Bài giảng môn Phương pháp giảng dạy tiếng Anh: Chapter 2 - Phan Thị Thu Nga

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Chapter 1 presents the way how to be a good learner. This chapter include contents: Describing a good learner: difficult, the importance of students’ motivation, Who is responsible for learning? Characteristics of good classroom learners,... Inviting you to refer.

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Nội dung Text: Bài giảng môn Phương pháp giảng dạy tiếng Anh: Chapter 2 - Phan Thị Thu Nga

Chapter 2 How to be a good learner
1. Describing a good learner: difficult Learners of English are different in many aspects, so when examining the qualities of a good learner, it’s important to consider:  their background (esp. English language)  learning experiences  Age & level
2. The importance of students’ motivation  According to Garner & Lambert: (1) Integrative motivation: learning English to integrate into the culture of its speakers (2) Instrumental motivation: learning E. as a means to an end (get promoted…)  Integrative: powerful > instrument one  Highly motivated Ss > less motivated one  Ss’ motivation: not teacher’s responsibility
3. Who is responsible for learning? Good learners are those who:  take responsibility for their own learning  don’t wait to be taught  Teachers should try and encourage the practice of self-study (at home or self- access centers
4. Characteristics of good classroom learners  A willingness to listen  A willingness to experiment  A willingness to ask questions  A willingness to think about how to learn  A willingness to accept correction
5. Teaching adult learners  Their learning experience : good/bad  Being more nervous- afraid of losing face  Having a view of the importance of learning greater tolerance of serious learning
6. Different levels  Beginners: success as well as failure is easy to see, teaching: great fun & stimulating  Intermediate students: success- not easy to perceive. Ss have known a lot more challenging tasks  Advanced students: knowing a lot of English not concentrating on grammar, but helping Ss use language with more subtlety, more responsibility for their own learning
7. Teaching different levels  Beginners: pronunciation practice, dialogues, rough-tuned language esp. when giving instruction, grammar drills  Higher levels: not concentrating on language for instruction, discussion, formal debate, essay writing  learners’ levels affect teacher’s language for instructions & their choice of learning tasks in class.