Fall Semester 2023
Advanced ELT Methodology:
Theory into Practice
Week 1: Sept. 6, 2023
Prof. Mae-Ran Park
mrpark@pknu.ac.kr
Welcome to My Class!
Instructor Info
• Prof. Park, Mae-Ran (박매란; 朴梅蘭)
• Office: C25-1017
• ☎ (051) 629-5378, 010-8896-7529
(cell phone for emergency contact)
• Inquiries:
mrpark@pknu.ac.kr
• Assignment submission:
lms.pknu.ac.kr~영어교수방법론
Why are you taking this course?
Housekeeping (Week 1)
September 6 (Wed.)
INTRODUCTION TO THE
COURSE (COURSE SYLLABUS)
KEY TERMINOLOGY
SPECIAL ASSIGNMENT:
STUDENT PROFILE
1. COURSE SYLLABUS
This course is for
Course
Objectives
With a primary emphasis on teaching English as a
foreign language (EFL) across all proficiency levels,
this course has the following objectives:
• Explore strategies for enhancing English
classroom environments that foster student
learning.
• Evaluate and discuss diverse teaching
methodologies to optimize class effectiveness
and efficiency.
• Address classroom challenges by identifying
problems and proposing potential solutions,
while also elevating teaching quality through the
utilization of multimedia resources.
Students will gain knowledge in the following
areas:
• A thorough understanding of current issues,
recent research findings, and innovative
classroom teaching techniques - This will be
achieved through the incorporation of additional
Contents
material and revisions to existing chapters to
incorporate this latest information.
• An in-depth examination and analysis of new
foundational principles encompassing agency,
identity, language, culture, communities of
practice (학습공동체), embodied cognition, and
self-regulation.
Contents
• Furthermore, we will introduce the 6 Principles, a
foundational set of principles for achieving excellence
in the teaching and learning of English as a new
language. These principles represent universal
guidelines drawn from decades of research in
language pedagogy and language acquisition theory.
The 6 Principles serve as benchmarks for achieving
teaching excellence and should form the bedrock of
any English language instruction program.
1. Know your learners.
2. Create conditions for language learning.
3. Design high-quality lessons for language
development.
4. Adapt lesson delivery as needed.
5. Monitor and assess student language development.
6. Engage and collaborate within a community of
practice.
Coursebook
• Brown, H. Douglas & Lee, Heekyeong. (2015).
Teaching by Principles: An Interactive Approach to
Language Pedagogy (4th ed.). London: Pearson
Education.
Contents
Part I. Foundations for Classroom Practice
• Chapters 1-5
Part II. Contexts of Learning and Teaching
• Chapters 6-8
Part III. Practical Classroom Considerations
• Chapters 9-14
Part IV. Teaching Language Skills
• Chapters 15-19
Part V. Assessing Language Skills
• Chapters 20-21
Part VI. Lifelong Learning
• Chapters 22-23
Weekly Schedule
Week
1
(9/6)
Contents Covered
⬧
Introduction to the Course: Overview
What makes a good teacher?
Reading: Hagar, Trenton. (2019). Practical Applications of TESOL’s The 6
Principles for Exemplary Teaching of English Learners. English Teaching
Forum, 57(1), 44-52.
2
(9/13) https://americanenglish.state.gov/files/ae/resource_files/etf_57_1_4452.pdf
Part I. Foundations for Classroom Practice
Chapter 1. Getting Started (pp. 2-13)
Chapter 2. A Century of Language Teaching (pp. 14-38)
3
(9/20) Chapter 3. Contextualizing Communicative Approaches (pp. 39-65)
4
Chapter 4. Teaching by Principles (pp. 66-87)
(9/27) Chapter 5. Agency in Language Learning (pp. 88-106)
Part II. Contexts of Learning and Teaching
5
Chapter 6. Teaching Across Age Levels (pp. 108-129)
(10/4)
Chapter 7. Teaching Across Proficiency Levels (pp. 130-155)
Chapter 8. Cultural and Sociopolitical Contexts (pp. 156-176)
6
Part III. Practical Classroom Considerations
(10/11)
Chapter 9. Curriculum and Course Design (pp. 178-195)
Chapter 10. Lesson Planning (pp. 196-218)
7
(10/18) Chapter 11. Techniques, Textbooks, and Materials (pp. 219-236)
Assignment(s)
& Remarks
Reading
Discussion
Discussion
Discussion
Presentation &
Discussion
Presentation &
Discussion
Presentation &
Discussion
8
Mid-term Assignment
(10/25)
9
(11/1)
Chapter 12. Technology in Language Learning and Teaching (pp. 237-256)
Chapter 13. Creating an Interactive Classroom (pp. 257-288)
Presentation &
Discussion
10
(11/8)
Chapter 14. Classroom Management (pp. 289-311)
Part IV. Teaching Language Skills
Chapter 15. Teaching Listening (pp. 314-344)
Presentation &
Discussion
11
Chapter 16. Teaching Speaking (pp. 345-388)
(11/15) Chapter 17. Teaching Reading (pp. 389-425)
Presentation &
Discussion
12
Chapter 18. Teaching Writing (pp. 426-461)
(11/22) Chapter 19. Teaching Grammar and Vocabulary (pp. 462-486)
Presentation &
Discussion
Part V. Assessing Language Skills
13
Chapter 20. Language Assessment: Principles and Issues (pp. 488-512)
(11/29)
Chapter 21. Classroom-Based Assessment (pp. 513-538)
Presentation &
Discussion
14
(12/6)
Part VI. Lifelong Learning
Chapter 22. Teacher Development (pp. 540-573)
Chapter 23. Teachers for Social Responsibility (pp. 574-587)
15
Term Project or Critical Review due
(12/20)
Discussion
Evaluation
Mid-term
Attendance
10%
Term Project or
Presentation
20%
Total (100%)
Assignment
Critical Review
20%
50%
100 %
Mid-term Assignment (20%)
• TBA
Class Presentation:
Each of you will be tasked with leading a discussion on
one chapter, focusing on the readings assigned for the
week. To prepare for your presentation, please follow
these guidelines:
1. Thoroughly read the assigned chapter, including any
supplementary readings provided at the end of the
designated chapter when necessary.
2. Create an oral presentation that provides a summary
and critical analysis of the author's theoretical
perspective, the recommended methods, and how
the reading can be applied to your own teaching
context or situations.
TERM PROJECT OR
CRITICAL REVIEW
• Term Project: You are mandated to submit a term
project in which you explore the prospects of designing
or executing a specific English course of your
choosing. Focus on its methodology, particularly
regarding:
- The attributes of the teaching/learning process
- The dynamics of teacher-student and student-student
interactions
- Approaches to managing students' emotions and
feelings
- The role of your students' native language
- Emphasized language skills
- Strategies for addressing student errors
• Critical Review: Your task is to conduct a rigorous
analysis of a recent journal article of your choosing
that delves into the design or implementation of a
specific English Language Teaching (ELT) course. In
your review, you are expected to:
- Evaluate the author's theoretical perspective,
highlighting its strengths and weaknesses.
- Examine the potential benefits and drawbacks of
implementing the method discussed in the article.
- Assess the practical applicability of the method to
your own teaching scenarios.
*Please ensure that both your term project and critical
review do not exceed 5 pages in length, excluding the
title page and references.
2. KEY TERMINOLOGY
EFL, ESL
• EFL: English as a Foreign Language
(Studying English in non-Englishspeaking countries)(외국어로서의 영어)
• ESL: English as a Second Language
(Studying English as a non-native
speaker in a country where English is
spoken)(제2언어로서의 영어)
EIL, ELF
EIL: English as an
International
Language
(국제어로서의
영어)
ELF: English as a
Lingua Franca
(공용어로서의
영어)
ELT, TESOL
• ELT: English Language Teaching (영어교육,
영국을 포함한 유럽지역에서 주로 사용)
• TESOL: Teaching English to Speakers of
Other Languages (영어교육, 북미지역에서
주로 사용)
TEFL, TESL
• TEFL: Teaching English as a Foreign
Language (외국어로서의 영어교육)
• TESL: Teaching English as a Second
Language (제2언어로서의 영어교육)
4 Language Skills
• Productive skills (표현
기능): speaking and
writing
• Receptive skills (이해
기능): listening and
reading
Communication (의사소통)
Communication: a process by which information is
exchanged between individuals through a common
system of symbols, signs, or behavior
Competence vs. Performance
(언어 능력) vs. (언어 수행)
Communicative Competence
(의사소통 능력)
• The term coined by
Dell Hymes in 1966
• Definition: The ability
to understand and
use language
effectively to
communicate in a
wide variety of
contexts and for a
variety of purposes
Accuracy vs. Fluency
(정확성) vs. (유창성)
Accuracy vs. Fluency
• Grammar
• Pronunciation
• Vocabulary
• Speed of delivery
• Ease
Interaction (상호작용)
• What is interaction?
• Brown (2000): “Interaction is the
collaborative exchange of thoughts,
feelings, or ideas between two or more
people, resulting in a reciprocal effect on
each other.” (p. 165). Thus, interaction
occurs when two people give and receive
messages in a communicative process.
https://www.researchgate.net/figure/Three-types-of-interactionwith-students-64_fig17_332767158
3. SPECIAL ASSIGNMENT
(5 BONUS POINTS)
Student Profile (5 bonus pts.)
• As part of getting to know your background in
ELT or other disciplines, please download the
Student Profile from lms and complete it.
• In your introduction, include the reason(s) you
are taking this course.
• Upload your student file on lms by Sept. 12
(Tue.) 11:59 p.m.
Class Summary
• Orientation to the course syllabus
• Key terminology
• Student profile
Next Week (9/13, Wed.)
Review last class
What makes a great teacher?
Cover Reading: Hagar, Trenton (2019)
Part I. Foundations for Classroom Practice
Chapter 1. Getting Started (pp. 2-13)