Teachers should consider the target language community, reasons for learning, and learner variables when teaching English. They help students become self-taught by providing the right tasks and recognizing success, while also motivating students and accounting for differences in age, learning styles, educational backgrounds, and English proficiency levels. Effective English teaching can take place in schools, language schools, real or virtual environments, and in-company settings.
Teachers should consider the target language community, reasons for learning, and learner variables when teaching English. They help students become self-taught by providing the right tasks and recognizing success, while also motivating students and accounting for differences in age, learning styles, educational backgrounds, and English proficiency levels. Effective English teaching can take place in schools, language schools, real or virtual environments, and in-company settings.
Teachers should consider the target language community, reasons for learning, and learner variables when teaching English. They help students become self-taught by providing the right tasks and recognizing success, while also motivating students and accounting for differences in age, learning styles, educational backgrounds, and English proficiency levels. Effective English teaching can take place in schools, language schools, real or virtual environments, and in-company settings.
Target-language English for a Specific Wanting to learn to
community Purpose (ESP). speak, read and write another language The purposes will have an effect on what it is Reasons for Different learner they want and need to learning variables. learn
Teachers help the
Schools and language student to become self- schools taught EFL, ESL and ESOL
Right kind of task for
the students. Responsibility of students LEARNERS Learning contexts
Real and virtual In-school and in-
Autonomous teaching learning environments company
Recognize the success
Importance of Student and good performance Learning styles Levels of the student motivation differences Beginners Educational and cultural Intermediate Age background Interest and Advanced predisposition to learn Children Adolescents Adults