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Тема: English Language - Teaching Past, Present and Future
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Цена:
288.00 лева
Каталожен номер: 006707
| Вид: |
дипломна работа |
| Обем: |
60 страници |
| Формат: |
*.doc (MS Word) |
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Съдържание / Резюме
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ACKNOWLEDGMENTS
INTRODUCTION
Chapter I: THE HISTORY OF ENGLISH TEACHING METHODOLOGY
1. Ancient Times
2. Europe in Early Modern Times
3. The 19th and Early to Mid-20th Century
3.1 The Grammar-Translation Method
3.2 Reforms
3.3 Behaviorism and Language Teaching
4. The Mid - to Late - 20th Century
5. Conclusion
Chapter II: MODERN ENGLISH LANGUAGE LESSON
1. Concept of a Lesson
2. Inventory of Exercises
3. Systematic Approach to Exercises
4. Exercises Criteria
5. The Structure of the Cognitive Activity
6. Steps of the Lesson
7. Types of Lesson
8. Approaches to the Modern Lesson
9. Reflective Model of the Lesson
Chapter III: LESSON PLANS
1. The Experiential Learning Cycle Theory
2. A Conversation Lesson
3. An ESP Writing Lesson
4. A Curriculum in Cross-cultural Issues
5. Adjusting Teacher Style to Student Style
6. Conclusion
Chapter IV: ACTIVE COMMUNICATION IN ENGLISH TEACHING
Pattern Drills
Traditional Dialogs
Students should speak, not read the conversations
Intonation and Gesture
Vocabulary in Context
No "Grammar Talk"
Making Decisions for Task-Based Learning
Stick at nothing
1. Communicative Exercises in Teaching English Literature
2. Critical Thinking as a Basis for Understanding the Text
Chapter V: IMPORTANCE OF "MULTIWORD CHUNKS" IN FACILITATING COMMUNICATIVE COMPETENCE AND ITS PEDAGOGIC IMPLICATIONS
1. Definition of "Multiword chunks"
2. Importance of Multiword
2.1 Chunks in Facilitating Communicative Competence
2.2 A Comparison in the Use of Multiword Chunks between NSs and FLEs
3. Pedagogical Implications
4. Some Classroom Activities
5. Conclusion
Chapter VI: TEACHING ADULTS
1. Learner Differences
2. Teaching adults: a different relationship
LESSON
OVERALL CONCLUSION
List of abbriviations
ELT - Experiential Learning Theory
Bibliography
Appendix A
Appendix B
Резюме:
The aim of this diploma paper is to retrace the development of English teaching methodology from past to present. Language teaching has been around for many centuries, and over the centuries, it has changed. Various influences have affected language teaching.
Reasons for learning language have been different in different periods. Over the centuries, many changes have taken place in language learning, and yet there is evidence that considerations related to language learning have come up again and again through history. No doubt the search for a grater understanding of language learning, and more effective language teaching, will continue.
In this work I have included an observed English lesson in Bulgarian school. The aim of this observation is not to make general conclusions. It just checks how theory works in practice. I have paid a great attention to the modern English language lesson. Traditionally a lesson is a unit of teaching knowledge, forming skills and habits, and controlling the results. Thus, the permanent parts of the lesson are said to be the beginning, the training, the evaluation. This is teacher-centered lesson. Modern approach is that a lesson is a unit of organized cognitive activity of learners - a learner-centered lesson. Yet, often teachers teach either the way they themselves were taught, or according to their own preferred learning style.
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