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An Introduction to English Teaching, a Textbook for English Educators An Introduction to English Teaching, a Textbook for English Educators Authors: Grace Hui-chin Lin & Paul Shih-chieh Chien (Lin: PhD Texas A&M University, College Station, Master of Science, USC) (Chien: PhD Cambridge University, Education Master, Harvard University) Contacts: [email protected] 886 4 728 3321 886 933 503 321 [email protected] Addresses: Dr. Grace Hui Chin Lin 6F, 3, Lane 317, MingHseng Road Changhwa 500 TAIWAN Dr. Paul Shih Chieh Chien 2F, 6, Lane 75, YungKang Street Taipei 106 TAIWAN Publication Date: April, 25th, 2010 ISBN: 978-3-639-22731-4 Copy right © 2010 by the author Grace Hui Chin Lin and Publisher: Saarbrücken, Germany: VDM Verlag Dr. Müller Aktiengesellschaft & Co. KG Total page number: 237 Grace Hui-chin Lin Paul Shih-chieh Chien Translated from Grace Hui Chin Lin’s A Case Study about Communication Strategies An Introduction to English Teaching A Textbook for English Educators VDM Verlag Dr. Muller ISBN: 978-3-639-227314 Teaching English became a professional and academic field from a half century ago. Many researches for teacher education and teacher training have been conducted in order to raise the English as well as the foreign language trainers’ knowledge and capabilities in carrying out effective lessons in classroom. During second millennium of speedily globalized world, teaching English as a common communication tool has become even more significant than half century ago. For introducing the history, research methodologies, and teaching pedagogies of teaching English as a Second/ Foreign/International Language, this book is composed as a reference for present English teachers under trend of globalization. This book can be a study, which deals with the preparations and professional developments for professional English teachers, which contains diverse ideologies for teaching pedagogies. Based on sufficient theoretical schools of Teaching English, provided by this book, you might be able to find appropriate pedagogies of teaching and methodologies of conducting researches and fieldworks in order to interprete the terminology of English Teaching according to your own personality. At the same time, you will obtain an access to comprehend the other English teachers’ particular ways of teaching. Beside indentifying the terms and types of Teaching English as a Second Language and as a Foreign Language, this book explains for you what are the general issues in the area of teaching English. The history of teaching English from the Ancient time to the beginning of our third millennium will be described. Traditionally, how English were originally taught and alternatively it was recommended in the present time will be mentioned in this book. After reading this book, you should be able to acquire most of the important familiarities of this academic ground and updated theoretical and empirical discoveries of English Teaching. Grace Hui Chin Lin is a Ph.D. from Texas A&M University, College Station and a M.S. from University of Southern California. Paul Shih-chieh Chien is a Ph.D. from Cambridge University and an Ed.M. from Harvard University. ISBN: 978-3-639-22731-4 TABLE OF CONTENTS Page Chapter I English Teaching………………………………………………………….……1 1. Terms and types…………………………………………………………………….……1 1. 1 English outside English-speaking Countries…………………..…………………3 1. 2 English within English-speaking Countries……………………………….……5 1. 3 Variety of English……………………………………………………….……6 1. 4 Simplified English……………………..………………………………….……8 2. English on the Globe of Second Millennium…………………….……………….……9 2. 1 Global Village ……………………….………………………………….…….10 2. 2 Global Education, Foundation of Contacting the World.………….……11 2. 3 Global Education: English Vs. Diverse Cultures……….……………….……13 2. 4 Example of Taiwan and Our Global Village…………...……………….……14 References………………………………………………………….……………..….……19 Chapter II Language Acquisition and Teaching Methodologies…………………………21 1. Three Schools of Language Acquisitions …………………………….…….……22 1. 1 First School, from 19th century, 1940s, to 1950s, Structuralism and Behaviorism Schools …………………………………..22 1. 2 Second school, from 1960s to 1970s, Rationalism and Cognitive Psychology Schools……………………….23 1. 3 Third school, Constructivism from 1980s to 2000……………………23 2. Pedagogies and Methodologies in the 19 th Century……………...…..…….…24 2. 1 Grammar Translation Method…………………………….…………...…….…24 2. 2 Natural Approach ……………………………………………………………24 2. 3 Direct Method ……………………………………………..……….…….…24 I TABLE OF CONTENTS Page 2. 4 Situational Language Teaching ……………………………….…………….…25 2. 5 Constructive Analysis ………………………………………….…………….…25 2. 6 Audio-lingual Method…………………………………………….………….…25 2. 7 Total Physical Response…………………………..………….……………….…26 2. 8 Student-Centered Learning…………………….…………………….……….…26 2. 9 Total Communication ………………………….……………….…………….…26 2. 10 Interactive Approaches …………………….…………………….………….…27 2. 11 Computer Assistant Language Learning ……….………………..………….…29 3. Conclusion………………………………………………….………….……….…….…30 References………………………………………………………….........……………………30 Chapter III English Pronunciation……………………………………………………………32 1. Pronunciation……………………….………………….…………………………….…32 2. Phonological Reduction …………….…….……………………………………….33 3. Bilingual Phonology in the Age of Globalization…………….………………………35 4. Phonological Reduction Model……………………………………………………36 4. 1 Collapsing Complicated Sounds……………………………………………….38 4. 2 Generalize Vowels Varieties……………….……………..…………...…38 4. 3 Generalize Consonants varieties………………..………………………………39 References……………………………………………………………………………….41 Chapter IV Teaching Grammar and Vocabulary…………………………………………..43 1. Grammar ………………………………………………………………….……………43 1. 1 An Example of Grammatical Teaching ……………………………………..44 1. 2 A Grammatical Curriculum …………………………….……………………45 2. Vocabulary…………………………………………………………….……………………48 II TABLE OF CONTENTS Page 3. Interactive Approaches for Vocabulary Teaching…………………………………………49 3. 1 Introduction ………………………………………………..………….……49 3. 2 Vocabulary Pedagogy as a Significant Area ……………….………………50 3. 3 Interactionism for Vocabulary Pedagogy …………….……………………50 3. 4 Interacting Formats of Group Work and Pair Work………………………51 3. 5 Function of Gathering Information through Group Work …………………51 3. 6 Function of Gate-keeping through Group Work ………………………………52 3. 7 Function of Discourse Play and Finding a Key Sentence through Pair Work…53 3. 8 Function of Helping Encounter through Pair Work ……………………………54 4. Methodology ………………………………………………..……………………………56 4. 1 Interactive Approaches Applied ………………………………..…………..…57 4. 2 Instruments of Measuring Scores …………………………………..……………57 4. 3 Significance of the Study …………………………………………………57 4. 4 Research Setting at National Sun Yat-sen University ……………………58 4. 5 Research Questions………………………………………………………….……59 4.6 Data Analysis……………………………...………………………………59 4.7 Assumption ……………………..………………………………………59 4. 8 Limitation …………………………………………………………………………59 5. Results of Statistical Analysis ……………………………………………..………..……60 5. 1 T-test for Comparing Two Groups of Scores……………………………..………60 5. 2 Box-plots for Comparing Two groups of Scores ……………………………61 5. 3 Traditional Direct Pedagogy of Teaching Vocabulary……………………..…62 5. 4 Alternative Pedagogy of Using Caption Machine in Learning Vocabulary……63 6. Recommendation of Further Studies……………………………………………………63 III TABLE OF CONTENTS Page 7. Conclusion…………………………………………………………………………64 References………………………………………………………………………..………65 Chapter V The Fundamental Pedagogies of Teaching Listening……………..……………69 1. Listening Procedure ………………………………………………………………70 1. 1 Pedagogies of Teaching Listening………………………………………….71 1. 2 Metacognitive Techniques for Listening………….……………………………71 2. Current Trend of Interactive Format of Listening……………………………………….74 References………………….………………………………………………….…………75 Chapter VI An Overview of Teaching Speaking ………………….…………77 1. Definition of Communicative Competence ……………………………………………77 1. 1 Four Competences of Speaking………………………………..…………………77 1. 2 Brown’s Focuses of Teaching Speaking…………………………………….…78 2. Practical Goal and Pedagogies of Speaking…………………………………..………78 2. 1 Basic Linguistic Knowledge………………………………………………..……78 2. 2 From Views of Pragmatics……………………………………….………79 3. Strategies and Pedagogies for Making Progress in Speaking Proficiency..…………79 References…………………………………………………………………..…………80 Chapter VII A Study about Taiwanese EFL learner’s Strategic Application..………81 1. Introduction and Literature Review……………………….……………..…….…81 2. Statement of Problem……………………………………………………..………84 3. Theoretical Framework…………………………………………………….………85 4. Significance of Study……………………………………..……………………………86 5. Purpose of Study…………….……………………………………..………………86 6. Methodology………………………………………………………………………87 IV TABLE OF CONTENTS Page 6. 1 Research Questions…………………………………………………………87 6. 2 Quantitative Study……………………………………………………………87 6. 3 Sample……………………………………………………………………….…87 6. 4 Reliability and Validity……………………………………..…………….……87 7. Data Collection and Analysis…………………………………..………….……89 7. 1 Quantitative Data Collecting………………………………………….………89 7. 2 Quantitative Analytical Method………………………………………………89 8. Limitations……………………………………………………….……………90 9. Result and Discussions………………………………………..………………90 10 . Summary…………………………………… ………………………………93 References………………………………………………..……………………….…………93 Chapter IIX Approaches of Reading……………………..…………………..……………97 1. Reading Skills………………………………….…………….……………………97 2. Vocabulary Skills of Reading…………………..…………..……………………97 3. Achieving High Scores in Reading Session ……….………………………98 4. Overall Strategies of reading ……… ………… … … …..……… ……… 9 8 4. 1 Skimming for
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