TEACHING ENGLISH

AS A SECOND LANGUAGE

PSYCHOLOGICAL
PRINCIPLES
THIS PRESENTATION IS MADE FOR D.R ELAF

• Made by:
• Hussein khairullah
• Hussein sami
• Athra reda
• Rand firas
 WHAT IS THE MAIN GOAL OF A
COMMUNICATIVE CLASSROOM?
• The primary goal of a communicative classroom is
student develop ment of communicative competence
in English. At a basic level, this includes development
of students ability to comprehend and pro duce
written and spoken English in
communicatively proficient and
accurate ways.
• Influenced by the thinking of Dell Hymes, and other
especially Sandra Savignon, competence has four interrelated
components-grammatical, dis fonants course, socio-cultural,
and strategic competency.
• 1- grammatical competency.
• 2- Communicative competence.
• 3- The third component of communicative
• competence.
4- Finally, communicative competence includes
strategic competency.
 HOW DO E FL /ES L TEACHE RS PROVIDE
OP PORT UNI TIES F OR S TUDENT S TO COMM UNICATE
IN E NGL ISH?

1- Yoshi’s class. Is dominated by the teacher

who, for example, gives lengthy explanations
and lectures, asks the majority of the
questions, and makes judgments about the
students’ answers.
• 2- other EFL/ESL teachers see value in get
ting students involved in interacting in
English and in this section, based on a
framework provided by Littlewood.
 WE HAVE TWO TYPES OF
PRECOMMUNICATIVE.
1- activities-structural
2- quasi-communicative.
Structural activities focus on the grammar
and lexicon.
• Quasi-communicative activities focus on
how the language is used to communicate
meaning.
• If you are teaching students beyond a basic
level, it’s okay to skip the
precommunicative activities.