TEFL Williams Minnesota

Learning techniques (no 28) According to the ITTT (unit 3:2), exposure to a foreign language is important in order to learn it but most people do not have the opportunity to go and study abroad but have to study in a country where english is not the first language (L1). The first language, also called the native language, is learnt at an early age where learning is fast and easy by absorption when the child learns how to speak and is exposed to the language at home and in society (in case of ”first-culture-kids”). To learn a second language (L2) is more difficult if the learner is not exposed to this language in its natual setting. Fortunately, there are some techniques that can help learners to learn a language also in a foreign setting. These methodologies seek to ”imitate it [the natural setting] as far as is practical” (Ibid.: 2). In the following, I will briefly discuss some of these efl-methodologies. Unit 3 (3-6) lists the following ten learning methodologies:1. Grammar – translation 2. Audio-lingualism 3. Presentation, production and practice 4. Task-based learning 5. Communicative language teaching 6. Comminuty language learning 7. The silent way 8. Suggestopaedia 9. The lexical approach 10.The ESA – Engage, Study Activate For reasons of limitation, an explanation of each will not be given here (the reader is encouraged to refer to pp. 3-6 in ITTT material Unit 3). In stead, an overall discussion of the ”best-practice” use of each will be given when taking into consideration the broader learning environment and culture. First of all, each method is valid and can be used either seperately or in a combination with one or several of the other methodologies listed above. The main point here is that the methodology should be tailored to the teaching situation (individual/small group/large group), the age of the students (young learners/adult learners), the culture (Asia/Africa/Europe etc.) and the language level of the students. For example, the first three methodologies would be suitable for a collectivistic culture (e.g. most Asian countries) with young learners (they imitate better and faster) who are on the beginner's level (A1-A2) where students have little vocabulary to work with. For that reason, the next four methodologies (no. 4-7) are better suited for older students who can work independent of the teacher and in a focused manner and who have some basic vocabulary. Furthermore, the lexical approach can be used as a supplement when the teaching focus is on language production and thus as a preparation to apply methodologies no. 4-7. It is important to note that no methodology is better than any other seeing that each emphasizes an important part of language learning, which consists of four general parts: listening, reading, writing and speaking (cf. ITTT materials units 11-12). Finally, the ”psychological” apect of no. 8 suggests that the atmosphere of the learning setting is important to learning. This is an aspect that the ESA-framework covers in its Engage-phase. While the ESA-framework is a good tool for lesson planning and execution because it develops this ”human psychology” into the fact that we optimize our learning by being motivated (Engage) to study and discover a language (Study) and by repetition and working with the language (Activate), this framework should not exclude any other methodology. Rather, the ESA-framework should serve as a frame in which the teacher can design the lesson suited for the actual particular learning environment in question as discussed previously.