Learning Objectives
Since the foreign language which is to be taught to the students is English, the following sequence can be used for teaching:
· Start with the alphabet, some pronunciation for normal interaction and a few basic English words
· Teaching the formation of sentences with the help of common verbs
· Teaching grammar concepts like adjectives, adverbs, negation, conjugation, syntax and such others to the students
· Organizing small discussion activities in between lectures to evaluate the efficiency of learning
· Organizing student centred activities as discussed below
· Conducting tests for evaluation and collecting feedback
The main learning objectives of the project are-
· To develop the interest of the students in learning English and improve the communication capacity of the students in English
· To improve the teaching effect and make use of full capacity of the students to learn the foreign language
· To improve the interaction between the students and the teacher
· To broaden the knowledge of the students to understand the western culture
· To generate a context for the language teaching
· To provide flexibility to the content of the course to maximize the learning capability of the students
· To integrate new technology and e-pedagogy to make the students learn English in the best possible manner (Shyamlee, 2012)
Learning English as a foreign language presents its own challenges and rewards. The conventional methods of teaching focused more on the teachers and the way they teach. But the new methods of learning are developed in a way that they follow a student-centred approach. A student-centred approach promotes a less focus onthe teacher and more focus on the actions and contributions of the learners. The students must feel that their input in the class is valued and is driving the class(Taylor, 1983). The student-centred approach may employ the following learning techniques in the class-
· First of all, the ELL must be made self-reflective and self-motivated for the students.
· The students must be engaged in short group discussions, both at the inception and end of the class. For this, the group members must be rotated on an everyday basis so that all the students get a fair opportunity to express their opinions and views on a certain topic.
· The students must be asked to form self-directed pairs and prepare assignments and reports after the end of a topic. It will promote the interest of the students in learning and evaluate their knowledge about the topic.
· The students must be asked to prepare group presentations on the class so that their hesitation comes off and they are open to public speaking(Marwan, 2017).
· Panel sessions can be arranged after the end of a topic where the students are asked to come up with the questions related to the topic and their questions are answered by the panel of experts.
· KWL approach can be used where the KWL posters including (What do you Know? What do you Want to know? What do you want to Learn?) can be put and the students can come and fill this poster. It will help the teachers to plan their next lectures(TeachThought Staff, 2017).
Student-Centered Approach
· Brainstorming method can be used to put the thinkers to work. The teachers can present the students with a situation and the students are asked to use creative thinking approach.
· Create media exercises can help the students to create videos on a particular topic and present in the classrooms
· Case study approach has also proven to be very effective as the students are provided with a case study and asked to apply critical thinking approach and present the solutions. For instance, the students can be asked to create videos on the topic “what difference does learning English make for an individual?”. The students will research on it, create videos and present them in the classroom(Pop, 2015).
These methods will ensure that the distance between the student and the understanding of English shortens.
While teaching English as a foreign language, three Cognitive, socio-affective and ethical concerns are faced:
· The concern implying that everyone has a worth
· The concerns implying that the students must learn to tolerate differences
· The concerns which state that the students must not hurt the feelings of others(Mangubhai, 2007)
According to the socio-perceptual perspective the social factors such as the language teachers, theinteraction with the society, language course, ethno linguistic vitality and individual differences influence the learning of a foreign language like English by an individual. Cognitive factors such as language aptitude and learning strategies affect the acquisition of English by the individuals. Personality attributes such as anxiety, self-esteem, self-confidence, extroversion and tolerance of ambiguity also interfere with the learning is a foreignlanguage (Thomas, 2009).
To overcome these, three types of integration patterns can be used which include assimilation, preservation and acculturation. These methods develop a positive attitude among the students for learning English and also help them to overcome the personal, social and ethical barriers for learning English.
Krashen’s Monitor Theory can be applied to understand how the learners acquire a foreign language. This theory is based on five hypotheses-
· Acquisition and Learning hypothesis which states that acquisition of a second language is a subconscious activity whereas learning is a conscious activity. They both must work simultaneously.
· Monitor Hypothesis which states that the learners utilize an internal monitor for recognizingtheir mistakes and correcting them on their own.
· Natural Order hypothesis which states that people acquire a language in a predictable natural order.
· Input Hypothesis which states that the learners must be given an input at a higher level than the current level of the learner for improved learning.
· Affective Filter Hypothesis states that a person with low self-confidence, low motivation and high anxiety has a limited acquisition of the language (Nitta, 2006).
These points must be kept in mind while developing an English Learning Plan.
Learning English as a foreign language has a number of benefits such as-
· It provides cognitive flexibility to the people as bilingual people can adapt themselves to unexpected situations in a faster manner as new language develops their areas of mind and fastens information processing.
· As English is a global language, it will allow the students to work and settle in every part of the world and interact with local people.
· Learning a second language improves the memory and makes an individual a conscious thinker and improves creativity.
· Learning English also improves the decision making abilities and increases attention as the language has different expressions, creates different types of sounds and allows the listener to decide what is correct for a particular situation.
· It helps students in developing multitasking skills as thestudents need to switch between different systems of speech, structure and writing( Aspect Education Ltd., 2018).
To make the students centred learning feasible, the teacher can use the following methods of instructions. Also, she can organize the activities mentioned above in “student-centred activities” Section.
· The teachers also play a significant role in providing an extensive student-centred learning. The teachers can use new technologies such as teaching using projectors, organizing workshops, developing presentations for students and teaching them using these methods.
· Role play and simulation are other effective instruction methods promoting student centred learning. Computer simulation can be used to simulate a new event and learn the use of English in practical situations (National Education Association, 2017).
· Social media can also be used to share a message with the students and get feedback.
· Games, competitions, debated and extempore can be organized to allow the students to use their learned English skills(TeachThought Staff, 2017).
References
Aspect Education Ltd. (2018). WHY LEARN ENGLISH? Retrieved 2018, from www.kaplaninternational.com: https://www.kaplaninternational.com/english-courses-abroad/benefits-learning-english
Mangubhai, F. (2007). he Moral and Ethical Dimensions of Language Teaching. Australian Journal of Education, 51(2), 178-189.
Marwan, A. (2017). Implementing Learner-Centered Teaching in an English Foreign Language (EFL) Classroom. Celt: A Journal of Culture, English Language Teaching and Literature, 17(1), 45-59.
National Education Association. (2017). 60 Student-Centered Teaching Strategies. Retrieved 2018, from www.nea.org: https://www.nea.org/tools/lessons/48913.htm
Nitta, T. (2006). Affective, Cognitive and Social factors affecting Japanese learners of English in Cape Town. University of the Western Cape.
Pop, M.-C. (2015). Course Material Design Using the New Technologies in Language for Specific Purposes Teaching and Learning. Procedia – Social and Behavioral Sciences, 182(2015), 325 – 330.
Shyamlee, S. D. (2012). Use of Technology in English Language Teaching and Learning. International Conference on Language, Medias and Culture.
Taylor, B. P. (1983). Teaching ESL: Incorporating a Communicative, Student-Centered Component. TESOL Quarterly, 17(1), 69-88.
TeachThought Staff. (2017). https://www.teachthought.com/pedagogy/28-student-centered-instructional-strategies/. Retrieved 2018, from www.teachthought.com: 28 Student-Centered Instructional Strategies
Thomas, M. (2009). Ethical issues in the study of second language acquisition: Resources for researchers. Second Language Research, 25(4), 493-511.
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