Teaching of English as a Foreign Language (2023/2024) Teacher : Karima Ladjel
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Contact card of the module : Teaching English as a Foreign Language (TEFL)
Faculty : Letters and Foreign Languages
Department: English Department
Level of Students: Master One : Linguistics
Academic Year: 2023-2024
Semester: First Semester
Coefficient :01
Teaching Hours:35 hours
Evaluation: Exam and Continuous Evaluation(TD)
Teacher: Karima LADJEL
Professional Email: Karima.ladjel@univ-msila.dz
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The TEFL (Teaching English as a Foreign Language) module within the Master One program at the university offers an in-depth exploration of pedagogical approaches and methods tailored for English language instruction. The primary objective of this module is to equip students with a comprehensive understanding of diverse teaching methodologies, encompassing communicative language teaching, task-based learning, and content-based instruction. Students delve into various learning theories, gaining insights into cognitive, constructivist, and sociocultural perspectives, and learning how these theories can be effectively applied in EFL (English as a Foreign Language) classrooms. The module further emphasizes the practical aspects of teaching, focusing on lesson planning strategies that cater to diverse learner needs and abilities. Additionally, students learn to assess student outcomes through varied evaluation techniques, ensuring they can gauge language proficiency and adapt their teaching strategies accordingly. Overall, the TEFL module empowers students with the knowledge and skills necessary to create dynamic, learner-centered EFL environments, fostering effective English language acquisition.
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Before attending the TEFL course in the Master One program, students are expected to have a solid foundation in English language proficiency and a comprehensive understanding of the fundamental principles of language teaching. This includes a grasp of essential grammatical structures, proficiency in language skills such as listening, speaking, reading, and writing, and an awareness of diverse English language varieties. Additionally, a basic knowledge of language acquisition theories and an understanding of the cultural aspects influencing language learning would be beneficial. Familiarity with educational concepts and a general awareness of global issues in language education can further enhance the student's readiness for the course. Overall, a strong background in English language studies, coupled with an enthusiasm for effective language instruction, forms a valuable precursor to engaging with the complexities of the TEFL course at the Master One level.
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1. Definition of TEFL
2. The importance of TEFL as an educational experience
3. Teaching Vs Learning
4. Didactics Vs TEFL
5. Pedagogy Vs Andragogy
5.1. The difference between an approach, method and technique
5.2. Language Theories
5.3. Learning theories
5.4. Approaches of English language learning
5.4.1. Standard based approach
5.4.2. Competency based approach
5.4.3. Communicative Language Teaching approach
5.4.4. Content based approach
5.4.5. Content and Language Integrated Approach (CLIL)
5.4.6. Humanistic Approach
5.4.7. Eclectic approach
5.5. Methods of English Teaching
5.5.1. Grammar Translation Method
5.5.2. The Direct method
5.5.3. Audio lingual method
5.5.4. The Silent method
5.5.5. Suggestopedia
5.5.6. Total Physical Response
5.5.7. Communicative language teaching -
Exam and tests
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In the inaugural lecture of the TEFL course, students will be immersed in the foundational aspects of Teaching English as a Foreign Language. This initial session serves as a gateway, providing students with essential definitions that lay the groundwork for their exploration of the course material. Topics covered will include key terms related to language teaching methodologies, pedagogical approaches, and the intricate interplay of various components within the TEFL framework. Students can expect to gain a comprehensive understanding of how these foundational concepts are interconnected, setting the stage for a more in-depth exploration of teaching methods, learning theories, and effective classroom practices throughout the course. This introductory lecture aims to establish a common language and conceptual framework for students, fostering a solid foundation upon which they can build their expertise in the field of TEFL.
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During the second lecture of the TEFL course, students will delve into the nuances of language teaching by honing their ability to differentiate between crucial concepts: approach, method, and technique, and understanding their respective applications in EFL (English as a Foreign Language) classrooms. The session aims to elucidate the distinctions among these terms, offering clarity on how they collectively contribute to effective language instruction. Students will explore the diverse approaches and methods available for EFL classes, gaining insights into their respective strengths and applications. This lecture serves as a pivotal point in empowering students to make informed decisions about selecting and implementing teaching strategies that align with the specific needs and contexts of English language learners. By the end of this session, students will not only possess a heightened awareness of these foundational concepts but also be equipped with the knowledge to navigate the dynamic landscape of EFL instruction with discernment and pedagogical acumen.
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In this particular lecture, students will bridge the theoretical framework introduced in the TEFL course with the practical challenges and issues encountered in EFL (English as a Foreign Language) classrooms. Emphasizing the application of theoretical concepts to real-world teaching scenarios, this session seeks to foster a holistic understanding of how pedagogical theories translate into effective teaching practices. Students will engage in discussions and activities that illuminate the connections between theoretical principles and the day-to-day challenges faced by EFL educators. By exploring practical issues such as adapting materials to diverse learners, addressing language proficiency variations, and managing classroom dynamics, students will gain valuable insights into the nuanced intersection of theory and practice. This integrative approach aims to equip students with the skills and awareness needed to navigate the dynamic and complex landscape of EFL teaching with confidence and efficacy.
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Douglass, H. D. (2006). Principles in Language Teaching and Language Learning. San Francisco State University
Gabriel D. M. (2001). Introduction to Didactics.Consejo de Formación en Educación, Buenos Aires
Richard, J. C.,& Rogers, T. S. Approaches and Methods in Language Teaching. Cambridge Language Teaching Library
Schunk, D. H. (2008). Learning Theories: An Educational Perspectives (6st ed)
Coyle, D., Hood, P., & Marsh, D. (2013). Clil: Content and language integrated learning. Cambridge University Press.
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Key Answers
Module: TEFL Level: Master One Exam: First Semester
Title: Shaping Communicative Global Competence in TEFL: The Interplay of Knowledge, Skill, and Attitude
Introduction
The term “Competency” in Teaching English as a Foreign Language (TEFL) is a dynamic blend of knowledge, skill, and attitude. There is an absolute need to delve into how these three major components intricately shape students' communicative global competence, with a focus on linguistics, strategic, discourse, and socio-cultural competence.
Body:
Linguistic Competence: “Illustrations to each component”
Knowledge: Linguistic competence begins with a solid understanding of knowledge related to grammar, vocabulary, and phonetics. Students acquiring knowledge in these areas can understand the linguistic system clearly; it is then a primary and fundamental aspect which paves the way to the acquisition of the skill.
Skill: The application of linguistic knowledge involves the mastery of how to apply this knowledge and when exactly. Examples: learners might be taught the different forms of verbs conjugated in the present simple. The ability of how to use this tense and when to use it forms the skill (i.e., the use of knowledge in real life situations). In other words, mastering the ability of using the present simple (form and use) to express habits and general facts produces the required skill which later leads to the formation of the attitude.
Attitude: having learned the ability to apply the knowledge in real life situations (i.e., knowledge + skill), it comes the step of grasping the benefit and the moral state behind the learning process in general. That is, learners will automatically change their perspectives towards the use of tenses. This progress in thought may shape a positive attitude which would in turn foster and boost the learning process.
Strategic Competence:
Knowledge: being aware of the existing strategies that can be used in either the learning process or in communication settings is a crucial factor that both EFL teachers and students should work on. If illustrate to students different met-cognitive, cognitive, and socio-affective strategies during the knowledge delivery (i.e., within the learning-teaching tasks and activities), students will then be knowledgeable regarding the appropriate type of strategy to exploit during a problem solving activity (knowledge about the types of strategies in either learning or communication)
Skill: The application of strategic knowledge requires students to know how, when, and why to use it. That is, if students are exposed to a new word, they could evaluate the effectiveness of two different strategies. First, students can try contextualizing the meaning of the word (i.e., guessing its meaning from the context). Then, they may evaluate the effectiveness of this strategy to see whether it works or not; if not, they will be required to apply another strategy (e.g., directly translating). Mastering the ability of knowing how, when, and why to use this strategic knowledge helps teachers to produce communicative competent participants (i.e., students).
Attitude: having the knowledge and skill to apply the different types of strategies can be reflected by shaping a positive attitude towards the learning process or towards any communicative situation that may contain a problem solving activity. In other words, students can be then psychologically able to engage in any real-life activity.
Socio-cultural Competence
Knowledge: Socio-cultural competence involves understanding cultural rules and knowledge embedded in a particular language. Students need knowledge of cultural diversity in order to be culturally accepted by the target community and to avoid any possible misunderstanding. Example, in Greece, spitting might seem a welcoming cultural habit to bring luck. While in other countries, this seems to be a rude behavior which could lead to a misunderstanding.
Skill: Students’ awareness of these different cultural rules and knowledge could help them obtain the required skill to avoiding misunderstanding in settings where two cultures are totally different (thus, culture shock cannot occur).
Attitude: A culturally sensitive attitude fosters empathy and understanding. Students and teachers with a positive attitude actively seek ways to incorporate cultural elements into the learning-teaching journey, enriching students' language learning experience.
Conclusion:
In the context of TEFL, the interplay of knowledge, skill, and attitude within linguistic, strategic, strategic, and socio-cultural competence shapes students into effective communicators with a global perspective. By developing these competency components, educators not only enhance their own teaching abilities but also contribute significantly to the development of students' communicative global competence, preparing them for meaningful interactions in an interconnected world (i.e., real-life situations)
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