\/b> \u00a0that\u00a0 were\u00a0 to\u00a0 follow\u00a0 the\u00a0 Audio-Lingual\u00a0 Method.<\/p>\n

      Just\u00a0 as\u00a0 with\u00a0 Direct\u00a0 Method<\/b>\u00a0 that\u00a0 preceded\u00a0 it,\u00a0 the\u00a0 overall\u00a0 goal\u00a0 of\u00a0 the Audio-Lingual\u00a0 Method\u00a0 <\/b>was\u00a0 to\u00a0 create\u00a0 communicative\u00a0 competence\u00a0 in\u00a0 learners.<\/b>\u00a0 However,\u00a0 it\u00a0 was\u00a0 thought\u00a0 that\u00a0 the\u00a0 most effective\u00a0 way\u00a0 to\u00a0 do\u00a0 this\u00a0 was\u00a0 for\u00a0 students\u00a0 to\u00a0 \u2018over learn\u2019<\/b>\u00a0 the\u00a0 language\u00a0 being\u00a0 studied\u00a0 <\/b>through\u00a0 extensive\u00a0 repetition\u00a0 and\u00a0 a\u00a0 variety\u00a0 of\u00a0 elaborate\u00a0 drills.<\/b>\u00a0 The\u00a0 idea\u00a0 was\u00a0 to\u00a0 project\u00a0 the\u00a0 linguistic\u00a0 patterns\u00a0 of\u00a0 the\u00a0 language\u00a0\u00a0 (based\u00a0 on\u00a0 the\u00a0 studies\u00a0 of\u00a0 structural\u00a0 linguists )\u00a0 into\u00a0 the\u00a0 minds\u00a0 of\u00a0 the\u00a0 learners\u00a0 in\u00a0 a\u00a0 way\u00a0 that\u00a0 made\u00a0 responses\u00a0 automatic\u00a0 and\u00a0 \u2018habitual\u2019.\u00a0 To\u00a0 this\u00a0 end\u00a0 it\u00a0 was\u00a0 held\u00a0 that\u00a0 the\u00a0 language\u00a0 \u2018habits\u2019\u00a0 of\u00a0 the\u00a0 first\u00a0 language\u00a0\u00a0 would\u00a0 constantly\u00a0 interfere,\u00a0 and\u00a0 the\u00a0 only\u00a0 way\u00a0 to\u00a0 overcome\u00a0 this\u00a0 problem\u00a0 was\u00a0 to\u00a0 facilitate\u00a0 the\u00a0 learning\u00a0 of\u00a0 a\u00a0 new\u00a0 set\u00a0 of\u00a0 \u2018habits\u2019\u00a0 appropriate\u00a0 linguistically\u00a0 to\u00a0 the\u00a0 language\u00a0 being\u00a0 studied.<\/b><\/p>\n

      Training\u00a0 in\u00a0 listening<\/span><\/b><\/p>\n

       <\/p>\n

      Both\u00a0 extensive\u00a0 and\u00a0 intensive listening\u00a0 practice<\/b>\u00a0 should\u00a0 be\u00a0 part\u00a0 of\u00a0 the\u00a0 armoury\u00a0 of\u00a0 a\u00a0 language\u00a0 teacher. The\u00a0 teacher\u00a0 may\u00a0 be\u00a0 aware\u00a0 that\u00a0 his\u00a0 students\u00a0 cannot\u00a0 understand \u00a0ordinary\u00a0 colloquial\u00a0 English\u00a0 as\u00a0 used\u00a0 by\u00a0 native\u00a0 speakers.\u00a0 In\u00a0 this\u00a0 case\u00a0 his\u00a0 aim\u00a0 would\u00a0 be\u00a0 rather\u00a0 to\u00a0 create\u00a0 a\u00a0 more\u00a0 general\u00a0 familiarity\u00a0 not\u00a0 only\u00a0 with\u00a0 the\u00a0 phonological\u00a0 characteristics\u00a0 of\u00a0 conversation\u00a0 ( specially\u00a0 the\u00a0 stress,\u00a0 rhythm\u00a0 and\u00a0 intonation\u00a0 patterns )<\/b> \u00a0\u00a0but\u00a0 also\u00a0 with\u00a0 the\u00a0 lexis\u00a0 and\u00a0 grammar\u00a0 typical\u00a0 of\u00a0 this\u00a0 style of\u00a0 discourse.<\/b>\u00a0 He\u00a0 would\u00a0 then\u00a0 set\u00a0 his\u00a0 class\u00a0 to\u00a0 listen\u00a0 to\u00a0 a\u00a0 passage\u00a0 of\u00a0 natural\u00a0 English\u00a0 speech\u00a0 suitable\u00a0 to\u00a0 their\u00a0 level. e.g. D.\u00a0 Crystal\u00a0 and\u00a0 D.\u00a0 Davy,\u00a0 Advanced\u00a0 Conversational\u00a0 English.\u00a0 At\u00a0 intermediate\u00a0 level,\u00a0 V.J.\u00a0 Cook\u2019s\u00a0\u00a0 English\u00a0\u00a0 Topics<\/b>\u00a0 makes\u00a0 similar\u00a0 use\u00a0 of\u00a0 recorded\u00a0 material.<\/p>\n

      Extensive\u00a0 Listening<\/b>\u00a0\u00a0 is\u00a0 used\u00a0 in\u00a0 the\u00a0 re-presentation\u00a0\u00a0 of\u00a0 already\u00a0 known\u00a0 material\u00a0 in\u00a0 a\u00a0 new\u00a0 environment.\u00a0It\u00a0 also\u00a0 serves\u00a0 a\u00a0 further\u00a0 function\u00a0 of\u00a0 letting\u00a0 the\u00a0 student\u00a0 hear vocabulary\u00a0 items\u00a0 and\u00a0 structures\u00a0\u00a0\u00a0 which\u00a0 are\u00a0 yet\u00a0 unfamiliar\u00a0 to\u00a0 him,\u00a0 interposed\u00a0 n\u00a0 the\u00a0 flow\u00a0 of\u00a0 language\u00a0 which\u00a0 is\u00a0 within\u00a0 his\u00a0 capacity\u00a0 to\u00a0 handle. Much\u00a0 more\u00a0 effective\u00a0 and\u00a0 convincing\u00a0 are\u00a0 extracts\u00a0 of\u00a0 real,\u00a0 live\u00a0 English\u00a0 speech.\u00a0 Generally,\u00a0 the\u00a0 best\u00a0 resource\u00a0 for\u00a0 extensive\u00a0 listening\u00a0 passages\u00a0 is\u00a0 going\u00a0 to\u00a0 be\u00a0 the\u00a0 recordings\u00a0 which\u00a0 the\u00a0 teacher\u00a0 makes\u00a0 himself.\u00a0 These\u00a0 can\u00a0 be\u00a0 from\u00a0 a\u00a0 wide\u00a0 variety\u00a0 of \u00a0sources\u00a0 –\u00a0 recordings\u00a0 made\u00a0 whilst\u00a0 in\u00a0 England,\u00a0 recordings\u00a0 of\u00a0 local\u00a0 native\u00a0 English\u00a0 speakers,\u00a0 recordings\u00a0 from\u00a0 local\u00a0 English\u00a0 language\u00a0 TV\u00a0 and\u00a0 radio\u00a0 broadcasts\u00a0 (including\u00a0 advertisements), and,\u00a0 perhaps\u00a0 most\u00a0 accessible\u00a0 of\u00a0 all,\u00a0\u00a0 recordings\u00a0 from\u00a0 the\u00a0 BBC\u00a0 World\u00a0 Service\u00a0 which\u00a0 can\u00a0 be\u00a0 heard\u00a0 worldwide\u00a0 and\u00a0 has\u00a0 an\u00a0 enormous\u00a0 selection\u00a0 of\u00a0 programmes\u00a0 to\u00a0 choose\u00a0 from.<\/b><\/p>\n

      Intensive listening \u00a0<\/b><\/p>\n

      Whereas\u00a0 extensive\u00a0 listening\u00a0 is\u00a0 concerned\u00a0 with\u00a0 the\u00a0\u00a0 freer,\u00a0 more\u00a0 general\u00a0 listening \u00a0to\u00a0 natural\u00a0 English,\u00a0 Intensive\u00a0 listening\u00a0 is\u00a0 concerned,\u00a0 in\u00a0 a\u00a0 much\u00a0 more\u00a0 controlled\u00a0 way<\/b>\u00a0\u00a0\u00a0 principally\u00a0 for\u00a0 general\u00a0 comprehension\u00a0 and\u00a0 understanding.<\/b><\/p>\n

      \u00a0<\/b>3.<\/b>Communicative\u00a0 Language\u00a0 Learning<\/span><\/b><\/b>with secial reference to teaching the <\/span><\/b>Speaking\u00a0 Skill in TEFL<\/span><\/b><\/p>\n

      A\u00a0 human\u00a0 language\u00a0 is\u00a0 a\u00a0 signalling\u00a0 system.\u00a0 As\u00a0 its\u00a0 material\u00a0 it\u00a0 uses\u00a0 vocal\u00a0 sounds.\u00a0 Basically,\u00a0 a\u00a0 language\u00a0 is\u00a0 something\u00a0 which\u00a0 is\u00a0 spoken;\u00a0 the\u00a0 written\u00a0 language\u00a0 is\u00a0 secondary\u00a0 and\u00a0 derivative.\u00a0 In\u00a0 the\u00a0 history\u00a0 of\u00a0 each\u00a0 individual,\u00a0 speech\u00a0 is\u00a0 learned\u00a0 before\u00a0 writing,\u00a0 and\u00a0 there\u00a0 is\u00a0 good \u00a0reason\u00a0 for\u00a0 believing\u00a0 that\u00a0 the\u00a0 same\u00a0 was\u00a0 true\u00a0 in\u00a0 the\u00a0 history\u00a0 of\u00a0 the\u00a0 species.\u00a0 There\u00a0 are\u00a0 primitive\u00a0 communities\u00a0 that\u00a0 have\u00a0 speech\u00a0 without\u00a0 writing,\u00a0 but\u00a0 we\u00a0 know\u00a0 of\u00a0 no\u00a0 human\u00a0 community\u00a0 which\u00a0 has\u00a0 a\u00a0 written\u00a0 language\u00a0 without\u00a0 a\u00a0 spoken\u00a0 one.\u00a0 Gestures\u00a0 and\u00a0 facial\u00a0 expression\u00a0 also\u00a0 play\u00a0 apart\u00a0 in\u00a0 linguistic\u00a0 communication.\u00a0 It\u00a0 is\u00a0 also\u00a0 true\u00a0 that\u00a0 a\u00a0 remarkable\u00a0 sign-language\u00a0 has\u00a0 been\u00a0 developed\u00a0 for\u00a0 use\u00a0 by\u00a0\u00a0 the\u00a0 deaf.\u00a0 But\u00a0 the\u00a0 fact\u00a0 remains\u00a0 that\u00a0 speech\u00a0 is\u00a0 the\u00a0 primary\u00a0 form\u00a0 of\u00a0 language.<\/p>\n

      \u00a0<\/b><\/p>\n

      \u00a0<\/b><\/p>\n

       <\/p>\n

      \u00a0<\/span><\/b><\/p>\n

      39.<\/b><\/p>\n

      In\u00a0 the\u00a0 early\u00a0 seventies,\u00a0 Charles\u00a0 Curran<\/b>\u00a0 developed\u00a0 a\u00a0 new education\u00a0 model\u00a0 which\u00a0 he\u00a0 called\u00a0 as\u00a0 \u2018Counselling-Learning\u2019.<\/b><\/p>\n

      Students\u00a0 typically\u00a0 sit\u00a0 in\u00a0 a\u00a0 circle,\u00a0 with\u00a0 a\u00a0 teacher ( as\u00a0 councillor)\u00a0 outside\u00a0 the\u00a0 ring.\u00a0 They\u00a0 use\u00a0 their\u00a0 first\u00a0 language\u00a0 to\u00a0 develop\u00a0 an\u00a0 interpersonal\u00a0 relationship\u00a0 based\u00a0 on\u00a0 trust\u00a0 with\u00a0 the\u00a0 other\u00a0 students.\u00a0 When\u00a0 a\u00a0 student\u00a0 wants\u00a0 to\u00a0 say\u00a0 something,\u00a0 they\u00a0 first\u00a0 say\u00a0 it\u00a0 in\u00a0 their\u00a0 native\u00a0 language,\u00a0 which\u00a0 the\u00a0 teacher\u00a0 then\u00a0 translates\u00a0 back\u00a0 to\u00a0 them\u00a0 using\u00a0 the\u00a0 target\u00a0 language.\u00a0 The\u00a0 student\u00a0 then\u00a0 attempts\u00a0 to\u00a0 repeat\u00a0 the\u00a0 English\u00a0 used\u00a0 by\u00a0 the\u00a0 teacher,\u00a0 and\u00a0 then\u00a0 a\u00a0 student\u00a0 can\u00a0 respond\u00a0 using\u00a0 the\u00a0 same\u00a0 process.\u00a0 This\u00a0 technique\u00a0 is\u00a0 used\u00a0 over\u00a0 a\u00a0 considerable\u00a0 period\u00a0 of\u00a0 time,\u00a0 until\u00a0 the\u00a0 students\u00a0 are\u00a0 able\u00a0 to\u00a0 apply\u00a0 words\u00a0 in\u00a0 the\u00a0 new\u00a0 language\u00a0 without\u00a0 translation,\u00a0 gradually\u00a0 moving\u00a0 from\u00a0 a\u00a0 situation\u00a0 of\u00a0 \u2018dependence\u2019<\/b>\u00a0 on\u00a0 the\u00a0 teacher-counsellor\u00a0 to\u00a0 a\u00a0 state\u00a0 of\u00a0 \u2018independence\u2019.<\/b><\/p>\n

      \u00a0<\/b><\/p>\n

      The\u00a0 Sound\u00a0 System <\/b><\/p>\n

      \u00a0<\/b><\/p>\n

      In\u00a0 English\u00a0 there\u00a0 are\u00a0 23\u00a0 consonant\u00a0 phonemes\u00a0 and\u00a0 21\u00a0 vowel\u00a0 phonemes\u00a0 <\/b><\/p>\n

      (\u00a0 including\u00a0 diphthongs ).\u00a0 <\/b>These\u00a0 can\u00a0 be\u00a0 found\u00a0 in\u00a0 any \u2018 Learning English\u00a0 speaking\u00a0 and\u00a0 pronunciation\u2019\u00a0 reference\u00a0 book.\u00a0 <\/b><\/p>\n

       <\/p>\n

      The\u00a0 structure of\u00a0 the\u00a0 sound\u00a0 system\u00a0 involves\u00a0 not\u00a0 only\u00a0 the\u00a0 vowels\u00a0 and\u00a0 consonants,\u00a0 the\u00a0 segmental\u00a0 features,\u00a0 but\u00a0 also\u00a0 stress\u00a0 and\u00a0 intonation,<\/b>\u00a0 the\u00a0 supra-segmental\u00a0 features.\u00a0 As\u00a0 a\u00a0 feature\u00a0 of\u00a0 phrases\u00a0 and\u00a0 sentences,\u00a0 stress\u00a0 determines\u00a0 the\u00a0 rhythm\u00a0 of\u00a0 English,<\/b>\u00a0 which\u00a0 is\u00a0 therefore\u00a0 said\u00a0 to\u00a0 be\u00a0 stress-timed.\u00a0 The\u00a0 unstressed\u00a0 syllables<\/b>\u00a0 in\u00a0 longer\u00a0 utterances <\/b>\u00a0tend\u00a0 to\u00a0 be\u00a0 rushed\u00a0 and\u00a0 slurred\u00a0 so\u00a0 that\u00a0 the\u00a0 total\u00a0 time\u00a0 taken\u00a0 remains\u00a0 the\u00a0 same\u00a0 as\u00a0 long\u00a0 as\u00a0 the\u00a0 number\u00a0 of\u00a0 stressed\u00a0 syllables<\/b>\u00a0 is\u00a0 the\u00a0 same.<\/p>\n

      Hence\u00a0 it\u00a0 can\u00a0 be\u00a0 said\u00a0 that \u00a0Stress,\u00a0 at\u00a0 phrase\u00a0 and\u00a0 sentence\u00a0 level<\/b>,\u00a0 is\u00a0 closely\u00a0 tied\u00a0 with \u00a0intonation<\/b>,\u00a0 since\u00a0 the\u00a0 pitch\u00a0 of\u00a0 the\u00a0 voice\u00a0 moves\u00a0 either\u00a0 up\u00a0 or\u00a0 down\u00a0 on\u00a0 the\u00a0 word\u00a0 which\u00a0 is\u00a0 most\u00a0 heavily\u00a0 stressed.\u00a0 Thus,\u00a0 even\u00a0 if\u00a0 a\u00a0 foreign\u00a0 speaker\u00a0 places\u00a0 his\u00a0 stress\u00a0 correctly,<\/b>\u00a0 he\u00a0 cannot\u00a0 convey\u00a0 his\u00a0 meaning\u00a0 effectively\u00a0 unless\u00a0 he\u00a0 also\u00a0 uses\u00a0 appropriate\u00a0 <\/b>intonation.<\/b><\/p>\n

      On\u00a0 the\u00a0 whole\u00a0 English\u00a0 intonation\u00a0 conveys\u00a0 attitudinal\u00a0 or emotional\u00a0 meaning<\/b>\u00a0 and\u00a0 is\u00a0 very\u00a0 closely\u00a0 tied\u00a0 to\u00a0 the\u00a0 context\u00a0 of\u00a0 an\u00a0 <\/b>utterance<\/b>.\u00a0 Since\u00a0 it\u00a0 is\u00a0 often\u00a0 naively\u00a0 supposed\u00a0 that\u00a0 there\u00a0 are\u00a0 universal\u00a0 ways\u00a0 of\u00a0 indicating\u00a0 attitude\u00a0 and\u00a0 emotion,\u00a0 the\u00a0 teaching\u00a0 of\u00a0 English\u00a0 intonation\u00a0 is\u00a0 very\u00a0 often\u00a0 neglected.\u00a0 It\u00a0 is,\u00a0 in\u00a0 fact,\u00a0 so\u00a0 important\u00a0 in\u00a0 spoken\u00a0 communication that\u00a0 many\u00a0 would\u00a0 prefer\u00a0 to\u00a0 give\u00a0 it\u00a0 priority\u00a0 over\u00a0 articulation\u00a0 of\u00a0 segmental\u00a0 sounds\u00a0 in\u00a0 pronunciation\u00a0 teaching.<\/p>\n

      \u00a0<\/b><\/p>\n

      \u00a0<\/b><\/p>\n

      40.<\/b><\/p>\n

      \u00a0<\/b><\/p>\n

      The\u00a0 <\/b>aim\u00a0 of\u00a0 pronunciation\u00a0 teaching<\/b>\u00a0 must\u00a0 be\u00a0 that\u00a0 the\u00a0 students\u00a0 can\u00a0 produce\u00a0 English\u00a0 speech\u00a0 which\u00a0 is\u00a0 intelligible\u00a0 in\u00a0 the\u00a0 areas\u00a0 where\u00a0 they\u00a0 will\u00a0 use\u00a0 it.\u00a0 In\u00a0 foreign\u00a0 language\u00a0 teaching,\u00a0 pronunciation\u00a0 is\u00a0 the\u00a0 one\u00a0 area\u00a0 where\u00a0 it\u00a0 is\u00a0 generally\u00a0 agreed\u00a0 that\u00a0 imitation <\/b>\u00a0is\u00a0 the\u00a0 essence\u00a0 of\u00a0 the\u00a0 learning\u00a0 process.\u00a0 For\u00a0 successful\u00a0 imitation,\u00a0 students\u00a0 need\u00a0 to\u00a0 listen\u00a0 to\u00a0 themselves.<\/b>\u00a0 Hearing\u00a0 himself\u00a0 on\u00a0 tape\u00a0 in\u00a0 contrast\u00a0 with\u00a0 the\u00a0 speech\u00a0 model\u00a0 not\u00a0 only\u00a0 convinces\u00a0 the\u00a0 student\u00a0 that\u00a0 he\u00a0 has,\u00a0 or\u00a0 has\u00a0 not,\u00a0 achieved\u00a0 success,\u00a0 but\u00a0 gives\u00a0 him\u00a0 clues\u00a0 for\u00a0 further\u00a0 improvement.\u00a0\u00a0\u00a0 The\u00a0 role\u00a0 of\u00a0 teacher\u00a0 in\u00a0 this\u00a0 situation\u00a0 is\u00a0 to\u00a0 direct\u00a0 their\u00a0 attention\u00a0 to\u00a0 sound\u00a0 differences, <\/b>\u00a0give \u00a0them\u00a0 plenty\u00a0 of\u00a0 opportunity\u00a0 to\u00a0 listen,\u00a0 make\u00a0 the\u00a0 task\u00a0 easier\u00a0 by\u00a0 separating\u00a0 out\u00a0 the\u00a0 items\u00a0 to\u00a0 be\u00a0 heard,\u00a0 but\u00a0 he\u00a0 cannot\u00a0 give\u00a0 them\u00a0 the\u00a0 ability\u00a0 to\u00a0 hear\u00a0 them.\u00a0 This\u00a0 has\u00a0 to\u00a0 done\u00a0 by the\u00a0 student\u00a0 entirely.<\/p>\n

      \u00a0<\/b><\/p>\n

      Pronunciation <\/b>\u00a0practice\u00a0 itself\u00a0\u00a0 might\u00a0 be\u00a0 very\u00a0 short\u00a0 or\u00a0 may\u00a0 be\u00a0 occasionally\u00a0 occupy\u00a0 several\u00a0 minutes.\u00a0 In\u00a0 either\u00a0 case\u00a0 a\u00a0 few\u00a0 key\u00a0 principles\u00a0 should\u00a0 be\u00a0 followed:<\/p>\n

        \n
      1. Recognition\u00a0 practice\u00a0 should\u00a0 precede\u00a0 production\u00a0 practice.<\/li>\n
      2. But\u00a0 since\u00a0 production\u00a0 reinforces\u00a0 recognition,\u00a0 there\u00a0 is\u00a0 no\u00a0 need\u00a0 to\u00a0 wait\u00a0 for\u00a0 perfect\u00a0 recognition\u00a0 before\u00a0 asking\u00a0 for\u00a0 production.<\/li>\n
      3. The\u00a0 sounds\u00a0 to\u00a0 be\u00a0 heard\u00a0 or\u00a0 spoken\u00a0 should\u00a0 be\u00a0 clearly\u00a0 highlighted\u00a0 in\u00a0 short\u00a0 utterances.<\/li>\n
      4. But\u00a0 this\u00a0 should\u00a0 not\u00a0 be\u00a0 taken\u00a0 to\u00a0 the\u00a0 extreme\u00a0 of\u00a0 tongue-twisters\u00a0 like\u00a0 Peter\u00a0 Piper.<\/li>\n
      5. Students\u00a0 should\u00a0 be\u00a0 given\u00a0 the\u00a0 opportunity\u00a0 to\u00a0 hear\u00a0 the\u00a0 same\u00a0 things\u00a0 said\u00a0 by\u00a0 more\u00a0 than\u00a0 one\u00a0 voice\u00a0 as\u00a0 a\u00a0 model.<\/li>\n
      6. The\u00a0 English\u00a0 sounds\u00a0 can\u00a0 be\u00a0 demonstrated\u00a0 in\u00a0 contrast\u00a0 with\u00a0 other\u00a0 English\u00a0 sounds\u00a0 or \u00a0else\u00a0 in\u00a0 contrast\u00a0 with\u00a0 sounds\u00a0 from\u00a0 the\u00a0 native\u00a0 language.<\/li>\n
      7. The\u00a0 target\u00a0 sound\u00a0 contrast\u00a0 should\u00a0 be\u00a0 shown\u00a0 to\u00a0 function\u00a0 meaningfully,\u00a0 i.e.\u00a0 students\u00a0 should\u00a0 realise\u00a0 that\u00a0 it\u00a0 makes\u00a0 an\u00a0 important\u00a0 difference\u00a0 to\u00a0 their\u00a0 intelligibility\u00a0 to\u00a0 use\u00a0 it\u00a0 properly.\u00a0 This\u00a0 can\u00a0 be\u00a0 done\u00a0 by\u00a0 a\u00a0 procedure\u00a0 involving\u00a0 a\u00a0 progression\u00a0 from\u00a0 straightforward\u00a0 drill,\u00a0 where\u00a0 the\u00a0 success\u00a0 or\u00a0 failure\u00a0 is\u00a0 simply\u00a0 measured\u00a0 by\u00a0 the\u00a0 teacher\u2019s\u00a0 approval\u00a0 or\u00a0 disapproval,\u00a0 to\u00a0 a\u00a0 simulated\u00a0 communication\u00a0 situation\u00a0 like\u00a0 a\u00a0 picture-word\u00a0 matching\u00a0 exercise, or\u00a0 a\u00a0 game,\u00a0 and\u00a0 then\u00a0 to\u00a0 a\u00a0 real\u00a0 communication\u00a0 situation\u00a0 like\u00a0 the\u00a0 understanding\u00a0 of\u00a0 a\u00a0 story\u00a0 or\u00a0\u00a0 joke\u00a0 where\u00a0 the\u00a0 meaning\u00a0 might\u00a0 depend\u00a0 on\u00a0 the\u00a0 sound\u00a0 contrast\u00a0 being\u00a0 taught.<\/li>\n<\/ol>\n

        \u00a0<\/b><\/p>\n

        \u00a0<\/b><\/p>\n

        41.<\/b><\/p>\n

         <\/p>\n

        The\u00a0 conversation\u00a0 classes<\/b>\u00a0 are\u00a0 very\u00a0 common\u00a0 are\u00a0 very\u00a0 common\u00a0 at\u00a0 intermediate\u00a0 and\u00a0 advanced\u00a0 levels,\u00a0 often\u00a0 with\u00a0 small\u00a0 groups\u00a0 and\u00a0 individuals\u00a0 rather\u00a0 than\u00a0 large\u00a0 classes.<\/p>\n

         <\/p>\n

         <\/p>\n

        They\u00a0 usually\u00a0 take\u00a0 place\u00a0 in\u00a0 private\u00a0 schools\u00a0 or\u00a0 with\u00a0 private\u00a0 teachers\u00a0 rather\u00a0 than\u00a0 in\u00a0 state-run\u00a0 institutions.\u00a0 <\/b>The\u00a0 general\u00a0 assumption\u00a0 is\u00a0 that\u00a0 simply\u00a0 talking\u00a0 in\u00a0 a\u00a0 free\u00a0 and\u00a0 easy\u00a0 way<\/b>,\u00a0 preferably\u00a0 to\u00a0 a\u00a0 native\u00a0 speaker,<\/b>\u00a0 is\u00a0\u00a0 the\u00a0 best\u00a0 way\u00a0 to\u00a0 improve\u00a0 oral\u00a0 fluency.<\/b>\u00a0 It\u00a0 is\u00a0 true\u00a0 that\u00a0 listening\u00a0 to\u00a0 and\u00a0 conversing\u00a0 with\u00a0 a\u00a0 native\u00a0 speaker,\u00a0 especially\u00a0 allied to\u00a0 the\u00a0 extra\u00a0 attention\u00a0 that\u00a0 comes\u00a0 to\u00a0 individuals\u00a0 or\u00a0 small\u00a0 groups,\u00a0 is\u00a0 beneficial.<\/p>\n

         <\/p>\n

        The\u00a0 amount\u00a0 of\u00a0 explaining\u00a0\u00a0 that\u00a0 needs\u00a0 to\u00a0 be\u00a0 done\u00a0 will\u00a0 of\u00a0 course\u00a0 depend\u00a0 on\u00a0 the\u00a0 closeness\u00a0 of\u00a0 the\u00a0 students\u2019\u00a0 own\u00a0 society\u00a0 to\u00a0 England\u2019s\u00a0 —\u00a0 in\u00a0 Western\u00a0 Europe\u00a0 i<\/b>t\u00a0 will\u00a0 be\u00a0 much\u00a0 quicker\u00a0 and\u00a0 easier\u00a0 than\u00a0 in\u00a0 the\u00a0 Third\u00a0 World\u00a0 or\u00a0 the\u00a0 Middle\u00a0 East.\u00a0 There\u00a0 are\u00a0 also\u00a0 quite\u00a0 a\u00a0 lot\u00a0 of\u00a0 books\u00a0 available\u00a0 about\u00a0 Britain.\u00a0 One\u00a0 of\u00a0 the\u00a0 most\u00a0 readable\u00a0 and\u00a0 detailed\u00a0 is\u00a0 <\/b>A.\u00a0 Sampson\u2019s\u00a0 \u2018The\u00a0 Changing\u00a0 Anatomy\u00a0 of\u00a0 Britain\u2019\u00a0 (Coronet,\u00a0 1983).\u00a0 The\u00a0 yearly\u00a0 publication\u00a0 of\u00a0 her\u00a0 Majesty\u2019s\u00a0 Stationery\u00a0 Office,\u00a0 Britain,<\/b>\u00a0 is\u00a0 full\u00a0 of\u00a0 facts\u00a0 and\u00a0 figures\u00a0 and\u00a0 best\u00a0 used\u00a0 for\u00a0 reference.\u00a0 Other\u00a0 official\u00a0 bodies\u00a0 such\u00a0 as\u00a0 the\u00a0 Centre\u00a0 for\u00a0 Information\u00a0 and\u00a0 the\u00a0 British\u00a0 Travel\u00a0 Association\u00a0 put\u00a0 out\u00a0 books,\u00a0 leaflets,\u00a0 fact\u00a0 sheets\u00a0 and\u00a0 so\u00a0 on\u00a0 which\u00a0 are\u00a0 widely\u00a0 available\u00a0 world wide\u00a0\u00a0 from\u00a0 their\u00a0 own\u00a0 offices,\u00a0 from\u00a0 the\u00a0 British\u00a0 Council\u00a0 and\u00a0 from\u00a0 British\u00a0 Embassies<\/b>.\u00a0 Materials\u00a0 of\u00a0 this\u00a0 nature\u00a0 are\u00a0 a\u00a0 very\u00a0 direct\u00a0 and\u00a0 lively\u00a0 introduction\u00a0 not\u00a0 only\u00a0 to\u00a0 English\u00a0 culture\u00a0 but\u00a0 also\u00a0 to\u00a0 the\u00a0 contemporary\u00a0 use\u00a0 of\u00a0 the\u00a0 English\u00a0 Language.<\/p>\n

         <\/p>\n

        Since\u00a0 I\u00a0 have\u00a0 related\u00a0 this\u00a0 method\u00a0 to\u00a0 the\u00a0\u00a0 speaking\u00a0 skill,<\/b>\u00a0\u00a0 I\u00a0 would\u00a0 like\u00a0 to\u00a0 mention\u00a0 about\u00a0 the\u00a0 \u2018language\u00a0 laboratory\u2019<\/b>\u00a0\u00a0 used\u00a0\u00a0\u00a0 by\u00a0 the\u00a0 teachers\u00a0 in\u00a0 TEFL<\/b>\u00a0 as\u00a0 an\u00a0 aid\u00a0\u00a0 and\u00a0 a\u00a0 modern\u00a0 way\u00a0 in\u00a0 improving\u00a0 the\u00a0 speaking\u00a0 skill\u00a0\u00a0 of\u00a0 their\u00a0 students<\/b>.<\/b>\u00a0 Though\u00a0 nowadays\u00a0 even\u00a0 this\u00a0 ( using\u00a0 language\u00a0 labs )\u00a0 is\u00a0 now\u00a0 being\u00a0 replaced\u00a0 by\u00a0 even\u00a0 more\u00a0 modern\u00a0 technology\u00a0 for\u00a0 language\u00a0 learning\u00a0\u00a0 and\u00a0 that\u00a0 is\u00a0 by\u00a0 multimedia\u00a0 or\u00a0 computer-based\u00a0 programs\u00a0 for\u00a0 TEFL. <\/b>\u00a0I\u00a0 have\u00a0 discussed\u00a0 this\u00a0 in\u00a0 detail \u00a0in\u00a0 the \u00a0fourth \u00a0section of \u00a0this research .<\/p>\n

         <\/p>\n

        \u00a0<\/span><\/p>\n

        \u00a0<\/span><\/b><\/p>\n

        \u00a0<\/span><\/b><\/p>\n

        \u00a0<\/b><\/p>\n

        42.<\/b><\/p>\n

        \u00a0<\/span><\/b><\/p>\n

        Definition\u00a0 of\u00a0 a\u00a0 language\u00a0 laboratory :<\/span><\/b><\/p>\n

         <\/p>\n

        The\u00a0 language\u00a0 labs\u00a0 are\u00a0 designed\u00a0 for\u00a0 research\u00a0 on\u00a0 the\u00a0 analysis\u00a0 and\u00a0 description\u00a0 of\u00a0 language .\u00a0 It\u00a0 may\u00a0 contain\u00a0 equipments\u00a0 such as\u00a0 sound\u00a0 spectrograph\u00a0 and\u00a0 oscillograph\u00a0 which\u00a0 facilitate\u00a0\u00a0 the\u00a0 language\u00a0 learning. The\u00a0 language\u00a0 labs\u00a0 also\u00a0 usually\u00a0 contain\u00a0 play\u00a0 back\u00a0 and\u00a0 recording\u00a0 equipment\u00a0 for\u00a0 students\u00a0 to\u00a0 practice\u00a0 the\u00a0 languages\u00a0 they\u00a0 are\u00a0 learning.<\/p>\n

         <\/p>\n

        The\u00a0 language\u00a0 lab\u00a0 is\u00a0 a\u00a0 special\u00a0 room\u00a0 for\u00a0 practice\u00a0 with\u00a0 sound\u00a0 equipments\u00a0 and\u00a0 is\u00a0 provided\u00a0 by\u00a0 booths\u00a0 and\u00a0 earphones\u00a0 for \u00a0every\u00a0 student\u00a0 and\u00a0 the\u00a0 tape\u00a0 recorder\u00a0 which\u00a0 is\u00a0 used\u00a0 by\u00a0 the\u00a0 teacher\u00a0 to\u00a0 apply\u00a0 the\u00a0 lessons\u00a0 in\u00a0 the\u00a0 class.<\/p>\n

         <\/p>\n

        The\u00a0 language\u00a0 lab\u00a0 plays\u00a0 a\u00a0 major\u00a0 role\u00a0 in\u00a0 teaching\u00a0 a\u00a0 foreign\u00a0 language\u00a0 specially\u00a0 listening\u00a0 and\u00a0 speaking\u00a0 skills\u00a0 because\u00a0 it \u00a0helps\u00a0 the\u00a0 students\u00a0 to\u00a0 speak\u00a0 orally\u00a0 and\u00a0 correctly\u00a0 in\u00a0 short,\u00a0 limited\u00a0 time\u00a0 and\u00a0 can\u00a0 facilitate\u00a0 in\u00a0 solving\u00a0 many\u00a0 difficulties\u00a0 faced\u00a0 by\u00a0 the\u00a0 students\u00a0\u00a0 in\u00a0 comprehension\u00a0\u00a0 and\u00a0 pronunciation,\u00a0 provided\u00a0 it\u00a0 is\u00a0 handled\u00a0 by\u00a0 a\u00a0 good,\u00a0\u00a0 competent\u00a0 and\u00a0 knowledgeable FL\u00a0\u00a0 teacher.<\/p>\n

        \u00a0<\/b><\/p>\n

        Using\u00a0 of\u00a0 language\u00a0 lab :<\/span><\/b><\/p>\n

          \n
        • How\u00a0 do\u00a0 we\u00a0 use\u00a0 the\u00a0 language\u00a0 labs ?<\/li>\n
        • How\u00a0 useful\u00a0 are\u00a0 the\u00a0\u00a0 language\u00a0 labs\u00a0 in\u00a0 TEFL ?<\/li>\n<\/ul>\n

          We\u00a0 use\u00a0 the\u00a0 language\u00a0 labs\u00a0 to\u00a0 acquire\u00a0 or\u00a0 learn\u00a0 the\u00a0 language\u00a0 itself\u00a0 from\u00a0 the\u00a0 native\u00a0 speakers\u00a0 and\u00a0 language\u00a0 lab\u00a0 exercise\u00a0 is\u00a0 complementary\u00a0 to\u00a0 the\u00a0 classroom\u00a0 lessons\u00a0 and\u00a0 activities.\u00a0 The\u00a0 using\u00a0 of\u00a0 language\u00a0 lab\u00a0 is\u00a0 divided\u00a0 into\u00a0 the\u00a0 following\u00a0 steps :<\/p>\n

            \n
          1. Identify\u00a0 the\u00a0 problem\u00a0 that\u00a0 needs\u00a0 lab\u00a0 practice.<\/li>\n
          2. Choose\u00a0 the\u00a0 drill\u00a0 type\u00a0 best\u00a0 suited\u00a0 for\u00a0 the\u00a0 purpose.<\/li>\n
          3. Prepare\u00a0 the\u00a0 tape script.<\/li>\n
          4. Make\u00a0 the\u00a0 recording.<\/li>\n
          5. Check\u00a0 it.<\/li>\n
          6. Evaluate\u00a0 the\u00a0 actual\u00a0 use\u00a0 of\u00a0 exercise\u00a0 with\u00a0 your\u00a0 class.<\/li>\n<\/ol>\n

            These\u00a0 steps\u00a0 will\u00a0 lead\u00a0 the\u00a0\u00a0 teacher\u00a0 in\u00a0 TEFL\u00a0\u00a0 with\u00a0 good\u00a0 results\u00a0 if\u00a0 we\u00a0 follow\u00a0 them\u00a0 completely.<\/p>\n

             <\/p>\n

             <\/p>\n

            \u00a0<\/b><\/p>\n

            \u00a0<\/b><\/p>\n

            43.<\/b><\/p>\n

             <\/p>\n

            According\u00a0 to\u00a0 <\/b>Robert\u00a0 Lado<\/b>\u00a0 \u00a0\u00a0\u00a0\u00a0two\u00a0 conflicting\u00a0 roles\u00a0 of\u00a0 the\u00a0 language\u00a0 lab\u00a0 are\u00a0 prevalent :\u00a0 one\u00a0 regards\u00a0 the\u00a0 lab\u00a0 as\u00a0 the\u00a0 centre\u00a0 of\u00a0 language\u00a0 teaching\u00a0 with\u00a0 the\u00a0 teacher\u00a0 assisting in\u00a0\u00a0 the\u00a0 lab\u00a0 operation,\u00a0 the\u00a0 other\u00a0 regards\u00a0 the\u00a0 lab\u00a0 as\u00a0 a\u00a0 teaching\u00a0 aid\u00a0 with\u00a0 the\u00a0 class\u00a0 as\u00a0 the\u00a0 centre.\u00a0 There\u00a0 are\u00a0 two\u00a0 criteria\u00a0 to\u00a0 these two\u00a0 roles :<\/p>\n

              \n
            1. The recorded\u00a0 materials\u00a0 are\u00a0 complete\u00a0 lessons\u00a0 which\u00a0 attempt\u00a0 to\u00a0 do\u00a0 the\u00a0 entire\u00a0 teaching\u00a0 course.<\/li>\n
            2. The\u00a0 accompanying\u00a0 explanations\u00a0 and\u00a0 the\u00a0 advertisements\u00a0 state\u00a0 that\u00a0 the\u00a0 lessons\u00a0 don\u2019t\u00a0 require\u00a0 a\u00a0 trained\u00a0 teacher.\u00a0 He\u00a0 also\u00a0 mentioned\u00a0 in\u00a0 his\u00a0 book\u00a0 that\u00a0 this\u00a0 point\u00a0 of\u00a0 view\u00a0 in\u00a0 which\u00a0 the\u00a0 lab\u00a0 is\u00a0 the\u00a0 centre\u00a0 of\u00a0 teaching\u00a0 is\u00a0 rejected\u00a0 here\u00a0 for\u00a0 the\u00a0 following\u00a0 reasons :<\/li>\n<\/ol>\n

               <\/p>\n

                \n
              1. It\u00a0 is\u00a0 more\u00a0 difficult\u00a0 and\u00a0 expensive \u00a0to\u00a0 produce\u00a0 good\u00a0 materials\u00a0 that\u00a0 attempt\u00a0 to\u00a0 do\u00a0 everything\u00a0 than\u00a0 to\u00a0 produce\u00a0 materials\u00a0 that\u00a0 supplement\u00a0 the\u00a0 words\u00a0 of\u00a0 the\u00a0 teacher.<\/li>\n
              2. Complete\u00a0 materials\u00a0 age\u00a0 rapidly\u00a0 and\u00a0 soon\u00a0 become\u00a0 outdated.<\/li>\n
              3. Such\u00a0 materials\u00a0 are\u00a0 inflexible\u00a0 and\u00a0 outworked without\u00a0 a\u00a0 teacher\u00a0 to\u00a0 control\u00a0 them\u00a0 and\u00a0 adapt\u00a0 them\u00a0 to\u00a0 the\u00a0 students.<\/li>\n<\/ol>\n

                We\u00a0 are\u00a0 in\u00a0 agreement\u00a0 with\u00a0 Robert\u00a0 Lado<\/b>\u00a0 \u00a0\u00a0because\u00a0 the\u00a0 students\u00a0 really\u00a0 need\u00a0 a\u00a0 teacher\u00a0 to\u00a0 guide\u00a0 them\u00a0 in<\/b>\u00a0 why\u00a0 and\u00a0 how\u00a0 to\u00a0 use\u00a0 the\u00a0 language\u00a0 lab.<\/b>\u00a0 The\u00a0 role\u00a0 of\u00a0 the\u00a0 lab\u00a0 varies\u00a0 among\u00a0 different\u00a0 EFL\u00a0 teachers,\u00a0 for\u00a0 example\u00a0 one\u00a0 teacher\u00a0 of\u00a0 Spanish<\/b> gives\u00a0 his\u00a0 whole\u00a0 course\u00a0 in\u00a0 the\u00a0 lab\u00a0 using\u00a0 specially\u00a0 programmed\u00a0 materials\u00a0 while\u00a0 several\u00a0 recent\u00a0 British courses\u00a0 for\u00a0 teaching\u00a0 English<\/b>\u00a0 use\u00a0 the\u00a0 lab\u00a0 principally\u00a0 for\u00a0 practice,\u00a0 rather\u00a0 than\u00a0 for\u00a0 presentation\u00a0 or\u00a0 development.<\/p>\n

                The\u00a0 role\u00a0 of\u00a0 the\u00a0 learner\u00a0 is\u00a0 to\u00a0 repeat\u00a0 or\u00a0 learn\u00a0 by\u00a0 heart\u00a0 chosen\u00a0 words,\u00a0 phrases,\u00a0 sentences\u00a0 or\u00a0 conversations.\u00a0 The\u00a0 learner\u00a0 might\u00a0 be\u00a0 also\u00a0 given\u00a0 variety\u00a0 of\u00a0 structural\u00a0 drills\u00a0 or\u00a0 role-playing\u00a0 exercises<\/b>\u00a0 which\u00a0 support\u00a0 him\u00a0 to\u00a0 handle\u00a0 what\u00a0 he\u00a0 is\u00a0 learning.<\/p>\n

                 <\/p>\n

                Thus\u00a0 it\u00a0 can\u00a0 said\u00a0 that\u00a0 the\u00a0 language\u00a0 labs<\/b>\u00a0\u00a0 in\u00a0 all\u00a0 education\u00a0 centres\u00a0 of\u00a0 foreign\u00a0 language\u00a0 teaching\u00a0\u00a0 constitute\u00a0\u00a0 an\u00a0 important\u00a0 side\u00a0 in \u00a0TEFL<\/b>\u00a0 and\u00a0 provides\u00a0 a\u00a0 valuable\u00a0 aid\u00a0 to\u00a0 the\u00a0 teacher\u00a0\u00a0 specially in\u00a0 teaching\u00a0 the\u00a0 listening\u00a0 and\u00a0 speaking\u00a0 skill\u00a0 of\u00a0 the\u00a0 language\u00a0 to\u00a0 be\u00a0 learned<\/b>\u00a0 by\u00a0 solving\u00a0 the\u00a0 problems\u00a0 of\u00a0 pronunciation<\/b>\u00a0 to\u00a0 a\u00a0 large\u00a0 extent,\u00a0 provided\u00a0 they\u00a0 are\u00a0 well-equipped\u00a0 and\u00a0 are\u00a0 run\u00a0 by\u00a0 good,\u00a0 trained\u00a0 teachers. <\/b><\/p>\n

                \u00a0<\/b><\/p>\n

                \u00a0<\/b><\/p>\n

                \u00a0<\/b><\/p>\n

                44.<\/b><\/p>\n

                \u00a0<\/b><\/p>\n

                Phonetics <\/b>\u00a0is\u00a0 being\u00a0 taught\u00a0\u00a0 in\u00a0 the\u00a0 present\u00a0 times\u00a0 in\u00a0 most\u00a0 of\u00a0 the\u00a0 language\u00a0 institutions\u00a0 and\u00a0 will\u00a0 continue\u00a0 to\u00a0 be\u00a0 taught\u00a0\u00a0 for\u00a0 teaching\u00a0 the\u00a0 correct\u00a0 pronunciation\u00a0 and\u00a0 the\u00a0 sound\u00a0 system\u00a0 of\u00a0 the\u00a0 foreign\u00a0 language\u00a0 to\u00a0 be\u00a0 learnt<\/b>.<\/p>\n

                 <\/p>\n

                It\u00a0 includes\u00a0 the\u00a0 learning\u00a0 of\u00a0 differences\u00a0 in\u00a0 sound\u00a0 patterns\u00a0 in\u00a0 different\u00a0 languages\u00a0 and\u00a0 how\u00a0 to\u00a0 acquire\u00a0 the\u00a0 correct\u00a0 accent\u00a0 of\u00a0 the\u00a0 language\u00a0 to\u00a0 be\u00a0 learnt.\u00a0 It\u00a0 also\u00a0 explains\u00a0\u00a0 how\u00a0 the\u00a0 speech\u00a0 organs\u00a0 work\u00a0 in\u00a0 production\u00a0 of\u00a0 vowels,\u00a0 consonants ( fricatives, stops, sonorants )\u00a0 diphthongs ,\u00a0 plosives,\u00a0 affricates,\u00a0 glottal\u00a0 stop,\u00a0 approximant ,\u00a0 etc.\u00a0 specially\u00a0 in\u00a0 the\u00a0\u00a0 British\u00a0 \u2018<\/b>Received\u00a0 Pronunciation\u2019<\/b>\u00a0 of\u00a0 English\u00a0 which\u00a0 is\u00a0 the\u00a0 most\u00a0 common\u00a0 accent\u00a0 of\u00a0 the\u00a0 families\u00a0 in\u00a0 the\u00a0 South\u00a0 of\u00a0 England\u00a0 who\u00a0 have\u00a0 been\u00a0 educated\u00a0 at\u00a0 British\u00a0 public\u00a0 schools. The\u00a0 explanation\u00a0 also\u00a0 includes\u00a0 the\u00a0 voiced\u00a0 and\u00a0 voiceless\u00a0 phonetic\u00a0 symbols,\u00a0 phonemes,\u00a0 stress\u00a0 and\u00a0 rhythm,\u00a0 intonation,\u00a0 morphology :\u00a0 words\u00a0 and\u00a0 morphemes.\u00a0 Lexical\u00a0 and\u00a0 grammatical\u00a0 words,\u00a0 syntax,\u00a0 lexical\u00a0 sets,\u00a0 hierarchy,\u00a0 description\u00a0 of\u00a0 language\u00a0 and\u00a0 language\u00a0 universals\u00a0 <\/b>are\u00a0 some\u00a0 of\u00a0 the\u00a0 important\u00a0 terms\u00a0 under\u00a0 which\u00a0 the\u00a0 Phonetics\u00a0 in\u00a0 TEFL<\/b>\u00a0 is\u00a0 taught.\u00a0\u00a0 In\u00a0 all\u00a0 the\u00a0 FL\u00a0 source\u00a0 books\u00a0 there\u00a0 are a\u00a0 number\u00a0 of\u00a0 ways\u00a0 and\u00a0 exercises\u00a0 with\u00a0 examples\u00a0 of\u00a0 how\u00a0 to\u00a0 teach\u00a0 the\u00a0 pronunciation\u00a0 in\u00a0 the\u00a0 most\u00a0 effective\u00a0 way.\u00a0 The\u00a0 challenge\u00a0 for\u00a0 the\u00a0 FL\u00a0 teacher\u00a0 is\u00a0 how\u00a0 to\u00a0 apply\u00a0 these\u00a0 ways\u00a0 to\u00a0 ensure\u00a0 maximum\u00a0 benefit\u00a0 for\u00a0 the\u00a0 students.<\/b><\/p>\n

                 <\/p>\n

                The\u00a0 Grammar\u00a0 Translation\u00a0 Method :<\/span><\/b><\/p>\n

                \u00a0<\/span><\/b><\/p>\n

                Most\u00a0 teachers\u00a0 who\u00a0 employ\u00a0 the \u2018The\u00a0 Grammar\u00a0 Translation\u00a0 Method\u2019<\/b>\u00a0 to\u00a0 teach\u00a0 English\u00a0 would\u00a0 probably\u00a0 tell\u00a0 you\u00a0 that\u00a0 (for\u00a0 their\u00a0 students\u00a0 at\u00a0 least)\u00a0 the\u00a0 most\u00a0 fundamental\u00a0 reason\u00a0 for\u00a0 learning\u00a0 the\u00a0 language\u00a0 is\u00a0 to\u00a0 give\u00a0 the\u00a0 learners\u00a0 access\u00a0 to\u00a0 English\u00a0 literature,\u00a0 develop\u00a0 their\u00a0 minds\u00a0 \u2018mentally\u2019\u00a0 through\u00a0 foreign\u00a0 language\u00a0 learning,\u00a0 and\u00a0 to\u00a0 build\u00a0 in\u00a0 them\u00a0 the\u00a0 kinds\u00a0 of\u00a0 grammar,\u00a0 reading,\u00a0 vocabulary\u00a0 and\u00a0 translation\u00a0 skills\u00a0 necessary\u00a0 to\u00a0 pass\u00a0 any\u00a0 one\u00a0 of\u00a0 a\u00a0 variety\u00a0 of\u00a0 mandatory\u00a0 written\u00a0 tests\u00a0 required\u00a0 at\u00a0 High\u00a0 School\u00a0 or\u00a0 Tertiary\u00a0 level.<\/p>\n

                Some\u00a0 teachers\u00a0 who\u00a0 use\u00a0 the\u00a0 method\u00a0 might\u00a0 also\u00a0 tell\u00a0 you\u00a0 that\u00a0 it\u00a0 is\u00a0 the\u00a0 most\u00a0 effective\u00a0 way\u00a0 to\u00a0 prepare\u00a0 students\u00a0 for\u00a0 \u2018global\u00a0 communication\u2019<\/b>\u00a0 by\u00a0 beginning\u00a0 with\u00a0 the\u00a0 key\u00a0 skills\u00a0 of\u00a0 reading\u00a0 and\u00a0 grammar.\u00a0 Others\u00a0 may\u00a0 even\u00a0 say\u00a0 it\u00a0 is\u00a0 the\u00a0 \u2018least\u00a0 stressful\u2019<\/b>\u00a0 for\u00a0 students\u00a0 because\u00a0 almost\u00a0 all\u00a0 the\u00a0 teaching\u00a0 occurs\u00a0 in\u00a0 L1\u00a0 and\u00a0 students\u00a0 are\u00a0 rarely\u00a0 called\u00a0 upon\u00a0 to\u00a0 speak\u00a0 the\u00a0 language\u00a0 in\u00a0 any\u00a0 communicative\u00a0 fashion.<\/p>\n

                \u00a0<\/span><\/b><\/p>\n

                45.<\/b><\/p>\n

                \u00a0<\/b><\/p>\n

                Towards\u00a0 the\u00a0 mid-nineteenth\u00a0\u00a0 century\u00a0 several\u00a0 factors\u00a0 contributed\u00a0 the\u00a0 rejection\u00a0 of\u00a0\u00a0 grammar-translation\u00a0 method.<\/b><\/p>\n

                \u00a0<\/span><\/b><\/p>\n

                The\u00a0 Reform\u00a0 Movement\u00a0 in\u00a0 Language\u00a0 Teaching.<\/span><\/b>\u00a0\u00a0 \u00a0\u00a0led\u00a0 to\u00a0 what\u00a0 have\u00a0 been\u00a0 termed\u00a0 as\u00a0 the\u00a0 Natural\u00a0 Method,\u00a0 and\u00a0 ultimately\u00a0 led\u00a0 to\u00a0 the\u00a0 development\u00a0 of\u00a0 what\u00a0 came\u00a0 to\u00a0 be\u00a0 known\u00a0 as:<\/p>\n

                 <\/p>\n

                The\u00a0 Direct\u00a0 Method. <\/b><\/p>\n

                 <\/p>\n

                The\u00a0 natural\u00a0 language\u00a0 learning\u00a0 principles\u00a0 provided\u00a0 the\u00a0 foundation\u00a0 for\u00a0 what\u00a0 came\u00a0 to\u00a0 be\u00a0 The\u00a0 Direct\u00a0 Method.<\/b>\u00a0 (DM)\u00a0 Enthusiastic\u00a0 supporters\u00a0 of\u00a0 the\u00a0 DM\u00a0 introduced\u00a0 it\u00a0 in\u00a0 France\u00a0 and Germany,\u00a0 and\u00a0 it\u00a0 became\u00a0 known\u00a0 in\u00a0 The\u00a0 United\u00a0 States\u00a0 through\u00a0 its\u00a0 use\u00a0 by\u00a0 Sauveur\u00a0 and\u00a0 Berlitz\u00a0 in\u00a0 successful\u00a0 commercial\u00a0 language\u00a0 schools, \u00a0<\/b>Berlitz<\/b>\u00a0 did\u00a0 not\u00a0 use\u00a0 the\u00a0 term,\u00a0 ( he\u00a0 referred\u00a0 to\u00a0 the\u00a0 method\u00a0 used\u00a0 in\u00a0 his\u00a0 school\u00a0 as\u00a0 the\u00a0 Berlitz\u00a0 method<\/b> ).\u00a0 In\u00a0 practice\u00a0 it\u00a0 stood\u00a0 for\u00a0 the\u00a0 following\u00a0 principles\u00a0 procedure :<\/p>\n

                  \n
                1. Classroom\u00a0 instruction\u00a0 was conducted\u00a0 exclusively\u00a0 in\u00a0 the\u00a0 Target\u00a0 Language.<\/li>\n
                2. Only\u00a0 everyday\u00a0 vocabulary\u00a0 and\u00a0 sentences\u00a0 were\u00a0 taught.<\/li>\n
                3. Oral\u00a0 communication\u00a0 skills\u00a0 were\u00a0 built\u00a0 up\u00a0 in\u00a0 a\u00a0 carefully\u00a0 graded\u00a0 progression\u00a0 organized\u00a0 around\u00a0 question\u00a0 and\u00a0 answer\u00a0 exchanges\u00a0 between\u00a0 teachers\u00a0 and\u00a0 students\u00a0 in\u00a0 small,\u00a0 intensive\u00a0 classes.<\/li>\n
                4. Grammar\u00a0 was\u00a0 taught\u00a0 inductively.<\/li>\n
                5. New\u00a0 teaching\u00a0 points\u00a0 were\u00a0 introduced\u00a0 orally.<\/li>\n
                6. Concrete\u00a0 vocabulary\u00a0 was\u00a0 taught\u00a0 through\u00a0 demonstration,\u00a0 objects\u00a0 and\u00a0 pictures ;\u00a0\u00a0 abstract\u00a0 vocabulary\u00a0 was\u00a0 taught\u00a0 by\u00a0 association\u00a0 of\u00a0 ideas.<\/li>\n
                7. Both\u00a0 speech\u00a0 and\u00a0 listening\u00a0 comprehension\u00a0 were\u00a0 taught.<\/li>\n
                8. Correct\u00a0 pronunciation\u00a0 and\u00a0 grammar\u00a0 were\u00a0\u00a0 emphasized.<\/li>\n<\/ol>\n

                   <\/p>\n

                  The\u00a0 principles\u00a0 are\u00a0 seen\u00a0 in\u00a0 the\u00a0 following\u00a0 guidelines\u00a0 for\u00a0 teaching\u00a0 oral language\u00a0 and\u00a0\u00a0 are\u00a0 still\u00a0 followed\u00a0 in\u00a0 Berlitz\u00a0 schools.<\/p>\n

                   <\/p>\n

                    \n
                  • Never\u00a0 translate ;\u00a0 demonstrate.<\/li>\n
                  • Never\u00a0 explain ;\u00a0 act.<\/li>\n
                  • Never\u00a0 make\u00a0 a\u00a0 speech ;\u00a0 ask\u00a0 questions.<\/li>\n
                  • Never\u00a0 imitate\u00a0 mistakes ;\u00a0 correct.<\/li>\n
                  • Never\u00a0 speak\u00a0 with\u00a0 single\u00a0 words ;\u00a0 use\u00a0 sentence.<\/li>\n<\/ul>\n

                     <\/p>\n

                    46.<\/b><\/p>\n

                     <\/p>\n

                     <\/p>\n

                      \n
                    • Never\u00a0 use\u00a0 the\u00a0 book ;\u00a0 use\u00a0 your\u00a0 lesson\u00a0 plan.<\/li>\n<\/ul>\n

                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 *\u00a0\u00a0 <\/b>Never\u00a0 go\u00a0 too\u00a0 fast ;\u00a0 keep\u00a0 the\u00a0 pace\u00a0 of\u00a0 the\u00a0 students.<\/b><\/p>\n

                      *\u00a0\u00a0\u00a0 Never\u00a0 speak\u00a0 too slowly ;\u00a0 speak\u00a0 normally.<\/p>\n

                        \n
                      • Never\u00a0 speak\u00a0 too\u00a0 quickly ;\u00a0 speak\u00a0 naturally.<\/li>\n
                      • Never\u00a0 be\u00a0 impatient ;\u00a0 Take\u00a0 it\u00a0 easy.<\/li>\n<\/ul>\n

                         <\/p>\n

                        The\u00a0 Direct\u00a0 Method<\/b>\u00a0 has\u00a0 several\u00a0 drawbacks<\/b>,\u00a0 first\u00a0 it\u00a0 required\u00a0 teachers\u00a0 who\u00a0 were\u00a0 native\u00a0 speakers\u00a0 or\u00a0 who\u00a0 had\u00a0 native\u00a0 like\u00a0 fluency\u00a0 in\u00a0 the\u00a0 foreign\u00a0 language.\u00a0 It\u00a0 was\u00a0 largely\u00a0 dependent\u00a0 on\u00a0 the\u00a0 teacher\u2019s\u00a0 skill,\u00a0 rather\u00a0 than\u00a0 on\u00a0 textbooks,\u00a0 and\u00a0 not\u00a0 all\u00a0 teachers\u00a0 were\u00a0 proficient\u00a0 enough\u00a0 in\u00a0 the\u00a0 foreign\u00a0 language\u00a0 to\u00a0 adhere\u00a0 to\u00a0 the\u00a0 principles\u00a0 of\u00a0 the\u00a0 Direct\u00a0 Method.<\/p>\n

                         <\/p>\n

                        A\u00a0 student\u00a0 who\u00a0 began\u00a0\u00a0 in 1923\u00a0 on\u00a0 the\u00a0 state\u00a0 of\u00a0 foreign\u00a0 language\u00a0 teaching\u00a0 concluded\u00a0 that\u00a0 no\u00a0 single\u00a0 method\u00a0 could\u00a0 guarantee\u00a0 successful\u00a0 results.<\/p>\n

                        Although\u00a0 the \u00a0DM<\/b>\u00a0 enjoyed\u00a0 popularity\u00a0 in\u00a0 Europe,\u00a0 not\u00a0 everyone\u00a0 had\u00a0 embraced\u00a0 it\u00a0 enthusiastically.\u00a0 The British\u00a0 applied\u00a0 linguist\u00a0 Henry\u00a0 Sweet<\/b>\u00a0 recognized\u00a0 its\u00a0 limitations,<\/b>\u00a0 many\u00a0 others\u00a0 applied\u00a0 linguists\u00a0 criticized\u00a0 this\u00a0 method\u00a0 and\u00a0 their\u00a0 criticism\u00a0 led,\u00a0 as\u00a0 subsequent\u00a0 \u00a0\u00a0developments\u00a0 to\u00a0 Audiolingualism\u00a0 and\u00a0 modern\u00a0 Technology\u00a0 applied\u00a0 in\u00a0 TEFL.which is my concern in the next section of this research.<\/b><\/p>\n

                        \u00a0<\/b><\/p>\n

                        I\u00a0 have\u00a0 tried\u00a0 to\u00a0 explain\u00a0 and\u00a0 evaluate\u00a0 above\u00a0 some\u00a0 of\u00a0 the\u00a0 important\u00a0 methods\u00a0 of\u00a0 teaching\u00a0 applied\u00a0 in\u00a0 TEFL<\/b>\u00a0\u00a0 and\u00a0 their\u00a0 impact\u00a0 and\u00a0 significance\u00a0 on\u00a0 the\u00a0 teaching\u00a0 and\u00a0 learning\u00a0 of\u00a0 a\u00a0 foreign\u00a0 language.<\/p>\n

                         <\/p>\n

                        Before\u00a0 I\u00a0 conclude\u00a0 this\u00a0 section\u00a0 I\u00a0 would\u00a0 like\u00a0 to\u00a0 give\u00a0 a\u00a0 brief\u00a0 description\u00a0 of\u00a0 two\u00a0 important\u00a0 aspects\u00a0\u00a0 which\u00a0 according\u00a0 to\u00a0 me\u00a0 play\u00a0 a\u00a0\u00a0 major\u00a0 role\u00a0 in\u00a0 TEFL.\u00a0\u00a0\u00a0 They\u00a0 are\u00a0 :<\/p>\n

                         <\/p>\n

                         <\/p>\n

                          \n
                        1. 1.\u00a0\u00a0\u00a0\u00a0 <\/b>Contrastive\u00a0 Analyses.<\/b><\/li>\n<\/ol>\n

                          \u00a0<\/b><\/p>\n

                            \n
                          1. 2.\u00a0\u00a0\u00a0\u00a0 <\/b>Chomsky\u2019s\u00a0 Theory\u00a0 of\u00a0 Languages.<\/b><\/li>\n<\/ol>\n

                            \u00a0<\/b><\/p>\n

                            \u00a0<\/b><\/p>\n

                            \u00a0<\/b><\/p>\n

                            47.<\/b><\/p>\n

                              \n
                            1. 1.\u00a0\u00a0\u00a0\u00a0 <\/b>Contrastive\u00a0 Analysis<\/b>\u00a0 was\u00a0 developed\u00a0 by\u00a0 structural\u00a0 linguists\u00a0 to\u00a0 explain\u00a0 the\u00a0 observation\u00a0 that\u00a0 learners\u00a0 of\u00a0 second\u00a0 language\u00a0 tend\u00a0 to\u00a0 exhibit ,\u00a0 when \u00a0performing\u00a0 in\u00a0 the\u00a0 second\u00a0 language,\u00a0 certain\u00a0 behaviour\u00a0 unrepresentative\u00a0 of\u00a0 that\u00a0 L2.\u00a0 Contrastive\u00a0 Analysis \u00a0claims\u00a0 that\u00a0 unacceptable\u00a0 L2\u00a0 performance\u00a0 is\u00a0 the\u00a0 consequence\u00a0 of\u00a0 learner \u00a0<\/b>transforming\u00a0 by\u00a0 habit\u00a0 <\/b>that\u00a0 patterns\u00a0 of\u00a0 his\u00a0 L1\u00a0 on\u00a0 his\u00a0 L2\u00a0 performance.<\/li>\n<\/ol>\n

                              Contrastive\u00a0 Analysis<\/b>\u00a0 is\u00a0 therefore\u00a0 based\u00a0 on\u00a0 the\u00a0 assumption\u00a0 that\u00a0 it\u00a0 is\u00a0 possible\u00a0 to\u00a0 contrast\u00a0 the\u00a0 system\u00a0 of\u00a0 one\u00a0 language\u00a0 with\u00a0 the\u00a0 system\u00a0 of\u00a0 a\u00a0 second\u00a0 language\u00a0 in\u00a0 order\u00a0 to\u00a0 predict\u00a0 those\u00a0 difficulties<\/b>\u00a0 which\u00a0 a\u00a0 speaker\u00a0 of\u00a0 the\u00a0 second\u00a0 language\u00a0 will\u00a0 have\u00a0 in\u00a0 learning\u00a0 that\u00a0 second\u00a0 language. It\u00a0 should\u00a0 however\u00a0 be\u00a0 pointed\u00a0 out\u00a0 in\u00a0 this\u00a0 context\u00a0 that\u00a0 predicting\u00a0 learner\u2019s\u00a0 errors\u00a0 is\u00a0 not\u00a0 the\u00a0 function\u00a0 of\u00a0 Contrastive\u00a0 Analysis.\u00a0 Contrastive\u00a0 Analysis\u00a0 is\u00a0 claimed\u00a0 to\u00a0 be\u00a0 central\u00a0 to\u00a0 all\u00a0 linguistic\u00a0 research\u00a0 in\u00a0 developing\u00a0 a\u00a0 general\u00a0 theory\u00a0 of\u00a0 languages\u00a0 based\u00a0 on\u00a0 the\u00a0 discovery\u00a0 of\u00a0 the\u00a0 universals\u00a0 of\u00a0 language\u00a0 and\u00a0 interlingual\u00a0 translation.<\/p>\n

                               <\/p>\n

                                \n
                              1. 2.\u00a0\u00a0\u00a0\u00a0 <\/b>Chomsky\u2019s\u00a0 Theory<\/b>\u00a0 can\u00a0 be\u00a0 summarized\u00a0 as\u00a0 follows :<\/li>\n<\/ol>\n

                                 <\/p>\n

                                How\u00a0 do\u00a0 Chomsky\u2019s\u00a0 theories\u00a0 of\u00a0 knowledge\u00a0 of\u00a0 language<\/b>\u00a0 and\u00a0 how\u00a0 come\u00a0 to\u00a0 know\u00a0 it\u00a0 relate\u00a0 to\u00a0 the\u00a0 study\u00a0 of\u00a0 nature ?\u00a0 As\u00a0 one\u00a0 might\u00a0 guess,\u00a0 he\u00a0 rejects\u00a0 the\u00a0 view\u00a0 of\u00a0 the\u00a0 human\u00a0 mind\u00a0 as\u00a0 a\u00a0 blank\u00a0 slate\u00a0 of\u00a0 birth,\u00a0 filled\u00a0 in\u00a0 by\u00a0 experience.\u00a0 Rather,\u00a0 Chomsky\u00a0 suggests\u00a0 that\u00a0 components\u00a0 of\u00a0 the \u00a0mind,\u00a0 including\u00a0 language\u00a0 and\u00a0 other\u00a0 systems\u00a0 of\u00a0 knowledge,\u00a0 are\u00a0 largely\u00a0 innately\u00a0 determined.\u00a0 Experience\u00a0 (of\u00a0 one\u2019s\u00a0 culture,\u00a0 language,\u00a0 etc.)\u00a0 does\u00a0 not\u00a0 fill\u00a0 in\u00a0 a\u00a0 blank\u00a0 slate,\u00a0 but\u00a0 instead\u00a0 interacts\u00a0 with\u00a0 innate\u00a0 properties\u00a0 to\u00a0 form\u00a0 \u2018competence\u2019\u00a0 in\u00a0 these\u00a0 different\u00a0 systems\u00a0 of\u00a0 knowledge.\u00a0 All\u00a0 these\u00a0 components\u00a0 interact\u00a0 with\u00a0 each\u00a0 other,\u00a0 or\u00a0 are\u00a0 linked\u00a0 in\u00a0 unknown\u00a0 ways\u00a0 to\u00a0 form\u00a0 the\u00a0 object\u00a0 of\u00a0 vast\u00a0 complexity\u00a0 that\u00a0 is\u00a0 the\u00a0 human\u00a0 mind.<\/p>\n

                                Chomsky\u00a0 has\u00a0 shown\u00a0 that\u00a0 the \u00a0study\u00a0 of\u00a0 the\u00a0 mind\u00a0 cannot\u00a0 limit\u00a0 itself\u00a0 strictly\u00a0 to\u00a0 the\u00a0 examination\u00a0 of\u00a0 behaviour.\u00a0 The\u00a0 concept\u00a0 of\u00a0 an\u00a0 unconscious\u00a0 \u2018knowledge\u00a0 state\u2019\u00a0 is\u00a0 not\u00a0 unscientific,\u00a0 as\u00a0 some\u00a0 other\u00a0 modern\u00a0 theorists\u00a0 of\u00a0 mind\u00a0 have\u00a0 assumed.\u00a0 Instead,\u00a0 such\u00a0 concepts\u00a0 are essential\u00a0 in\u00a0 order\u00a0 to\u00a0 account\u00a0 for\u00a0 the\u00a0 complexity\u00a0 and\u00a0 creativity\u00a0 exhibited\u00a0 by\u00a0 the\u00a0 normal\u00a0 human\u00a0 mind —\u00a0 a\u00a0 mind\u00a0 that\u00a0 each\u00a0 of\u00a0 us\u00a0 possess..<\/p>\n

                                 <\/p>\n

                                 <\/p>\n

                                 <\/p>\n

                                 <\/p>\n

                                48.<\/b><\/p>\n

                                 <\/p>\n

                                 <\/p>\n

                                 <\/p>\n

                                 <\/p>\n

                                 <\/p>\n

                                 <\/p>\n

                                *******************************************<\/p>\n

                                 <\/p>\n

                                 <\/p>\n

                                fourth section<\/p>\n

                                 <\/p>\n

                                 <\/p>\n

                                \n

                                 <\/p>\n<\/div>\n

                                 <\/p>\n

                                 <\/p>\n

                                 <\/p>\n

                                 <\/p>\n

                                 <\/p>\n

                                 <\/p>\n

                                 <\/p>\n

                                 <\/p>\n

                                 <\/p>\n

                                 <\/p>\n

                                 <\/p>\n

                                 <\/p>\n

                                 <\/p>\n

                                49.<\/b><\/p>\n

                                 <\/p>\n

                                Technology\u00a0 and\u00a0 TEFL<\/span><\/b><\/p>\n

                                \u00a0<\/span><\/b><\/p>\n

                                Computer Tecchnolog<\/b>y<\/b>\u00a0 is\u00a0 not\u00a0 a\u00a0 panacea\u00a0 for\u00a0 language\u00a0 teaching;\u00a0 using\u00a0 it demands\u00a0 substantial\u00a0 commitments\u00a0 of\u00a0 time\u00a0 and\u00a0 money\u00a0 and\u00a0 brings\u00a0 no guaranteed\u00a0 results.\u00a0 Yet, \u00a0when \u00a0appropriately \u00a0implemented, \u00a0new technologies \u00a0provide \u00a0the \u00a0means \u00a0to \u00a0help \u00a0reshape \u00a0both \u00a0the \u00a0content \u00a0and processes \u00a0of \u00a0language \u00a0education. An\u00a0 appropriate\u00a0 use\u00a0 of\u00a0 new\u00a0 technologies<\/b>\u00a0 allows\u00a0 for\u00a0 a\u00a0 more thorough\u00a0 integration\u00a0 of\u00a0 language,\u00a0 content, and\u00a0 culture\u00a0 than\u00a0 ever\u00a0 before and\u00a0 provides\u00a0 students\u00a0 with\u00a0 unprecedented\u00a0 opportunities\u00a0 for\u00a0 autonomous learning.\u00a0 Computer\u00a0 technologies<\/b>\u00a0 not\u00a0 only\u00a0 help\u00a0 teachers\u00a0 and\u00a0 students\u00a0 to\u00a0 transcend\u00a0 linguistic,\u00a0 geographical\u00a0\u00a0 and\u00a0 time\u00a0 barriers\u00a0 but\u00a0 also\u00a0 to build\u00a0 bridges \u00a0between\u00a0 bilingual,\u00a0 ESL\u00a0\u00a0 and\u00a0 foreign\u00a0 language\u00a0 programs. The\u00a0 use\u00a0 of\u00a0 new\u00a0 technologies<\/b>\u00a0 allows\u00a0 students\u00a0 to\u00a0 engage\u00a0 in\u00a0 the\u00a0 types\u00a0 of online\u00a0 communication\u00a0 and\u00a0 research\u00a0 which\u00a0 will\u00a0 be\u00a0 paramount\u00a0 for success\u00a0 in\u00a0 their\u00a0 academic\u00a0 and\u00a0 professional\u00a0 pursuits.<\/p>\n

                                 <\/p>\n

                                In\u00a0 addition\u00a0 to\u00a0 the\u00a0 examples\u00a0 given\u00a0 in\u00a0 this\u00a0 section,\u00a0 there\u00a0 are\u00a0 many other\u00a0 uses<\/p>\n

                                of\u00a0 computer\u00a0 technologies\u00a0 in\u00a0 second\u00a0 language\u00a0 teaching, learning,\u00a0 and\u00a0 research.\u00a0 These\u00a0 include\u00a0 tracking\u00a0 the\u00a0 learning\u00a0 process\u00a0 of individual\u00a0 students (Noblitt & Bland, 1991),<\/b>\u00a0 preparing\u00a0 and\u00a0 training language\u00a0 teachers\u00a0 and\u00a0 testing\u00a0 language\u00a0 learners (Brown 1998). Unfortunately,\u00a0 it\u00a0 is\u00a0 not\u00a0 possible\u00a0 to\u00a0 cover\u00a0 all\u00a0 of\u00a0 these\u00a0 topics\u00a0 in\u00a0 depth within\u00a0 one\u00a0 section.<\/p>\n

                                 <\/p>\n

                                The\u00a0 key\u00a0 to\u00a0 successful\u00a0 use\u00a0 of\u00a0 technology\u00a0 in\u00a0 language \u00a0teaching<\/b>\u00a0 lies\u00a0 not\u00a0 in\u00a0 hardware\u00a0 or software\u00a0 but\u00a0 in\u00a0 \u201chuman ware\u201d Our human\u00a0 capacity\u00a0 as\u00a0 teachers\u00a0 to plan,\u00a0 design\u00a0\u00a0 and\u00a0 implement\u00a0 effective educational\u00a0 activity.\u00a0 Language\u00a0 learning\u00a0 is\u00a0 an\u00a0 act\u00a0 of\u00a0 creativity, imagination,\u00a0 exploration,\u00a0 expression,\u00a0 construction\u00a0 and\u00a0 profound\u00a0 social and\u00a0 cultural\u00a0 collaboration. If\u00a0 we\u00a0 use\u00a0 computers\u00a0 to filly\u00a0 humanize\u00a0 and enhance\u00a0 this\u00a0 act,\u00a0 rather\u00a0 than\u00a0 to\u00a0 try\u00a0 to\u00a0 automate\u00a0 it,\u00a0 we\u00a0 can\u00a0 help\u00a0 bring out\u00a0 the\u00a0 best\u00a0 that\u00a0 human\u00a0 and\u00a0 machines\u00a0 have\u00a0 to\u00a0 offer.<\/p>\n

                                Computer technology is opening doors to distance learning opportunities that can benefit students with many different needs and backgrounds worldwide.\u00a0 Teaching<\/p>\n

                                50.<\/b><\/p>\n

                                 <\/p>\n

                                English to Speakers of Other Languages (TESOL) is a global endeavor with ever-changing needs and demands.\u00a0 Desktop videoconferencing (DVC)<\/b> is a newer technology that can provide a unique opportunity for students studying English as a second language (ESL) or English as a foreign language (EFL).\u00a0 Through this technology, students can have access to a native speaking instructor, a master teacher, or an expert in a given field, regardless of their geographical location if utilization of a high speed, reliable Internet connection is available.\u00a0<\/b><\/p>\n

                                Thus, a native speaking teacher of ESL\/EFL can teach English from a country such as the United States and reach students throughout the world.\u00a0<\/span> This configuration can benefit the student and teacher alike.\u00a0 Students can remain in their home country and study English with a native speaking teacher without having to travel abroad.\u00a0 Furthermore, trained teachers can remain in their home country while teaching students living overseas.\u00a0 <\/b><\/span><\/p>\n

                                Importance of English and TEFL <\/span><\/b>Coming to the rescue of millions of children deprived of studying English in schools, the Knowledge Commission has recommended teaching of the language <\/b><\/b><\/p>\n

                                51.<\/b><\/p>\n

                                \u00a0<\/b><\/p>\n

                                as a compulsory subject from class I across the country. Will country implement <\/b><\/p>\n

                                \u00a0<\/b><\/p>\n

                                these bold but necessary steps to reduce digital divide?<\/b> Now thanks to ex-IBM<\/p>\n

                                 <\/p>\n

                                professional Jean Paul Nerrihre<\/b> advised us to try \u201cGlobish\u201d instead of tough<\/p>\n

                                 <\/p>\n

                                English. His famous book \u201cDon\u2019t Speak English\u201d<\/b> already became famous and<\/p>\n

                                 <\/p>\n

                                advises us to learn language called Globish meaning global English.<\/b> This involves a<\/p>\n

                                 <\/p>\n

                                vocabulary limited to 1500 words, short sentences, basic syntax and extensive hand<\/p>\n

                                 <\/p>\n

                                gestures to get the point across. What a different way to become global. Try it!<\/p>\n

                                 <\/p>\n

                                So there are plenty of opportunities. No society can prosper on old traditions. <\/b>Now, <\/b><\/p>\n

                                \u00a0<\/b><\/p>\n

                                the latest craze is American English<\/b>.\u00a0 We must move towards American English<\/p>\n

                                 <\/p>\n

                                for wide acceptance. ‘Gotcha! So you gonna chicken out, brotha? I ain\u2019t know <\/strong><\/p>\n

                                \u00a0<\/strong><\/p>\n

                                nothin\u2019<\/strong>. These are common talk in Malls across Metro cities. I receive from friends \u2013<\/p>\n

                                 <\/p>\n

                                Yup dude, you\u2019re bang on! D\u2019oh\u2026<\/strong>\u201d These are the American ways and all are<\/p>\n

                                 <\/p>\n

                                loving it. With innumerable students going to the US in bulk, the American accent will<\/p>\n

                                 <\/p>\n

                                surely plague the countries which need to be developed.<\/p>\n

                                \u00a0<\/b><\/p>\n

                                All modern equipments and job assignments along with latest technologies, websites and wisdom come from US only. There is no other way.<\/b> Learn the language which keeps you ahead for the years to come. Select a book which talks about future rather than glorify the past. Read the blogs which keeps you ahead. Learn the language in which tomorrow\u2019s wisdom will be typed and printed.<\/b><\/p>\n

                                Be global, learn global language and act global.\u00a0 <\/b><\/p>\n

                                \u00a0<\/b><\/p>\n

                                \u00a0<\/b><\/p>\n

                                52.<\/b><\/b><\/p>\n

                                Computer Assisted Language Learning (CALL)<\/b><\/b><\/p>\n

                                 <\/p>\n

                                Some teachers become anxious when they are allocated a CALL class, and seek<\/p>\n

                                from those with known expertise in CALL, pre-prepared lesson plans or activities that minimise the role of the teacher, what Johnson (1989:12) calls a ‘teacher proof’ curriculum. CALL specialists if available, or those who are experienced or skilled in CALL, may not be allocated time in their workload to help colleagues with their lesson planning. This then creates anxiety for those teachers too. \u00a0Importantly though, this kind of compensatory spoon-feeding by ‘experts’, leads to a de-skilling<\/b> of the role of the teacher, (Pennycook, 1989:610), and combined with the ever-increasing complexity of technology, forms a cycle of dependence that becomes self-perpetuating (see Fig. 1). As Prabhu argues, (Prabhu, 1992:225) ‘…it is naive to think that specialists can formulate a good teaching method and then get teachers to implement it in their classrooms… classroom teaching can improve only to the extent that teachers themselves act as specialists.’ Prabhu is referring to the specialist ability that is language teaching, but I would argue that this applies even more so in the further specialisation that is CALL. <\/b><\/p>\n

                                Figure 1:<\/b> The de-skilling cycle<\/b><\/p>\n

                                \u00a0<\/b><\/p>\n

                                53.<\/b><\/p>\n

                                CALL can be summarized as follows :<\/b><\/p>\n

                                \n\n\n\n\n
                                \n

                                CALL Lab<\/b><\/p>\n<\/td>\n

                                		\n

                                Classroom<\/b><\/p>\n<\/td>\n<\/tr>\n

                                \n
                                  \n
                                • Research using the Internet.<\/li>\n
                                • Analysis of published interviews on the Internet, (both audio and text).<\/li>\n
                                • Word-processing – timetables, consent forms, formal reports, etc.<\/li>\n
                                • Web page design – introductory pages, comprehension questions, etc.<\/li>\n<\/ul>\n<\/td>\n
                                		\n
                                  \n
                                • Role-plays of mock interview situations.<\/li>\n
                                • Study of question forms – open\/ closed, leading, rhetorical, etc.<\/li>\n
                                • Writing questions to interview classmates.<\/li>\n
                                • Recording interviews with teachers.<\/li>\n
                                • Transcription of recordings.<\/li>\n
                                • Formal reports of the project.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n

                                  Some teachers, it seems, approach CALL with the idea that computers will do the work for them, and indeed, there are some commercially published applications that attempt to be a surrogate teacher. However, even with these programs, the current limitations of computing technology in recognising contextual factors (Levy, 1999:89), is clearly apparent when it comes to tutoring learner output (speaking and writing). We still need teachers and, I believe, will continue to need them, but perhaps only those who are willing and able to embrace new technologies. As communication technology gets smaller and more portable, there will be a greater demand by learners to integrate computers in all areas of the curriculum. It’s quite possible that in the not too distant future, a term like<\/p>\n

                                  54.<\/b><\/p>\n

                                  ‘Computer Assisted Learning’<\/b>\u00a0 will\u00a0 be as absurd as ‘Book Assisted Learning’<\/b> would be now. The\u00a0 above\u00a0 reference attracted\u00a0 me\u00a0 to\u00a0 a\u00a0 great\u00a0 extent\u00a0 regarding most\u00a0 modern\u00a0 methods\u00a0 to\u00a0 be\u00a0 adopted\u00a0 for\u00a0 TEFL\u00a0 and\u00a0 I\u00a0 sincerely\u00a0 hope\u00a0 that\u00a0 my readers\u00a0 will\u00a0 benefit\u00a0 from\u00a0 it\u00a0 in\u00a0 some\u00a0 way\u00a0 or\u00a0 the\u00a0 other.<\/p>\n

                                   <\/p>\n

                                   <\/p>\n

                                  Although the use of L1 in CAI grammar instruction did not yield a significant effect on grammar learning, it is noted that many grammar errors were originated from L1interference. Some findings worthy of discussion are the most frequent error types the subjects made. While overall error rates helped the researcher understand the students\u2019 overall performance, specifying the frequent errors the participants made clarified what the students\u2019 learning difficulties were (Chen, 1999).<\/b> The eight categories where the greatest number of errors occurred in this study were: Verbs, Punctuation, Lexicon,Syntax, Capitalization, Subject Omission, Prepositions, and Articles (see Figure 1).<\/b> The subjects\u2019 writings in this study may have been related to the language structures of the subjects\u2019 first language, Mandarin. For example, several English writing samples were found with direct translation from Mandarin sentences, as all the Mandarin sentences were followed by Mandarin-structured English sentences. This finding is in line with some research that confirmed the interference from L1 in the process of EFL writing:<\/p>\n

                                   <\/p>\n

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                                  55.<\/b><\/p>\n

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                                  56.<\/b><\/p>\n

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                                  *******************************************<\/p>\n

                                   <\/p>\n

                                   <\/p>\n

                                  fifth section<\/p>\n

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                                  \n

                                   <\/p>\n<\/div>\n

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                                  \u00a0\u00a0 57.<\/b><\/p>\n

                                  I\u00a0 have\u00a0 now giving \u00a0a few notable quotes\u00a0 showing the importance of TEFL and some \u00a0useful\u00a0 practices\u00a0\u00a0 with various charts,\u00a0 tables,\u00a0 figures\u00a0 and questionnaires <\/span><\/b>which\u00a0 if\u00a0 incorporated\u00a0 and\u00a0 applied\u00a0 in\u00a0 the\u00a0 educational\u00a0 institutions\u00a0 of\u00a0 TEFL,\u00a0 will\u00a0 certainly\u00a0 bring\u00a0 fruitful\u00a0 results.\u00a0 The end notes\u00a0 in\u00a0 the\u00a0 fifth\u00a0 section\u00a0\u00a0 give\u00a0 substantial\u00a0 information\u00a0 of\u00a0 \u2018implementing\u00a0 TEFL\u00a0 in\u00a0 numerous\u00a0 effective\u00a0 ways\u00a0 throughout\u00a0 the\u00a0 world.\u2019<\/b> \u00a0\u00a0<\/b><\/p>\n

                                  QUOTE1<\/span><\/b> : \u2018\u2019There is no equality of treatment merely by providing students with the same\u00a0 facilities, textbooks, teachers, and curriculum; for students who do not understand\u00a0 English are effectively foreclosed from any meaningful education.\u2019\u2019<\/b><\/b><\/p>\n

                                  \u2014Lau v. Nichols, 1974<\/b><\/p>\n

                                  The following are questions that should<\/p>\n

                                  be answered during initial assessment and screening:<\/p>\n

                                   <\/p>\n

                                  Susana Dutro <\/b>and Carrol Moran <\/b>have conducted research on second<\/p>\n

                                  language teaching and learning and have reviewed several second language<\/p>\n

                                  58.<\/b><\/p>\n

                                  acquisition theories. These experiences have contributed to the view that a<\/p>\n

                                  classroom should provide training to pick up language and lessons about<\/p>\n

                                  language. The teacher should provide learners with opportunities to listen, to<\/p>\n

                                  interact, and to speak in a nonthreatening classroom environment, where<\/p>\n

                                  their home language and world knowledge are both acknowledged and used.<\/p>\n

                                  Dutro and Moran formulate six instructional principles for developing high<\/p>\n

                                  levels of language proficiency:9<\/b><\/p>\n

                                  Teachers must:<\/b><\/p>\n

                                  1. Build on students\u2019 prior knowledge of language and content<\/b><\/p>\n

                                  2. Create meaningful contexts for functional use of language<\/b><\/p>\n

                                  3. Provide comprehensible input and model (daily applicability) forms of<\/b><\/p>\n

                                  language in a variety of ways connected to meaning<\/b><\/p>\n

                                  4. Provide a range of opportunities for practice and application to develop fluency<\/b><\/p>\n

                                  5. Establish a positive and supportive environment for practice with clear<\/b><\/p>\n

                                  goals and immediate corrective feedback<\/b><\/p>\n

                                  6. Reflect on the forms of language and the process of learning<\/b><\/p>\n

                                  James Cummins <\/b>offers another key perspective on second language<\/p>\n

                                  acquisition. According to Cummins, language proficiency is, to some degree,<\/p>\n

                                  transferable across languages. Cummins describes a common underlying<\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  9.\u00a0 NCLR n Educating English Language Learners: Implementing Instructional Practices<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  59.<\/b><\/p>\n

                                  component of language proficiency in which knowledge of each language<\/p>\n

                                  enriches and contributes to the other.<\/p>\n

                                  Lynne Diaz-Rico <\/b>and Kathryn Weed <\/b>have examined the literacy skills that<\/p>\n

                                  transfer from Language 1 to Language 2 as reflected in the following chart:<\/p>\n

                                  \u00a0<\/b><\/p>\n

                                   <\/p>\n

                                   <\/p>\n

                                   <\/p>\n

                                  Many bilingual students seem to be proficient in English, yet do poorly on<\/p>\n

                                  academic tasks. This is usually due to the fact that the language of everyday<\/p>\n

                                  social interaction develops more quickly than the more complex language<\/p>\n

                                  needed to read, write, and discuss more challenging concepts. The mistaking<\/p>\n

                                  of conversational language proficiency for academic language proficiency has<\/p>\n

                                  often resulted in premature placement of some ELLs in general education<\/p>\n

                                  classrooms before they have developed the requisite academic language skills.<\/p>\n

                                  There is evidence that although learners can develop conversational skills<\/p>\n

                                  within two years, it may take five or more years to develop the necessary<\/p>\n

                                  academic language.<\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  60.<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  Cummins<\/b> devised a framework to help explain the language demands involved<\/p>\n

                                  in academic tasks.<\/p>\n

                                  \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/b><\/p>\n

                                   <\/p>\n

                                   <\/p>\n

                                  Within the framework are two continua of communication, one representing\u00a0 the cognitive demand placed on the learner in the situation (from not very demanding to highly demanding) and the other representing the amount of contextual support that the learner is given (from context-embedded to context-reduced). Communication is said to be \u201ccontext-embedded\u201d when supports to meaning, such as familiar routines, actions, gestures, pictures, video, objects, or even intonations, are provided to the learner to facilitate understanding. Context-reduced communication provides fewer clues to support comprehension.<\/p>\n

                                   <\/p>\n

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                                   <\/p>\n

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                                   <\/p>\n

                                   <\/p>\n

                                  61.<\/b><\/p>\n

                                  Stages and Levels of Language Development<\/b><\/p>\n

                                  Most theorists acknowledge that second language learners progress through<\/p>\n

                                  certain developmental stages when acquiring a second language, though the<\/p>\n

                                  time period for each stage varies depending on the individual learner. In<\/p>\n

                                  recent years, work has been undertaken to develop a framework that can be<\/p>\n

                                  used to describe learners\u2019 progress in the development of these English<\/p>\n

                                  language skills, which lead to the English language proficiency necessary for<\/p>\n

                                  academic success.<\/p>\n

                                  Listed below are the language proficiency levels used for the strategies and<\/p>\n

                                  techniques found in this guidebook.11 The five language proficiency levels are<\/p>\n

                                  used by World-Class Instructional Design and Assessment (WIDA),<\/b> a<\/p>\n

                                  consortium that has grown from three states \u2013 Wisconsin, Delaware, and<\/p>\n

                                  Arkansas \u2013 to include Rhode Island, Vermont, New Hampshire, Maine, Illinois,<\/p>\n

                                  and the District of Columbia, to provide benchmarks in the progression of<\/p>\n

                                  language development. The language proficiency levels are linked to<\/p>\n

                                  specifically expected performance, and they describe what English language<\/p>\n

                                  learners can do within each domain (listening, speaking, reading, and writing)<\/p>\n

                                  of the standards. Figure 2<\/b> depicts the levels of language proficiency as<\/p>\n

                                  steppingstones along the pathway to academic success. The progression is<\/p>\n

                                  continued in Figure 3,<\/b> where English language learners cross the bridge from<\/p>\n

                                  English language proficiency to meet state academic content standards.10.<\/b><\/p>\n

                                  1<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  10.\u00a0 NCLR n Educating English Language Learners: Implementing Instructional Practices <\/b><\/p>\n

                                  \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

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                                  \u00a0<\/b><\/p>\n

                                  62.<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                   <\/p>\n

                                   <\/p>\n

                                   <\/p>\n

                                  The performance definitions provide an overview of the language acquisition<\/p>\n

                                  process and serve as a summary and synthesis of the model performance<\/p>\n

                                  indicators for each language proficiency level. Three criteria or descriptors<\/p>\n

                                  have been used to form the definitions. They are based on the students\u2019<\/p>\n

                                  increasing (1) comprehension and use of the technical language of the content<\/p>\n

                                  areas; (2) linguistic complexity of oral interaction or writing; and (3)<\/p>\n

                                  development of phonologic, syntactic and semantic understanding or usage as<\/p>\n

                                  they move through the second language acquisition continuum.<\/p>\n

                                  Figure 4<\/b> provides performance definitions for the five language proficiency<\/p>\n

                                  levels of the English language proficiency standards.<\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  63.<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                   <\/p>\n

                                   <\/p>\n

                                   <\/p>\n

                                   <\/p>\n

                                   <\/p>\n

                                  Using the WIDA domains, standards, and defined proficiency levels will help<\/p>\n

                                  teachers and administrators lay a foundation on which to build their<\/p>\n

                                  curriculum and instructional plan. The WIDA domains and standards are<\/p>\n

                                  currently under review by TESOL for potential recommended use nationwide.<\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  64.<\/b><\/p>\n

                                   <\/p>\n

                                  QUOTE 2<\/span><\/b>: <\/b>The \u201cgood teacher\u201d is able to look at diverse learners and see their areas of need, but\u00a0 the teacher who is \u201cculturally responsive\u201d also sees their areas of strength.<\/b><\/p>\n

                                  \u2014Jane Yedlin<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  Selecting and Using Graphic Organizers<\/b><\/p>\n

                                  Once teachers have established what information they want students to know,<\/p>\n

                                  they base their selection of a graphic organizer on the instructional intent of<\/p>\n

                                  the lesson and on the complexity of the material to be learned. The graphic organizers below are representative of the many forms that exist, from a Venndiagram comparing and contrasting the powers of federal and state governments to a flow chart delineating the steps in solving a math problem.<\/p>\n

                                   <\/p>\n

                                   <\/p>\n

                                   <\/p>\n

                                   <\/p>\n

                                   <\/p>\n

                                   <\/p>\n

                                   <\/p>\n

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                                   <\/p>\n

                                  65.<\/b><\/p>\n

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                                   <\/p>\n

                                   <\/p>\n

                                   <\/p>\n

                                   <\/p>\n

                                   <\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  66.<\/b><\/p>\n

                                   <\/p>\n

                                   <\/p>\n

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                                   <\/p>\n

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                                   <\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  67.<\/b><\/p>\n

                                   <\/p>\n

                                   <\/p>\n

                                   <\/p>\n

                                   <\/p>\n

                                   <\/p>\n

                                   <\/p>\n

                                  Draw a KWL chart on the board.15 Explain that \u201cK\u201d stands for what the<\/p>\n

                                  students Know, \u201cW\u201d is for what they Want to learn, and \u201cL\u201d for what they<\/p>\n

                                  have Learned about the topic.<\/p>\n

                                   <\/p>\n

                                   <\/p>\n

                                   <\/p>\n

                                  QUOTE 3<\/span><\/b>: <\/b>A <\/b>child cannot be taught by anyone who despises him, and a child cannot afford to<\/b> <\/b>be fooled.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/b>\u2014James Baldwin<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  68.<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                   <\/p>\n

                                   <\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  69.<\/b><\/p>\n

                                   <\/p>\n

                                  QUESTIONNAIRE 1( to be conducted for TEFL students)<\/b><\/p>\n

                                  In recent years, concern has arisen that females may be excluded when words such as \u201cmankind,\u201d \u201cchairman,\u201d and \u201che\u201d are used to refer to both males and females. Some people believe that this is an important issue and changes should be made in English. Other people, however, feel that no changes are needed and\/or that it is not an important issue. We would appreciate your honest responses about this topic. This questionnaire<\/b> is purely for research purposes and will not affect your marks in any way. Do not write your name on this questionnaire.<\/b><\/p>\n

                                  Thank you very much for your help.<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  Definitions<\/b><\/p>\n

                                  Gender-exclusive refers to language in which words specifically referring to males only are used to include both males and\u00a0 females, e.g., fireman, chairman, he\/his. (A student should be paid for his work.) Gender-inclusive refers to language in which both men and women are included, e.g., firefighter, chairperson, he\/she or their. (A student should be paid for his\/her or their work.)<\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  Section 1<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  Please circle the appropriate response<\/b>.<\/p>\n

                                  1. Have you heard about the issue of language and gender<\/b><\/p>\n

                                  before?<\/b><\/p>\n

                                  a. Yes<\/p>\n

                                  b. No\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/b><\/p>\n

                                  70.<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  Comments _<\/b>_____________________________________<\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  2. What has been the typical policy of your past teachers at primary and secondary school concerning the issue of gender exclusive and gender-inclusive English?<\/b><\/p>\n

                                  a. Generally taught gender-exclusive.<\/p>\n

                                  b. Generally taught gender-inclusive.<\/p>\n

                                  c. Generally said either was acceptable.<\/p>\n

                                  d. I don\u2019t remember the issue ever came up.<\/p>\n

                                  Comments ___<\/b>___________________________________<\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  3. What has been the typical policy of your past teachers at junior college concerning the issue of gender-exclusive and gender- inclusive English?<\/b><\/p>\n

                                  a. Generally taught gender-exclusive.<\/p>\n

                                  b. Generally taught gender-inclusive.<\/p>\n

                                  c. Generally said either was acceptable.<\/p>\n

                                  d. I don\u2019t remember the issue ever came up.<\/p>\n

                                  Comments <\/b>______________________________________<\/p>\n

                                   <\/p>\n

                                  4. In your own writing, which do you use more frequently?<\/b><\/p>\n

                                  a. Gender-exclusive<\/p>\n

                                  b. Gender-inclusive<\/p>\n

                                  c. I don\u2019t remember.<\/p>\n

                                  Why?<\/b> __________________________________________<\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  71.<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  5. Do you believe that gender-exclusive English is unfair to females?<\/b><\/p>\n

                                  Please select one answer.<\/b><\/p>\n

                                  a. Yes<\/p>\n

                                  b. No<\/p>\n

                                  Why do you believe this? ________________________<\/p>\n

                                  \u00a0<\/b><\/p>\n

                                  Section 2<\/b><\/p>\n

                                  \u00a0<\/b><\/p>\n

                                    \n
                                  1. 1.\u00a0\u00a0\u00a0\u00a0 <\/b>Sex: Female_________ Male_________<\/b><\/li>\n<\/ol>\n

                                    \u00a0<\/b><\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    B.\u00a0 <\/b>Now \u00a0I\u00a0 am\u00a0 giving\u00a0 a\u00a0\u00a0 general\u00a0 analysis\u00a0 of\u00a0 the\u00a0 second\u00a0 questionnaire<\/b>\u00a0 which\u00a0 I\u00a0 as\u00a0 a\u00a0 researcher\u00a0 of\u00a0 TEFL\u00a0 performed\u00a0 in\u00a0 various\u00a0 secondary\u00a0 schools\u00a0 of\u00a0 Libya.\u00a0 After\u00a0 the\u00a0 main\u00a0 questions\u00a0 asked\u00a0 I\u00a0 will\u00a0 give\u00a0 the\u00a0 results\u00a0 derived\u00a0 thereof.<\/p>\n

                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/b>QUESTIONNAIRE — 2<\/b><\/b><\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    \u00a0<\/b>I\u00a0 divided\u00a0 the\u00a0 questionnaire\u00a0 into\u00a0 5\u00a0 pages .\u00a0 The\u00a0 first\u00a0 page\u00a0 included\u00a0 the\u00a0 general\u00a0 introduction\u00a0 of\u00a0 the\u00a0 student\u00a0 which\u00a0 included\u00a0 the\u00a0 instructions\u00a0 for\u00a0 the\u00a0 students\u00a0 of\u00a0 how\u00a0 to\u00a0 answer\u00a0 the\u00a0 questions\u00a0 along\u00a0 with\u00a0 their\u00a0 names\u00a0 and\u00a0 sex. The\u00a0 second\u00a0 and\u00a0 third\u00a0 pages\u00a0 included\u00a0 the\u00a0 questions\u00a0 and\u00a0 the\u00a0 fourth\u00a0 and\u00a0 fifth\u00a0 pages\u00a0 included\u00a0 the\u00a0 results\u00a0 derived\u00a0 thereof.\u00a0 Due\u00a0 to\u00a0 lack\u00a0 of\u00a0 proper\u00a0 facilities\u00a0 I\u00a0 couldn\u2019t\u00a0 make\u00a0 a\u00a0 statistical\u00a0 analysis\u00a0 but\u00a0 I\u00a0 am\u00a0 giving\u00a0 a\u00a0 general\u00a0 account\u00a0 of\u00a0 the best\u00a0 way\u00a0 possible\u00a0 by\u00a0 which\u00a0 I\u00a0 carried\u00a0 out\u00a0 the\u00a0 :\u00a0\u00a0 ————-<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    72.<\/b><\/p>\n

                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Questionnaire :<\/b>
                                    \nAnswer these questions as honestly as you can.
                                    \n<\/b>Mark the answer to each question which most closely represents
                                    \nyour most usual behavior or feeling.
                                    \nA- very much so.
                                    \nB-yes.
                                    \nC- Average.
                                    \nD-No
                                    \nE Definitely not.
                                    \n1- Are you interested in learning or knowing more about English as FL? (….)
                                    \n<\/b>2- Do you face problems in learning E as a FL? (….)
                                    \n<\/b>3- Are there enough and satisfactory teaching materials in our country for a good and effective TEFL? ( ….)
                                    \n<\/b>4- Is there a difference between native and non-native teaching of English? (….)
                                    \n<\/b>5- Do you think age is important factor in teaching FL? (\u2026) <\/b>.
                                    \n6- Do you think as a good language teacher it\u2019s right to correct mistakes of students all the time? ( <\/b>…. )
                                    \n<\/b>7- Do you think a language lab or computer is an important asset in teaching FL? ( ….)
                                    \n<\/b>8- Do the students like communicating with teacher and learning new innovative methods and activities of teaching English? ( ….) <\/b><\/p>\n

                                    9- Does an Arabic teacher in general face problems in teaching FL? ( …)
                                    \n10- Do you think \u201ctranslation\u201d is an important method while teaching FL specially to an Arabic student? ( ..)<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    73.<\/b><\/p>\n

                                    Results Derived After the Questionnaire
                                    \n<\/b>After a proper evaluation of the answers from some of the important staff members and students from as many Libyan secondary schools we could go to the following result was arrived at:
                                    \nAfter taking into consideration all the questions and answers of the questionnaire we come to the conclusion that :<\/p>\n

                                    Most of the Students are interested in learning E as FL provided they are given proper and good facilities in shape of ample learning materials, good teachers and the modern ways of teaching E as FL with the assistance of \u201cLanguage labs and Computers
                                    \nThe majority of the students of the SS which we visited were quite interested in learning FL, but they faced some problems in complete translation of words and sentences.
                                    \nNative teachers of English should be encouraged more and more and all learners should equally take part in the learning as the majority of answers in the questionnaire say that age is no bar in learning. Correction of mistakes should be done on average basis by the teachers,<\/p>\n

                                    Translation method should be carried out wherever necessary. Most of the teachers we met were of the opinion that the student should start learning English from a very early age, because learning FL requires a lot of time and problems faced by Arabic learners should be given great attention along with a large amount of effort in trying to reduce their problems.<\/p>\n

                                     <\/p>\n

                                    74.<\/b><\/p>\n

                                    Lastly, there was some controversy regarding the 3rd<\/b> and 8th questions. More than half of the students have answered negatively about both these questions. Hence I as\u00a0 a researcher\u00a0 suggest to give a serious thought towards:<\/p>\n

                                     <\/p>\n

                                    Firt1y: <\/b>improving the teaching materials in the country and thereby contributing towards \u201cgood and effective TE FL\u201d<\/p>\n

                                     <\/p>\n

                                    Secondly: <\/b>Trying to find out the reason for communication \u2014 gap between teacher and student and why the students are discouraged instead of getting encouraged in \u201cLearning new and innovative methods and activities of teaching English in this country.<\/p>\n

                                     <\/p>\n

                                     <\/p>\n

                                    \u00a0<\/i><\/p>\n

                                    \u00a0<\/i><\/p>\n

                                    \u00a0<\/i><\/p>\n

                                    \u00a0<\/i><\/p>\n

                                    \u00a0<\/i><\/p>\n

                                    \u00a0<\/i><\/p>\n

                                    \u00a0<\/i><\/p>\n

                                    75.<\/b><\/p>\n

                                    .\u00a0 Some\u00a0 questions\u00a0 related\u00a0 to\u00a0 some\u00a0 important\u00a0 interviews\u00a0\u00a0 related\u00a0 to\u00a0 TEFL :<\/span><\/b><\/i><\/b><\/p>\n

                                    \u00a0<\/i><\/b><\/p>\n

                                    Q.1<\/b>\u00a0 What\u00a0 is\u00a0 your\u00a0 opinion\u00a0 regarding\u00a0 the\u00a0 topic\u00a0 TEFL\u00a0 ?<\/p>\n

                                     <\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    Q.2<\/b>\u00a0 What\u00a0 are\u00a0 the\u00a0 main\u00a0 type\u00a0 of\u00a0 difficulties\u00a0 faced\u00a0 by\u00a0 the\u00a0 students\u00a0 in\u00a0 learning\u00a0 English\u00a0 as\u00a0 a\u00a0 Foreign\u00a0 Language ?<\/p>\n

                                     <\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    Q.3<\/b>\u00a0 What\u00a0 is\u00a0 the\u00a0 difference\u00a0 between\u00a0 the\u00a0 teaching\u00a0 and\u00a0 learning\u00a0 methods\u00a0\u00a0 and\u00a0 activities\u00a0 carried\u00a0 out\u00a0 in\u00a0 other\u00a0 countries\u00a0 and\u00a0 in\u00a0 this\u00a0 country ?<\/p>\n

                                     <\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    Q.4<\/b>\u00a0 What\u00a0 improvement\u00a0 methods\u00a0 do\u00a0 you\u00a0 suggest\u00a0 for\u00a0 making\u00a0 the\u00a0 pedagogy\u00a0 under\u00a0 the\u00a0 TEFL\u00a0 more\u00a0 effective ?<\/p>\n

                                     <\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    Q.5<\/b>\u00a0 What\u00a0 in\u00a0 your\u00a0 opinion\u00a0 are\u00a0 the\u00a0 advantages\u00a0 in\u00a0 general\u00a0 of\u00a0 TEFL ?<\/b><\/p>\n

                                     <\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    Q.6<\/b>\u00a0\u00a0 How\u00a0 far\u00a0 do\u00a0 you\u00a0 think\u00a0 is\u00a0 the\u00a0 modern\u00a0 technology\u00a0 such\u00a0 as\u00a0 computers,\u00a0 video\u00a0 etc.\u00a0 which\u00a0 are\u00a0 becoming\u00a0 increasingly\u00a0 common\u00a0 in\u00a0 language\u00a0 classrooms\u00a0 nowadays ,\u00a0 can\u00a0 serve\u00a0 a\u00a0 useful\u00a0 purpose\u00a0 in\u00a0 TEFL ?<\/p>\n

                                     <\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    Q.7<\/b>\u00a0\u00a0 What\u2019s\u00a0 the\u00a0 reason\u00a0 behind\u00a0 the\u00a0 fact\u00a0 that\u00a0 the\u00a0 new\u00a0 and\u00a0 modern\u00a0 technology\u00a0 like\u00a0 multi\u00a0 media \u2013 computers,\u00a0 etc.\u00a0 has\u00a0 not\u00a0 yet\u00a0 been\u00a0 introduced,\u00a0 or\u00a0 even\u00a0 if\u00a0 introduced\u00a0 has\u00a0 not\u00a0 become\u00a0 very\u00a0 common\u00a0 in\u00a0 this\u00a0 country\u00a0 in\u00a0 general\u00a0 and\u00a0 in\u00a0 Arabic\u00a0 countries\u00a0 in\u00a0 particular\u00a0 ?<\/p>\n

                                     <\/p>\n

                                    \u00a0<\/i><\/b><\/p>\n

                                    \u00a0<\/i><\/b><\/p>\n

                                    \u00a0<\/i><\/b><\/p>\n

                                    \u00a0<\/i><\/b><\/p>\n

                                    \u00a0<\/b><\/b><\/p>\n

                                    76.<\/b><\/p>\n

                                    \u00a0<\/i><\/b><\/p>\n

                                    I\u00a0 now\u00a0 give\u00a0 below\u00a0 some\u00a0 of\u00a0 the\u00a0 answers given\u00a0 by\u00a0 the\u00a0 students,\u00a0 teachers\u00a0 and\u00a0 administrators\u00a0 whom\u00a0 I\u00a0 went\u00a0 to\u00a0 interview\u00a0 with\u00a0 these\u00a0 questions\u00a0 related\u00a0 to\u00a0 my\u00a0 research\u00a0 topic :<\/i><\/p>\n

                                    \u201c TEFL\u00a0 is\u00a0 a\u00a0 very\u00a0 broad\u00a0 topic\u00a0 and\u00a0 requires\u00a0 a\u00a0 lot\u00a0 of\u00a0\u00a0 time and effort\u00a0 \u2019\u2019\u00a0 <\/i><\/p>\n

                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/i>Mr.\u00a0 Khalifa\u00a0 \u00a0<\/i>——\u00a0 <\/i>Staff\u00a0 Member\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/i><\/b><\/p>\n

                                    \u201cTEFL\u00a0\u00a0 should\u00a0 be\u00a0 done\u00a0 from\u00a0 a\u00a0 very\u00a0 early\u00a0 age\u00a0 to\u00a0 bring\u00a0 about\u00a0 the\u00a0 required\u00a0 improvements\u00a0 in\u00a0 this\u00a0 field.\u2019\u2019 <\/i>Mr.\u00a0 Khalifa <\/i>—–\u00a0 Staff\u00a0 Member<\/i><\/p>\n

                                    \u201c The\u00a0 main\u00a0 difficulties\u00a0 faced\u00a0 by\u00a0 students\u00a0 and\u00a0 teachers\u00a0 are \u00a0the\u00a0 lack\u00a0 of proper\u00a0 and\u00a0 suitable\u00a0 teaching\u00a0 environment\u00a0 and\u00a0 facilities.\u2019\u2019\u00a0 <\/i><\/p>\n

                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/i><\/b>Mr.\u00a0 Talal\u00a0 and\u00a0 Mr.\u00a0 Khalifa\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 —— Staff\u00a0 Members<\/i><\/b><\/p>\n

                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u201c The\u00a0 advantage\u00a0\u00a0 of\u00a0 course\u00a0 is\u00a0 that\u00a0 English\u00a0 is\u00a0 an\u00a0 international\u00a0 language\u00a0 and\u00a0 therefore\u00a0 its\u00a0 absolutely\u00a0 essential\u00a0 to\u00a0 learn\u00a0 it\u00a0 to\u00a0 improve\u00a0 our\u00a0 standards\u00a0\u00a0 and\u00a0 scope\u00a0 in\u00a0 the\u00a0 international\u00a0 field.\u2019\u2019<\/i><\/b><\/p>\n

                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/i>Mr. Talal\u00a0 and\u00a0 Mr.\u00a0 Khalifa\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/i>——\u00a0 Staff\u00a0 Members<\/b><\/p>\n

                                    \u201c Computer\u00a0 technology\u00a0 can\u00a0 only\u00a0 be\u00a0 an\u00a0 asset\u00a0 not\u00a0 the\u00a0 ultimate\u00a0 means\u00a0 for\u00a0 TEFL.\u00a0 I\u00a0 think\u00a0 classroom\u00a0 teaching\u00a0 along\u00a0 with\u00a0 computer\u00a0 technology\u00a0 are\u00a0 the two\u00a0 most\u00a0\u00a0 essential\u00a0 parts\u00a0 of\u00a0 successful\u00a0 TEFL.\u201d<\/b><\/i>—\u00a0 Student<\/b><\/p>\n

                                    \u201c Face\u00a0 to\u00a0 face\u00a0 teaching with\u00a0 the\u00a0 teachers\u00a0 and\u00a0 students\u00a0 being\u00a0 present\u00a0 is\u00a0 more\u00a0 important\u00a0 than\u00a0 the\u00a0 \u2018Distance –\u00a0 Learning\u00a0 programs\u00a0 as\u00a0 far\u00a0 as\u00a0 language\u00a0 learning\u00a0 is\u00a0 concerned,\u00a0 though\u00a0 all\u00a0 depends\u00a0 on\u00a0 the\u00a0 ability\u00a0 of\u00a0 students\u00a0 as\u00a0 well\u00a0 as\u00a0 teachers\u00a0 of\u00a0 TEFL.\u201d\u00a0 <\/b><\/i>\u00a0— Student<\/b><\/p>\n

                                    \u201c More\u00a0 modern\u00a0 facilities\u00a0 in\u00a0 addition\u00a0 to\u00a0 appointing\u00a0 good\u00a0 and\u00a0 efficient\u00a0 teachers\u00a0 who\u00a0 can\u00a0 promote\u00a0 more\u00a0 motivation\u00a0 and interest\u00a0 in\u00a0 students\u00a0 is\u00a0 most\u00a0 important\u00a0 to\u00a0 bring\u00a0 about\u00a0 the\u00a0 desired\u00a0 results .\u00a0 <\/b><\/i>———-Staff\u00a0 Member<\/b><\/i><\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    77.<\/b><\/i><\/b><\/p>\n

                                    \u00a0<\/i><\/b><\/p>\n

                                    CONCLUSIONS :<\/i><\/b><\/p>\n

                                    \u00a0<\/i><\/b>I\u00a0 now\u00a0 come\u00a0 to\u00a0 the\u00a0 end\u00a0 of\u00a0 my\u00a0 research\u00a0 work\u00a0 by\u00a0 saying\u00a0 that\u00a0 I\u00a0 sincerely\u00a0 hope that\u00a0 I\u00a0 have\u00a0 contributed\u00a0 in\u00a0 pouring\u00a0 a little\u00a0 water\u00a0 in\u00a0 the\u00a0 sea\u00a0 of\u00a0 the\u00a0 entire\u00a0\u00a0 research\u00a0 work\u00a0 carried\u00a0 out\u00a0 in\u00a0 the\u00a0 field\u00a0 of\u00a0 TEFL\u00a0 in\u00a0 different\u00a0 parts \u00a0of\u00a0 the\u00a0 world.\u00a0 I\u00a0 just\u00a0 want\u00a0 to\u00a0 add\u00a0 that\u00a0 as\u00a0 I\u00a0 have\u00a0 said\u00a0 before\u00a0 that\u00a0 since\u00a0 we\u00a0 exist\u00a0 in\u00a0 a\u00a0 world of\u00a0 constant\u00a0 change\u00a0 we\u00a0 as\u00a0 teachers\u00a0 have\u00a0\u00a0 to continue\u00a0 in\u00a0 making\u00a0 serious\u00a0 efforts\u00a0 if\u00a0 we\u00a0 really\u00a0 want\u00a0 to\u00a0 improve\u00a0 our\u00a0 professional\u00a0 growth.\u00a0 The\u00a0 contents\u00a0 of\u00a0 my\u00a0 thesis\u00a0 have\u00a0 been\u00a0 originated\u00a0 by\u00a0 my\u00a0 own\u00a0 14\u00a0 years\u00a0 experience\u00a0 of\u00a0 TEFL\u00a0 in\u00a0 a\u00a0 non-native\u00a0 country\u00a0 and\u00a0 hence\u00a0 I\u00a0 hope\u00a0 this\u00a0 work\u00a0 is\u00a0 utilized\u00a0 for\u00a0 serving\u00a0 a\u00a0 useful\u00a0 purpose\u00a0 for\u00a0 all\u00a0 those\u00a0 who\u00a0 are\u00a0 related\u00a0 with :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/i>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u201cTeaching\u00a0 English\u00a0 as\u00a0 a\u00a0 Foreign\u00a0 Language\u2019\u2019<\/i><\/p>\n

                                    \u00a0I would also \u00a0like\u00a0 to provide some inspirational words to encourage teaching as if your lives depended on it, because they do!<\/i><\/b><\/p>\n

                                    You \u00a0gain every strength, courage, and confidence \u00a0by every experience in which you\u00a0 really stop \u00a0to look fear in the face …You must do the thing you think you cannot do.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u2014\u00a0 Eleanor Roosevelt<\/i><\/b><\/p>\n

                                    \u00a0<\/i><\/b><\/p>\n

                                    Complacency is a far more dangerous attitude than outrage.\u00a0\u00a0\u00a0\u00a0 <\/i><\/b><\/p>\n

                                    \u2014 Naomi Littlebear<\/i><\/b><\/p>\n

                                    \u00a0<\/i><\/b><\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    78.<\/b><\/p>\n

                                    Work is love made visible.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u2014Kahlil Gibran<\/i><\/b><\/p>\n

                                    Real \u00a0education \u00a0should \u00a0consist \u00a0of \u00a0drawing \u00a0the \u00a0goodness \u00a0and \u00a0the \u00a0best \u00a0out \u00a0of \u00a0our own\u00a0 students. What \u00a0better \u00a0books \u00a0can \u00a0there \u00a0be \u00a0than \u00a0the \u00a0book \u00a0of \u00a0humanity?<\/i><\/b><\/p>\n

                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u2014Cesar Chavez<\/i><\/b><\/p>\n

                                    88 <\/i><\/b><\/p>\n

                                    Apart\u00a0 from\u00a0 the\u00a0 above, \u00a0there\u00a0 are\u00a0 numerous\u00a0 exercises\u00a0 and\u00a0 activities\u00a0 to\u00a0 be\u00a0 found\u00a0 in\u00a0 the different\u00a0 and\u00a0 various\u00a0\u00a0 reference\u00a0 books\u00a0 according\u00a0 to\u00a0 the\u00a0 level\u00a0 of\u00a0 students which\u00a0 can\u00a0 be\u00a0 chosen\u00a0 and\u00a0\u00a0 used\u00a0 for\u00a0 an\u00a0 efficient\u00a0 TEFL.<\/i><\/i><\/p>\n

                                    Teaching\u00a0 Activities\u00a0 as given\u00a0 above\u00a0 and\u00a0 many\u00a0 more\u00a0 found\u00a0 in\u00a0 various\u00a0 reference\u00a0 books\u00a0 form a\u00a0\u00a0 major\u00a0 part\u00a0\u00a0 in\u00a0\u00a0 TEFL .\u00a0 These\u00a0 activities\u00a0 can\u00a0 also\u00a0 be\u00a0 created\u00a0 on\u00a0 their\u00a0 own\u00a0 by\u00a0 the\u00a0 TEFL\u00a0 teachers\u00a0 according\u00a0 to\u00a0 the\u00a0 levels\u00a0 of\u00a0 their\u00a0 students.\u00a0\u00a0 <\/i><\/p>\n

                                    Before\u00a0 I\u00a0 conclude\u00a0 my\u00a0 research,\u00a0\u00a0 I\u00a0 want\u00a0 to\u00a0 put\u00a0 forward\u00a0 my\u00a0 point\u00a0 of\u00a0 view\u00a0 which ,\u00a0 according\u00a0 to\u00a0 me\u00a0 as\u00a0 an\u00a0 experienced\u00a0 researcher\u00a0 in\u00a0 TEFL\u00a0 if\u00a0 incorporated\u00a0 practically\u00a0 in\u00a0 their\u00a0 teaching\u00a0 activities,\u00a0 can,\u00a0 I\u00a0 am\u00a0 very\u00a0 sure\u00a0 prove\u00a0 a\u00a0 useful\u00a0 asset\u00a0 on\u00a0 their\u00a0 way\u00a0 to\u00a0 be\u00a0 successful\u00a0 teachers.\u00a0 This\u00a0 concluding\u00a0 point\u00a0 is\u00a0 that :<\/i><\/p>\n

                                    \u00a0 <\/i>\u2018 Try\u00a0 to\u00a0 be\u00a0 yourself\u00a0 in\u00a0 understanding\u00a0 your\u00a0 students,\u00a0 be\u00a0 with\u00a0 them,\u00a0 know\u00a0\u00a0 their\u00a0 needs\u00a0 and\u00a0\u00a0 apply\u00a0 the\u00a0 method\u00a0 of\u00a0 continuing\u00a0 to\u00a0 improve\u00a0 your\u00a0 professional\u00a0\u00a0 growth \u00a0if\u00a0 you\u00a0 want\u00a0 to\u00a0 improve\u00a0 your\u00a0 students\u2019\u00a0 educational\u00a0 standards\u00a0 to\u00a0 their\u00a0 and\u00a0 your\u00a0 administrators\u2019\u00a0 satisfaction.<\/span><\/b>\u2019 <\/b><\/p>\n

                                    GOOD LUCK\u00a0 TO\u00a0 ALL\u00a0 FOR\u00a0 A\u00a0 SUCCESSFUL\u00a0 CAREER\u00a0 AHEAD\u00a0 IN\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u2018 Teaching\u00a0 English\u00a0 as\u00a0 a\u00a0 Foreign\u00a0 Language\u2019<\/span><\/b><\/p>\n

                                    APPENDIX\u00a0 1<\/b><\/p>\n

                                    Error Categories Used in This Study<\/i><\/b><\/p>\n

                                    \u00a0<\/i><\/b><\/p>\n

                                    \u2022 Errors in the use of nouns<\/i><\/b><\/p>\n

                                    o Singular\/Plural<\/i><\/p>\n

                                    \u00a0<\/i><\/b><\/p>\n

                                    \u2022 Errors in the use of articles<\/i><\/b><\/p>\n

                                    \u00a0<\/i><\/b><\/p>\n

                                    \u2022 Errors in the use of pronouns<\/i><\/b><\/p>\n

                                    o Incorrect case forms<\/i><\/p>\n

                                    o Missing possessives<\/i><\/p>\n

                                    \u00a0<\/i><\/b><\/p>\n

                                    \u2022 Errors in the use of verbs<\/i><\/b><\/p>\n

                                    o Tense<\/i><\/p>\n

                                    o Subject-verb agreement<\/i><\/p>\n

                                    o Auxiliary<\/i><\/p>\n

                                    o Verb omitted<\/i><\/p>\n

                                    \u00a0<\/i><\/b><\/p>\n

                                    \u2022 Errors in the use of prepositions<\/i><\/b><\/p>\n

                                    o Prepositions omitted<\/i><\/p>\n

                                    o Wrong prepositions<\/i><\/p>\n

                                    o Unnecessary prepositions<\/i><\/p>\n

                                    \u00a0<\/i><\/b><\/p>\n

                                    \u2022 Errors in the use of adjectives<\/i><\/b><\/p>\n

                                    o Wrong form (confusion of adjectives and adverbs)<\/i><\/p>\n

                                    o Comparative\/Superlative forms<\/i><\/p>\n

                                    \u2022 Errors in the use of adverbs<\/i><\/b><\/p>\n

                                    o Wrong form (confusion of adjectives and adverbs)<\/i><\/p>\n

                                    o Comparative\/Superlative forms<\/i><\/p>\n

                                    \u00a0<\/i><\/b><\/p>\n

                                    \u2022 Errors in the use of conjunction<\/i><\/b><\/p>\n

                                    o Coordination<\/i><\/p>\n

                                    o Subordination (adverbial clauses, relative clauses, and nominal clauses)<\/i><\/p>\n

                                    o Missing conjunctions<\/i><\/p>\n

                                    \u00a0<\/i><\/b><\/p>\n

                                    \u2022 Errors in sentence fragments<\/i><\/b><\/p>\n

                                    o Incomplete sentences<\/i><\/p>\n

                                    \u00a0<\/i><\/b><\/p>\n

                                    \u2022 Errors in Syntax<\/i><\/b><\/p>\n

                                    o Word order (incorrect sentence structures)<\/i><\/p>\n

                                    \u00a0<\/i><\/b><\/p>\n

                                    \u2022 Errors in Lexicon<\/i><\/b><\/p>\n

                                    o Word choice<\/i><\/p>\n

                                    \u00a0<\/i><\/b><\/p>\n

                                    \u2022 Errors in Punctuation<\/i><\/b><\/p>\n

                                    \u00a0<\/i><\/b><\/p>\n

                                    \u2022 Errors in Spelling<\/i><\/b><\/p>\n

                                    o Misspelling<\/i><\/p>\n

                                    \u00a0<\/i><\/b><\/p>\n

                                    \u2022 Errors in Capitalization<\/i><\/b><\/p>\n

                                    \u00a0<\/i><\/b><\/p>\n

                                    \u2022 Errors in Subject Omission<\/i><\/b><\/p>\n

                                    APPENDIX 2<\/b><\/p>\n

                                    Web Resources<\/b><\/p>\n

                                    <\/b>\u00a0<\/i><\/p>\n

                                    \u00a0<\/i><\/p>\n

                                    \u00a0<\/i><\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    APPENDIX 3<\/b><\/p>\n

                                    Glossary<\/b><\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    AMAO <\/b>(Annual Measurement Achievement Objective) \u2013 Title III of NCLB<\/p>\n

                                    requires that limited-English-proficient students be assessed for English<\/p>\n

                                    proficiency in kindergarten through grade twelve. The AMAOs are targets set<\/p>\n

                                    by each state for English-language proficiency attainment, as required by Title III.<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    Aptitude <\/b>\u2013 A combination of characteristics, whether innate or acquired, that<\/p>\n

                                    are indicative of a student\u2019s ability to learn or to develop proficiency in some<\/p>\n

                                    particular area if appropriate education or training is provided. Aptitude tests<\/p>\n

                                    include those of general academic (scholastic) ability; those of special abilities,<\/p>\n

                                    such as verbal, numerical, mechanical, or musical; and tests assessing<\/p>\n

                                    \u201creadiness\u201d for learning.<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    AYP <\/b>(Adequate Yearly Progress) \u2013 AYP must be based on each state\u2019s academic<\/p>\n

                                    standards and is to be measured primarily by the state assessments, and may<\/p>\n

                                    include other measures. Under Title I, ELLs must be tested, to the extent<\/p>\n

                                    practicable, in the language and form most likely to yield accurate results for<\/p>\n

                                    them.<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    Benchmark <\/b>\u2013 A measurement against a pre established standard. It can be<\/p>\n

                                    one standard in a series of standards toward an eventual goal such as high<\/p>\n

                                    school graduation.<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    BICS <\/b>(Basic Interpersonal Communication Skills) \u2013 Relates to conversational<\/p>\n

                                    proficiency, as opposed to cognitive or academic proficiency, of students who<\/p>\n

                                    are learning a second language.<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    Bilingual Education <\/b>\u2013 An education methodology, usually for students for<\/p>\n

                                    whom English is a second language, in which instruction to support English language<\/p>\n

                                    acquisition is provided with some amount of instruction in a<\/p>\n

                                    student\u2019s native language. There are several different models of bilingual<\/p>\n

                                    education; the most commonly known is dual-language, whereby students<\/p>\n

                                    generally receive half of their instruction in English and half in another<\/p>\n

                                    language. Dual-language bilingual instruction is also popular in private or<\/p>\n

                                    \u201cinternational\u201d schools where native English speakers are taught in a second<\/p>\n

                                    language. (Also see ESL<\/i>)<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    BINL <\/b>(Basic Inventory of Natural Language) \u2013 An oral language test designed<\/p>\n

                                    to measure oral language proficiency and dominance in students in grades K-<\/p>\n

                                    12 whose first language is not English. It can be used to place and reclassify<\/p>\n

                                    limited-English-proficient students.<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    BSM <\/b>(Bilingual Syntax Measure) \u2013 The BSM I and BSM II measure secondlanguage<\/p>\n

                                    oral language proficiency with respect to the syntactic structures in<\/p>\n

                                    92 <\/b><\/p>\n

                                     <\/p>\n

                                    English and Spanish. It is designed for students in grades K-12 whose first<\/p>\n

                                    language is not English. It can be used to place and reclassify limited-English proficient<\/p>\n

                                    students.<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    CALP <\/b>(Cognitive\/Academic Language Proficiency) \u2013 Relates to academic<\/p>\n

                                    proficiency, as opposed to conversational proficiency, of students who are<\/p>\n

                                    learning a second language.<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    Core Content <\/b>\u2013 Refers to classroom lessons in subjects such as math,<\/p>\n

                                    geography, language arts, biology, etc., as opposed to supplemental instruction<\/p>\n

                                    to support English-language acquisition.<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    EAL <\/b>\u2013 English as an Additional Language<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    ELD <\/b>(English Language Development) \u2013 English language development refers<\/p>\n

                                    to instruction designed specifically for limited-English-proficient students to<\/p>\n

                                    develop their listening, speaking, reading, and writing skills in English. This<\/p>\n

                                    type of instruction is also known as \u201cEnglish as a second language\u201d (ESL) or<\/p>\n

                                    \u201cteaching English to speakers of other languages\u201d (TESOL). ELD or ESL<\/p>\n

                                    standards are a version of English language arts standards that have been<\/p>\n

                                    crafted to address the specific developmental stages of students learning<\/p>\n

                                    English.<\/p>\n

                                    ELL <\/b>(English Language Learner) \u2013 A student whose first language is not<\/p>\n

                                    English and who is in the process of learning English. (Also see LEP<\/i>)<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    ESL <\/b>(English as a Second Language) \u2013 An educational approach in which<\/p>\n

                                    limited-English-proficient students are instructed in the use of the English<\/p>\n

                                    language. Instruction is based on a special curriculum that typically involves<\/p>\n

                                    little or no use of the native language, focuses on language (as opposed to<\/p>\n

                                    content), and is usually taught during specific school periods. For the rest of<\/p>\n

                                    the school day, students may be placed in mainstream classrooms, an<\/p>\n

                                    immersion program, or a bilingual education program. Every bilingual<\/p>\n

                                    education program has an ESL component.<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    ESL Pull-out Instruction <\/b>\u2013 In this model, eligible students are moved or<\/p>\n

                                    \u201cpulled out\u201d to a separate classroom for one or more class sessions per week to<\/p>\n

                                    work with an ESL\/bilingual education teacher to reinforce English-language<\/p>\n

                                    acquisition and\/or subject matter content such as language arts or math.<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    ESOL <\/b>\u2013 English for Speakers of Other Languages (See ESL<\/i>)<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    Exit Criteria <\/b>\u2013 Measures that are established to determine when a student has<\/p>\n

                                    gained proficiency in English and is ready to transition to mainstream classes<\/p>\n

                                    or no longer has a need for additional ESL support.<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    FEP <\/b>(Fully English Proficient) \u2013 A student who has become fully proficient in<\/p>\n

                                    English, but who may have needed additional classroom support in the past to<\/p>\n

                                    progress academically. A learner possesses both conversational as well as<\/p>\n

                                    academic English-language skills to be fully English proficient.<\/p>\n

                                    93<\/b><\/p>\n

                                    Inclusion <\/b>\u2013 Generally refers to an education model that features collaborative<\/p>\n

                                    team-teaching by general education teachers and special education or<\/p>\n

                                    bilingual\/ESL teachers. The students remain in the mainstream class for<\/p>\n

                                    instruction, as opposed to being \u201cpulled out\u201d and taught separately.<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    Inclusive Education <\/b>\u2013 Ensures that students in a school become part of the<\/p>\n

                                    school community regardless of their cultural or linguistic background and<\/p>\n

                                    strengths or weaknesses in any area.<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    IPT <\/b>(IDEA Language Proficiency Tests) \u2013 The IPT is a battery of tests for<\/p>\n

                                    students in grades K-12 whose first language is not English. They can be used<\/p>\n

                                    to place and reclassify limited-English-proficient students. The IPT contains a<\/p>\n

                                    reading and writing component, which can be group-administered.<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    LAB <\/b>(Language Assessment Battery) \u2013 A test for students in grades K-12<\/p>\n

                                    whose first language is not English, used to identify their level of English language<\/p>\n

                                    proficiency. It can be used to place and reclassify limited-English proficient<\/p>\n

                                    students.<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    Language Minority <\/b>\u2013 Refers to any student for whom English is not the<\/p>\n

                                    native language, or for whom a language other than English is spoken in the<\/p>\n

                                    home. This includes students such as those who speak a dialect, Jamaican<\/p>\n

                                    Patois, or a Native American language.<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    LAS <\/b>(Language Assessment Scales) \u2013 A battery of tests for students in grades<\/p>\n

                                    K-12 whose first language is not English. It can be used to place and reclassify<\/p>\n

                                    limited-English-proficient students.<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    LCD <\/b>\u2013 Linguistically and Culturally Diverse<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    LEP <\/b>(Limited-English-Proficient) \u2013 A student who is limited-English-proficient<\/p>\n

                                    (the official term found in federal legislation) and who needs additional<\/p>\n

                                    classroom support to progress academically.<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    Mainstreaming <\/b>\u2013 The placement of an educationally disabled or languageminority<\/p>\n

                                    student in a regular classroom. (Also see Inclusion<\/i>)<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    NCE <\/b>(Normal Curve Equivalent) \u2013 A transformation of an original test result<\/p>\n

                                    into a value on a scale from 1 to 99. NCEs are normalized scores with a mean<\/p>\n

                                    of 50 and standard deviation of 21.06, chosen so that NCE value equals<\/p>\n

                                    percentile value. They are used for comparisons across tests instead of<\/p>\n

                                    percentiles.<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    NEP <\/b>(non-English-proficient) \u2013 A student who has not yet begun acquiring, or<\/p>\n

                                    who is in the initial stage of learning, English.<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    OCR \u2013 <\/b>The U.S. Department of Education\u2019s Office for Civil Rights, which is<\/p>\n

                                    responsible for ensuring that programs supported by federal dollars comply<\/p>\n

                                    with federal regulations and do not discriminate on the basis of race, color, or<\/p>\n

                                    national origin.<\/p>\n

                                    94 <\/b><\/p>\n

                                    PEP <\/b>\u2013 Potentially English Proficient<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    PHLOTE <\/b>\u2013 Primary or Home Language Other Than English<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    SDAIE <\/b>(Specially Designed Academic Instruction in English) \u2013 This is a<\/p>\n

                                    program of instruction in a subject area, delivered in English, which is<\/p>\n

                                    specially designed to provide LEP students with access to the curriculum<\/p>\n

                                    through support. A requirement is that students be at the lower intermediate<\/p>\n

                                    level of proficiency in English.<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    SLEP <\/b>(Secondary Level English Proficiency Test) \u2013 The SLEP is intended for<\/p>\n

                                    secondary students in grades 7 through 12, approximately, whose first<\/p>\n

                                    language is not English. It consists of a listening comprehension and a<\/p>\n

                                    reading comprehension section with multiple-choice items. The SLEP can be<\/p>\n

                                    used as part of initial LEP designation.<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    TESOL <\/b>\u2013 Teaching English to Speakers of Other Languages (See ESL<\/i>)<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    Title I <\/b>\u2013 Federal legislation which provides funding to schools to raise the<\/p>\n

                                    performance of disadvantaged students.<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    Title III <\/b>\u2013 Federal legislation which provides funding to schools to ensure that<\/p>\n

                                    English language learners and immigrant children and youth attain English<\/p>\n

                                    proficiency and develop high levels of academic achievement in core<\/p>\n

                                    academic subjects.<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    Woodcock-Mu\u00f1oz Language Survey <\/b>\u2013 A test designed for Pre-K to adult<\/p>\n

                                    students whose first language is not English. It is intended to provide<\/p>\n

                                    information on a student\u2019s cognitive and academic language proficiency, that<\/p>\n

                                    is, the extent to which the student commands the kind of language typically<\/p>\n

                                    required in school.<\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    APPENDIX 4<\/b><\/p>\n

                                    \u00a0<\/b><\/p>\n

                                     <\/p>\n

                                    APPENDIX \u2013 5<\/i><\/b><\/p>\n

                                    In\u00a0 this\u00a0 section\u00a0 of\u00a0 my\u00a0 research I\u00a0 want\u00a0 to\u00a0 give\u00a0 some\u00a0 of\u00a0 the\u00a0 topics\u00a0 that\u00a0 can\u00a0 be\u00a0 taken\u00a0 up\u00a0 in\u00a0 any\u00a0 TEFL\u00a0 class\u00a0 and\u00a0 these\u00a0 are\u00a0 tried\u00a0 and\u00a0 tested\u00a0 ideas\u00a0\u00a0 which\u00a0 I\u00a0 have\u00a0 used\u00a0 practically\u00a0 in\u00a0 my\u00a0 teaching\u00a0 classes. These\u00a0 can\u00a0 be\u00a0 found\u00a0 in\u00a0 any\u00a0 TEFL\u00a0 reference\u00a0 books found\u00a0 in\u00a0 almost\u00a0 all\u00a0 libraries.<\/i><\/i><\/b><\/p>\n

                                    Putting\u00a0 in\u00a0 order\u00a0 activities.<\/i><\/p>\n

                                    Agreeing\u00a0 and\u00a0 disagreeing\u00a0 activities.<\/i><\/p>\n

                                    Group\u00a0 discussion\u00a0\u00a0 activities.<\/i><\/p>\n

                                    Questionnaires ( two\u00a0 of\u00a0 these\u00a0 are\u00a0 given\u00a0 above )<\/i><\/p>\n

                                    Role-play\u00a0 activities.<\/i><\/p>\n

                                    Discussion items\u00a0 activities.<\/i><\/p>\n

                                    Picture activities.<\/i><\/p>\n

                                    Cloze dialogue\u00a0 activities.<\/i><\/p>\n

                                    Information – only\u00a0 dialogues\u00a0 activities.<\/i><\/p>\n

                                    Completing\u00a0 the\u00a0 story\u00a0 activities.<\/i><\/p>\n

                                    \u00a0Situations\u00a0 activities.<\/i><\/p>\n

                                    Dialogue-writing\u00a0 activities.<\/i><\/p>\n

                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/i><\/p>\n

                                    \u00a0Who\u2019s\u00a0 speaking\u00a0 activities.<\/i><\/p>\n

                                    \u00a0Possible\u00a0 or\u00a0 impossible\u00a0 activities.<\/i><\/p>\n

                                    \u00a0Matching\u00a0 questions\u00a0 and\u00a0 answers.<\/i><\/p>\n

                                    Cloze\u00a0 texts activities.<\/i><\/p>\n

                                    \u00a0Spot\u00a0 the\u00a0 difference\u00a0 activities.<\/i><\/p>\n

                                    \u00a0Elimination\u00a0 problems\u00a0 activities.<\/i><\/p>\n

                                    \u00a0Pairing\u00a0 puzzles\u00a0 activities.<\/i><\/p>\n

                                    \u00a0Colloquial expressions\u00a0 and\u00a0 idioms\u00a0 activities.<\/i><\/p>\n

                                    \u00a0Odd-one-out\u00a0 exercises\u00a0 activities.<\/i><\/p>\n

                                    \u00a0Puzzles\u00a0 to\u00a0 stimulate\u00a0 language\u00a0 activities.<\/i><\/p>\n

                                    \u00a0Authentic\u00a0 materials\u00a0 activities.<\/i><\/p>\n

                                    \u00a0Your\u00a0 philosophy\u00a0 activities.<\/i><\/p>\n

                                    Apart\u00a0 from\u00a0 choosing\u00a0 from\u00a0 the\u00a0 above\u00a0 activities\u00a0 the ones\u00a0 which\u00a0 are\u00a0 best\u00a0 suitable\u00a0 for\u00a0 your\u00a0 teaching\u00a0 process\u00a0 I\u00a0 now\u00a0 give\u00a0 below\u00a0 some\u00a0 topics\u00a0 of\u00a0 <\/i>tried\u00a0 and\u00a0 tested\u00a0 ideas\u00a0 for\u00a0 TEFL\u00a0 which\u00a0 are\u00a0 drawn\u00a0 from\u00a0 hundreds sent\u00a0 in\u00a0 by\u00a0 former\u00a0 assistants :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/i><\/p>\n

                                    Alibi <\/i><\/b>\u00a0students\u00a0\u00a0 to\u00a0 work\u00a0 on\u00a0 the\u00a0 topic say\u00a0 a\u00a0 bank\u00a0 robbery\u00a0 by\u00a0 acting\u00a0 as\u00a0 volunteers,\u00a0 interrogating,\u00a0 etc.<\/i><\/p>\n

                                    Love at\u00a0 first\u00a0 sight<\/i><\/b>\u00a0 by\u00a0 acting\u00a0 in\u00a0 couples,\u00a0 their\u00a0 first\u00a0 meeting—and\u00a0 so on.<\/i><\/p>\n

                                    Stuttgart to\u00a0 Sal ford,\u00a0 Avignon\u00a0 to\u00a0 Aberdeen\u00a0 — discuss\u00a0 journeys\u00a0 <\/i><\/b>— buying\u00a0 tickets, meals\u00a0 on\u00a0 trains,\u00a0 get\u00a0 taxis,\u00a0 check-in\u00a0 desks,\u00a0 etc.<\/i><\/p>\n

                                    Jumble\u00a0 sale :<\/i><\/b>\u00a0\u00a0 students\u00a0 trying\u00a0 to\u00a0 sell\u00a0 items\u00a0 like\u00a0 any\u00a0 piece\u00a0 of\u00a0 clothing , unusual\u00a0 food—\u00a0 going \u00a0round\u00a0 to\u00a0 sell.<\/i><\/p>\n

                                    The\u00a0 interview <\/i><\/b>\u2013 a\u00a0 picture\u00a0 from\u00a0 which\u00a0 you\u00a0 can\u00a0 deduce\u00a0 a\u00a0 lot\u00a0 about\u00a0 the\u00a0 life\u00a0 of\u00a0 the\u00a0 person,\u00a0 making\u00a0 up\u00a0 questions\u00a0 for\u00a0 interview and\u00a0 students\u00a0 asking\u00a0 each\u00a0 other.<\/i><\/p>\n

                                    The\u00a0 island\u00a0 —<\/i><\/b>\u00a0 work\u00a0 in\u00a0 pairs\u00a0 by\u00a0 filling\u00a0 in\u00a0 different\u00a0 places\u00a0 like\u00a0 towns,\u00a0 rivers,\u00a0 roads,\u00a0 etc.\u00a0 in\u00a0 the\u00a0 maps\u00a0 with\u00a0 one\u00a0 student\u00a0 directing\u00a0 the\u00a0 other. <\/i><\/p>\n

                                    \u00a0Accent\u00a0 dictation<\/b>\u00a0 specially\u00a0 in\u00a0 BBC\u00a0 English.<\/i><\/p>\n

                                    \u00a0Picture\u00a0 Dictation<\/b><\/i><\/p>\n

                                    Simon\u00a0 says<\/i><\/b>\u00a0 —\u00a0 to\u00a0 teach\u00a0 about\u00a0 the\u00a0 body\u00a0 parts\u00a0 by\u00a0 touching\u00a0 them\u00a0\u00a0 to\u00a0 be done\u00a0 by\u00a0 students\u00a0 themselves.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/i><\/p>\n

                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Old\u00a0 Macdonald<\/b> — A\u00a0 hilarious\u00a0 way\u00a0 to\u00a0 make\u00a0 your\u00a0 lessons\u00a0 popular\u00a0 by\u00a0 teaching\u00a0 names\u00a0 of\u00a0 farmyard\u00a0 animals,\u00a0 English\u00a0 noises,\u00a0 etc.<\/i><\/p>\n

                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/b><\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    \u00a0<\/b><\/p>\n

                                    BIBLIOGRAPHY\u00a0\u00a0\u00a0\u00a0 { <\/b>References }<\/p>\n

                                    Adams, M.J. 1989. <\/i><\/b>\u201cThinking skills curricula: their\u00a0 promise and progress.\u201d <\/i>Educational Psychologist <\/i>24: 25-77.<\/i><\/p>\n

                                    AWARE (Association of Women for Action and Research). 1995. \u201cWorkshop on non-sexist language<\/i><\/b>.\u201d Singapore.<\/i><\/p>\n

                                    Barber C., 1993-1997,\u00a0 \u2018The\u00a0 English\u00a0 Language- A\u00a0 Historical Introduction\u2019<\/span>, <\/i><\/b>Cambridge<\/i>\u00a0 University\u00a0 Press,\u00a0 Great\u00a0 Britain.<\/i><\/p>\n

                                    Bloor T.\u00a0 &\u00a0 Bloor M., 1995,\u00a0 \u2018 A\u00a0 Functional\u00a0 Analysis\u00a0 of\u00a0 English- A\u00a0 Hallidayan\u00a0 Approach\u2019,<\/span>\u00a0 <\/i><\/b>Arnold,\u00a0 London,\u00a0 Oxford\u00a0 University\u00a0 Press Inc.,\u00a0 New\u00a0 York,\u00a0 USA.\u00a0 <\/i><\/p>\n

                                    Candlin, C. N., & Murphy, D. (Eds.). (1987).\u00a0 Language learning tasks.<\/span><\/i><\/b> Englewood Cliffs,\u00a0 NJ: Prentice Hall.
                                    \n<\/i>Crystal, D. 1995. <\/i><\/b>The Cambridge encyclopedia of the English language.<\/span><\/i><\/b> <\/i>Cambridge: Cambridge University<\/i> <\/i><\/b>Press.<\/i><\/i><\/b><\/p>\n

                                    Dougill,\u00a0 J.\u00a0 Drama\u00a0 Activities\u00a0 for\u00a0 Language\u00a0 Learning.<\/span><\/i><\/b>\u00a0 Macmillan\u00a0 Publisher\u00a0 Ltd.\u00a0 1987.<\/i><\/p>\n

                                    \u00a0<\/i><\/b><\/p>\n

                                    Ehsani, F., & Knodt, E. (1998, July).<\/i><\/b> Speech technology in computer-aided language learning:<\/b> Strengths and limitations of a new CALL paradigm. <\/i>Language Learning<\/span><\/i><\/b><\/i><\/b>and Technology, <\/span><\/i><\/b>2<\/i>(1), 45-60. Retrieved June 7, 2004, from <\/i>http:\/\/llt.msu.edu\/vol2num1\/article3\/index.html<\/i><\/a><\/i><\/p>\n

                                    \u00a0<\/i><\/b><\/p>\n

                                    Godwin-Jones, B. (2002, September). <\/i><\/b>Emerging Technologies: Technology for prospective language teachers. <\/b><\/i>Language Learning & Technology,<\/span><\/i><\/b> 6<\/i><\/b>(3), 10-14.<\/i><\/b> Retrieved June 7, 2004<\/b>, from http:\/\/llt.msu.edu<\/i> <\/i><\/b><\/p>\n

                                    Grabe\u00a0 W.\u00a0 and\u00a0 B. Kaplan R., 1996-1997,\u00a0 <\/i><\/b>\u2018 Theory\u00a0 and\u00a0 Practice\u00a0 of\u00a0 Writing\u2019,<\/span><\/i>\u00a0 Addison\u00a0 Wesley\u00a0 Longman,\u00a0 New\u00a0 York,\u00a0 U.S.A.<\/i><\/i><\/b><\/p>\n

                                    \/vol6num3\/pdf\/emerging.pdf<\/i><\/p>\n

                                    Harmer, J. (1998), \u2018How\u00a0 to Teach\u00a0 English\u2019,<\/span><\/i><\/b> London, Longman.<\/i><\/p>\n

                                    Hayden, Pilgrim, Haggard,\u00a0 1956-1962,\u00a0 \u2018Mastering\u00a0 American\u00a0 English\u2019<\/b><\/span>,<\/b>\u00a0 Prentice \u2013 Hall, Inc.\u00a0 United\u00a0 States\u00a0 of\u00a0 America.<\/i><\/p>\n

                                    Huang, J. (2002).<\/i><\/b> Error analysis in English teaching:<\/span><\/b> A review of studies. <\/i>Journal of Chung-San Girls\u2019 Senior High School, 2<\/i>, 19-34.<\/i><\/p>\n

                                    \u00a0<\/i><\/b><\/p>\n

                                    \u00a0<\/i><\/p>\n

                                    Jan, L. C. (2000).<\/i><\/b> An experimental computer and Internet based English writing course in CCIT. <\/i>Journal of C.C.I.T., 19<\/i><\/b>, 229-261.<\/i><\/b><\/i><\/p>\n

                                    Jan, L. C. (2002).<\/i><\/b> Interactive online discussion in an Internet assisted English writing course. <\/i>Journal of C.C.I.T., 31<\/i>(1), 39-58.<\/i><\/p>\n

                                    Jordan, R.R., 1971,\u00a0 \u2018English\u00a0 for\u00a0 Academic\u00a0 Purposes\u2019<\/span><\/i><\/b>\u00a0 Cambridge\u00a0 University\u00a0 Press.<\/i><\/i><\/b><\/p>\n

                                    \u00a0<\/i><\/p>\n

                                    Kachru, B.B. 1995.<\/i><\/b> \u201cThe speaking tree: a medium of plural canons.\u201d In <\/b><\/i>Language and culture in multilingual<\/i><\/b> <\/i>societies<\/i><\/b>, <\/i><\/b>edited by M.L. Tickoo. Singapore: SEAMEO Regional Language Centre. Pp. 1-20.<\/i><\/p>\n

                                    Kachru, B.B. 1997.<\/i><\/b> \u201cWorld Englishes and English-using communities.\u201d<\/b><\/i><\/p>\n

                                    Annual Review of Applied<\/i><\/b> <\/i><\/b>Linguisitcs <\/i><\/b>17: 66-87.<\/i><\/b><\/p>\n

                                    Meskill, C. (in press) Computers as Tools for sociocollaborative language learning. <\/span>\u00a0In K. Cameron (Ed.), CALL: Media, design and applications.<\/span><\/i><\/b> Oxford: Elsevier. <\/i><\/p>\n

                                    Nunan, D. 1992. <\/i><\/b>Research methods in language learning<\/span><\/i><\/b>.<\/i><\/b> <\/i>Cambridge: Cambridge University Press.<\/i><\/i><\/p>\n

                                    Sandholtz, J. H.,\u00a0 Ringstaff, C., & Dwyer, D. C. (1997). Teaching with technology: Creating\u00a0 student-centered\u00a0 classrooms.<\/span><\/i><\/b><\/i>New York<\/i>: Teachers College Press. <\/i><\/p>\n

                                    Snow, M. A. (1991).\u00a0 \u2018Teaching language through content\u2019. In M. A. Snow
                                    \n(Ed.),\u00a0 Teaching English as a second or foreign language<\/span> (pp. 315-328).
                                    \n<\/i><\/b>Boston<\/i>: Newbury House. <\/i><\/p>\n

                                    Sunderland, J. 1992. \u201cGender in the EFL classroom.\u201d <\/i><\/b>ELT Journal <\/i><\/b>46: 81-90, 505-22.<\/i><\/b><\/p>\n

                                    Willetts, K. (1992). <\/i><\/b>Technology and second language learning<\/i><\/b>.<\/i><\/b> Washington DC: ERIC Clearinghouse on Language and Linguistics. (ERIC Document Production Service No. ED350883)<\/i><\/p>\n

                                    Wilga,\u00a0 M. Rivers (1981)\u00a0 \u2018Teaching\u00a0 Foreign \u2013 Language\u00a0 Skills\u2019,<\/span> <\/i><\/b>Chicago\u00a0 and\u00a0 London.<\/i><\/p>\n","protected":false},"excerpt":{"rendered":"

                                    Abstract The\u00a0 topic\u00a0 of\u00a0 my\u00a0 research paper\u00a0 \u2018Teaching English\u00a0 as\u00a0 a\u00a0 Foreign\u00a0 Language\u2019 is one\u00a0 of\u00a0 the\u00a0 most\u00a0 modern\u00a0 and\u00a0 widely\u00a0 researched\u00a0 topic\u00a0\u00a0 throughout\u00a0 the world\u00a0 in\u00a0 present\u00a0 times. This\u00a0 is\u00a0 one\u00a0 of\u00a0 main\u00a0 reasons\u00a0 which\u00a0 led\u00a0 me\u00a0 to\u00a0 choose\u00a0 this\u00a0 topic\u00a0 of\u00a0 research.\u00a0 Some of the\u00a0 other reasons\u00a0 for\u00a0 the\u00a0 selection\u00a0 of\u00a0 this \u00a0topic\u00a0 […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ocean_post_layout":"","ocean_both_sidebars_style":"","ocean_both_sidebars_content_width":0,"ocean_both_sidebars_sidebars_width":0,"ocean_sidebar":"","ocean_second_sidebar":"","ocean_disable_margins":"enable","ocean_add_body_class":"","ocean_shortcode_before_top_bar":"","ocean_shortcode_after_top_bar":"","ocean_shortcode_before_header":"","ocean_shortcode_after_header":"","ocean_has_shortcode":"","ocean_shortcode_after_title":"","ocean_shortcode_before_footer_widgets":"","ocean_shortcode_after_footer_widgets":"","ocean_shortcode_before_footer_bottom":"","ocean_shortcode_after_footer_bottom":"","ocean_display_top_bar":"default","ocean_display_header":"default","ocean_header_style":"","ocean_center_header_left_menu":"","ocean_custom_header_template":"","ocean_custom_logo":0,"ocean_custom_retina_logo":0,"ocean_custom_logo_max_width":0,"ocean_custom_logo_tablet_max_width":0,"ocean_custom_logo_mobile_max_width":0,"ocean_custom_logo_max_height":0,"ocean_custom_logo_tablet_max_height":0,"ocean_custom_logo_mobile_max_height":0,"ocean_header_custom_menu":"","ocean_menu_typo_font_family":"","ocean_menu_typo_font_subset":"","ocean_menu_typo_font_size":0,"ocean_menu_typo_font_size_tablet":0,"ocean_menu_typo_font_size_mobile":0,"ocean_menu_typo_font_size_unit":"px","ocean_menu_typo_font_weight":"","ocean_menu_typo_font_weight_tablet":"","ocean_menu_typo_font_weight_mobile":"","ocean_menu_typo_transform":"","ocean_menu_typo_transform_tablet":"","ocean_menu_typo_transform_mobile":"","ocean_menu_typo_line_height":0,"ocean_menu_typo_line_height_tablet":0,"ocean_menu_typo_line_height_mobile":0,"ocean_menu_typo_line_height_unit":"","ocean_menu_typo_spacing":0,"ocean_menu_typo_spacing_tablet":0,"ocean_menu_typo_spacing_mobile":0,"ocean_menu_typo_spacing_unit":"","ocean_menu_link_color":"","ocean_menu_link_color_hover":"","ocean_menu_link_color_active":"","ocean_menu_link_background":"","ocean_menu_link_hover_background":"","ocean_menu_link_active_background":"","ocean_menu_social_links_bg":"","ocean_menu_social_hover_links_bg":"","ocean_menu_social_links_color":"","ocean_menu_social_hover_links_color":"","ocean_disable_title":"default","ocean_disable_heading":"default","ocean_post_title":"","ocean_post_subheading":"","ocean_post_title_style":"","ocean_post_title_background_color":"","ocean_post_title_background":0,"ocean_post_title_bg_image_position":"","ocean_post_title_bg_image_attachment":"","ocean_post_title_bg_image_repeat":"","ocean_post_title_bg_image_size":"","ocean_post_title_height":0,"ocean_post_title_bg_overlay":0.5,"ocean_post_title_bg_overlay_color":"","ocean_disable_breadcrumbs":"default","ocean_breadcrumbs_color":"","ocean_breadcrumbs_separator_color":"","ocean_breadcrumbs_links_color":"","ocean_breadcrumbs_links_hover_color":"","ocean_display_footer_widgets":"default","ocean_display_footer_bottom":"default","ocean_custom_footer_template":"","omw_enable_modal_window":"enable","ocean_post_oembed":"","ocean_post_self_hosted_media":"","ocean_post_video_embed":"","ocean_link_format":"","ocean_link_format_target":"self","ocean_quote_format":"","ocean_quote_format_link":"post","ocean_gallery_link_images":"on","ocean_gallery_id":[],"footnotes":""},"categories":[466],"tags":[713],"class_list":["post-3946","post","type-post","status-publish","format-standard","hentry","category-elt-research-papers","tag-dr-anuradha-mishra","entry"],"_links":{"self":[{"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=\/wp\/v2\/posts\/3946","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=3946"}],"version-history":[{"count":0,"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=\/wp\/v2\/posts\/3946\/revisions"}],"wp:attachment":[{"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=3946"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=3946"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=3946"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}