Methodology in English Language Teaching

METHODOLOGY-IN-ENGLISH-LANGUAGE-...
Anónimo
Metodología de la Enseñanza del Inglés
4º Grado en Estudios Ingleses
Facultad de Filología
Universidad Complutense de Madrid
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METHODOLOGY IN ENGLISH LANGUAGE TEACHING
UNIT 1: INTRODUCTION
1.1 ENGLISH TEACHING TODAY: ENGLISH AS AN INTERNATIONAL

LANGUAGE (EIL) AND ENGLISH AS A LINGUA FRANCA (ELF)
English as an International Language (EIL):
➢ English has not a national owner.

➢ It is a global means of communication.
How has the principles and practice of teaching English been affected?
There has been changes in four main areas:
➢ Language standards
➢ Native vs Nonnative teacher
➢ The notion of a target culture as that of ‘‘English speaking people’’
➢ The place of the first language (L1)
English as a Lingua Franca (ELF)
ELF can be seen as a ‘‘contact language among expanding circle users

of English from different L1s’’ (Jenkins, 2013)
According to Schmitz (2012: 260), ‘‘ELF (…) does not censure the mixing
of languages in interactions or the retaining of influences from the
different first languages that make up ELF (accent, vocabulary and
syntax) for they are not ‘‘inherently wrong’’ /Jenkins, 2000: 11).
1.2 LANGUAGE TEACHING APPROACHES AND PERSPECTIVES: EFL vs CLIL
How do we acquire an L2?
➢ Intuitive acquisition: according to Krashen’s (1982) model of L2

acquisition, a second language is learnt the same as our mother
tongue by means of extensive exposure to the L2 in real
communicative situations.
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➢ Habit formation: based on Skinner’s theory of Behaviorism,
language is considered to be a set of habits as patterns of
language are memorized and drilled until the correct forms are
produced automatically.
➢ Cognitive process: according to Chomsky’s (1957) Innatist theory,
language involves the understanding of underlying rules: as soon
as a person master them, they will be able to apply them in
different contexts.
➢ Skill-learning: according to Johnson (1996), language is a skill
learnt as any other skill. Rules are taught and then they are
practiced until people master them and use these rules fluently
and skillfully.
Different approaches, different methodologies
Grammar-translation
➢ Grammar rules explained by the teacher in the first language (+

grammar taught deductively)
➢ Translating texts from and to the TL
➢ Focusing on the written form and more formal registers of the
language
➢ More emphasis on accuracy rather than on fluency
The direct method
➢ Reaction against grammar-translation

➢ Focus on oral communication (process similar to the acquisition of
L1)
➢ Use of L1 banned in class. Everything must be taught in English.
➢ Drilling and correction (grammar taught inductively)
Audio-Lingualism
➢ Language is a set of habits learnt by repetition

➢ It focuses on the spoken form (attention to pronunciation)
➢ High use of teacher-led drills, memorization and repetition
➢ Accuracy rather than fluency
PPP (Presentation, Practice, Production)
➢ Considered a component of methodology rather than a whole

methodology
➢ Based on the skill-learning view of language acquisition
➢ Focus on grammar
➢ Teacher-centered
The communicative approach
➢ Became popular on the late 1970s

➢ Language as a way of communication learnt through naturalistic
or intuitive acquisition processes
➢ Learner-centered
➢ Students perform tasks related to communication (e.g. gap filling)
➢ Communication more important that accuracy
➢ Related methodologies: task-based instruction (TBI) and content
and language integrated learning (CLIL).
The post-communicative approach
➢ The main function of language is effective communication.

➢ The activities must use language in a meaningful way.
➢ Explicit language instruction and translation or even memorization
of dialogues.
➢ Penny Ur’s (2012) book is based on this approach.
The total physical response (TPR)
➢ Memory is enhanced through association with physical

movement.
➢ Learners must carry out instructions by physically performing the
activities
1.3 MOTIVATION AND GAMIFICATION
MOTIVATION
It involves 4 aspects:
➢ A goal
➢ Effortful behavior
➢ A desire to attain the goal
➢ Favorable attitudes toward the activity in question
Types of motivation:
Integrative and instrumental:
➢ Integrative motivation: the student’s aim is to be integrated in the

community and culture of the speakers of the L2
➢ Instrumental motivation: the student learns for material or
educational benefit (e.g., get a job)
Intrinsic motivation and extrinsic:
➢ Intrinsic motivation: associated with the activity of language

learning
➢ Extrinsic motivation: the learning process is based on the
perceived benefits of success in learning and penalties of failure
Self and Personal Identify
The concept that students have of themselves plays a crucial role in

motivation.
➢ E.g. students who see themselves as a member of an international

community will be more willing to learn.
➢ E.g. students who see themselves as high-achievers are likely to
invest more effort in learning an L2.
How to increase a student’s motivation?
➢ Remind them the importance of English
➢ Fostering their self-image as successful language learnings by
being supportive
➢ Try to make your classes entertaining and interesting
GAMIFICATION
Gamification is a brand-new concept. It consists on the application of

games in non-game contexts. Games are powerful tools that engage
students for a long period of time and motivate them.
Pros Cons
Increases student engagement Decreases student attention span
Creates enthusiasm Cost
Provides instant feedback Student assessment
Make social connections Game logistics
1.4 CLASSROOM DISCIPLINE
‘‘Classroom discipline exists when teacher and students accept and

consistently observe a set of rules relating to classroom behavior in order
to facilitate smooth and efficient teaching learning.’’
‘‘The teachers who are most successful in maintaining discipline in class

are not those who are good at dealing with problems, but those who
know how to prevent them from arising in the first place.’’
Dealing with discipline problems
Tips (I) Before the problem arises:
➢ Making an agreement with the students about what is and is not

acceptable at an early stage.
➢ Planning the classes carefully so that learners feel there is a
purpose and keep focused. Avoid ‘‘gaps of nothingness’’.
➢ Give clear instructions
➢ The teacher must keep in touch with the students
Tips (II) with the problem is beginning
➢ Deal with the problem quickly

➢ Do not take it personally
➢ Do not threat students
➢ Develop an interpersonal connection with your students
Tips (III) the problem has exploded
➢ Explode yourself to catch the students but without loosing your

temper. Do not overuse this strategy or it will lose its effect
➢ Give in. If students do not feel like doing an activity, it is okay to
have an alternative, but do not overuse this strategy
➢ Make an offer they can not refuse, by negotiating you can avoid
confrontation
➢ Call a higher authority to assist you if necessary since it might
diminish your authority, then try to talk to the students and reach
an agreement so it does not occur again
➢ Colleage support may be useful
UNIT 2: LESSON PLANNING AND TASK DEVELOPMENT
2.1 PREPARING YOUR LESSON
Lesson components (what to include?) Varied lessons
➢ More orderly better learning

➢ More engaging more fun
➢ Cater for different learning styles
➢ Varied activities and organization to engage students
➢ Do not apply the same sequence of activities every day
Lesson-plan
➢ Prepare your lesson in advance and write it down

➢ A template can help you with the aims and learning outcomes,
the timing of activities and the variety of activities.
➢ Keep an eye on your watch
➢ End with a positive note
➢ Always have a plan B in case there is extra time
Using the lesson plan
➢ At the beginning of the lesson so your students know how you

have organized it and be aware of what they are going to do in
class.
➢ At the end of the lesson by giving students time to reflect upon
how it went so that you can know what it works and what can be
improved.
2.2 FUNCTIONS OF THE TEACHER
The teacher has several functions:
➢ Instructor: the teacher provides students information about the L2.

➢ Activator: for acquisition to take place, it is essential that students
use English themselves. Because of this, providing students tasks is
very important.
➢ Model: the teacher is the prototype of the English speaker. Thus,
students will imitate him/her.
➢ Provider of feedback: in order to progress.
➢ Supporter: the teacher needs to support and help students to
understand and produce the language.
➢ Assessor: graded classroom tests, quizzes or dictations.
➢ Manager: organizing group work, make sure they are attending
and responding correctly…
➢ Motivator: the teacher must motivate students, so they do not lose
interest.
2.3 INTERACTIONS PATTERS
➢ Closed-ended: teacher questioning only the right response gets

approved.
➢ Individual work: teacher gives a task or set of tasks, and student
work independently.
➢ Choral responses: model which is repeated by the all class in
chorus, or a cue which is responded to in chorus.
➢ Collaboration: students do the tasks as in individual work, but work
together, in pairs, the teacher may intervene
➢ Students initiates: the student think of the questions and teacher
responds.
➢ Full-class: debate a topic or do a language tasks as a class, the
teacher may intervene.
➢ Teacher talk: silent student response (dictation) is no initiative on
the part of the students.
➢ Self-access: students choose their own learning tasks, and
autonomously.
➢ Open-ended: there are number of possible right answers so that
more students answer each one.
➢ Group work: students entail interaction, conveying info teacher
monitors.
Most common type of classroom interaction:
‘IRF’ = Initiation – Response – Feedback
Assessment, correction and comment
Sinclair and Coulthard (1975) refer to it as the ‘‘eliciting exchange’’.

Characteristic of teacher-fronted classrooms.
Classroom seating arrangements
Impact of learning
The physical setup of chairs, tables and presentation in a classroom can

significantly influence learning. Instructional communication theory
suggests that seating arrangement can impact how the instructor
communicates with students and how the students interact with one
another, impacting engagement, motivation, and focus (McCorskey
and McVetta. 1978). More recent research also suggests that students
tend to prefer more flexible seating arrangements (Harvey and Kenyon,
2013). In particular, students have been shown to be more partial
towards classrooms with mobile vs. fixed chairs, and trapezoidal tables
with chairs on casters as opposed to rectangular tables with immobile
chairs.
In general, spaces designed in a student-centered manner, focusing on

learner construction of knowledge, can support student learning (Rands
and Gansemer-Topf, 2017). In reality, however, many classrooms at
colleges and universities have been built using more conventional
models for lecture and seminar-type courses. Instructors can consider
ways to modify seating arrangements and match arrangements with the
demands of classroom activities in order to help maximize student
learning.
The importance of questions
Effective teacher questioning:
➢ Clarity
➢ Interest
➢ Accessibility
➢ Level of answer
➢ Learning value
Practical tips:
➢ Wait-time
➢ Echo
Types of questions
➢ Genuine or display questions?

➢ Eliciting short or long responses?
➢ Closed-ended or open-ended questions?
➢ Requiring lower-order or higher-order thinking?
Classroom questioning: should include different types of questions and

have to be effective.
2.4 HOMEWORK
The role of homework
➢ The teacher must use homework to reinforce the contents seen in

class with younger students.
➢ Sparse homework, e.g., finishing tasks that have not been finished
in class and re-reading a text seen in class.
➢ For older students, homework must help them to continue learning
outside the class and foster their autonomy, collaborative work
and critical thinking (writings, readings, projects, assignments).
Types of homework tasks
➢ Routine review
➢ Previews and preparation for the next lesson
➢ Creative assignments
➢ Preparation of presentations to give in class
➢ Projects
Making homework work
➢ Take time to explain and give clear instructions.

➢ Say why.
➢ Make homework a component of the grade.
➢ Limit homework by time rather than quantity.
➢ Provide extras or optional homework assignments.
➢ Give feedback on homework tasks. Some strategies:
o Correcting at home
o Providing feedback or the correct answers
Final remarks (two quotes)
Homework offers “extra opportunities for language study outside the

lesson” (…) and “fosters students ‘ability to work on their own as
autonomous learners”.
The best way to address the homework issue is for teachers to ensure
they have a good reason for assigning the homework. Homework should
be meaningful and provide students with the opportunity to practice
skills and concepts they have recently learned in school. Ensuring that
homework is properly designed and relevant to what students are
learning is the best way to alleviate concerns about its effectiveness.
(Zwaagstra, 2009)
UNIT 3: TEACHING VOCABULARY & GRAMMAR
3.1 TEACHING VOCABULARY: WHAT AND HOW TO TEACH?
Vocabulary: words in the language. A useful convention is to talk about

vocabulary ‘‘items’’ rather than words as this term compounds single
words as well as multi-word expressions. It can also refer to grammatical
items.
Aspects of vocabulary that students need to learn
➢ Form: pronunciation and spelling

➢ Meaning: denotation
➢ Connotation
➢ Grammar
➢ Collocation
➢ Appropriateness
Denotative meaning: literal meaning.
Connotative meaning: emotional or positive-negative associations

implied.
Meaning relationships:
➢ Synonyms
➢ Antonyms
➢ Hyponyms
➢ Co-hyponyms or coordinates
➢ Superordinates
➢ Translation
Teaching/learning vocabulary
The vocabulary acquired in our first language is mainly acquired in an

incidental way, in the case of the L2 the application of vocabulary
teaching procedures are necessary.
Aiming at teaching new items:
➢ Select the items to teach.

➢ Present the items.
Aiming at reviewing vocabulary:
➢ Principle of expanding rehearsal (Baddeley, 1997): a given item

should be first reviewed soon after it has been learnt. If students
remember it, the delay should be increased. Eventually , the item
becomes part of their permanent vocabulary.
➢ Review tasks: single items or items in context.
Vocabulary games: last man standing, blackboard Pictionary, charades,

taboo words, the 20 objects game, categories, letter scramble,
chalkboard acronym, what am I thinking of?, word bingo, memory
game, scrabble, hangman and Kahoot.
3.2 VOCABULARY ASSESMENT: TESTS FORMATS AND CRUCIAL QUESTIONS

TO BEAR IN MIND
Vocabulary tests formats:
Multiple choice, gap fills, close-text, one-to-one matching, dictation,

translation-dictation, sentence completion, say if you know it and prove
it!, translation, read aloud, describe a picture.
Crucial questions to ask ourselves when designing or selecting

vocabulary items
➢ Does the test check only receptive knowledge of the target items
or does it tell us whether they can also produce the items?
➢ Does it test spoken or written knowledge of the item, or both?
➢ Does it require students to contextualize the item, or just to
understand it and produce it in isolation?
➢ Does it provide for objective assessment or does it require a more
subjective kind of judgement?
➢ Does it assess aspects other than meaning and form, e.g.
connotations?
➢ How practical or easy is it to design and administer?
➢ How easy is it to check and grade?
Tests of overall vocabulary knowledge
The vocabulary Level tests (developed by Paul Nation, 2001). Composed

of test items at different levels. Such tests items are grouped according
to the frequency, at 5 levels.
➢ Level 1: items that fall btw the 1,000-2000 most frequent words
➢ Level 2: items btw 2,000 and 3,000
➢ Level 3: items btw 3,000 and 5,000
➢ Level 4: items in the Academic Word List
➢ Level 5: items up to 10,000
Dos and Don’ts for teaching vocabulary in any content Area
Dos Don’ts
Select the words Assign long lists of words
Strategies to engage students in Have students look up lists of
word study words in a dictionary
Help students to come up with Have students simply copy
their own definitions definitions
Assess student use of words in Give students matching tests that
authentic writing and speaking show only memorization of
definitions
3.3 TEACHING GRAMMAR: WHAT AND HOW TO TEACH?
Features characteristic of ELF:
➢ Dropping of the 3rd person present tense -s.

➢ Confusing the relative pronouns who and which.
➢ Omitting definite and indefinite articles where they are obligatory
in ENL, and inserting them where they do not occur in ENL.
➢ Failing to use correct forms in tag questions.
➢ Inserting redundant prepositions.
➢ Overusing certain verbs of high semantic generality.
➢ Replacing infinitive-constructions with that-clauses.
➢ Overdoing explicitness.
Why is it important to encourage our students to use standard grammar?
How best to teach grammar
➢ Explicit instruction: the teacher explicitly explains the grammar

rules.
➢ Implicit instruction: grammar rules are not explained. Students are
exposed to the correct forms.
According to Krashen (1999): grammar is best acquired implicitly, though

comprehensible input. Connection with the Input Hypothesis.
There is evidence that students who receive explicit grammar instruction

perform better than those who do not (Norris & Ortega, 2001).
Why do students continue making mistakes despite practice?
➢ The teachability hypothesis: L2 learners acquire grammatical
structures in a fixed order, regardless of the order in which they are
taught (Pienemann, 1984).
➢ If you teach a grammatical item which the learner is not
developmentally ready that will not result in learning.
➢ Ellis (2001) proposes ‘‘consciousness-raising’’ as a solution. Raising
awareness of the rule without demanding its use in speech or
writing.
➢ Practice improves performance.
Presenting and explaining grammar
Some guidelines and tips:
➢ Provide learners examples before explaining the content.

➢ Say and write examples.
➢ Teach form and meaning.
➢ Decide whether to use grammatical terminology depending on
your situation and students’ age.
➢ If students are not proficiency enough to understand the
grammar, use the L1 to explain it.
➢ Compare and contrast the meaning of the L2 with L1 structures.
➢ Do not give many details.
➢ Choose the most appropriate process.
➢ Get feedback.
➢ Grammar explanations at the beginning of the class.
Consolidating and automatizing grammatical knowledge
Some students do all the grammar exercises perfectly, but have mistakes
in the same items when they are performing a speech or writing (Ur,
2002, 82)
Teachers must help learners move from form-focused practice to

meaning-focused practice.
3.4 GRAMMAR ASSESMENT: CLOSED-ENDED TEST ITEMS vs OPEN ENDED
TEST ITEMS
Close-ended Open-ended
Requires a predetermined correct Learners write made up
answer sentences, phrases or longer
passages and there is not a right
answer
Quickly and easily graded Takes more time to grade
Difficult to design Difficult to assess
The answers might be right; Learners can demonstrate they
however, this does not mean they are able to produce the required
can produce the L2 grammar in grammar item
their own unguided output
Examples: Examples:
Multiple or dual choice
Open-ended sentence
Guided gapfillings
Matching halves of a sentence completion
Rewriting: using a given word and
Sentence-composition
continuing the beginning of the
sentence Translation
Correcting the mistake
UNIT 4: TEACHING LISTENING AND SPEAKING
4.1 GOALS AND PROBLEMS IN TEACHING LISTENING
Features of spoken discourse (that affect listening)
Vocabulary: lower lexical density
➢ Use of ‘‘imprecise’’, vague terms.

➢ Use of ‘‘informal’’ terms.
➢ Redundant content.
Grammar & syntax
➢ Somewhat ungrammatical in contrast to more written texts.
Pronunciation
➢ Sometimes it differs from the phonological representation shown in

dictionaries.
➢ Weak forms, elision or the (dis)appearance of sounds are
common.
Other features
➢ Noise: bits of discourse which are meaningless as they cannot be

understood.
➢ Redundancy (repetition, paraphrase, additions…)
➢ Varied accents
➢ Facial expressions and body language
4.2 DESIGNING LISTENING ACTIVITIES
Design features and tips
➢ Listening activities must prepare students for real-life listening

situations.
➢ Tell your students the topic of the listening, by doing this, students
activate previous knowledge and listen selectively for relevant
information.
➢ The activity must be interesting.
➢ Do not pre-teach too much vocabulary.
Types of listening activities (depending on the response we want from

students)
➢ No overt response: the teacher can see by student’s facial

expressions if they understand the lesson. Students’ response is not
necessary.
➢ Short responses: such as writing a word, a symbol, or physical
movement.
➢ Longer responses: written by students.
➢ Extended responses: extended activity that involves reading,
writing or speaking.
Example of activity
➢ Ticking off items of a list (by listening to spoken description).

➢ True / false (without writing the evidence for any).
➢ Telling your students a story or personal anecdote they might find
amusing.
➢ Problem-solving (a problem is described orally and then students
are set in groups to discuss on the solution).
➢ Summarizing a listening passage in written form.
➢ Skimming and scanning.
➢ Cloze.
➢ Dicto-gloss (taking notes and reconstructing the text in groups).
4.3 GOALS AND PROBLEMS IN TEACHING SPEAKING
4 main problems:
➢ Shyness and inhibition to speak in the L2.

➢ Finding things to say (students not interested on the topic)
➢ Low participation of individuals (normally the same students
participate).
➢ Students commonly resort to their L1.
How can these problems be solved?
➢ Small groups rather than big ones.

➢ Students must be aware of the purpose of the activity and the
importance of speaking.
➢ Tell your students that speaking can only be improved by speaking
as much as possible.
➢ Appoint a discussion leader so everyone gets a chance to
participate.
➢ Appoint an L1 monitor to control uses of the L1.
4.4 DESIGNING SPEAKING ACTIVITIES
➢ Topic-based activity: the topic has to be interesting for the

students to make them want to talk.
➢ Task-based activity: there is a final objective to achieve
collaboratively and only by means of interaction.
Speaking activity design: dialogues, things in common, describing

pictures, role-play, picture differences, solving a problem, etc., …
Presentations: advice to students
➢ Plan the presentation.

➢ Do not read nor memorize the text.
➢ Use the slides as reminders.
➢ Keep eye contact.
➢ Speak clearly.
➢ Watch out for body language.
What about Pronunciation? Teachers must focus on:
➢ Sounds: sounds that lead to miscommunication must be taught.

➢ Rhythm: stress-timed vs. syllable-timed.
➢ Intonation: the use of ELF has resulted in a wide range of intonation
patters.
➢ Stress: misuse of stress can lead to misunderstandings, because of
this, students must be taught how to convey stress to convey
different meanings.
How can we teach pronunciation? (Ur, 2012: 131):
➢ Receptive awareness-raising
➢ Focused explanations
➢ Imitation of sounds
➢ Producing the L2 pronunciation item
➢ Meaningful tasks
UNIT 5: TEACHING READING & WRITING
5.1 BEGINNING READING AND READING TASKS
It is essential to identify and decode every single letter when we start

reading. However, this changes when we are fluent readers. We do not
need to identify every word in order to understand the text. Good
readers look for meaning rather than decoding or reading every single
word. The reader uses its background knowledge to find coherence and
meaning. The more coherent the text is, the less will take the reader to
read it. Phonemic awareness refers to ‘‘a pre-reading stage where
students become aware of the separate sounds in the language for
which they will later learn the corresponding letters’’.
5.2 FLUENT AND EXTENSIVE READING
Fluent reading: what is reading fluency?
1. Language level 6. Prediction

2. Content 7. Motivation
3. Speed 8. Purpose
4. Selective attention 9. Different strategies
5. Unknown vocabulary
Fluent reading can be developed by having learners engage in
repeated oral reading and modelled fluent reading. They have to be
able to differentiate between word recognition and comprehension.
Extensive reading consists of the reading of long and interesting texts by
individual students (reading for pleasure).
Reading activities
Pre-reading activities
➢ A picture equals a thousand words.

➢ Talk about the topic.
➢ What does the title suggest?
While-reading activities
➢ Story consequences.
➢ True or false.
After reading activities
➢ Character’s posters.
➢ Summary of the plot.
➢ Order the events.
5.3 HOW TO PROMOTE FLUENT WIRITING
What is writing? Implications for teachers
➢ Writing differs from the other 4 skills because of how it is produced

and the way it communicates.
➢ Writing has to be systematically taught.
➢ Most writing is formal. Students need to differentiate btw formal
and informal writings. These differences can be found at the
following levels: grammar and lexis, punctuation, writer’s personal
detachment from reader, editing and redrafting, length and
explicitness.
Fluent writing
Fluent writing is meaningful and aims to improve learner’s ability to

compose written text for communicative purpose. This implies following
the conventions of particular genres.
What skills do fluent writers need to master?
➢ Getting the grammar right.

➢ Using a range of sentence structures.
➢ Having a range of vocabulary.
➢ Punctuating meaningfully.
➢ Spelling accurately.
➢ Linking ideas and information across sentences to develop a topic.
➢ Using the conventions of layout correctly.
5.4 WRITING TASKS
Tasks that promote fluent writing
Before writing it is useful to look at finished products. Finished products

can be used to explain specific features of the text or its organization.
Writing in class
Writing tasks are normally set as homework, however it is useful to vary

this routine by doing shorter writing assignments during the lectures.
➢ Collaborative planning: in groups, students think of the content

and structure they are going to use in their individual writing.
➢ Five-minute writing activities help to develop concentration and
can easily be turned into a game.
➢ Multiple contribution: students write words or sentences from a
topic or line provided by the teacher, and then pass it to another
student.
The process-writing cycle
Providing key vocabulary and a model text, as well as helping them on

the structure and giving them the opportunity to start writing it in class,
students will be able to write their first draft as well as possible. Moreover
you should aware them of what criteria should be met and develop self-
assessment and promote reflection on the process of learning.
UNIT 6 DEALING WITH ERRORS IN THE EFL CLASSROOM
6.1 WHAT AND HOW TO CORRECT?
Error correction is a form of interaction. The teacher must tell students

what is wrong and correct them. This method prevents students from
committing mistakes.
6.2 TYPES OF ERROR CORRECTION: ORAL AND WRITTEN
Oral correction methods
➢ Recast
➢ Elicitation
➢ Clarification request
➢ Metalinguistic feedback
➢ Explicit correction
➢ Repetition
(…) the most effective oral correction involves some kind of

negotiation and active contribution from the student. So elicitations,
repetitions or metalinguistic feedback, which get the student to
rethink what he or she has said and produce the correct form, are
significantly better than recasts.
UNIT 7: DEALING WITH ASSESMENT AND EVALUATION IN EFL
7.1 FUNCTIONS AND TYPES OF ASSESMENT
Functions of assessment
Why assess English proficiency? In order to evaluate…
➢ Student’s overall level.

➢ Students’ progress.
➢ How well students have learnt.
➢ Students’ strengths and weakness.
Summative and formative assessment
Summative assessment
➢ Provides a grade rather than specific feedback.

➢ Takes place at the end of a period of learning.
➢ Carried out by the teacher or external institutions.
Formative assessment
➢ Provides clear feedback, as it aims to enhance future learning. It

may also provide a grade.
➢ Takes place in the middle of a period of learning.
➢ Carried out by the class teacher.
7.2 TEST DESING
➢ It may be appropriate to give students the instructions both in

English and in their L1.
➢ The test should contain questions of different levels of difficulty.
➢ Students should be informed of the points given to each section of
the test.
➢ It is good to include one or two tricky questions that are
challenging to higher level Students.
➢ Students should be let to compose their own tests.
Testing comprehension and fluency
➢ Listening comprehension
➢ Reading comprehension
➢ Speaking.
➢ Writing
7.3 ADMISTERING TESTS IN CLASS
Most tests are run by the teacher in the class. It is important to know how
to administer them. Tips:
➢ Inform about the test in advance.

➢ Provide some class time to preparation.
➢ Give some information about the tests as you present it.
➢ Provide instructions.
➢ Check and return the tests as soon as you can.

Methodology in English Language Teaching

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METHODOLOGY-IN-ENGLISH-LANGUAGE-...

Metodología de la Enseñanza del Inglés

4º Grado en Estudios Ingleses

Reservados todos los derechos.

1.1 ENGLISH TEACHING TODAY: ENGLISH AS AN INTERNATIONAL

English as an International Language (EIL):

➢ English has not a national owner.

English as a Lingua Franca (ELF)

ELF can be seen as a ‘‘contact language among expanding circle users

1.2 LANGUAGE TEACHING APPROACHES AND PERSPECTIVES: EFL vs CLIL

How do we acquire an L2?

➢ Intuitive acquisition: according to Krashen’s (1982) model of L2

Different approaches, different methodologies

➢ Grammar rules explained by the teacher in the first language (+

The direct method

➢ Reaction against grammar-translation

➢ Language is a set of habits learnt by repetition

PPP (Presentation, Practice, Production)

➢ Considered a component of methodology rather than a whole

The communicative approach

➢ Became popular on the late 1970s

The post-communicative approach

➢ The main function of language is effective communication.

The total physical response (TPR)

➢ Memory is enhanced through association with physical

Integrative and instrumental:

➢ Integrative motivation: the student’s aim is to be integrated in the

Intrinsic motivation and extrinsic:

➢ Intrinsic motivation: associated with the activity of language

Self and Personal Identify

The concept that students have of themselves plays a crucial role in

➢ E.g. students who see themselves as a member of an international

How to increase a student’s motivation?

➢ Remind them the importance of English

Gamification is a brand-new concept. It consists on the application of

1.4 CLASSROOM DISCIPLINE

‘‘Classroom discipline exists when teacher and students accept and

‘‘The teachers who are most successful in maintaining discipline in class

Dealing with discipline problems

Tips (I) Before the problem arises:

➢ Making an agreement with the students about what is and is not

➢ Deal with the problem quickly

Tips (III) the problem has exploded

➢ Explode yourself to catch the students but without loosing your

UNIT 2: LESSON PLANNING AND TASK DEVELOPMENT

2.1 PREPARING YOUR LESSON

Lesson components (what to include?) Varied lessons

➢ More orderly better learning

➢ Prepare your lesson in advance and write it down

Using the lesson plan

➢ At the beginning of the lesson so your students know how you

2.2 FUNCTIONS OF THE TEACHER

The teacher has several functions:

➢ Instructor: the teacher provides students information about the L2.

2.3 INTERACTIONS PATTERS

➢ Closed-ended: teacher questioning only the right response gets

Most common type of classroom interaction:

‘IRF’ = Initiation – Response – Feedback

Assessment, correction and comment

Sinclair and Coulthard (1975) refer to it as the ‘‘eliciting exchange’’.

The physical setup of chairs, tables and presentation in a classroom can

In general, spaces designed in a student-centered manner, focusing on