ELT Methodologies in Pakistani Schools » książka
ELT Methodologies in Pakistani Schools
ISBN-13: 9783659348563 / Angielski / Miękka / 2013 / 128 str.
This is a textbook on English Language Teaching Methodology which was a task-based, communicative approach to deal with concepts and theories.Deductive learning is essential. First, the teacher gives rules explicitly then the rules are reinforced with examples and exercises. Translation is the way to learn the language. Oral communication is not primarily important. Written language is superior to spoken language. Students also learn the structure of their own native language. Those who study a foreign language become more cultured and intellectual. It is obvious that the learning outcome of an English classroom can be bettered when the teacher employs the aid of many an ELT method of evaluating his/her classroom experiences. Of these methods, observation has been given much prominence in the recent years since it continues to happen not only during the limited hours of actual language teaching but also starts before the lesson in the classroom and even after class. It is common knowledge that in one way or the other almost all teachers engage themselves in observation though it is not well-orchestrated.
This is a textbook on English Language Teaching Methodology which was a task-based, communicative approach to deal with concepts and theories.Deductive learning is essential. First, the teacher gives rules explicitly then the rules are reinforced with examples and exercises. Translation is the way to learn the language. Oral communication is not primarily important. Written language is superior to spoken language. Students also learn the structure of their own native language. Those who study a foreign language become more cultured and intellectual. It is obvious that the learning outcome of an English classroom can be bettered when the teacher employs the aid of many an ELT method of evaluating his/her classroom experiences. Of these methods, observation has been given much prominence in the recent years since it continues to happen not only during the limited hours of actual language teaching but also starts before the lesson in the classroom and even after class. It is common knowledge that in one way or the other almost all teachers engage themselves in observation though it is not well-orchestrated.
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