In-Depth Notes on ELT/EFL Methodology

Introduction to ELT/EFL Methodology

• Definition of Methodology:
• Originates from Greek term methodos meaning "the way towards the aim."
• Czech term metodika conveys different meanings: procedure, method, or recipe.
• Derived from didaktikós (Greek), meaning "able to teach" (related to Komenský's work on teaching).

Key Concepts in ELT Methodology

• ELT: English Language Teaching
• Methodology: A framework consisting of rules, ideas, and methods regarding the teaching of languages, specifically designed for second or foreign language instruction (Celce-Murcia, 2001).

Differentiating Key Terms

• Approach:

• Reflects a theoretical model or research paradigm.

• Method:

• Sets procedures and is compatible with one or more approaches.

• Technique:

• A specific classroom activity or device; varies in usage across different methods (examples include dictation, repetition).

Basic Terminology in Language Teaching

• Mother Tongue (MT):

• Also known as L1; the first language learned by an individual.

• Foreign Language (FL):

• A language learned in a place where it is not commonly used; not a medium of instruction in schools.

• Second Language (L2):

• A language that is not one's native language but is used within their locality; learned after the first language.

Language Acquisition vs Learning

• Acquisition:

• A subconscious process of internalizing language rules through immersion and meaningful exposure (Krashen).

• Focuses on meaning rather than form.

• Learning:

• A conscious effort involving the study of explicit language rules (e.g. grammar).

Aims and Objectives of Language Teaching

• Teachers' Activities:

• Aimed at teaching specific language items (e.g., present simple).

• Students' Learning Objectives:

• Specific outcomes after lessons, e.g., "Students will be able to…" (SWBAT).

Understanding Accuracy, Fluency, and Appropriateness

• Accuracy:

• Refers to the extent of conformity to language rules, often evaluated by grammatical correctness.

• Fluency:

• The ability to communicate smoothly and effectively, using proper pauses and fillers.

• Appropriateness:

• Involves sociolinguistic competence; the ability to use language appropriately in context.

Learner Definitions

• Learner:

• Any individual studying a language, regardless of age.

• Student:

• Often refers to individuals engaged in theoretical study of language.

• Pupil:

• Age-specific term commonly used in the Czech education context.

Teaching vs Learning Dynamics

• Key Concept:
• What is taught may not always be learned effectively.
• Teaching methods should align to maximize what is both taught and learned.

Language Skills Overview

• Natural Order of Skills:
• Listening (Receptive)
• Speaking (Productive)
• Reading (Receptive)
• Writing (Productive)

Language Systems

• Components of Language Learning:
• Phonological (pronunciation)
• Grammatical (structure and function)
• Lexical (vocabulary and phraseology)

Psychological Bases of Foreign Language Teaching

• Factors Influencing Language Learning:
• Speech as a control mechanism in learning.
• Language transfer (positive vs. negative).
• Cognitive development theories (Piaget, Vygotskij).

The Pedagogical Framework of Foreign Language Teaching

• Elements to Consider:
• Curriculum design, interaction methodologies, evaluation methods, teaching effectiveness.

Relevant Abbreviations

• CEFR: Common European Framework of Reference for Languages
• CLT: Communicative Language Teaching
• ESL: English as a Second Language
• TESOL: Teaching English to Speakers of Other Languages
• TEFL: Teaching English as a Foreign Language

Resources

• Key References Used:
• Celce-Murcia, M. (1991). Teaching English as a Second or Foreign Language. Boston: Heinle & Heinle.
• Gower, R. D.; Philips, D.; Walters, S. (1995). Teaching Practice Handbook. Oxford: Heinemann.
• Thornbury, S. (2006). An A-Z of ELT. Oxford: Macmillan.