Introduction to ELT

1 Introduction to ELT Introduction to ELT ENG 503 VIRTUAL UNIVERSITY OF PAKISTAN Introduction to ELT (ENG503) VU Copyright Virtual University of Pakistan 1 Table of Contents Lesson No. TITLE Topic No. Page No. Lesson 01 Introduction to ELT 001-006 3 Lesson 02 Nature and Functions of Language 007-012 6 Lesson 03 History of English Language 013-017 11 Lesson 04 English as an International Language (EIL) 018-022 16 Lesson 05 English in Pakistan 023-028 21 Lesson 06 Psychology of Language 029-033 26 Lesson 07 Second Language Acquisition I 034-039 31 Lesson 08 Second Language Acquisition II 040-044 36 Lesson 09 Methods and Approaches of Language Teaching I 045-050 41 Lesson 10 Methods and Approaches of Language Teaching II 051-055 47 Lesson 11 Teaching of Listening Skills 056-060 53 Lesson 12 Teaching of Speaking Skills 061-065 58 Lesson 13 Teaching of Reading Skills 066-071 64 Lesson 14 Teaching of Writing Skills/ Intergrated Skills 072-077 72 Lesson 15 Assessment of Language Skills I 078-083 80 Lesson 16 Assessment of Language Skills II 084-088 86 Lesson

2 17 Teaching the Sounds of Language 089-093 91 Lesson 18 Teaching the Words of English Language 094-098 95 Lesson 19 Teaching the Sentence Patterns of English Language 099-103 100 Lesson 20 Studying and Teaching the Meaning of Language 104-109 105 Lesson 21 Understanding and Teaching the Language in Use 110-115 112 Lesson 22 Language and Society 116-121 118 Lesson 23 Teaching Discourse Analysis 122-126 123 Lesson 24 Teaching World Englishes 127-132 128 Lesson 25 Teaching of Vocabulary 133-137 133 Lesson 26 Teaching Grammar 138-143 138 Lesson 27 Teaching of Pronunciation 144-149 143 Introduction to ELT (ENG503) VU Copyright Virtual University of Pakistan 2 Lesson 28 Teaching of Creative Writing 150-154 149 Lesson 29 Corpora and Language Teaching 155-159 153 Lesson 30 Curriculum Development in Language Teaching I 160-165 157 Lesson 31 Curriculum Development in Language Teaching II 166-170 162 Lesson 32 Use of Literary Texts for Teaching English Language 171-176 166 Lesson 33 Lesson Planning 177-181 170 Lesson 34 Classroom Issues and Management in ELT 182-187 174 Lesson 35 Skills and Roles of English Language Teachers 188-193 179 Lesson 36

3 Computer Assisted Language Learning (CALL) 194-198 183 Lesson 37 Learner Motivation and Interest 199-203 186 Lesson 38 Culture, Identity, and ELT 204-208 190 Lesson 39 Research Methodology and Trends in ELT 209-213 193 Lesson 40 ELT in Pakistan 214 197 Introduction to ELT (ENG503) VU Copyright Virtual University of Pakistan 3 Lesson-01 Introduction TO ENGLISH LANGUAGE TEACHING Topic- 001: What is ELT? As an academic discipline, ELT is primarily concerned with the teaching and learning of English. The majority of research work and publications in applied linguistics have been directly concerned with language teaching and learning.

4 English language teaching is common in those countries where English is not the first language (EFL, ESL, and EIL). It is also taught in English speaking countries because many people from non-English speaking countries move there. Language teaching and learning is often assumed to be a very difficult process. The difficulties of learners also depend upon how much their native language is different from English. Learners of English language usually commit errors of grammar, vocabulary, and pronunciation. Topic- 002: Introduction to Different Methods and Approaches of ELT Language teaching and learning is often assumed to be a very difficult process.

5 The difficulties of learners also depend upon how much their native language is different from English. There are three principles of teaching English which help the teachers and the students alike. 1. Selection and Gradation (which material/syllabus and in what order) 2. Theoretical and Pedagogical Concerns (language teaching has to based on some theory) 3. Presentation and Practice (how and how often) Introduction to Different Methods and Approaches of ELT The history of language teaching is generally considered to be the history of its methods and approaches. Distinction between Approach, Method, and Technique is : The level at which assumptions and beliefs about language and language learning are specified is called approach.

6 The level at which theory is put into practice and the decisions about skills and content to be taught and the order in which these will be taught are made is called method. Technique is the level at which classroom procedures are described (Richards & Rodgers, 2014). In this regard, Kumaravadivelu (2006) classifies the methods of teaching a second language into three groups: 1. Language centered It is organized around linguistic forms (usually grammatical structure) whose major focus is on accuracy. For example, Audio lingual and GTM. 2. Learner centered focuses on the learners linguistic and communicative needs. They are used only for specific elements of language learning ( , CLT).

7 Introduction to ELT (ENG503) VU Copyright Virtual University of Pakistan 4 3. Learning centered methods define the content to be taught in non-linguistic terms, , task and topics (TBL). Important Methods In Grammar-Translation Method learning is ensured largely by translation to or from the target language. The Structural Approach envisages that language is a complex structure of grammatical rules which are to be learnt one by one in a set order. The Direct Method focuses on teaching delivered completely in the target language.

8 The idea behind Audio-lingual Method is that the learning of a language is similar to attaining habits in life. Total Physical Response Method focuses on the importance of aural comprehension - the learner s reply to simple instructions. Communicative Language Teaching aims to assist learners to communicate effectively in different real life situations. Task-Based Language Learning, a form of CLT, focuses on the completion of a learning task by using the target language. The Natural Approach aims at finding the similarities between learning the first and second languages. Usually, there is no correction of mistakes here.

9 Topic- 003: Introduction to the Assessment of Learners In ELT, assessment is used to determine what a student knows or can do about English language. The assessment of language skills may include only one skill (listening, speaking, reading, and writing) or an integration of two or more of these skills. Several kinds of assessment are used to assess the proficiency in English language. For example, formal and informal assessment, formative and summative assessment, norm-referenced and criterion referenced test, traditional and alternative assessment, and computer based testing, etc. (Douglas, 2010). Tests are also used to assess language learners.

10 Principles for designing a test are: Practicality (time and cost friendly) Reliability (consistent and dependable) Validity (measures what it is supposed to measure) Multiple Socio-Cultural and Educational Challenges Confronting ELT Lack of availability of ELT experts and practitioners in many EFL contexts Classroom positioning Difficulties in interacting with native speakers in school (about both social and academic topics) In classroom group activities, such students often do not contribute well because of discomfiture about their English (Troynaa & Siraj Blatchforda, 1993) Introduction to ELT (ENG503) VU Copyright Virtual University of Pakistan 5 Topic- 004: Social Challenges and Benefits of ELT ELT is beneficial in promoting local cultures ( , Chinese movement); therefore, it provides an opportunity to learn and absorb another culture because language and culture are interlinked.