ENG503 Handouts Set 2

Table of Contents

Lesson No.

TITLE

Topic No.

Page No. Lesson 01

001-006

Lesson 02

007-012

Lesson 03

History of English Language

013-017

Lesson 04

English as an International Language (EIL)

018-022

Lesson 05

English in Pakistan

023-028

Lesson 06

Psychology of Language

029-033

Lesson 07

Second Language Acquisition I

034-039

Lesson 08

Second Language Acquisition II

040-044

Lesson 09

Methods and Approaches of Language Teaching I

045-050

Lesson 10

Methods and Approaches of Language Teaching II

051-055

Lesson 11

Teaching of Listening Skills

056-060

Lesson 12

Teaching of Speaking Skills

061-065

Lesson 13

Teaching of Reading Skills

066-071

Lesson 14

Teaching of Writing Skills/ Intergrated Skills

072-077

Lesson 15

Assessment of Language Skills I

078-083

Lesson 16

Assessment of Language Skills II

084-088

Lesson 17

Teaching the Sounds of Language

089-093

Lesson 18

Teaching the Words of English Language

094-098

Lesson 19

Teaching the Sentence Patterns of English Language

099-103

Lesson 20

Studying and Teaching the Meaning of Language

104-109

Lesson 21

Understanding and Teaching the Language in Use

110-115

Lesson 22

Language and Society

116-121

Lesson 23

Teaching Discourse Analysis

122-126

Lesson 24

Teaching World Englishes

127-132

Lesson 25

Teaching of Vocabulary

133-137

Lesson 26

Teaching Grammar

138-143

Lesson 27

Teaching of Pronunciation

144-149

Lesson 28

Teaching of Creative Writing

150-154

Lesson 29

Corpora and Language Teaching

155-159

Lesson 30

Curriculum Development in Language Teaching I

160-165

Lesson 31

Curriculum Development in Language Teaching II

166-170

Lesson 32

Use of Literary Texts for Teaching English Language

171-176

Lesson 33

Lesson Planning

177-181

Lesson 34

Classroom Issues and Management in ELT

182-187

Lesson 35

Skills and Roles of English Language Teachers

188-193

Lesson 36

Computer Assisted Language Learning (CALL)

194-198

Lesson 37

Learner Motivation and Interest

199-203

Lesson 38

Culture, Identity, and ELT

204-208

Lesson 39

Research Methodology and Trends in ELT

209-213

Lesson 40 · ELT in Pakistan · Lesson-01 · INTRODUCTION TO ENGLISH LANGUAGE TEACHING

Topic- 001: What is ELT?

As an academic discipline, ELT is primarily concerned with the teaching and learning of English. The majority of research work and publications in applied linguistics have been directly concerned with language teaching and learning. English language teaching is common in those countries where English is not the first language (EFL, ESL, and EIL). It is also taught in English speaking countries because many people from non-English speaking countries move there. Language teaching and learning is often assumed to be a very difficult process. The difficulties of learners also depend upon how much their native language is different from English. Learners of English language usually commit errors of grammar, vocabulary, and pronunciation.

Topic- 002: Introduction to Different Methods and Approaches of ELT

Language teaching and learning is often assumed to be a very difficult process. The difficulties of learners also depend upon how much their native language is different from English. There are three principles of teaching English which help the teachers and the students alike.

1. Selection and Gradation (which material/syllabus and in what order)
2. Theoretical and Pedagogical Concerns (language teaching has to based on some theory)
3. Presentation and Practice (how and how often)

Introduction to Different Methods and Approaches of ELT

The history of language teaching is generally considered to be the history of its methods and approaches. Distinction between Approach, Method, and Technique is :

The level at which assumptions and beliefs about language and language learning are specified is called approach. The level at which theory is put into practice and the decisions about skills and content to be taught and the order in which these will be taught are made is called method. Technique is the level at which classroom procedures are described (Richards & Rodgers, 2014).

In this regard, Kumaravadivelu (2006) classifies the methods of teaching a second language into three groups:

1. Language centered – It is organized around linguistic forms (usually grammatical structure) whose major focus is on accuracy. For example, Audio lingual and GTM.
2. Learner centered focuses on the learners‟ linguistic and communicative needs. They are used only for specific elements of language learning (e.g., CLT).