How Can an ESL/EFL Teacher Teach Successfully? Babak Falsafi University of San Francisco Fall 2010 Dr.Popal

How can an ESL/EFL teacher teach successfully? WHO? WHO? Who is the learner? Who is the learner? Where does he/she come from? Where does he/she come from? What is his/her first language? What is his/her first language? What is his/her level of education? What is his/her level of education? What is his/her socioeconomic level? What is his/her socioeconomic level? What is his/her intellectual capacities? What is his/her intellectual capacities?

How can an ESL/EFL teacher teach successfully? WHO? WHO? Who is the teacher? Who is the teacher? Where does he/she come from? Where does he/she come from? What is his/her first language? What is his/her first language? What is his/her level of education? What is his/her level of education? What is his/her philosophy of education? What is his/her philosophy of education? What is his/her teaching experience ? What is his/her teaching experience ?

How can an ESL/EFL teacher teach successfully? HOW? HOW? How does learning take place? How does learning take place? How can a person ensure success in language learning? How can a person ensure success in language learning? What cognitive processes are utilized in Second Language learning? What cognitive processes are utilized in Second Language learning? What is the optimal interrelationship of cognitive, affective, and physical domains for successful language learning? What is the optimal interrelationship of cognitive, affective, and physical domains for successful language learning?

How can an ESL/EFL teacher teach successfully? WHEN? WHEN? When does second language learning take place? When does second language learning take place? Why does the age of learning make difference? Why does the age of learning make difference? How do cognitive & emotional developmental changes affect language acquisition? How do cognitive & emotional developmental changes affect language acquisition? How much time does the learner spend on learning? How much time does the learner spend on learning? Is the learner in a immersion or drip-feed program? Is the learner in a immersion or drip-feed program? Is the learner totally submerged in the culture? Is the learner totally submerged in the culture?

How can an ESL/EFL teacher teach successfully? WHERE? WHERE? Does the learning take place in an ESL or EFL setting? Does the learning take place in an ESL or EFL setting? How might the sociopolitical conditions of a particular country affect the mastery of the language? How might the sociopolitical conditions of a particular country affect the mastery of the language? How do intercultural contrasts and similarities affect the learning process? How do intercultural contrasts and similarities affect the learning process?

How can an ESL/EFL teacher teach successfully? WHY? WHY? Why are the learners are attempting to acquire the second language? Why are the learners are attempting to acquire the second language? What are their purposes/motivations? What are their purposes/motivations? Instrumental/extrinsic? Instrumental/extrinsic? Integrative/intrinsic? Integrative/intrinsic?

WHAT IS LANGUAGE? Language is a systematic and generative system. Language is a systematic and generative system. Language is a set of arbitrary symbols. Language is a set of arbitrary symbols. The symbols are primarily vocal but may also be visual. The symbols are primarily vocal but may also be visual. The symbols have conventionalized meanings. The symbols have conventionalized meanings. Language is used for communication. Language is used for communication. Language operates in a speech community/culture. Language operates in a speech community/culture. Language is mainly human but not limited to human. Language is mainly human but not limited to human. Language is acquired by all people in much the same way; language and language learning have universal characteristics. Language is acquired by all people in much the same way; language and language learning have universal characteristics.

Creativity in Language Creativity in Language Language is a set of arbitrary symbols which operates in a speech community; it is essentially human and is acquired in much the same way. Language is a set of arbitrary symbols which operates in a speech community; it is essentially human and is acquired in much the same way. Language is a set of sounds and symbols which are primarily vocal but may also be visual that are understood by a community and used for communication between human cultures and learned by most people in much the same way. Language is a set of sounds and symbols which are primarily vocal but may also be visual that are understood by a community and used for communication between human cultures and learned by most people in much the same way.

Creativity in Language Creativity in Language Language is a symbolic, systematic, primarily vocal form of communication which operates within a community or culture and whose acquisition has universal characteristics. Language is a symbolic, systematic, primarily vocal form of communication which operates within a community or culture and whose acquisition has universal characteristics. Language is a systematic culture-based means of communication, using arbitrary and conventionalized symbols; language and language learning have universal characteristics. Language is a systematic culture-based means of communication, using arbitrary and conventionalized symbols; language and language learning have universal characteristics.

What do we teach when we teach a language? LINGUISTIC KNOWLEDGE 1. Phonology: 1. Phonology: It is the knowledge of the sound system. It enables us to recognized the following: It is the knowledge of the sound system. It enables us to recognized the following: Human sounds from non-human sounds. Human sounds from non-human sounds. Native language sounds from non-language sounds Native language sounds from non-language sounds Sounds in the initial, medial and final position of words Sounds in the initial, medial and final position of words

What do we teach when we teach a language? LINGUISTIC KNOWLEDGE 2. Morphology: 2. Morphology: It is the study of the internal structure of words. It concerns the following topics/issues: It is the study of the internal structure of words. It concerns the following topics/issues:  Affixes  Prefixes  Infixes  Suffixes  Parts of speech  How words are coined in a language:

What do we teach when we teach a language? LINGUISTIC KNOWLEDGE What do we teach when we teach a language? LINGUISTIC KNOWLEDGE 3. Syntax: 3. Syntax: It is the study of the internal structure of sentences. It concerns the following topics:  Word Order  Surface and Deep Structure  Hierarchical order  Linear Order  Sentence Diagramming  Phrase structure Rules

What do we teach when we teach a language? LINGUISTIC KNOWLEDGE 4. Semantics: 4. Semantics: It is the study of meaning, logic, and reference. It concerns the following topics:  Connotative Meaning of Words  Denotative Meaning of Words  Lexical Ambiguity  Semantic Properties  Sense and Reference  Discourse Analysis

What do we teach when we teach a language? LINGUISTIC KNOWLEDGE What do we teach when we teach a language? LINGUISTIC KNOWLEDGE 5. Pragmatics: 5. Pragmatics: It is the use of Language in socially appropriate contexts. It concerns the following topics:  Sociolinguistic Rules of language  Speech Acts  Presupposition  Deixis  Anomaly  Metaphor