Friday, February 24, 2017

Learning Reflections 7 of Seminar in English Language Teaching


Learning Reflections 7

Seminar in English Language Teaching

 
         Professor taught me about the factors affecting English Language Teaching and Learning. She explained the factors that affect the students; age, learner differences and motivation. Age is divide into 3 span; young children, adolescents and adult learner. They have different way to learn and different to react the teacher, and can effect the students in learning. The second factor is learner differences; It's depend on aptitude, good learner characteristics, learner style of Tony Wright and Keith Willing, language levels and individual variations. The last factors that effect to students is their motivation. There are 2 kind of motivation.
                           1. Define motivation
                               - extrinsic motivation
                               - intrinsic motivation
                           2. Sources of motivation
 
        Next, the factors that effect the teacher, there are many factors; beliefs, ability in using English, method and styles, use of teaching and learning materials and etc. Moreover, there are other factors that effect the learning and teaching such as environment, time, etc.
 
And then, professor gave students a sheet to add the information about language levels and more theory.
 
       I find easy that the factors affecting English Language Teaching and Learning, because the professor explained clearly and add more necessary information to explain each topic.
 
       I find difficult some topic; Neuro - linguistic programming. It was quite fast, so I can't get some idea. My mistake!!! I don't pay attention in this part.
 
My attitude, I should more pay attention in the lesson. Talk less and pay attention in the class!

 

 

 

Saturday, February 18, 2017

Learning Reflections 6 of Seminar in English Language Teaching

 
Learning Reflections 6
Seminar in English Language Teaching
 
 
         Professor gave me; read data about Classroom learning Context: teachers' descriptions from Toward an Agenda for Understanding Classroom Management, and analyzed into the table. It is about Classroom management and Classroom learning context: teachers' descriptions in an English lesson in Malaysia, Mozambique and china.
                  
  • In Malaysia, teacher read a story and then ask the students by using the simple question. Students sit around her/him at the front of class. Teacher starts the lesson that relate with the story and assigns homework when lesson finished.
  • In Mozambique, students sit in pair. They are copying a dialogue from the blackboard. The teacher reads the dialogue aloud and students repeat after him/her. Students practice and act out the dialogue in front of class. Then students in pair write a similar dialogue and present.
  • In China, students sit in rows and take note. Teacher give lecture and assignment. Students can ask the question around 5 to 10 minutes before the class ends. It is a straight and quiet classroom.
        And then, I worked with pair; answered 3 questions that I read above.
 My partner and I answered that;
 
1. Make comments on each classroom learning context?
 
       - An English lesson in Malaysia attract student to pay attention in the class by using short story. It make students focus on text because they have to bring the information to answer the task. In the other hand, we think that it is not suitable for all content. Sometime teacher can't relate the short story to the main topic.
       - An English lesson in Mozambique activate students to work with their peer; encourage students to speak and create the dialogue by their own.
       -  An English lesson in China, student can get the knowledge point, grammatical point and information but it is not attractive students and make them boring.
 
2. What are strengths and weaknesses of each classroom?
        - It is interesting but it has no enough knowledge for students.
        - It gives a chance to students to write task and speak confident, but loud noise.
        - It gives enough knowledge for students, but it emphasizes only teacher and just focus on lecture.
 
3. Which classroom do you like most? why?
      We like an English lesson in Mozambique because;
            - give a chance to students to create dialogue by their own.
            - improve speaking skill and writing skill of students.
            - encourage students to speak and write.
 
And professor taught about the research " Factors Affecting English Language Teaching and Learning in Higher Education".
 
        I find difficult about analyze some part of the data Classroom learning Context: teachers' descriptions from Toward an Agenda for Understanding Classroom Management.
        I find easy that I get the new knowledge about the classroom learning context in Malaysia, Mozambique and china.
        My attitude is good, I can get knowledge and information that I never get before.
 
           
 

Sunday, February 12, 2017

Learning Reflections 5 of Seminar in English Language Teaching


Learning Reflections 5 

 Seminar in English Language Teaching

 
 
                    On Tuesday 7 of February, I discussed about “The Roles of English Language Education in Asian context” of Bok-Myung Chang (from Namseoul University) with my group. This study surveys the history of English Language and the roles of English language Education in Asian context. This research focuses to survey the development of English language and define the role of English language Education in Asian countries; Singapore, Philippine, Hong Kong, China, Malaysia, Taiwan, Japan and Korea.
 
 
 
We discussed that;
                 English came to play very strong influence over many Asian countries, it is closely related to the dispersals of English which consists of three kind of dispersals. The first one involved the migration. The second one involved the colonization such as Singapore, Philippine, Malaysia. And the last one involved the trade such as Hong Kong, Singapore, China, Japan and Korea.
              The role of English language Education in Asian countries can be defined into three categories;
1.       To recognize the importance of non-native speakers interaction in communicating through English and create the environment to activate their interactions in daily life
2.       To emphasize the bi-directionality in communicating in globalized world
3.       To acknowledge the effectiveness of non-native speakers
Bi-directionality to communicate in globalized world
                Nowadays, we need exposure to speakers from different cultural background; we should recognize the differences, learn English and be aware of the differences in use of English. The most important is; you have to know and speak at least 2 languages.
English language teachers: non-native speaker of English
                A good English teacher should be able to apply different strategies and create innovation and interesting activities that learners are interested.
I find easy from this research is the easy vocabulary and easy language that she use explain in research; easy to understand and know what she want to say to reader.
I find different from some concept that it is not clear for me, for example Korea; When English came to Korea and how is it come?, etc.
My attitude is good because I can read the research, and then I can understand the research truly.

Friday, February 3, 2017

Learning Reflections 4 of Seminar in English Language Teaching


Learning Reflections 4
Seminar in English Language Teaching


       On Tuesday, professor review and discuss all of knowledge and information about global English, ESL,EFL,EIL, role of English in Thailand, role of English as a global language and lingua franca that learned and presented already. And then we discuss the different points between Teaching and Learning English in ESL context and Teaching and Learning English in EFL context in group.

        We summarized that:
                
          TESL:  English is used as a second language whereby natives of a particular country and are likely to use it daily. This traditionally refers to students who learn English because it is commonly spoken in their home country and who need to learn to function in their host community as quickly as possible. They will need English for work and education, and everyday activities. English which will enable them to survive. e.g. a Chinese family who have emigrated to the United Kingdom.
                       So, TESL usually ignores literature and more academic concepts that are not considered necessary for survival at a functional level. ESL students from an ESL background will generally have a larger vocabulary and higher level of English communicative competence, due to their exposure to English outside of the classroom. The teacher has a greater choice of materials and English support outside of the school. Materials will place a greater importance on themes based on culture and social practices. There will usually be more emphasis on speaking and listening.
Learner motivation is likely to be higher as English is of practical use. 

          TEFLTeaching English as a Foreign Language usually represents the acronym on a teaching certificate that means that you have qualified to teach students whose first or second language is not English. English does not have a special status within that country. The aim of teaching is not for survival but is usually academically based, using the whole range of skills e.g. reading, writing, listening and speaking. Students from an EFL background will have a limited communicative competence, smaller vocabulary and lack of exposure to English outside of the classroom. And contest may also be more emphasis on grammar and literature than everyday functional situations.

          Then, I presented that all of summary in front of class. Next, professor teaches 21st century Learning Pedagogical Perspectives by using Powerpoint Program and description.






           I find easy that when I read and summarize with other, the article that is find; it's clear and easy to understand and summarize. We will get the information the we want and get it point. On  the other hand, If we don't help to work together,someone do but someone don't; It doesn't make work completely. It is not perfect some part. 
           I find difficult some part of 21st century Learning Pedagogical Perspectives, but I can search more information from internet.
           I feel good because I can summarize the articles' information by myself and makes me understand this topic.