This paper discusses the methodology for teaching English to speakers of other languages, TESOL.
Written in 2002; 2,365 words; 6 sources; MLA; $ 72.95
Paper Summary:
This paper explains that TESOL differs from English instruction for native speakers in that its primary foci are on language and cultural practices in English-speaking countries, as opposed to English literature.The author points out that of the many alternative methods now in use, most have common basic elements: The learning of phrases and sentences instead of single words, the infrequent use of the native tongue, and the emphasis on the spoken language, but all still rely on memory as the key to mastery and include a variety of tools to aid memory, including video and audio tapes, drills and exercises. The author recommends that the instructor yo-yo back and forth from the right brain of Total Physical Response Approach (TPR) to the left-brain of ALM; anything new is first internalized through the body with TPR, then switch to the other side of the brain for verbal exercises of speaking, reading, and writing.
Table of Contents
Introduction
Various Approaches in TESOL
The Communicative Approach
The Natural Approach
The Task-Based Approach
The Audio Lingual Approach
The Silent Way Approach
The Counseling-Learning Approach
The Accelerated Learning Approach
The Total Physical Response Approach (TPR)
Conclusion
From the Paper:
"The natural approach is based on a number of hypotheses about learning procedures and conditions for learning. Most of the hypotheses are based on one of the most influential models of Second Language Acquisition, called the Monitor Model, developed by the American Linguist, Stephen Krasher. The Monitor Model is closely linked to the distinction between learning and acquisition. The adult learner has two ways of attaining the ability to perform in English: tacit (or subconscious) acquisition and conscious learning. The monitor hypothesis states that in English performance, the subconscious knowledge of English attained through acquisition initiates an utterance plan, whereas the monitor checks and corrects the language output. The Monitor is explicit; it is the learned knowledge of rules of the language (Rosebery et al. 1992)."
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