#my lecture note

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Theories of Language Teaching and Learning - Week 3

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Course Design and Material Development - Week 2

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Theories of Language Teaching and Learning - Week 2

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Advanced Methodology for Language Teaching - Week 2

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Theories of Language Teaching and Learning - Week 1

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Course design and material development

Week 1

Contextual factors - LEARNERS

Age: this will particularly affect topics chosen and types of learning activity, such as the suitability of games or role play.

Interests: as with age, this may help in the specification of topics and learning activities.

Level of proficiency in English: teachers will wish to know this even where their classes are based on a ‘mixed proficiency’ principle rather than streamed according to level.

Aptitude: this can most usefully be thought of as a specific talent, in this case for language learning, as something that learners might show themselves to be ‘good at’, perhaps in contrast to other subjects in a school curriculum. (It can be measured by formal aptitude tests, although they are not very frequently used.) The relationship between aptitude and intelligence is not clear, and is certainly not direct.

Mother tongue: this may affect, for instance, the treatment of errors or the selection of syllabus items – areas of grammar or vocabulary and so on.

Academic and educational level: which help to determine intellectual content, breadth of topic choice or depth to which material may be studied.

Attitudes to learning, to teachers, to the institution, to the target language itself and to its speakers. This is directly related to the following point.

Motivation, at least in so far as it can be anticipated. Obviously a whole range of factors will affect this.

Reasons for learning, if it is possible to state them. With school age pupils this may be less significant than with many adult learners, where it is often possible to carry out quite a detailed analysis of needs.

Preferred learning styles: which will help in the evaluation of the suitability of different methods, for instance, whether problem-solving activities could be used, or whether pupils are more used to ‘rote learning’, where material is learned by heart.

Personality: which can affect methodological choices such as a willing acceptance of role play and an interactive classroom environment, or a preference for studying alone, for example.

(McDonough, 2013)

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Advanced methodology for language teaching

Week 1 - Notes

Extra information:

Examples for Interlanguage (copied from here.)

Strategic Investment

copied from --> here.

Language learning time should be invested wisely in activities that result in real language acquisition. Clear learning goals and an understanding of personal learning styles can help the learner to use language learning time strategically.

Brown’s 12 Principles of Language Teaching and Learning -> here.