Current Perspectives on Teaching English Language

Current Perspectives on Teaching English Language : 

Current Perspectives on Teaching English Language Part I: Overview of Recent Developments in English Language Teaching Part II: Research on Teaching Reading Part III: Vocabulary Teaching – Looking Behind the Word Part IV : Technology and English Language Teaching 1 Ammar Merhbi

Part I: Overview of Recent Developments in English Language Teaching : 

Part I: Overview of Recent Developments in English Language Teaching an overview of recent developments in second language (L2) teaching and highlights the trends that began in the 1990s and the 2000s and are likely to continue to affect instruction in L2 skills at least in the immediate future. Also highlighted are recent developments in instruction as they pertain specifically to the teaching of L2 reading, and writing. 2 Ammar Merhbi

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In the past 15 years or so, several crucial factors have combined to affect current perspectives on the teaching of English worldwide: the decline of methods a growing emphasis on both bottom-up and top-down skills the creation of new knowledge about English 3 Ammar Merhbi

Decline of Methods : 

Decline of Methods Many L2 professionals have come to see specific teaching methods as overly prescriptive and inapplicable in divergent learning contexts. The past two decades have seen a shift in the responsibility for curricular and instructional decisions from the prevailing teaching methods to classroom teachers and learners, who are best suited to implement appropriate, relevant, and effective instruction 4 Ammar Merhbi

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The centrality of key learner variables, such as learning needs and goals, as well as cognitive processing and resources has been widely recognized in research and pedagogy. Investigations into the social, cultural, economic, and political contexts of L2 learning have provided much insight into populations of learners and their specific learning goals. 5 Ammar Merhbi

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Fundamental factors as who given L2 learners are, why and where these individuals undertake to learn an L2, and what their available resources are (e.g., time, cognitive, financial) should and often do determine how particular L2 skills are taught and learned. Most Researchers now contend that language teachers should practice “principled eclecticism” and create their own teaching methods “by blending aspects of others in a principled manner”. 6 Ammar Merhbi

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The notion that there is “No Best Method” is apparent in current pedagogies. Given what is stated earlier, the teachers should base their teachings on practicality and particularity. In general, they should theorize their practice and practice their theories. 7 Ammar Merhbi

Bottom-Up and Top-Down Skills : 

Bottom-Up and Top-Down Skills Research findings demonstrate that, without explicit and form-focused instruction, extensive exposure to meaning-based input does not lead to the development of syntactic and lexical accuracy in an L2. Currently, in the teaching of the four skills, curricula and instruction strive to achieve a balance between the linguistic and the schematic aspects of learner language development. 8 Ammar Merhbi

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At present, practically all teacher education textbooks on the essentials of language instruction include material on how to address both bottom-up and top-down abilities. 9 Ammar Merhbi

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The analyses of large spoken and written English language corpora have allowed much insight into how native speakers of English use language features in real life and across various dialects. New empirical knowledge about the English language has had an important influence on curricula and content in L2 pedagogy. ( English language corpora and concordancing will be discussed in subsequent meetings) New Knowledge About English 10 Ammar Merhbi

TEACHING L2 WRITING : 

TEACHING L2 WRITING L2 writers are crucially distinct from those of basic or proficient L1 writers ,and L2 writing pedagogy requires the learning needs of special and systematic approaches that take into account the cultural, rhetorical, and linguistic differences between L1 and L2 writers. 11 Ammar Merhbi

Writing Integrated With Other Language SkillsBottom-Up and Top-Down Skills : 

Writing Integrated With Other Language SkillsBottom-Up and Top-Down Skills L2 writing pedagogy has begun to pay increasing attention to the integration of bottom-up and top-down skills because learners need both if they are to become proficient L2 writers. 12 Ammar Merhbi

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Achieving proficiency in writing requires explicit pedagogy in grammar and lexis and is important because one’s linguistic repertoire and writing skills often determine one’s social, economic, and political choices. Grammar and lexis are inextricable from meaning in written discourse because L2 writers are ultimately evaluated based on their control of language and text construction in their written discourse. 13 Ammar Merhbi

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Curriculum design in L2 writing instruction has to include grammar and vocabulary to enable L2 writers to communicate meaningfully and appropriately. With this objective in mind, prominent current positions advocate the integration of grammar and vocabulary curricula with L2 writing instruction. 14 Ammar Merhbi

Teaching Writing to Young Learners : 

Teaching Writing to Young Learners The current approaches for teaching L2 writing to school-age children are based on the premise that learners need to attain fundamental proficiency in spelling and in letter and word recognition, followed by a focus on the syntactic parsing of morphemes, phrases, and sentences 15 Ammar Merhbi

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During the subsequent stages of learners’ writing development, more complex tasks are introduced to include emotive (or personal) writing, for example, narratives that tell about personal experiences, letters to friends, and diaries. Then instruction begins to advance to school-based writing, usually integrated with reading as well as with grammar and vocabulary learning. 16 Ammar Merhbi

Integrated and Content-Based Teaching of Writing : 

Integrated and Content-Based Teaching of Writing Much of the current integrated instruction in L2 writing, grammar, and vocabulary takes place in conjunction with reading, content-based, and form-focused instruction to improve the overall quality of L2 prose. For example, to promote learners’ noticing of how particular grammar and lexis are employed in authentic written text and discourse, teachers can select readings from a wide array of genres, such as narrative, exposition, or argumentation. 17 Ammar Merhbi

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Based on reading content, practice in text analysis can become a useful springboard for an instructional focus on the specific uses of grammar structures and contextualized vocabulary. Similarly, instruction can address the features of written register by bringing learners’ attention to the situational variables of language in context, such as e-mail messages, news reports, or written academic prose, and their attendant linguistic and discourse features 18 Ammar Merhbi

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Another integrated approach to teaching writing together with reading is genre-based instruction that seeks to enable L2 learners to analyze academic discourse while reading and to produce academic writing that adheres to the sociocultural norms of a particular academic genre. 19 Ammar Merhbi

Part II: RESEARCH ON TEACHING READING : 

Part II: RESEARCH ON TEACHING READING Much as with any language skill, the teaching of reading is a complex matter. Obvious variables such as student proficiency, age, L1/L2 relations, motivation, cognitive processing factors, teacher factors, curriculum and materials resources, instructional setting, and institutional factors all impact the degree of success of reading instruction. 20 Ammar Merhbi

Implications for Reading Instruction from Reading Research : 

Implications for Reading Instruction from Reading Research Based on extensive and still accumulating research, the following implications for academic reading instruction and curriculum design are reasonably well supported. Although stated as instructional implications, all but the last of these goals can also be viewed as component abilities of learners that need to be developed for effective reading comprehension. 21 Ammar Merhbi

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1. Ensure word recognition fluency. 2. Emphasize vocabulary learning and create a vocabulary-rich environment. 3. Activate background knowledge in appropriate ways. 4. Ensure effective language knowledge and general comprehension skills. 5. Teach text structures and discourse organization. 22 Ammar Merhbi

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6. Promote the strategic reader rather than teach individual strategies. 7. Build reading fluency and rate. 8. Promote extensive reading. 9. Develop intrinsic motivation for reading. 10. Plan a coherent curriculum for student learning 23 Ammar Merhbi

Part III: Vocabulary teaching:looking behind the word : 

Part III: Vocabulary teaching:looking behind the word Recent research data indicates that NNSs performance was marred by (a)incomplete appreciation of 'contrast within similarity', (b) inadequate knowledge of correct collocations, and (c) inadequate knowledge of word derivations 24 Ammar Merhbi

Incomplete appreciation of contrast within similarity : 

Incomplete appreciation of contrast within similarity In languages with a very rich vocabulary we are unlikely to find words that are completely synonymous with one another. A set of words may share certain semantic features but not others. It cannot be presumed that learners will be aware of this possibility unless it has been explicitly taught. Generally speaking, incidental learning will not inculcate this awareness. 25 Ammar Merhbi

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Passage 1 And this alone, even if we went no further, would be an excellent reason for not merely brushing dreams aside.. .. Whose life would not be ___________ by a little additional reflection? 26 Ammar Merhbi

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Affected and changed are contextually appropriate answers. Both words convey the idea of change, yet when represented along a continuum it becomes obvious that they lack the positive evaluation found in improved, enriched, enhanced, bettered, and brightened 27 Ammar Merhbi

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Whether a verb is neutral or positive makes a difference to the pragmatic or communicative value of a statement. 28 Ammar Merhbi

Inadequateknowledge ofcorrect collocations : 

Inadequateknowledge ofcorrect collocations Passage 2 . . . the day or so before the dream , while the dead person appeared perhaps in order to remind us of an idea he or she_______ us many years ago, which….. gave, left, told , taught 29 Ammar Merhbi

Inadequateknowledge of wordderivations : 

Inadequateknowledge of wordderivations The unacceptable responses in Passage 1 (see Table 1) show that the problem lay not with comprehension but with knowledge of derived forms. 30 Ammar Merhbi

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Passage 1 And this alone, even if we went no further, would be an excellent reason for not merely brushing dreams aside.. .. Whose life would not be ___________ by a little additional reflection? 31 Ammar Merhbi

Implications for classroomteaching : 

Implications for classroomteaching Lexical competence implies more than just knowing what a word means. It subsumes a number of other kinds of knowledge, including knowing: 32 Ammar Merhbi

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what differentiates one word from other words that appear to mean the same what other meanings a word might have what other words derive from it what kinds of associative links it has with other items in the lexicon 33 Ammar Merhbi

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how it behaves syntactically and, just as importantly, its limitations of use according to situation and function 34 Ammar Merhbi

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A central purpose in teaching should be to encourage and help the learner to become more aware of how native speakers and other proficient speakers use the target language, and to be more sensitive to differences in nuances and shades of meaning. 35 Ammar Merhbi

TeachingVocabulary through Reading : 

TeachingVocabulary through Reading To accomplish these wider goals for vocabulary instruction, it is suggested that lexis, grammar, and discourse should no longer be thought of as separate strands in the language syllabus. An integrative approach would allow the teacher to shift attention from one to the other and back again, in a manner that is natural and unforced. 36 Ammar Merhbi

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For example, immediately after explaining what a word means semantically, the teacher might want to talk about its discourse or pragmatic value (the concept of marked and unmarked terms), teach or revise word formation processes in relation to that particular item, or show how syntactic configurations change depending on which form of a root word is used. 37 Ammar Merhbi

Part IV : Technology and English Language Teaching : 

Part IV : Technology and English Language Teaching Most if not all teachers now are called “technology immigrants” since technology was not around in their time when they were learners. Our students, in contrast, are called “technology natives” as they experience technology on a daily basis whether in an educational setting or for personal use. Two things are obvious with regard to our students: 38 Ammar Merhbi

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They will know about technology more than we will ever know They expect their teachers to be knowledgeable in technology 39 Ammar Merhbi

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Computer-assisted language learning (CALL) is a part of applied linguistics that is gaining momentum so rapidly as technology changes. Researches on CALL are increasing as technology is becoming attainable to all ( open source software, internet, web 2.o). 40 Ammar Merhbi

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Still, many teachers are technophobic since they did not experiment with technology long enough to integrate it into their teaching contexts. Technology can be seen as a tool to enhance learning. So, like any tool, it relies on how a teacher uses this tool to enhance learning. 41 Ammar Merhbi

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Established tools for Language learning : Generic tools: Word processor, spreadsheets, slideshows 42 Ammar Merhbi

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Death Sentence in Saudi Arabia ! : 

or Against Death Sentence in Saudi Arabia ! With ??? 44 Ammar Merhbi

Watch the Following Video Clip : 

Watch the Following Video Clip It is on the death sentence which was carried on a Philippino worker who murdered a Saudi National after which the Saudi Court sentenced him to death by Decapitation (Beheading). As you watch think of : Should death sentence be carried on a murderer? Is the world a safer place if the murderer is put to death or he/she can be rehabilitated? Is death sentence effective? Does it lower crime rates? Is death sentence too harsh and against human rights? 45 Ammar Merhbi

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Where do You Stand with Regard to the Death Penalty in Saudi Arabia? : 

Where do You Stand with Regard to the Death Penalty in Saudi Arabia? With: What do your audience know about the Death penalty? What are their positions on it? How might you address any opposing views? What reasons might they find convincing? Against: What do your audience know about the Death penalty? What are their positions on it? How might you address any opposing views? What reasons might they find convincing? 47 Ammar Merhbi

English Corpus Linguistics and Concordancing : 

English Corpus Linguistics and Concordancing Cobuild Corpus .. 100 million of written and spoken words BNC British National Corpus Written Brown Corpus ANC American National Corpus 48 Ammar Merhbi

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Students look for patterns of linguistic features in native speaker academic writing. Collocations, phrases Vocabulary grammar 49 Ammar Merhbi

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You can make Fill in exercises. Chat or Talk 51 Ammar Merhbi

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http://wordle.net http://wordsift.com 53 Ammar Merhbi

Benefits of Corpus Analysis and Concordancing : 

Benefits of Corpus Analysis and Concordancing Authentic Language Students role become that of a language researcher instead of a receptive individual Teacher’s role becomes that of a manager and facilitator of language. 54 Ammar Merhbi

Emergent Tools for Language Learning : 

Emergent Tools for Language Learning Web2.o: 55 Ammar Merhbi

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Wikis : 

Wikis 57 Ammar Merhbi

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Blogs : 

Blogs 59 Ammar Merhbi

Podcasting : 

Podcasting 60 Ammar Merhbi

Microdblogging : 

Microdblogging 61 Ammar Merhbi

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Social Networking : 

Social Networking Preferred for Educational Purposes. Focus on Groups then individuals. Focus on Individuals then groups 64 Ammar Merhbi

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http://djisfaculty.ning.com 65 Ammar Merhbi

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Sharing Documents and Social Bookmarks : 

Sharing Documents and Social Bookmarks Social Bookmark 67 Ammar Merhbi

Real-time Word Processor Editing : 

Real-time Word Processor Editing 68 Ammar Merhbi

Video Conferencing : 

Video Conferencing Up to 100 participants with a shared whiteboard 69 Ammar Merhbi

Personal Learning Environments and RSS Readers (aggregators) : 

Personal Learning Environments and RSS Readers (aggregators) 70 Ammar Merhbi

Virtual WorldsSecond Life : 

Virtual WorldsSecond Life 71 Ammar Merhbi

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The list of tools and their usage is by no means exhaustive. Many web2.0 tools are appearing every day and each has lends itself to learning. Technology in language learning enhances learner autonomy 73 Ammar Merhbi

Grade 9 Projects 2008-2009 : 

Grade 9 Projects 2008-2009 74 Ammar Merhbi

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Research Projects : 

Research Projects 77 Ammar Merhbi

What is missing in our Teaching context? : 

What is missing in our Teaching context? Student training Teacher Training School Support 78 Ammar Merhbi

Questions, Comments? : 

Questions, Comments? Visit my blog http://call4teachers.blogspot.com for more information on Technology and English Language Teaching. http://languageartsancillary.blogspot.com for language learners. AmmarMerhbi http://delicious.com/AmmarMerhbi Dreamer Daxter 79 Ammar Merhbi

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We Are in for the Contest 80 Ammar Merhbi

Flash Cards Contest- till December 7 : 

Flash Cards Contest- till December 7 81 Ammar Merhbi

Video Contests : 

Video Contests 82 Ammar Merhbi

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