The Last Learning Reflection

 

 

Learning Reflection

2 May, 2017

           This is a last period for Seminar in English Language Teaching Course. Professor summarized the journal about Sociocultural Theory. Then I have a final examination. The Course is finished.

All the course, I learned about

-          Global English

-          Context of English Language Teaching

-          Factors affecting English Language Teaching and Learning

-          Problems of English Language Teaching

-          ICT and English Language Teaching and Learning

-          Trends in ELT

-          Seminar presentation

I find difficult to some journals that used the specific words. Some journals are different to understand in word and grammatical points. It’s hard to manage the reading time because I have a lot of work.

I find easy to journals that the teacher taught and summarized the content clearly. And I can understand clearly, when I read the journals before I learn each topic. It’s good to discuss each topic with other person because I can get the different thinking from the others.

I have to try to manage the time and read the journals before the day that has this course.

I can bring the knowledge and information about teaching method or approach to apply in my teaching. I have to teach the students can follow the globalization and can follow World Englishes. I have to teach the students can improve their skill for learning and teaching in 21th century. 

Learning Reflections 15 of Seminar in English Language Teaching

Learning Reflections 15

Seminar in English Language Teaching

 

25 April 2017

Professor taught and summarize about Communicative approaches.

 

1. Communicative approaches were influenced by functional linguistics.

Goal: To enable learners to develop communicative competence in order to use the target language in communication.

Classroom activities:

-          Tasks that require students to share information and negotiate meaning

-          Include problem-solving tasks, role-plays, simulates and games, and usually exclude use of L1

-          Students are expected to play active roles through “negotiating for meaning” thus, they are expected to interact primarily with each other rather than with the teacher.

-          Students have opportunities to experiment with new language.

-          Pair work and group work.

-          Integrated skills of listening, speaking, reading and writing

-          Use of authentic tasks and ”realia”/ authentic material to promote students’ communication

Teacher’s role

Been and Candlin(2001) specifics a variety of role:

-          Facilitator

-          Interdepentdent participant

-          - organizer of resources, a resource, and a guide

-          Researcher

Richard and Rodger(2001)

-          Analyst

-          Counselor

-          Group process manages

Learner-centeredness

                Learner-centeredness has four central characteristics:

1.       Learner participant in the whole process of the course content and selecting learning procedures

2.       Learner participant in the design of language activities

3.       Learner are encouraged to take responsibility to a great degree of their learning

4.       Enhancing learner autonomy

Constraints of CLT

-          Focus on fluency over accuracy

-          Learner and teacher roles

-          Cultural appropriacy: ESL and EFL

-          Student’s lack of target language exposure

-          Traditional teaching and learning culture

-          Teacher expertise and student English proficiency level

-          Lack of learning resource/ support

-          Class size

            Professor assigned me to read Sociocultural Theory of Vygotsky.  I read Sociocultural Theory as an Approach to Aid EFL Learner and then, I read “ The relevance and implications of Vygotsky’s Sociocultural Theory in the second language classroom of MAMOUR CHOUL TURUK”.

            I find easy in the journals that the teacher has explained already.There is no a difficult points in this week.My attitude is better that last week because I can understand the lesson clearly.

 

Learning Reflections 14 of Seminar in English Language Teaching



Learning Reflections 14

Seminar in English Language Teaching

 

 

18 April 2017

        In that day, my professor assigned me to read the ELT journal about “The end of CLT: a context approach to language teaching of Stephen Bax”.  My friend and I discussed this topic and then, we presented in front of class.

We discussed that;

       Communicative Language Teaching (CLT) has served the language teaching profession well for many years. The benefits of an emphasis on communication are widely accepted in principle by professionals everywhere. This article will argue CLT, although it has served a useful function in the profession, particularly as a corrective to shortcomings in previous methodologies, CLT is now having a negative effect, and needs to be replaced as our main focus.

       Everywhere pay attention to context; good training courses pay attention to context. However, the dominance of methodology in general, and CLT in particular, means that their attention to context is secondary, and often haphazard. Novice teachers, as we have seen, fight against context when they should be working with it. It is therefore time for the profession to place methodology and Communicative Language Teaching where they belong—in second place—and recognize that the learning context, including learner variables, is the key factor in successful language learning.

Professor taught me about Major trends in the Global ELT Field. She summarized that;

Trends 1 : Changing perspectives on English teaching and learning

Nowadays, more and more research and discussions have focused on the issues of “World Englishes” and English as a lingua franca (ELF) rather than simply referring to any English spoken outside of the United States, Canada, the United Kingdom, and Australia as EFL.

Trends2: Changes in goals of English teaching and learning

-          The goals of ELT have changed from focusing solely on developing language skills and mimicking native English speakers to fostering a sense of social responsibility in students

-          To prepare students to imitate native English speakers as language learners but that it should produce fully competent language users, critical thinkers, and constructive social change agents, as Crystal (2004) and Cook (2005) noted.

Trend 3: Changes in approaches to teaching

The 21st century is referred as the “Postmethods Era” by many scholars (Kumaravadivelu, Brown, Larsen-Freeman, and Mellow to name a few), where the focus of teaching is on eclecticism. Eclecticism involves the use of a variety of language learning activities, each of which may have very different characteristics and may be motivated by different underlying assumptions. Today, the use of L1 in L2 pedagogy and the use of different accents in listening activities and tests are encouraged in teaching and learning.

Trend 4: Changes in teaching content, curriculum design, and assessment

 Trend 5: Expanding the dimension of communicative competence

 

Trend 6: Changing views of an effective English educator

           With the changing views of communicative competence and the awareness of intercultural competence, perceptions of what constitutes an effective English teacher are also changing. Recent studies on World Englishes and ELF, as well as the roles of nonnative-English-speaking teachers (NNESTs) in the TESOL field, have made more people recognize that the effectiveness of English teachers should be determined by their linguistic, instructional, and intercultural competence rather than simply by their linguistic identity. We want to make sure that our students are served by well-prepared and well qualified teachers regardless their first language background.

Trend 7: Rapid development and integration of information technology in ELT

Trend 8: Changing roles and increasing responsibilities of teachers

 

 

         I find easy that Major trends in the Global ELT Field because the word and the grammar are easy to understand. I find some information before learning.

         I find difficult in The end of CLT because he used the hard words and grammar. There are lot of information. I am unclear some topic in this journal.

         I’m confused about the difficult points that I can’t understand.

 

 

Learning Reflections 13 of Seminar in English Language Teaching

Learning Reflections 13

Seminar in English Language Teaching

 

Yesterday, my group and I discussed about Current Trends and Issues in English Language Education in Asia.

We summarized in 10 Key words;

1.       The starting Grade of English Language Education

English language education starts at first grade in 11 nations/regions, which means that students study English for about 10-13 years in these regions, excluding tertiary English education. The nations/regions where English is taught from first grade are all of the

ESL countries except for Taipei. The results of the survey reveal that most of the Asian countries/regions start English language education from first grade, which is earlier than most of the European countries

 

2.       Curriculum class hours

English class hours in Thailand are larger than the other Asian countries.

 

3.       National English Curriculum

The results of the survey reveal that all the 18 Asian countries/regions have a national curriculum for primary or secondary English.

-          The national curriculum covers first-grade English to the highest high school grade English in the countries/regions where English is introduced from first grade (e.g., Hong Kong, Singapore, Sri Lanka, and Pakistan).

-          In Pakistan, interestingly, the national curriculum covers up to the graduate level.

-          In Korea, China, Israel, Vietnam, Iran, Japan, Indonesia, and Taiwan the national curriculum covers from the grade where English is introduced to the end of secondary education.

-          Chinese national curriculum covers up to college English

-          India is where the curriculum can be revised depending on locally available cultural and natural resources.

 

4.       School Textbook

-          English textbooks reveal that primary and secondary English textbooks are national or government-authorized commercial, especially for state-run or public schools, in 12 Asian nations

-          English textbooks seem open to free competition of commercial books.

-          Each university selects a commercial textbook or develops its own textbook, teachers or English-related departments develop their own teaching materials.

-          English textbooks are selected by national or regional governments or governmental agencies.

-          At universities, English textbooks are mostly selected by universities, academics of universities (including department) or school boards

 

5.       Teaching English Through English

-          English is taught in English.

-          English is taught in Mother tongue.

 

6.       The Use of Computer for English Language Education

-          The computer is used for English language education in most of the Asian nations/regions surveyed, except for Japan, Bangladesh, India, Iran, and Pakistan, and Sri Lanka, This

trend may be closely related to ICT development in each Asian country.

-          Most of the Asian countries utilize CDs or CD-ROMs (often developed for

-          the textbooks),  power point (PPT) and

-          The Internet is also commonly used in six nations/regions

-          Computer is used for studying, teaching and testing.

 

7.       The University Entrance Examination

 -          Most of the Asian countries/regions surveyed have a nation-wide university entrance examination.

-          Some countries do not administer a nationwide university entrance examination such as Malaysia, the Philippines, India and Pakistan.

 

8.       English Teachers

-          Primary English is taught by English specialty teachers in seven nations/regions, while it is taught by generalists in five nations.

-          English teachers should be native English-speaking teachers but It’s less a chance  to have native speaker to teach in Asia school.

 

9.       Tertiary English Education

-          All the Asian nations/regions surveyed have general English courses at universities, except  some countries.

 

10.   English-medium Subjects

-          English is used as the medium of instruction in non-language classes across school levels in four Asian nations where English is used a second language.

Next, Professor taught about 21st century skills and Major Trends in the Global ELT Field.
 

21st century skills

 

Major Trends in the Global ELT Field

Trend 1: Changing perspectives on English teaching and learning

Trend 2: Changes in goals of English teaching and learning

Trend 3: Changes in approaches to teaching

Trend 4: Changes in teaching content, curriculum design, and assessment

Trend 5: Expanding the dimension of communicative competence

Trend 6: Changing views of an effective English educator

Trend 7: Rapid development and integration of information technology in ELT

Trend 8: Changing roles and increasing responsibilities of teachers

 

I find easy that is 21st century skills because I have learned in other subject already, and Current Trends and Issues in English Language Education in Asia because I read it before.

I find different that is Major Trends in the Global ELT Field because I never read it before.

This day, the weather was very hot. So, I am not very concentrated as it should be.

 

 

 

 

 

Learning Reflections 12 of Seminar in English Language Teaching

 

Learning Reflections 12

Seminar in English Language Teaching

 

     I learned about "Computer Assisted Language Learning: an Introduction" by Mark Warschauer. Professor taught me that;

 

1. Three phases of call

              1.1 Behavioristic CALL

                   - implemented in the 1960s and '70s.

                   - based on the then-dominant behaviorist theories of learning

                   - repetitive language drill and can be referred to as "drill and practice" 

                   - computer as tutor

                         rationale is as follows:

                         - Repeated exposure

                         - provide immediate non-judgmental

                         - proceed at own pace and freeing up for other activities

              1.2 Communicative CALL

                   - based on the communicative approach

                         focus more on using forms, teaches grammar implicitly, encourage students to generate original utterances, does not judge and evaluate everything the students nor reward them, avoids telling students they are wrong, uses the target language and create an environment, never try to do anything that a book can do.

                  - several types of CALL programs were developed and used during

                  - programs to provide skill practice. but in a non-drill format.

                  - the third model of computers

                          - the computer remains the "knower-of-the-right"

                          - the computer as workhorse

                          - computer as a tool

 

1.3(1)  Step toward integrative CALL: multimedia

                  - based on two important technological developments of the last decade

                           - multimedia computer and the internet

                           - Multimedia technology- by the CD-ROM- allows a variety of media

1.3(2)  Step toward integrative CALL: the internet

           1.3(2).1 The World Wide Web

           1.3(2).2 Computer Mediated Communication (CMC)

                         - This communication can be asynchronous (not simultaneous)

                         - can be asynchronous (asynchronous, "real time" )

                         - one-to-one communication, but also one-to-many

 

I can find easy that I can understand the contents because professor taught clearly. I am not find any difficult point.

 

My attitude;

 

I am really appreciate to my professor that console me and give consolations. This time is very hard. You can see my point and understand everything; It made me cry in that time. I'm really thankful. Thank you very much   

 

                     

 

 

 



Learning Reflections 10 of Seminar in English Language Teaching

Learning Reflections 10

Seminar in English Language Teaching

             Professor presented the video about effect of new technologies on English from David Crystal. He talked about internet and history about social network that involved with English. Then, Teacher gives the sheet " Computer Assisted Language Learning: an Introduction by Mark Warschauer" and taught me about it.  After that I have a Mid-term test; test that I have learned already.

         I will find easy if I search the information before.

         I find difficult both the lesson and the midterm test. Because of me, I felt tired and sleepy. So I can't get any information.

Learning Reflections 9 of Seminar in English Language Teaching

Learning Reflections 9 Seminar in English Language Teaching

Professor taught English-Teaching Problem in Thailand and Thai teacher's Professional Development needs and assigns students to discuss it.

We discussed that;

English-Teaching Problem in Thailand 

   Main cause of Failure as follow

     - Unqualified& poorly-trained teacher

     - Poorly-motivated students

     - Learners of mixed abilities in overly large classes

     - Rare opportunities for student exposure to English outside of class time

1. Teacher: There are 5 problems

   

   1) teaching writing

   2) incorporative learning into English

   3) their own minimal use to English

   4) teaching listening & speaking

   5) using games & songs effectively in English class

2. Students: There are 8 problem

   

   1) Students not having practice English enough.

   2) lack of chances to use English outside classroom.

   3) Students not have enough English skill.

   4) thinking into Thai before translate into English.

   5) Having problems with listening & pronunciation

   6) lacking of patient

   7) Having about writing

   8) Lacking of confident in English

3. Curricula and textbook

    

   Teacher don't understand detail of the Curricula and textbook.

And then, Teacher taught Current Trends and issue in English-language Education in Asia.

    I find easy English-Teaching Problem in Thailand and Thai teacher's Professional Development needs. I learn about the problems and understand them. I can know and apply for my teaching in the future

    I find difficult Current Trends and issue in English-language Education in Asia. I don't understand some part.

    My attitude is very good. I can get more information and more knowledge. I can understand the lesson.