Reasons for Learning
Hamma tilni har xil sababga ko’ra o’rganadi. Aksar yoshlar, Ingliz tilini maktabda o’qitiladigan fanlar orasida borligi uchungina o’rganadi. Boshqalarda Ingliz tilini o’rganishdan ko’zlagan maqsadlari bo’ladi
English for Specific Purpose (ESP)
Masalan, bir odam tilni faqat sayohat uchun o’rganmoqchi. Boshqa biri xalqaro bankka ishga kirmoqchi. Dunyodagi mashxur ESP sifatida Business English ni olishimiz mumkin. Biznesda kerak bo’ladigan til testlar ishlash uchun kerak bo’ladigan tildan tubdan farq qiladi.
O’quvchining maqsadini, til o’rganishiga sababni aniqlab olish - ustozga aynan nimaga urg’u berish, qanday materiallardan foydalanish va qanday darajaga olib chiqishi kerakligini oydinlashtiradi.
Ko’p o’quvchilarga EAP kerak - English for Academic Purposes. Bizda bu ko’proq IELTS preparation.
EFL - English as a Foreign Language vs ESL - English as a Second Language
ESOL - English for Speakers of Other Languages
Schools vs Language Schools
Maktab va til o’quv markazlaridagi farqlar -> class size, structure, equipment, motivation
Large classes: sometimes government schools might have up to 30 students in one class learning English at a time. Private schools have between 8 and 15.
Class size surely will affect how we teach!
Some students prefer to have a private session with a teacher = One-to-One Teaching
Group work and Pair work will be used to give students more chances for interaction
Large classes -> the teacher may well teach from the front more often than with smaller groups
Mingling with students when they work in pairs etc. may be much more time-efficient.
In-School settings: teachers have to be aware of school policy and conform to syllabus and curriculum decisions. There may well be learning outcomes which students are expected to achieve, and students may be preparing for specific exams.
In-Company settings: some companies need and expect teachers to go to the company office or factory to teach. Here the “classroom” may not be quite as appropriate as those which are specially designed for teaching and learning.
Real vs Virtual Learning Environments
Learner Differences:
Age:
Children: Very Young Learners and Young Learners
Adolescents: Teenagers and Young Adults
Adults
NOTE
Because students at different ages have different characteristics, the way we teach them will differ too
Teachers need to work both: to prevent problem behavior, and to respond to it appropriately if it occurs
Learning style = Learning Preference
- Visual
- Auditory
- Kinaesthatic
All students respond to various stimuli (such as pictures, sounds, music, movement etc.)
But for most of them some things stimulate them into learning more than other things do.
Multiple Intelligences (Howard Gardner)
We all have a number of intelligences - mathematical, emotional, interpersonal, spatial, musical etc.
However, one of them might be highly developed while the other one might be less advanced.
Thus, it is inappropriate to describe someone as being “intelligent” or “unintelligent”
Level
- Beginners (who don’t know any English)
- False Beginners (who can’t use any English but know quite a lot which can be activated quickly)
- Elementary (A1)
- Pre-intermediate (A2)
- Intermediate (B1)
- Upper-intermediate (B2 - C1)
- Advanced (C2)
Beginners - Success is easy to see at this level, and easy for the teacher to arrange. But then so is failure!
Intermediate students - Success is less obvious at this level. They don’t improve that much or that fast anymore. We often call this the Plateau Effect. The teacher should show students what they still need to learn without being discouraging.
Advanced students - they already know a lot of English. We have to create a classroom culture where students understand what still has to be done, and we need to provide good, clear evidence of progress. Concentration not so much on grammatical accuracy, but on style and perceptions of appropriacy, connotation or inference.
With lower levels, we focus on eliciting!
Cultural and Educational Background
Related
Topic - Lesson Planning and Materials · Topic - SLA Theories Map