The TELOS Model of Integrated Skills of English Zou Weicheng East China Normal University

OUTLINE 1. What is the TELOS Model? 2. What are the rationales for this model? 3. How are the components implemented in the course? 4. What are the evaluations given by the students and teachers?

What is the TELOS model? TELOS MODEL Target language input Engage- ment Learner’s active search Comprehensible Output Selective negative input

What are the rationales for this model? (I) 1. Input hypothesis Conditions for input to work: (1) i and i+1 theory (casting the net) (2) high-order thinking skills 2. Output hypothesis Conditions for output to work: (1) Genuine-needs-driven-output (2) Presence of audience

What are the rationales for this model? (II) 3. Learning begins with existing knowledge. Learner factors effecting language learning speed: (1) Prior knowledge (Linguistic and Non-linguistic knowledge) (2) Abilities: Good learners and Less-abled learners (3) Interest: Interest-driven and lack of interest (4) Flexible instructions (due to teacher’s factors, environmental factors – immediate and peripheral)

What are the rationales for this model? (III) 4.. Humpty-dumpty Effect When the egg is broken there is no way to recover the whole. 5. Negative input theory (1) Corrections are mandatory for inter-language growth. (2) Corrections are selected within the tolerance range of the learners.

How are the components implemented in the course? (I) Target Language Input a. Conversations (audio-visual) b. Teacher’s modeling & teaching & interaction c. Interactions with peers d. Materials in the worksheetsMaterials in the worksheets e. Reading passages f. Proverbs and sayingsProverbs and sayings g. Exercises h. Conversational practice

How are the components implemented in the course? (II) Engagement Techniques of Engagement (1) Asking good questions Can you talk on smoking for five minutes? Can you think of three ways to help people stop smoking? (2) Be observant about opportunities discipline problems vs. class management (3) Sufficient preparation before teaching pre-reading activities, warming-ups, being supportive and responsive to the needs of the students (4) Worksheets (5) Surprises and Awards (6) Taking serious attitudes to the work (7) Never embarrass your students in the public.

How are the components implemented in the course? (III) Learner’s active choices Skills to encourage learners to make choices (1) Making opportunities easily available (2) Using multiple criteria for assessment (3) Allowing for creative use of language (Including non-native like expressions) (4) Allocating tasks based on the level of the learners

How are the components implemented in the course? (IV) Comprehensible Output Skills to manage learner’s output (1) Allowing students to have ample time for preparation before presentation to class (2) Multiple opportunities of output: pair work, peer review, group competition, one-to-one interaction (3) Making the output meaningful (4) Creating audience for the speaker (5) Taking notes when the students are making presentation (6) Encouraging peer reviews

How are the components implemented in the course? (V) Selective negative input Skills of providing negative input (1) Be selective (2) Commenting based on notes/facts/not on memories (3) Be friendly and positive (4) Be flexible (give up when the input is rejected or does not work on the learners.)

What are the evaluations by the students and teachers? Students: no affective barriers even though these students are classified as 3L learners at the beginning (Low motivation, Low achievement, Low confidence) Teachers: Positive research reports published in the professional journals

Further Research Topics 1. Pronunciation 2. Teacher’s in-service training 3. Portfolio development 4. Cultural barriers 5. Teaching support systems 6. Conflict between commercialization and complexity of teaching methodologies

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