Teach English in Yeping Zhen - Ankang Shi

Although there are many methods and theories on how to teach language, the ESA method is the most effective and has become the most popular method for teaching language today. The ESA method was first introduced by Jeremy Hammer in 1997. The method was introduced as an attempt to solve some of the issues that were prevalent when using other methodologies for teaching a second language. The most widely used method for teaching language prior to the introduction of ESA was the PPP method. The PPP method consists of three stages, presentation practice and production. This method first introduces the new language to the students in the presentation stage, which includes providing the context of the new language. Then the students practice using the new language in the second stage, which could entail drilling of the new language or completing worksheets. After the practice stage students move onto the production stage where they are given more flexibility using the new language, which can include role playing or creative writing in order to provide an opportunity to use the new language more creatively. The PPP method is still used frequently today, because it is a very effective way to teach easier language at the beginning stages, however it does have a few disadvantages. One drawback is that it is a much more teacher-centered approach, which doesn't give the students as much time to speak. The PPP method also focuses on accuracy more than fluency and is not very effective for teaching language at the more advanced stages. The ESA method solves a lot of these issues and is much more appropriate for new teachers. The ESA method consists of three stages, engage, study, and activate. During the engage stage the teacher attempts to get the students interested and involved as much as possible. The engage stage attempts to get students thinking and speaking in the new language without actually teaching the new material in order to create an environment that is exciting and engaging. This can be done using pictures, music, or even a simple conversation that relates to the subject material. The study stage is when the new information is presented to the students and this is also when the students get a chance to work on using the new language or grammar structures. Elicitation is a primary goal of the study stage, which is a way to get the students involved in the lesson by asking thought provoking questions in order to see what the students already know. The study stage includes giving the students a chance to work on the new material by playing games, filling out worksheets, or by allowing them to work in groups or pairs. The final stage is the activate stage, and this is when students are encouraged to use the new language as freely as possible. The main goal of this stage is to get the students using the new language as fluently as possible and focuses less on accuracy. The activity stage includes role playing games, story writing, or even class debates. The ESA approach does not have to follow the same order for each lesson and should be re-arranged according to the needs of the students and the material being covered. The ESA approach is far more beneficial because it creates an environment where students are encouraged to use as much language as possible and gives ample time for them to speak the new language throughout the lesson, and relies less on teacher-talk time which can often lead to students feeling disengaged and uninterested. ESA is also beneficial because it provides a lot more flexibility when creating a lesson plan and can easily be changed to meet the needs of the class. Since its introduction ESA has become the most widely used and accepted methodology for teaching new language and continues to be an important tool for training and teaching new teachers the most effective way to teach new languages.