Hicham El-Azizi
English Teaching
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Outline
1- Learning Theories
2- Approaches
3- Methods
4- Lesson Plan
5- Language Skills
6- Aspects of language
7- Assessment
8- Classroom Management
9- Teacher's Documents
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Learning Theories
Learning theory describes how students receive,
process, and retain knowledge during learning.
Main Theories
Behaviourism – Skinner
The theory that all human behaviour, including
that of language, is learned by adapting to outside
conditions and that learning is not influenced by
thoughts and feelings.
In terms of teaching, the teacher plays an important
role in the learning process of the student through
the process of stimulus & response. The teacher,
for example, ask a question (stimulus) and then the
student gives an answer (response).
If the answer is correct, the teacher praises him
(positive feedback). Based on this feedback,
whenever someone else asks the student the same
question, the student gives the same answer
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(repetition). This happens again, again, and again
until it becomes a habit.
If the answer is incorrect, the teacher warns or
punishes the student (negative feedback). Having
received such feedback, the student will not give the
same answer next time (change of behaviour).
Instead, he will try to find the right answer to avoid
punishment.
Do you see how the student is treated like a rat?
Innateness – Chomsky
Human beings are not animals. They are superior
to animals in all aspects of life including that of
language. People have brains & they think. Above
all, human beings are born with an innate
mechanism to learn any language. It’s called LAD
(Language Acquisition Device).
In terms of teaching, students do not learn
language well through repetition, drills, or
punishment. Students already are able to produce
the language themselves. They can create
tremendous numbers of sentences with few words.
Your role is to encourage them do this.
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Cognitivism – Canny
The theory that human beings are like computers.
They receive language, process it in their minds,
store it in their short & long term memories. They
can retrieve it when they want to use it.
Constructivism –Piaget
Students build their knowledge based on their
previous experiences.
Here is an example:
Session 1: They learn phrases.
Session 2: They learn clauses.
Session 3: They learn sentences.
This is how they build their language knowledge. It
seems like building a house with bricks.
Social Constructivism – Vygotsky
Knowledge is constructed through interaction with
others.
Other Theories
Krashen’s Theory
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Krashen's theory of second language learning
includes five main hypothesis.
1- The Acquisition Learning Hypothesis:
Language acquisition (unconscious process
developed through using language meaningfully) is
different from language learning (conscious
learning or discovering rules about language) and
language acquisition is the only way competence in
second language can develop.
2- The National Order Hypothesis:
The Natural Order Hypothesis states the order in
which learners can acquire the grammar skills
before others. According to Krashen's theory, what
you teach may not be acquired if the student is not
ready. It is important that teachers know where
their students are in the learning process.
3- The Monitor Hypothesis:
Learning and acquisition play different roles.
Acquisition allows us to speak the language. The
monitor comes from learning the language and is
like mental editor, checking out rules as we speak
or write.
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4- Input Hypothesis:
People receive language only in one way. This
happens when they receive oral or written messages
that they understand.
5- Affective Filter Hypothesis:
Bloom’s Taxonomy of Cognitive Development
Theory
Lack of desire, fear, or embarrassment can lead to a
clog in the affective filter. When it is up, input can't
reach the brain and learning can't happen. Positive
affectors such as interest and motivation can help
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the affective filter down and make learning
possible.
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Approaches
Main Approaches
Standards-Based Approach
In education, the term standards-based refers to
systems of instructions, assessment, grading, and
academic reporting that are based on students
demonstrating understanding or mastery of the
knowledge and skills they are expected to learn as
they progress through education.
Content-Based Approach
Content-Based Approach is an approach to
language teaching that focuses not on the language
itself, but rather on what is being taught through
the language. In other words, the language becomes
the medium through which something new is
learned.
Competency-Based Approach
Competency-Based Approach is defined as an
approach that allows students to advance based on
the ability to master a skill or competency at their
own pace regardless of environment. This approach
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is tailored to meet different learning abilities and
can lead to more efficient student outcomes.
Communicative Language-Based Approach
Communicative language teaching, or the
communicative approach, is an approach to
language teaching that emphasizes interaction as
both the means and the ultimate goal of study.
According to CLT, the goal of language education
is the ability to communicate in the target language.
Other Approaches
Teacher-Centred Approach
The teacher functions in the familiar role of
classroom lecturer, presenting information to the
students, who are expected to passively receive the
knowledge being presented.
Positives of teacher-centred approach
- The classroom remains orderly. Students are
quiet, and you retain full control of the
classroom and its activities. Because students
learn on their own, they learn independence
and make their own decisions.
Negatives of teacher-centred approach
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- Collaboration, an essential and valuable skill in
school and in life, is discouraged.
- Students may have less opportunity to develop
their communication and crucial-thinking
skills.
- Students work alone, missing potential
opportunities to share the process of discovery
with their peers.
Student-Centred Approach
The teacher is still the classroom authority figure
but functions as more of a coach or facilitator as
students embrace a more active and collaborative
role in their own learning.
Positives of student-centred approach
- Education becomes a more shared experience
between the instructor and the students, and
between the students themselves.
- Students build both collaboration and
communication skills.
- Students tend to be more interested in learning
when they can interact with one another and
participate actively in their own education.
Negatives of student-centred approach
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- With students free to interact, the classroom
space can feel noisy or chaotic.
- With less focus on lectures, there can be a
concern that some students may miss
important information.
- Though collaboration is considered beneficial,
this approach may not feel ideal for students
who prefer to work alone.
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Teaching Methods
Grammar-Translation Method
A traditional way of teaching a foreign language, in
which the study of grammar is very important and
very little teaching is in the foreign language.
The Direct Method
A way of teaching a foreign language using only that
language and not treating the study of grammar as
the most important thing.
The Audio-lingual Method
A method of language teaching that teaches
speaking and listening rather than reading or
writing.
The Total Physical Response
A method of teaching a language in which students
learn words and phrases by doing activities which
are connected with what they are learning.
The Silent Way
A method of teaching a foreign language in which
the teacher does not speak much, but uses
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movement, pictures and wooden rods to explain
meaning.
Suggestopedia
A method of teaching a foreign language in which
students learn quickly by being made to feel
relaxed, interested and positive.
Community Language Teaching
A method of teaching a foreign language that uses
small groups and other ways of reducing students’
feelings of worry.
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Lesson Plan
What is lesson plan?
A lesson plan is a teacher's detailed description of
the course of instruction or "learning trajectory" for
a lesson. A daily lesson plan is developed by a
teacher to guide class learning. Details will vary
depending on the preference of the teacher, subject
being covered, and the needs of the students.
What are the most important elements of a good
lesson plan?
Objectives
Learning objectives should be brief, clear, specific
statements of what learners will be able to do at the
end of a lesson as a result of the activities, teaching
and learning that has taken place. They help you
and your students evaluate your progress and
encourage them take responsibility for their
learning.
Instructional materials
Instructional materials are the tools used in
educational lessons, which include active learning
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and assessment. Basically, any resource a teacher
uses to help him teach his students is an
instructional material.
Stages
Stages are the steps or phases followed by the
teacher to deliver his lesson. Mainly, there are three
stages. Each stage has some operations of teaching
which create the situation for learning.
Procedures
The procedure is the body of your lesson plan, the
ways in which you will share information with
students and the methods you will use to help them
assume a measure of mastery of that material.
Strategies
A teaching strategy is the method you use to convey
information to your students. There may be a
particular strategy that works well with your group
of students one year and will not work with your
students the next year. Because of this, it is
important to have lots of teaching strategies in your
toolbox.
Mode of work & interaction
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Using the right interaction pattern is a fundamental
factor in the success of any activity and the
achievement of aims. The class are doing a
dictation activity. The interaction pattern is teacher
to whole group – T-Ss. Other patterns include pair
work – S-S, and group work – Ss-Ss.
Time
The instructor must think through how much time
each facet or stage of the lesson will take with the
goal of fitting the lesson objectives with the allotted
time.
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Teaching The 4 Skills
1234-
Listening
Speaking
Reading
Writing
There are four skills: Listening, speaking, reading,
and writing.
They are divided into two types: receptive &
productive skills. Each skill has its own subskills.
We can teach the four skills using different
models/ techniques, but the most preferable one by
teachers is PWP (Pre, While, Post). Therefore, we
shall follow this model with regard to presenting
the activities.
Receptive Skills
1- Listening Skill:
Listening is key to all effective communication.
Without the ability to listen effectively, messages
are easily misunderstood.
Subskills?
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Listening for gist: It is extensive listening for
skimming. This happens when we listen to get a
general idea about a topic.
Listening for specific information: This is when we
listen to something because we want to discover
one particular piece of information. For example,
we listen to weather report to only discover the
weather in our city.
Listening in detail: It is the intensive listening for
scanning. This is when we listen closely, paying
attention to all the words & trying to understand as
much information as possible.
Listening session
Pre-listening
Goal?
Your purpose here is to help students prepare for
what they are going to hear, which will give them a
greater chance of success in task upcoming.
Activities?
- Activate schemata (to help predict content).
- Generate interest in the topic.
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- Teach lexical items (that they will need while
listening to an audio).
- Set up a reason to listen (students must know
why they are going to listen)
While-listening
Goal?
Students interact with the text (audio) to improve
their listening skill.
Activities?
- Listening for gist (already mentioned above)
- Listening for detail (already mentioned above)
- Inferring: to reach an opinion or decide that
something is true on the basis of information
that is available in the audio.
- Participating actively
- Note-taking
- Dictation: Students write what they hear.
- Listen & do.
Post-listening
Goal?
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Build & expand what students have learned from
the text (audio), which includes integrating other
language skills and personalizing content.
Activities?
- Comprehension questions
- Vocabulary review
- Extension work or project
2- Reading Skill:
Reading comprehension is the ability to process
text, understand its meaning, and to integrate with
what the reader already knows.
Subskills:
Scanning: It is reading a text quickly in order to
find specific information, e.g. figures or names. It
can be contrasted with skimming, which is reading
quickly to get a general idea of meaning.
Skimming: It is reading something quickly in order
to find a particular point or the main points.
Extensive Reading: Extensive reading involves
learners reading texts for enjoyment and to develop
general reading skills. It can be compared with
intensive reading.
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Intensive Reading: It means reading in detail with
specific learning aims and tasks.
Reading Comprehension Session
Pre-Reading?
Goal?
Pre-reading strategies influence student motivation,
increase the activation of prior knowledge and they
can be used as a tool for increased comprehension.
Activities
- Activate background knowledge (schemata)
- Introduce key vocabulary students might
encounter in the text.
- Picture walk
While-Reading
Goal?
While-Reading activities are defined as activities
that help students focus on aspects of the text and
to understand it better. The goal of these activities
is to help learners to deal as they would deal with it
as if the text was written in their first language.
Activities?
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- Identify topic sentences & the main idea of
paragraphs.
- Identify the connectors
- Confirm prediction
- Skim for specific information
- Scan for details
Post-Reading
Goal?
The purposes of this stage are: to help students use
their acquired knowledge in similar readings, to
have them integrate their reading skills both with
the other language skills: listening, speaking, and to
make use of key words and structures.
Activities?
- Quiz questions
- Summary writing
- Outlining
Productive Skills
3- Speaking Skill:
Speaking skills are the skills that give us the ability
to communicate effectively. These skills allow the
speaker, to convey his message in a passionate,
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thoughtful, and convincing manner. Speaking skills
also help to assure that one won't be misunderstood
by those who are listening.
Speaking Subskills:
Fluency: It is the quality of being able to speak or
write a language, especially a foreign language, easily
and well.
Accuracy: It is about using correct grammar in
speaking and writing. It is about understanding the
deeper meaning and usage of vocabulary and also
involves the correct pronunciation of words.
Pronunciation: It is the way in which a language or
a particular word or sound is pronounced.
Pronunciation includes word and sentence stress,
intonation, rhythm and the use of the individual
sounds of a language.
Speaking Session
Pre-Speaking
Goal?
The first stage is pre-speaking stage. This stage
prepares students for getting them to think about
the topic or situation before they speak about it.
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The teacher’s role is to get students think about
what they are going to speak before they speak.
Activities?
Pre-speaking activities involve:
- Discussion or brainstorming, where students
collect all their ideas on the topic;
- Vocabulary preparation, where the teacher preteaches key vocabulary to help comprehension;
- Prediction, where students guess what they may
learn about.
While-Speaking
This stage is the time for students to
practice speaking. Communicative activities are
used in this stage for the aim of helping students
practice speaking skill.
- Role play
- Games
- Discussion
Post-Speaking
Goal?
It is the time when students reflect upon their
while-speaking performance.
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Activities
- Giving feedback
- Reflecting about student’s performance.
4- Writing Skills:
Writing skills are an important part of
communication. Good writing skills allow you to
communicate your message with other people.
Writing Subskills:
-
Good use of vocabulary.
Good use of word order.
Good use of tenses.
Good use of punctuation
Writing session
Pre-Writing
Goal?
This is the planning phase of the writing process,
when students brainstorm, research, gather and
outline ideas, often using diagrams for mapping out
their thoughts. Audience and purpose should be
considered at this point.
Activities?
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-
Activating schemata (prior knowledge)
Brainstorming (vocabulary)
While-Writing
Goal?
Students practice their writing skills.
Activities?
-
Drafting
Revising
Editing
Post-Writing
Goal?
This is a stage in which the student share his work.
Activities?
-
Publishing
Receiving feedback
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Aspects of Language
1- Vocabulary
2- Grammar
3- Functions
Vocabulary
The words that people use when they are talking
about a particular subject.
Grammar
The rules in a language for changing the form of
words and joining them into sentences.
Functions
Functions refer to what items of language actually
do in a real context, as opposed to what they might
mean literally. These include suggesting, criticising,
refusing, agreeing and disagreeing, enquiring,
talking about the past, and giving advice.
There are two main techniques to teach language aspects
or language components: PPP & ECRIF.
PPP: Presentation, Practice, Production
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-
-
-
Presentation: The teacher explains the lesson.
For example, he demonstrates the rules on the
whiteboard.
Practice: The students practice and use
language. For instance, they do exercises
changing active voice sentences into passive
voice sentences.
Production. At last, students produce the
language. For example, they should create their
own sentences using passive voice.
ECRIF: Encounter, Remember/internalize,
Fluency
-
-
Encounter: Students see or hear new language
and realize they don’t know something.
Clarify: Students distinguish the meaning and
use the new knowledge or skill.
Remember/internalize: Students have the
chance to move the language they have learned
from short-term memory to long-term memory.
Fluency/ Fluency Use: Students now have the
chance to use the new language &
communicate their ideas.
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Mainly, there are two main approaches: deductive &
inductive approaches:
Deductive approach
-
In the deductive approach, the students are
passive recipients when the teacher elicits the
rules on the board.
Inductive approach
-
In inductive approach, are active as they are
responsible for exploring the rules themselves,
with just the help of the teacher.
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Assessments & Tests
Assessments
Assessment is the process of testing students and
making a judgement about knowledge, ability, or
progress.
There are two types of assessment: formative &
summative assessments:
1- Formative Assessments
When? > During the instruction.
Why? > Guide the teacher in planning &
improving instruction; Help students in improving
their learning.
Types? > Discussions, reflections, group
presentations, practice quizzes.
2- Summative Assessments (Evaluation)
When? > End of instruction.
Why? > Let teachers & students know the level of
accomplishment attained. In short, grading
students.
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Types? > Exams, creation of a product, group
project.
Tests
There are six different types of test.
1- Placement test
It is used to place new students in the right class in
a school. It assesses students’ productive and
receptive skills and designed to show how good a
student is in English in relation to a previously
agreed system of levels.
2- Diagnostic test
It is used to discover student problems, difficulties
or deficiencies in a course. We use this type of tests
to know students’ strengths and weaknesses so as to
be able to do something about them.
3- Progress test
It is designed to measure students’ language and
their skill progress in relation to the syllabus they
have been following. This type is directly related to
language courses and done during the course.
4- Final test
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Students do this test at the end of the course to
measure students’ achievement of the course
objectives or goals.
5- Proficiency test
It is not necessarily based on certain courses that
students may have previously taken. Most students
take this type of test to admit to a foreign
university, get a job, or obtain some kind of
certificate. Teachers design this test to measure
students’ knowledge and ability in a language.
6- Aptitude test
Teachers design this test to discover whether a
student has a talent or basic ability for learning a
new language or not.
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Classroom Management
1- What is classroom management?
2- How can we manage our classroom
effectively?
3- Teacher’s roles
4- Qualities of a good teacher
5- Student’s roles
6- Learning styles
7- Multiple Intelligences
8- Physical Space
9- Disruptive behaviours
10- How to deal with disruptive behaviour?
11- Extrinsic vs. Extrinsic Motivation
12- Teacher’s Language Use
13- Error vs. Mistake
What is classroom management?
Classroom management refers to the wide variety of
skills and techniques that teachers use to keep
students organized, orderly, focused, attentive, on
task, and academically productive during a class.
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How can we manage our classroom
effectively?
In brief words, teaching is a very important job and
once you get your classroom management skills in
order you will enjoy teaching more as well as have a
more productive teaching career. These are just a
few tips that will help you to get it together in your
class room: be prepared, have an attractive
classroom, design classroom rules, teach with
enthusiasm, be fair and keep good student record.
Follow this plan and you will be very pleased.
What are the teacher’s roles?
The controller
The teacher is in complete charge of the class, what
students do, what they say and how they say it.
The promoter
The teacher encourages students to participate and
makes suggestions about how students may proceed
in an activity.
The resource provider
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The teacher provides students with materials &
resources.
The assessor
The teacher assumes this role to see how well
students are performing or how well they
performed. Feedback and correction are organized
and carried out by the teacher.
The organizer
What are the qualities of a good teacher?
The ability to develop relationships with their
students
Teachers need to be able to build trusting
relationships with students in order to create a safe,
positive, and productive learning environment.
Patient, caring, and kind personality
Personality characteristics related to being a
compassionate person and having a sensitivity to
student differences, particularly with learners, is the
most frequently reported quality by students.
Knowledge of learners
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This is a broad category that incorporates
knowledge of the cognitive, social and emotional
development of learners. It includes an
understanding of how students learn at a given
developmental level; how learning in a specific
subject area typically progresses like learning
progressions or trajectories; awareness that learners
have individual needs and abilities; and an
understanding that instruction should be tailored
to meet each learner’s needs.
Dedication to teaching
Dedication refers to a love of teaching or passion
for the work, which includes commitment to
students’ success.
What are the roles of student in
classroom?
As learners, students play a crucial and
active role in education. They involve and interact
with students and teachers, participate in classroom
discussions, and act in a receptive manner. With
changing times, the role of learners in education
has got subverted from a facilitator to a task
monitor.
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What are the different learning styles?
Auditory learners
Auditory learners learn through listening and
speaking.
- They like to read aloud and often like to talk to
themselves or create musical jingles to help
them learn new material.
- They remember by talking out loud and they
like to have things explained orally rather than
written instructions.
Visual learners
Visual learners learn through seeing.
- They like written instructions and prefer to
take detailed notes as they listen to lectures.
- Visual learners remember visual details with
ease & prefer to see what they are learning.
- They learn best with visual materials such as
pictures, charts, videos, illustrated textbooks,
and handouts.
- They like to use colourful highlighters to make
notes & texts.
Kinesthetic learners
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Kinesthetic learners learn through moving, doing,
and touching.
- They need to take frequent study breaks.
- They like to chew gum or to snack while they
study.
- They like to stand rather than to sit, when
learning something new.
- They are explorers at heart & like to learn
through active participation in what they are
learning.
- Kinesthetic learners like to move around when
talking.
What are the multiple intelligences?
Knowing how to target the various intelligences of
students can help teachers to plan engaging and
effective lessons.
Linguistic intelligence
- Ability to use language effectively, either in the
oral or written forms.
Musical Intelligence
- Ability to perceive, identify, transform and
express musical forms.
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Logical-Mathematical intelligence
- Ability to use numbers effectively and analyse
problems logically.
Spatial intelligence
- Ability to imagine drawings in two or three
dimensions and to understand space.
Body-Kinaesthetic intelligence
- Ability to express ideas, handle tools, or
perform physical exercises with the body.
Interpersonal intelligence
- Ability to interpret the mental state (feelings &
motivations) of others.
Intrapersonal intelligence
- Ability to understand oneself.
Naturalistic intelligence
- Ability to identify, classify, and manipulate
elements in the environment.
Physical Space
The term physical environment refers to the overall
design and layout of a given classroom and its
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learning centres. Teachers should design
the environment by organizing its spaces,
furnishings, and materials to maximize the learning
opportunities and the engagement of every child.
Disruptive behaviour
Disruptive behaviour can be presented by learners
in a number of ways, ranging from wanting control
and power in the classroom, being consistently late,
talking when they shouldn't be, arguing with the
teacher unnecessarily, challenging the teacher on
certain issues, ignoring instructions, etc.
How to deal with disruptive students?
Conduct disruptive behaviours are ones that
involve students acting against the usual norms or
rules of the classroom. This for sure is a problem
for the teacher who wants to convey his lesson in
very limited time.
However, here are some strategies to deal with such
behaviours:
Stay Calm and Emotion Free
Teacher should never yell at a student or tell a
student to “shut up. Teachers must stay calm when
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addressing a disruptive student. In many cases, a
student is trying to get the teacher to react foolishly.
If you stay calm and keep your wits, it can diffuse
the situation rather quickly.
Be Firm and Direct
The worst thing a teacher can do is to ignore a
situation that they hope will go away. Do not allow
your students to get away with the little things.
Immediately confront them about their behavior.
Have them tell you what they are doing wrong, why
it is a problem, and what the proper behavior is.
Educate them on how their behavior impacts
others. Students may resist structure early on, but
they ultimately embrace it because they feel safe in a
structured learning environment.
Listen Carefully to Students
Do not jump to conclusions. If a student has
something to say, then listen to their side.
Sometimes, there are things that led to the
disruption that you may not have seen. Sometimes
there are things going on outside of the classroom
that led to the behavior. Sometimes their behavior
may be a cry for help and listening to them may
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allow you to get them some help. Repeat their
concerns to them so that they know you have been
listening. It may not make a difference in how you
handle the situation, but listening may build some
trust or provide you with insights into other issues
that are more important.
Remove the Audience
Never intentionally embarrass a student or call
them out in front of their classmates. It will do
more harm than it will good. Addressing a student
individually in the hallway or after class will
ultimately be more productive than addressing
them in front of their peers. They will be more
receptive to what you have to say. They are probably
likely to be more open and honest with you. It is
important to maintain the dignity of all of your
students. No one wants to be called out in front of
his or her peers. Doing so ultimately damages your
credibility and undermines your authority as a
teacher.
Extrinsic vs. Extrinsic Motivation
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Below is an image representing 2 types of
motivations👇
The first person is extrinsic motivated. He is playing
football for external rewards. He wants a cup,
medal, or money. This is called extrinsic
motivation.
The second person is intrinsic motivated. He is
playing football for internal rewards. He is looking
for happiness or enjoyment. This is called intrinsic
motivation.
The same thing happens in classroom. There two
types of students. There are some students who
learn just to get good grades and avoid punishment
– extrinsic motivation. On the other hand, there
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are some other students who wants to learn just for
enjoyment & self-improvement – intrinsic
motivation.
Therefore, as a teacher, you have to adopt different
methods & ways to motivate your students. You
might bring food & candies to the ones who are
always looking for your approval. You may praise
them as well. However, you could bring articles,
short stories, and pens to those who learn just to
enjoy themselves.
Teacher’s Language Use
How should you speak to your students?
Be direct & genuine
When we say what we mean and use a kind and
straightforward tone, children learn that they can
trust us. They feel respected and safe, which helps
them develop self-discipline and take the risks that
are necessary for learning.
Convey faith in children’s abilities and intentions
Our language shapes how children see themselves
and their world. When our words and tone convey
faith in children’s desire and ability to do well, the
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children are more likely to live up to our
expectations of them.
Focus on action
Because children tend to be concrete thinkers, it
can be effective to name specific actions rather than
abstract terms. For example, rather than telling
children to “be respectful,” it’s usually more helpful
to tell them exactly what to do: “When someone is
speaking during a discussion, it’s time to listen.
That means eyes on the speaker and hands in laps.”
Keep it brief
Don’t use long strings of words. Students easily get
bored when you are talking to much. Say only what
is important.
Know when to be silent
The skilful use of silence can be just as powerful as
the skilful use of words. Silence allows children to
think, rehearse what to say, and sometimes to
gather the courage to speak at all.
Error & Mistake
Mistake is a word, phrase, or sentence that turns to
be wrong. You make mistakes not because you
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don’t know rules, but because you are tired or you
don’t pay attention to what you are saying, writing,
or typing. As a student, just a hint from the teacher
or your peer, you can automatically correct the
mistake yourself.
Error happens only for one reason = Lack of
knowledge.
Sources of errors
Mainly, there are three sources of errors:
1- Interlingual interference
2- Intralingual interference/ overgeneralization
3- Context of learning
Interlingual interference = the interference of
mother tongue in the learning of second language.
Interlingual error happens because we apply our
native language rules when we want to form a
second language sentence. For example, Moroccan
student would say: “I have 14 years old” instead of
“I am fourteen years old.”
Intralingual interference= Overgeneralization
Intralingual error occurs when we overgeneralize
rules and apply them to exceptions & irregularities.
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For instance, we say “He shoulds visit the doctor”
since we think that the “s" of the 3rd person in
simple present must be applied to all verbs.
Context of learning
This means that the students might have learned
knowledge wrongly from the first time. For
example, They may have learned a mispronounced
word from the teacher, and they always believe that
this is how we pronounce that word.
Error Correction Types
1234-
Self-correction
Peer-correction
Class-correction
Teacher-correction
Self-correction
- The student corrects himself with the help of
teacher.
Peer-correction
- The student corrects his errors & mistakes with
the help of his peer.
Class-correction
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- The entire class might be a help at correcting
their classmate’s errors & mistakes.
Teacher-correction
- When spotting a mistake made by a
student, a teacher may intervene in order to
correct it.
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Teacher’s Documents
Record book
- Record book is a document or compilation of
documents used by teachers to
record enrolment, attendance
and grade information for students.
Lesson plan
- A lesson plan is a teacher's guide for facilitating
a lesson. This plan is a teacher's objectives for
what students should accomplish and how they
will learn the material.
Attendance Sheet
- Attendance sheet is an official document for
listing those students attending the sessions.
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This is the 3rd update has been made!
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Hicham El-Azizi
Ouazzane
Tuesday 17 November
23:52
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