Beliefs and Constraints in Second Language Teaching Term Paper by chachacha

Beliefs and Constraints in Second Language Teaching
This paper introduces the writer's teaching environment and discusses three main beliefs about language teaching.
# 115835 | 2,257 words | 8 sources | APA | 2008 | NZ
Published on Aug 13, 2009 in Education (Theory) , Language (General) , Education (ESL) , Education (Multiculturalism)


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Description:

In this study, the writer's three beliefs about language teaching are discussed. The writer also identifies possible constraints that affect putting these beliefs into practice and evaluates whether these constraints can be overcome. The writer maintains that the teacher's beliefs about language teaching reflect the attitudes toward different types of teaching approaches and the constraints affect the teaching practice. According to the writer, establishing a link between beliefs and practice offers a number of implications for language teaching practitioners that might help to improve their attitudes, methods, and approach.

Outline:
Introduction
Teaching Environment
Teacher as a Motivator
Lessons Should Be Interactive
Language Teaching is Culture Teaching
Constraints
Conclusions

From the Paper:

"In most cases, the setting contributes to the way in which language is taught depending on availability of resources, types of tests, value of the language and so forth. Therefore, it is necessary to outline my teaching environment before going any further. As a tutor of Japanese, I have been teaching intermediate level oral and written Japanese to college students ranging in age from 18 to 25 in New Zealand since the beginning of 2007. Teaching involves approximately five hours a week in classroom and the classrooms are adequate for the average class size, which is between ten and fifteen, with equipment for presenting visual materials. The university has a language laboratory and a very small collection of books written in Japanese. Course materials consist of the set textbook, which can be classified as predominately a situational based syllabus with a functional syllabus, and the accompany workbook. Not many other supplementary teaching materials are available so teachers are encouraged to prepare their own materials."

Sample of Sources Used:

  • Auerbach, E. R. (1995). The politic of the ESL classroom: Issues of power in pedagogical choices. In J. W. Tollefson (Ed.). Power and inequality in language education (pp. 11-16). Essex: Addison Wesley Longman
  • Brown, H. D. (1994). Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents
  • Brown, H. D. (2007). Principles of language learning and teaching. (5th ed.). White Plains, NY: Pearson Education.
  • Graves, K. (1996a). Teacher as course developers. In K. Graves (Ed.). Teachers as course developers (pp. 1-11). Cambridge: Cambridge University Press.
  • Graves, K. (1996b). A framework of course development processes. In K. Graves (Ed.). Teachers as course developers (pp. 12-38). Cambridge: Cambridge University Press.

Cite this Term Paper:

APA Format

Beliefs and Constraints in Second Language Teaching (2009, August 13) Retrieved December 04, 2022, from https://www.academon.com/term-paper/beliefs-and-constraints-in-second-language-teaching-115835/

MLA Format

"Beliefs and Constraints in Second Language Teaching" 13 August 2009. Web. 04 December. 2022. <https://www.academon.com/term-paper/beliefs-and-constraints-in-second-language-teaching-115835/>

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