Теоретичне питання з методики викладання англійської мови та літератури:

1.Dwell on peculiarities and usage of Task-Based Language Teaching (TBL) as an effective

approach in Modern Methodology.
The task-based teaching approach is one of many modern ESL teaching methods and focuses on setting
a goal for students — this could be a report, a video, or a presentation — and then following three main
steps to achieve that goal.

Why is task-based learning important?

 During task-based learning, students solve tasks that are relevant and interesting to them. In
order to solve the task, they need to use the target language they’re learning to communicate
with their peers. They use authentic language instead of answering grammar or vocabulary
questions about the language. Students — especially younger learners — don’t actually feel that
they’re studying a language at that moment because they’re engrossed in the task they’re
working on.

 Task-based learning is especially conducive to group learning. Learning a language as a group is

also a very important contributor to effective retention. Collaborating with others and becoming
confident with the language within a group is a key step in acquiring that language. Also,
receiving positive feedback from peers and teachers increases confidence and motivation to
learn and to communicate with others.

 Students’ understanding of the language also deepens because the realistic context in which
they’re learning the language is relevant to their personal lives. It’s a good idea to ask your
students about their hobbies and preferences at the beginning of a course so that you can
include their interests in the tasks you set.

 In addition to the benefits for students, solid knowledge of this method will also increase your
job prospects as a teacher. Some job ads, like this one from online ESL company Voxy,
specifically ask for task-based language teaching experience!

1. The pre-task

During this stage, which can take up a whole lesson if needed, the teacher introduces the task to the
students and gets them motivated to solve it. Once everyone is engaged, the teacher should explain
what is expected for the task.

Verbal explanations can be supported by an example from the teacher or by showing a previous
student’s work. The teacher can then give further instructions if needed and offer advice on how to
approach the task.

2. The task

This is the main stage of task-based learning, where students start working on the task, usually in groups
or pairs. This stage is done in the target language so that students feel the need to use the language
they want to learn in order to solve the task.
The teacher doesn’t usually join in the work process. Instead, he or she will monitor the students and
offer hints if students really need support.

Find out about teaching English online to groups.

3. The review (or post-task)

Once the students have completed the task and have something to present, the review stage, also
known as the post-task, starts.

It’s a good idea to let students evaluate each other’s work and only offer a teacher review of frequently-
made errors during the task. Peer correction could be carried out in the form of comments, feedback
discussions, or a checklist with additional room for free commentary.

The review stage offers students the opportunity to reflect on their work and analyze it in order to
improve their skills for the future.

2.Dwell on the teacher’s talking time during the language lesson.

Teacher talking time refers to the amount of class time the teacher spends speaking to the class, either
as part of a lecture or in discussions. Particularly in ESL classes, more time needs to be given to students
so they can speak more—foreign language learners improve more rapidly when they are able to practice
what they’ve learned more often.Some EFL/ESL researchers say that students should speak for 70% of
the lesson. Teachers should speak for 30% of the time. Of course, some lessons may require longer
explanations on the part of the teacher. Or other lessons may only require a minimal amount of
explanation, and 90% or more may be devoted to conversational activities. But this 70/30 figure works
well as a goal in most classroom situations.

Why Reducing Teacher Talking Time?

1. Excessive Teacher Talking Time  imits the amount of Student Talking Time.

2. A large amount of Teacher Talking Time leads to loss of concentration, boredom. and reduced
learning.

3. Teacher long explanations are tedious and hard to follow

4. Teacher Talking Time reduces students opportunities for developing the speaking skill.

5. Teacher Talking Time makes students not to take responsibility for their own learning

What are some strategies to reduce Teacher Talking Time?

These are some strategies to help teachers reduce their teaching talking time.

Pair Work

The use of pair work activities has been advocated by communicative approaches to foreign language
pedagogy for the many years.
Organize pair work activities so student talk to each other and the interaction in the classroom doesn’t
have to be between learner and teacher.

Elicit

Elicitation is a technique by which the teacher gets the learners to give information rather than giving it
to them.

To reduce teacher talking time, use body language, mime, gesture and facial expressions rather than
words to communicate.

Instructions

Giving instructions is an integral part of being a teacher. You are going to be spending a lot of time
telling students what to do and when to do it. Keep instructions simple and clear.

Silence

How often is it quiet in your classroom? Do you value quiet, or dread it? Is silence “awkward” for you or
your students?

Sometimes we mistake silence as a sign of inactivity. Tolerate silence and give students enough time to
reply and prepare for activities.

Student-Centered Task

Calculate how much time you spent talking and cut out some of the speaking or replace it with student-
centered activity.

Student-Centered Learning, also known as learner-centered education, broadly encompasses methods

of teaching that shift the focus of instruction from the teacher to the student.

3.Dwell on peculiarities and usage of Teaching Practice Approach (TPA) in Modern

Methodology.
The Teach-Practice-Aproach (TPA) model for instructional improvement, an overview is presented of
three general factors necessary for effective instruction: knowledge of content area; knowledge of
teaching and learning theory; and the ability to select and use appropriate teaching strategies.

The teach component is the part of a lesson that presents students with what they need to know. The
focus is on the teacher who uses media and materials, explains, and demonstrates while introducing the
new topic. The purpose of the teach is to increase the clarity and vividness of small and large group
presentations. During this component, the teacher also relates the current information to knowkdge and
skills from previous lessons and the students' experiential backgrounds. Several terms such as "leading,"
"directing," "showing," and "telling" are somewhat synonymous with the systematic instruction that
occurs. A set of teacher skills clarity of instruction, enthusiasm, use of questions, interaction with
students, and varied instructional strategies) are used to create a set of student behaviors and
responses. Most instructional sessions should begin with a teach. That is, the teacher should take time
to introduce concepts or skills in such a way that students develop a level of understanding necessary
for successfully completing the ensuing assignment.
A brief example illustrates how a student teacher failed to provide appropriate instruction before
assigning student seat work. The student teacher, responsible for a long-i spelling lesson, began the
lesson by stating: "Get out your spelling books and do dot two and dot three. I'll be at my desk if you
have any questions." She did not introduce the focus of the assignment, nor did she ensure that students
possessed the skill necessary to successfully complete the task. In effect, the assignment, rather than the
teacher, taught the students. According to Good lad, this approach to teaching is "so consistently
repetitive" in classrooms across America.

The length of the teach portion of the lesson varies. A teacher planning to use the demonstration
strategy will have a relatively long teach. Conversely, a teacher introducing a student-centered activity
or an inquiry activity will have a relatively brief teach and will allocate more time for practice and apply
activities. The Practice The second component of the lesson provides opportunities for students to
"practice" what has been presented by completing work directly related to the lesson topic. The practice
component of TPA shifts the focus of the lesson from the teacher to the students, who are more actively
and productively engaged. Thus the teacher is responsible for planning and implementing the learning
tasks that allow the students to practice skills presented during the teach component of the lesson, and
the teacher is responsible for monitoring the students' practice work. Monitoring student activities
ensures that each student is completing the task and understands the skill being practiced. The student
teacher cited in the spelling lesson, for example, could have first introduced or taught the long-i skill
developed in the "dot two and dot three" exercises. During the teach component of the spelling lesson,
she could also have related the skill to previous instruction in order to provide a mindset for learning.
Toward the end of the teach she could have had the class respond to one or two items in each of the dot
activities. Only after she provided an adequate teach should students have been allowed to proceed
with the assigned practice. Because students have a propensity for perceiving and practicing skills
incorrectly, teachers should actively monitor their practice, intervene when they are responding
incorrectly, and provide reinforcement when they complete the skill correctly. Good lad found that, in
some classrooms, the "feedback-with-guidance associated with helping students to understand and
correct their mistakes was almost nonexistent". The Apply In the apply component of TPA students
begin to use the skill either with less teacher supervision or with teacher encouragement to use the skill
in broader contexts. As soon as students have demonstrated a reasonable grasp of the skill, the teacher
should provide learning activities that encourage them to apply it in related areas that is, apply what has
been presented and practiced in class. In the spelling example, the teacher could ask students to
develop r list of additional words producing the long-i sound. Further, students could classify the words
by the letter combinations creating the sound. Thus students might produce categories with letter
combinations such as "ie" and "igh." The opportunities to learn related information dealing with the
long-i sound would mean students are engaged in academically relevant tasks. Homework assignments,
too, may be characterized as an application activity because students are functioning with considerably
less teacher supervision. Also, creative assignments requiring higher-order thinking may be classified as
application activities as students use the new skill in different ways.

4. Instructional scaffolding as a learning process designed to promote a deeper level of

learning
Instructional Scaffolding to Improve Learning
Similar to the scaffolding used in construction to support workers as they work on a specific task,
instructional scaffolds are temporary support structures faculty put in place to assist students in
accomplishing new tasks and concepts they could not typically achieve on their own. Once students are
able to complete or master the task, the scaffolding is gradually removed or fades away—the
responsibility of learning shifts from the instructor to the student.

Why use Instructional Scaffolding?

One of the main benefits of scaffolded instruction is that it provides for a supportive learning
environment. In a scaffolded learning environment, students are free to ask questions, provide feedback
and support their peers in learning new material. When you incorporate scaffolding in the classroom,
you become more of a mentor and facilitator of knowledge rather than the dominant content expert.
This teaching style provides the incentive for students to take a more active role in their own learning.
Students share the responsibility of teaching and learning through scaffolds that require them to move
beyond their current skill and knowledge levels. Through this interaction, students are able to take
ownership of the learning event.

When you incorporate scaffolding in the classroom, you become more of a mentor and facilitator of
knowledge rather than the dominant content expert.

The need to implement a scaffold will occur when you realize a student is not progressing on some
aspect of a task or unable to understand a particular concept. Although scaffolding is often carried out
between the instructor and one student, scaffolds can successfully be used for an entire class. The
points below are excerpted from Ellis and Larkin (1998), as cited in Larkin (2005), and provide a simple
structure of scaffolded instruction.

First, the instructor does it

In other words, the instructor models how to perform a new or difficult task, such as how to use a
graphic organizer. For example, the instructor may project or hand out a partially completed graphic
organizer and asks students to "think aloud" as he or she describes how the graphic organizer illustrates
the relationships among the information contained on it.

Second, the class does it

The instructor and students then work together to perform the task. For example, the students may
suggest information to be added to the graphic organizer. As the instructor writes the suggestions on
the white board, students fill in their own copies of the organizer.

Third, the group does it

At this point, students work with a partner or a small cooperative group to complete the graphic
organizer (i.e., either a partially completed or a blank one). More complex content might require a
number of scaffolds given at different times to help students master the content.

More complex content might require a number of scaffolds given at different times to help students
master the content.

Fourth, the individual does it

This is the independent practice stage where individual students can demonstrate their task mastery
(e.g., successfully completing a graphic organizer to demonstrate appropriate relationships among
information) and receive the necessary practice to help them to perform the task automatically and
quickly.

Types of Scaffolds

Alibali (2006) suggests that as students progress through a task, faculty can use a variety of scaffolds to
accommodate students’ different levels of knowledge. More complex content might require a number
of scaffolds given at different times to help students master the content. Here are some common
scaffolds and ways they could be used in an instructional setting.

 Advance organizers - Tools used to introduce new content and tasks to help students learn
about the topic: Venn diagrams to compare and contrast information; flow charts to illustrate
processes; organizational charts to illustrate hierarchies; outlines that represent content;
mnemonics to assist recall; statements to situate the task or content; rubrics that provide task
expectations.

 Cue Cards - Prepared cards given to individual or groups of students to assist in their discussion
about a particular topic or content area: Vocabulary words to prepare for exams; content-
specific stem sentences to complete; formulae to associate with a problem; concepts to define.

 Concept and mind maps - Maps that show relationships: Partially or completed maps for
students to complete; students create their own maps based on their current knowledge of the
task or concept.

 Examples - Samples, specimens, illustrations, problems: Real objects; illustrative problems used
to represent something.

 Explanations - More detailed information to move students along on a task or in their thinking of
a concept: Written instructions for a task; verbal explanation of how a process works.

 Handouts - Prepared handouts that contain task- and content-related information, but with less
detail and room for student note taking.

 Hints - Suggestions and clues to move students along: “place your foot in front of the other,”
“use the escape key,” “find the subject of the verb,” “add the water first and then the acid.”

 Prompts - A physical or verbal cue to remind—to aid in recall of prior or assumed knowledge.

o Physical: Body movements such as pointing, nodding the head, eye blinking, foot
tapping.

o Verbal: Words, statements and questions such as “Go,” “Stop,” “It’s right there,” “Tell
me now,” “What toolbar menu item would you press to insert an image?”, “Tell me why
the character acted that way.”

 Question Cards - Prepared cards with content- and task-specific questions given to individuals or
groups of students to ask each other pertinent questions about a particular topic or content
area.
  Question Stems - Incomplete sentences which students complete: Encourages deep thinking by
using higher order “What if” questions.

 Stories - Stories relate complex and abstract material to situations more familiar with students:
Recite stories to inspire and motivate learners.

 Visual Scaffolds - Pointing (call attention to an object); representational gestures (holding curved
hands apart to illustrate roundness; moving rigid hands diagonally upward to illustrate steps or
process), diagrams such as charts and graphs; methods of highlighting visual information.

Preparing to Use Scaffolding

As with any teaching technique, scaffolds should complement instructional objectives. While we expect
all of our students to grasp course content, each of them will not have the necessary knowledge or
capability to initially perform as we have intended. Scaffolds can be used to support students when they
begin to work on objectives that are more complex or difficult to complete. For example, the
instructional objective may be for students to complete a major paper. Instead of assuming all students
know how to begin the process, break the task into smaller, more manageable parts.

1. First, the instructor provides an outline of the components of the paper

2. Then students would prepare their outline

3. The instructor then provides a rubric of how each paper criteria will be assessed

4. Students would then work on those criteria and at the same time and self-evaluate their
progress

5. The pattern would continue until the task is completed (although scaffolds might not be
necessary in all parts of the task)

Knowing your subject well will also help you identify the need for scaffolding. Plan to use scaffolds on
topics that former students had difficulty with or with material that is especially difficult or abstract.
Hogan and Pressley, (1997) suggest that you practice scaffold topics and strategies they know well. In
other words, begin by providing scaffolded instruction in small steps with content you are most
comfortable teaching.

Plan to use scaffolds on topics that former students had difficulty with or with material that is especially
difficult or abstract.

Guidelines for Implementing Scaffolding

The following points can be used as guidelines when implementing instructional scaffolding (adapted
from Hogan and Pressley, 1997).

 Select suitable tasks that match curriculum goals, course learning objectives and students’
needs.

 Allow students to help create instructional goals (this can increase students’ motivation and
their commitment to learning).
  Consider students’ backgrounds and prior knowledge to assess their progress – material that is
too easy will quickly bore students and reduce motivation. On the other hand, material that is
too difficult can turn off students’ interest levels).

 Use a variety of supports as students progress through a task (e.g., prompts, questions, hints,
stories, models, visual scaffolding “including pointing, representational gestures, diagrams, and
other methods of highlighting visual information” (Alibali, M, 2006).

 Provide encouragement and praise as well as ask questions and have students explain their
progress to help them stay focused on the goal.

 Monitor student progress through feedback (in addition to instructor feedback, have students
summarize what they have accomplished so they are aware of their progress and what they
have yet to complete).

Provide encouragement and praise as well as ask questions...

 Create a welcoming, safe, and supportive learning environment that encourages students to
take risks and try alternatives (everyone should feel comfortable expressing their thoughts
without fear of negative responses).

 Help students become less dependent on instructional supports as they work on tasks and
encourage them to practice the task in different contexts.

Help students become less dependent on instructional supports as they work on tasks..

Benefits of Instructional Scaffolding

 Challenges students through deep learning and discovery

 Engages students in meaningful and dynamic discussions in small and large classes

 Motivates learners to become better students (learning how to learn)

 Increases the likelihood for students to meet instructional objectives

 Provides individualized instruction (especially in smaller classrooms)

 Affords the opportunity for peer-teaching and learning

 Scaffolds can be “recycled” for other learning situations

 Provides a welcoming and caring learning environment

Challenges of Instructional Scaffolding 

 Planning for and implementing scaffolds is time consuming and demanding.

 Selecting appropriate scaffolds that match the diverse learning and communication styles of
students.

 Knowing when to remove the scaffold so the student does not rely on the support.
  Not knowing the students well enough (their cognitive and affective abilities) to provide
appropriate scaffolds.

Summary

Instructional scaffolds promote learning through dialogue, feedback and shared responsibility. Through
the supportive and challenging learning experiences gained from carefully planned scaffolded learning,
instructors can help students become lifelong, independent learners.

5. Programming , Planning and Practice in language teaching

Programme planning is, in simple terms, the planning of an educational programme. ‘Educational
programme’ means a number of provisions and offers of teaching-learning processes for adults. In very
rare cases, it is the planning of a complete programme, either for an institution or for a certain type of
content, such as a newly offered foreign language. In most cases, it is the continuation of an existing
programme into the next educational term, which might be an academic year or a semester, or a two-
year planning period, and rarely longer than that. This means that programme planning is an ongoing
activity in educational institutions for adults, as ongoing as the institution’s teaching activities.
Programme planning and teaching do need a coherent connection to save experiences, to improve
quality, and to build on good practice.

Programme planning can therefore be described as a circular activity producing remarkable new data in
each round. In that sense, it is a type of future-oriented management.

1. The first step is evaluating the running programme (if the programme to be planned is a continuation
of an existing one). This evaluation might be done in different ways, but it has to be done.

2. The second step is taking into account new reliable data like the results and findings of the needs
analysis.

3. The third step is conceptualizing the continued programme, including changes (e.g. with regard to
demographics), expanding target markets (e.g. offering a new foreign language), new resources (e.g.
new media), discontinued programmes (e.g. courses with a decreasing number of participants), or
changes in the financial framework (e.g. fewer government grants).

4. The fourth step is configuring the new programme (which can be only partly new). About 10 per cent
of a programme changes from one year to another; about 30 per cent in a five-year term; and about 70
per cent in a ten-year term. A long-term analysis of the programmes at adult education institutions (e.g.
the German Volkshochschulen) shows that there is a strong tendency to continue a well-accepted core
programme.

5. The fifth step is putting this revised programme into practice with all its concrete and organizational
details. The output of the process of programme planning is a new programme, which traditionally is
advertised by a widely circulated brochure as well as a media and public relations campaign.
6. The sixth step is the running of the programme, including its evaluation, which leads back to the first
step again — half a year, one year, or two years later.

The whole process can be visualized as follows.

6. Peculiarities of classroom interaction in language teaching

The term classroom interaction refers to the interaction between the teacher and learners, and
amongst the learners, in the classroom. Earlier studies of second language (L2) classroom interaction
focused on the language used by the teacher and learners, the interaction generated, and their effect on
L2 learning. More recent studies have begun to investigate the underlying factors which shape
interaction in the classroom – e.g. teacher and learner beliefs, social and cultural background of the
teacher and learners, and the psychological aspects of second and foreign language learning – providing
further insights into the complexities of classroom interaction.

Background

L2 classroom interaction research began in the 1960s with the aim of evaluating the effectiveness of
different methods in foreign language teaching in the hope that the findings would show the ‘best’
method and its characteristics. The methodology adopted was strongly influenced by first language (L1)
classroom teaching research which was motivated by the need to assess objectively the teaching
performance of student-teachers during practical teaching. Various classroom observation instruments
have been proposed to capture the language used by the teacher and the interaction generated (see
Chapter 16). These interaction analysis studies revealed that classroom processes are extremely complex
and that a prescriptive approach to ascertain the ‘best’ method would be fundamentally flawed if the
descriptive techniques are inadequate. Research efforts therefore turned to coping with problems of
description (Allwright 1988), and the focus of classroom interaction studies shifted from prescriptive to
descriptive and from evaluative to awareness-raising.

7. Teacher Talking Time in language teaching

Teacher talking time (TTT) is the time that teachers spend talking in class, rather than learners. It can be
compared with student-talking time. One key element of many modern approaches is to reduce the
amount of TTT as much as possible, to allow learners opportunities to speak, and learn from speaking.

Example
A teacher monitoring students working in groups completing a discussion will probably do fairly little
talking, limiting themselves to clarification of the task and offering language when requested. The same
teacher leading an inductive grammar presentation will probably talk more, as they explain, illustrate
and check understanding.

In the classroom
The relative value of TTT and STT is a complex area. Learners need to produce language in real time
conversation; to give them a chance to notice their own mistakes, and for the class to be student-
centred. They also need input from an effective language user in order to form hypotheses about
language rules, and the teacher may be one of the main sources of this input. A teacher can start
exploring this area by taping themselves and finding out when, why and how much they and their
students talk.

8. Dwell on the usage of (ICT) Information Computer Technologies in the language classroom
Language learning and teaching is considered to be a complex process. To make such a complexity
easier, well-advanced teaching aids should be available as it is the need of the hour. The recent and
great development of the Internet led to a technological revolution in all fields of our life and teaching
and learning in which gradually become more reliable are not exception. Nowadays, ICT is gaining a vast
attractiveness in foreign language teaching and learning as more educators are embracing it. ICT has its
noticeable impact on the quality and quantity of teaching-learning process. In concrete terms, ICT can
enhance teaching and learning through its dynamic, interactive, and engaging content; and it can
provide real opportunities for individualized instruction. The modern classroom environment has changes
a lot than the previous-traditional environment due to technology. However, the present paper casts the
light on the ICT tools that can help in the development of English language learning and teaching
processes to show how technology affects second/foreign language education and how it can be used
effectively in the secondary EFL (English as a Foreign Language) classroom; These tools include both
web-based tools and non-web based tools and how it can be used in the classroom.
The popularity of the Internet and computer technologies among young people and in society as a whole
has created serious grounds for the successful integration of ICT into educational process. When teaching
foreign languages an important place is given to ICT, which allows the introduction of new technologies,
new techniques, shifting the emphasis to the independent work of a student, making the training diverse.
This situation increases the effectiveness of the classroom work and makes the independent work of
students more efficient. There is an opportunity to use the Internet as a teaching tool both for training all
types of speech activity, and for research work and education.

The application of information and communication technologies in education has, in modern conditions,
an increasingly significant impact on the quality and competitiveness of the national education system.
The integration of Russian education into the world educational system is connected with the observance
of the fundamental international standards requirements.

World practices in the field of new technologies and forms of teaching, methods of educational activities
managing and the quality of the learning process, the creation of electronic educational resources are
widely used in teaching foreign languages in Russian universities. National standards of the ICT use are
coordinated with international standards and regulations.
At the lessons of foreign languages, one should integrate the linguistic, sociocultural and communicative
approaches, taking into consideration teaching a foreign language for specific purposes. To achieve these
goals, it is very important to use the whole potential of Internet resources.

The Internet offers users various options that can be used by students and teachers: e-mail, participation in
videoconferences, publication of research articles in the on-line system, numerous reference catalogs and
search systems.

ICT assumes the use of such telecommunication technologies as computer training and test programs,
electronic dictionaries for teaching students both professional vocabulary and reading in a special setting;
telecommunication technologies, which give students the opportunity to participate in the dialogue of
cultures through audio and video conferences.

ICT combines the advantages of various technologies within a single resource placing educational
material in the form of electronic textbooks, audio and video files using hyperlinks. Using ICT, a teacher
has an opportunity to monitor the knowledge and skills of students in the network, making the learning
process more individual.
The undoubted advantage of using ICT is to achieve mobility of learning, because using e-mails and
forums, teachers and students can provide feedback, they can receive the necessary consultations, using
the time in the classroom more effectively. The use of ICT is more efficient within the framework of a
certain model of training, developed in terms of the educational goals.

Training based on ICT technologies is an important competence of a modern teacher.

Теоретичне питання психолого-педагогічної спрямованості:

1.Age differences in language acquisition.

The language learning processes in adults and children have advantages and disadvantages.
However, age is an important but not overriding factor. All people, regardless of age, perceive a
language learning process differently and individually. Personality and talent can influence this
process significantly: there are shy children and very communicative adults. My (the author’s)
conclusion? It is advisable to encourage language learning at an early age. The younger the child
is, the more they can take advantage of neuromuscular mechanisms that promote language
learning and thus reach a native-like level with less effort and time. Other advantages, such as
increased communication abilities, better articulation, tolerance to foreign cultures and personal
cognitive development, are among the benefits of early language learning. Yet this does not
exclude effective language learning in adults. Under ideal learning situations, with motivation
and a positive attitude, everybody can reach an excellent language level!
First of all, adults have an important advantage: cognitive maturity and their experience of the
general language system. Through their knowledge of their mother tongues, as well as other
foreign languages, not only can they achieve more advantageous learning conditions than
children, but they can also more easily acquire grammatical rules and syntactic phenomena.
According to Klein Dimroth , language learning is an accumulative process that allows us to
build on already existing knowledge. Children cannot acquire complex morphological and
grammatical phenomena so easily.

It would be useful to point out that sometimes incorrect pronunciation is not a matter of
capability but of good will. According to different surveys, adults do not feel like themselves
when they speak a foreign language and they consider pronunciation an ethno-linguistic identity-
marker. A positive or negative attitude towards a foreign language should not be underestimated.
Another factor to consider is the adults’ motivation to learn a foreign language. When an adult
learns a foreign language there is always a reason behind it: education, social prestige, profession
or social integration. The latter is considered a very strong one, especially in the case of
immigrants.

2.The differences between learning a foreign language and acquiring the

mother tongue.

Language is the most significant aspect which makes us different from all other species.
Accordingly, language acquisition is the most impressive aspect of human development both in
psychological and cognitive perspective. However, all the normal human beings acquire the
language they first encounter as children. Then they might learn multiple languages but those
languages will always be different from the first language they acquired by being exposed to. So,
it is evident that there are a lot of differences between the first language and the second language
of a person.
Let’s explore the differences:
 A first language is the mother tongue or native language of a person while a second
language is a language a person learns in order to communicate with the native speaker of
that language.
 The first language is like an instinct which is triggered by birth and developed with the
experience of being exposed to it. A second language is a personal choice of a person.
 There is no other alternative to a first language. A person cannot decide his/her first
language. It comes to him/her as an inheritance/legacy/birthright. On the other hand, a
second language is always fixed by the person. There are many alternatives to a second
 language. A person/community can choose a second language among other languages.
 The acquiring process of the first language is very rapid while the learning process of the
second language can vary from language to language and from person to person, but can
never be as rapid as the first language acquisition.
 The first language is ‘acquired’ and the second language is ‘learned’. The difference
between these two words describes the qualities of the two languages. ‘Acquire’ means
“to come into possession or ownership of” which indicates that the first language is like a
dynamic and abstract property which comes into possession of a person. On the other
hand, ‘learn’ means “to gain knowledge or skill by study, instruction, or experience”
which indicates that there is nothing passive in second language learning.
 A first language is completely acquired with 100% proficiency within 6 years from the
birth. However, a second language can never be learned as efficiently as a first language;
though good competence can be achieved in the second language, the process is slow.
 The first language acquisition is always natural and there is no need for instruction in
acquiring it. But a second language learning is not natural and it needs continuous
guidance and instruction.
 The first language acquisition begins with telegraphic speech. The term 'telegraphic
speech' deriving from the word ‘telegram’ was coined by Roger Brown, an American
psycholinguist, in 1963. It refers to the two-word a child can utter when s/he is 18 to 24
months of age. Examples of telegraphic speech: Mom see, Dad go, No ball, Daddy walk,
Mommy milk, etc. On the other hand, the second language acquisition begins with a full
sentence. A child cannot start learning the second language without being fully efficient
in the first language.
 The first language is a natural part of a person’s everyday life. But the second language is
a new aspect of the person’s life if s/he chooses it to be.
 The first language does not require any conscious effort; the acquisition process of the
first language is subconscious. The second language requires constant conscious effort so
that the learners can internalize the structures of the second language.
Some factors of difference for the first language and the second language.
Age:
It is the most important factor that makes a second language totally different from the first
language. Children of the age of 6 who have already acquired full proficiency in their first
language are most capable of learning a second language. Adults usually find it difficult to learn
a new language when they become too accustomed to their first/native language.
Personality:
A child’s personality does not usually make that much of difference in the acquisition of the first
language. But it makes a huge difference in the learning process of the second language. In the
second language learning process, the learners with an introvert personality usually make slow
progress than the learners with an extrovert personality.
Culture:
The first language is one of the most important factors of a person’s culture. But a second
language is not that important in anyone’s culture. However, the second language has some
effects on the culture of a person but not significant enough to be counted as an element of that
culture.
Motivation:
It is an important factor for the second language learning. A learner with good motivation to
learn a second language is likely to learn that language faster. But the acquisition of the first
language does not require any motivation because it is a natural phenomenon. The first language
is acquired subconsciously and there is no need for motivation to acquire it.
Mother Tongue:
The first language is the mother tongue of a person. The second language learning depends a lot
on the structures of the first language. If the structure of the first language is similar to the
second language, it will be easy and fast for the learners to internalize it. For instance, an English
native speaker will find Dutch easier to learn than Hindi as a second language.
A first language and a second language both have their effects on each other. However, as we
have learned that the first language is natural and has a solid base in a person’s intellectual and
psychological development, the first language is not affected by the second language as much as
the second language is affected by the first language. Finally, we can say that the relationship
and the differences between a first and a second language are complex but constant.    

3.Web based tools that are used for developing speaking and listening skills.
Traditionally, listening skills have been developed in the classroom by the teacher using audio
files and graded listening activities. The audio file is usually played by the teacher and the
students work through the activities in lock-step together. Although this model may be easy to
manage for the teacher it doesn’t allow much differentiation for the students or give them much
choice or autonomy regarding what they listen to or how many times they listen.
This, however, is an area of language learning where digital technology and mobile devices can
have a significant impact. There are now a great many websites and apps that students can use to
develop their listening skills independently and which teachers can use to create interesting
learning and support materials for their students.
LyricsTraining
This app has long been a favourite of mine as it combines listening to songs with learning a
language. Students can choose songs in a variety of languages then watch the video of the song
and try to reconstruct the lyrics. Students can choose the level of difficulty by selecting either to
reconstruct the whole of the lyrics or to just have a few of the words taken out. The app is
gamified, so as they listen to the song, the music stops at the end of each line and they then have
a time limit to fill in the missing words. If they don’t complete the line they have to start from
the beginning of the song again. Using songs in this kind of text reconstruction activity helps
students to listen multiple times without getting bored. The app works in the web-browser, but
there is also a free app for both Android and iOS. The app gives a much better user experience in
my opinion. Students and teachers can register on the site and the app will then track student
scores. As a teacher you can also add videos and lyrics to songs you want to use with your
students and so add to the LyricsTraining collection.
This is a great app to get students listening intensively, but remember they can successfully
recreate the lyrics of the song without necessarily understanding them so it’s good to follow this
up in class.
Listen Notes
This is a podcast search engine with a huge collection of podcasts on a wide range of topics.
Podcasts are a great source of listening materials for students and can easily be downloaded onto
mobile devices for replay at any convenient moment. Listen Notes can help teachers or students
to find listening materials that fit their interests. If they log in, students can start to ‘curate’
collections of different podcast episodes that they like and keep working on their listening skills
while listening to them whenever is convenient.
The site also provides an embed code for each episode so if you are designing online learning
materials for your students, this makes it easy to embed the podcast into your site, materials or
blog.
Most of the podcasts are authentic so these are more suited to higher levels, although there are
some made for ESL/EFL podcasts available too.
Accent Rosie
This is a great app for any of your students who use Facebook. It is a simple free app that works
with Facebook Messenger and sends students short audio clips. The students have to listen to the
audio clip and write down what they hear. They can then send their text back and get instant
feedback on how much they got correct. This is a great way for students to regularly work on
developing their listening skills.
TeachVid
This is another app that combines listening with watching videos. TeachVid uses video from
YouTube and builds a range of different activities around them, varying from text reconstruction,
translation, multiple choice, jumbled sentences and many more. One of the nice things about
TeachVid is that students can choose the types of exercise they want to do for improving specific
listening skills. If you register as a teacher you can also create activities using the videos of your
choice and create ‘classrooms’ so that you can share assignments with students and track their
results. This is a great way to set listening for homework and know that your students have done
it.
Read Aloud
This is a text to speech voice reader that can be plugged into the Google Chrome or Firefox
browser. Adding the plug-in takes a couple of seconds and once added students can go to any
webpage and simply click on an icon on the tool bar of the browser. The app will then open and
read the text of the page to them. As it reads, it highlights the text so students can see the words
as they hear them. It’s also possible to pause and rewind if they feel they have missed something.
The quality of the voice isn’t perfect, main problem being with intonation, but it is very good and
synthetic speech is getting better all the time. This is a great way to help develop both students’
listening and reading skills at the same time.
Synth
Synth is an interesting way to make podcasts more interactive and engaging for students. You
can record your podcast, a message, a question or an audio file for your students to listen to and
they then have to record a reply, or add to your message. This is a great way to either collect
knowledge together or create dialogue with students while developing their listening skills. It can
be used on iOS or in the web-browser.
Fluid Data
This is a really interesting tool for anyone who is interested in improving their listening skills
and learning how different lexical items appear in authentic speech. It is a little like a corpus, but
has a wide collection of audio files that can be searched for specific language items. You do this
by typing the word or phrase you want to find into the search field. Fluid Data then shows you a
list of audio clips with the part of the clip that contains the example phrase highlighted by an
orange bar. When you click on the orange bar you can hear the specific part of the clip. This is
great for finding listening materials when you want to teach a specific item and can also help
students to review words or phrases they are learning and find authentic example sentences that
show how they are used.
Listen and Write
This app is similar to LyricsTraining, but has a wider variety of source materials. Again it is
based around listening to what you hear and writing it down and like LyricsTraining you can
select the level of challenge by deciding how many of the words of the script you need to type in.
Generally, the texts used are of a higher level and have more complex vocabulary than those in
LyricsTraining, so this would be better for higher level students who would like to specifically
develop their listening skills or ones practicing for Cambridge exams. This is a great tool for
motivated students who want to work on their own and improve their listening vocabulary and
spelling.
SpeakPipe
This app allows you to create your own short video files, upload them to server and get a link
that you can share with your students. This is a great tool for helping students who have specific
problems with remembering pronunciation of words or phrases or for recording example
sentences or very quick listening activities for students. Just click on the record button record
your text and then click on ‘Save on sever’. The recording will be saved on the server for three
months and you’ll get a link that you can share with students so that they can listen. This is a
great tool for backing up the work you are doing in class on listening and pronunciation.
Video Converter
This is a really useful tool for separating audio from video or for converting files for uses in
different formats on different devices. Although the combination of video and audio can be
really useful, sometimes it’s also great to split the two, so that students can focus silently on what
they can learn from the body language and expressions of the characters and then see how that
corresponds to the actual words they are saying in the sound track. Video converter makes it easy
for you to either upload a video or add a link to the video and then save the file as either an audio
file or a silent video file.
I hope this article gives you some idea of the range and variety of resources that are now
available for helping you develop your students’ listening skills.

4.The ways to create a beneficial environment for a teacher and students.

A positive classroom environment is one in which students feel comfortable sharing their
thoughts, taking risks, asking questions and confronting challenges in their learning. An educator
can create this type of environment by presenting clear classroom expectations, providing
opportunities to improve social skills, building relationships with their students and offering
relevant content. In this type of classroom setting, students feel as though educators value their
input. From here, students can become more active participants in the learning process, which
makes for a more productive learning environment.

13 components of a positive classroom environment:

1. Build positive relationships

Building positive relationships with your students helps them feel as though they can come to
you with questions on assignments or when they are facing a challenge. Many of them may
appreciate knowing they have someone they can trust and to whom they can confide. You can
build rapport with your students by taking time to interact with them individually, listening to
their comments or concerns and showing enthusiasm when they come to you to share their
experiences and stories.
2. Arrange the physical environment
The physical environment of a classroom provides structure for students, which can decrease
stress levels and help them feel more comfortable in class. Consider keeping your classroom
organized by assigning seats to students, establishing routines for passing out and collecting
work and ensuring all desks face the front of the room so they can see the board.
Another important aspect of the physical environment is classroom aesthetics. You may add
some extra soft lighting, hang some paintings or photos and add some of your own personal flair
to your room. Students may be able to get a better understanding of your personality or
preferences based on the visuals in your classroom and you can set the tone based on your
classroom decor.
3. Set high academic expectations
It is important to set high academic expectations for your students early in the school year.
Explain your expectations by letting them know you are going to do your best to help them learn
and are always available if they need assistance, but in return, you expect them to do their best
on their work.
It can be beneficial to elaborate on your grading policy so they understand what you permit in
terms of grading. For example, you can tell them if you allow them to redo tests if they didn't do
well the first time or how much time you permit them to turn in late work.
4. Provide positive reinforcement
Providing positive reinforcement helps to promote a strong classroom culture. One method of
positive reinforcement is through providing extrinsic motivators. Extrinsic motivators are
external factors that motivate students to behave positively, such as giving students candy for
doing well on a test or allowing them five minutes of free time at the end of class. Providing
students with public praise is also a good extrinsic motivator. You can compliment a student's
behavior or academic performance in front of their classmates or take the time to contact their
parents and let them know the positive behaviors their child has been exhibiting.
5. Be open to feedback
Throughout the school year, teachers usually provide a lot of feedback regarding students' work
and behavior. It can be beneficial to consider asking for feedback from your students as well.
Receiving feedback from your learners about how you manage your class, the content you're
teaching and your general mannerisms can give you insight into what you're doing well and how
you can improve. In addition, many students appreciate when you value their opinion, which can
strengthen your positive classroom environment.
6. Encourage collaboration
Collaboration among students can lead to a more engaged class of students. In order to have
collaboration that is productive, consider clarifying the expectations and reasons for
collaboration before you allow them to work in groups or pairs. It's beneficial for them to
understand their objective and why they're working together. You may want to create groups
based on the different skills and interest levels of each group's members so that all students
working together can contribute to the overall objective of the assignment or project.
7. Use current curriculum and teaching methods
Most students find learning more engaging and easier to comprehend when the curriculum and
lessons are relevant to them. They can become more emotionally invested in the content they're
learning if they understand how they're connected to it culturally, socially and personally. As the
school year progresses and you begin to learn more about each individual student, you can adapt
your teaching methods or strategies to make the curriculum more meaningful to them.
8. Be there for them
A simple, yet effective component of creating a positive classroom environment is to provide
support for your students when they need it. Some students face academic challenges or need
someone to talk to about a personal situation they're handling at home. With this, students often
appreciate having someone they can trust listen to them and give advice when appropriate. It
reassures many students to know they have someone that listens to them and comforts them.
9. Give students a voice and a choice
When students feel their opinion matters in class discussions, they're more likely to feel
encouraged to speak in front of their peers. Promoting student empowerment begins with
providing opportunities for students to share their opinions, take risks and decide how they learn
best. This builds self-confidence , which supports a more positive learning environment.
Student-centered learning focuses on allowing learners to share in class decisions and gives them
more opportunities to learn in a way that feels most comfortable to them. Offering them more
choices in how they learn helps them to be involved in decisions that impact their learning. If
they feel that their input matters, they may seem more connected and put in greater efforts in
their classwork.
10. Establish a routine
A lot of children thrive on having a dependable daily routine in some aspects of their lives.
Knowing what to expect when they walk into your classroom can create a sense of normalcy for
students. Classroom routines can consist of starting each day with a bell ringer, reviewing the
day's objectives or ending each class with an exit ticket.
You may also consider doing the same activities on the same day each week. For example, you
can go to the library to use technology every Tuesday and have a reading day in class each
Friday. Establishing a routine allows students to know what to expect each day when they enter
your classroom.
11. Create rules and expectations
Setting guidelines such as classroom rules and expectations is an important way to let students
know what is acceptable behavior. If your students are old enough, you may consider letting
them discuss one or two rules they would like to add to the classroom rules so they feel they
have input on an important aspect of your class.
Setting expectations helps maintain the daily structure of your classroom and can aid
significantly with classroom management. When students know that you intend to follow
through with consequences if they disobey your rules and expectations, they tend to behave more
positively.
12. Review classroom procedures
Creating classroom procedures can be a beneficial way to create a routine and help establish a
pattern of predictability for your students. Procedures can be academic, such as how you collect
student work or grade their assignments. They can also be more general routines such as how to
come into your classroom, what materials they need for your class or when they can use the
restroom.
13. Provide flexibility
While it's beneficial to provide students with routines and procedures, it's important to know
when to be flexible with your expectations. Adjusting your expectations to each particular
situation that arises gives students the opportunity to see that you can encounter challenging
situations and provide them and yourself with flexibility if needed. You can be flexible during
unexpected situations such as when a student has a crisis and needs to use their phone to call a
parent, in case of a fire drill or if a rule needs to be changed for one class because it doesn't apply
to their behavior.

5.Pros and cons of FL learning in case of the disabled children.

As every language educator will be well aware each classroom and each student is different. All
learners flourish in response to a carefully tailored teaching approach that is specifically suited
to their needs and requirements. This is particularly true of students with learning disabilities or
special educational needs (“SEN”). The problems they face in their native language will still be
present, or may even be magnified, when learning a new foreign language. These can adversely
affect their ability to acquire language-based skills such as listening, reading, spelling and
writing. 
TYPES OF LEARNING DIFFICULTIES IN LANGUAGE LEARNING
Broadly speaking, speech and language disabilities fall into two main categories. A learner may
have difficulty with speaking or writing – these are expressive language difficulties. Or learners
may have challenges with understanding language, which is known as a receptive language
difficulty.
In either case, students may have physical barriers to learning but might also suffer from so-
called ‘pragmatic language difficulties’. In these cases, learners are able to communicate but
cannot understand the messages being passed to them. Some language learners with such
challenges also struggle to learn and recall vocabulary, express their thoughts and feelings
and / or find it difficult to interact with other learners. It is therefore vital to take the time to
understand the problems the student is facing and the need that the learner is trying to express.
Expressive language difficulties
Some learners may have problems making the muscular movement necessary to form words with
their mouths or their hands – these are common types of expressive language difficulties.
They may also be unable to produce certain words or sounds making it difficult to understand
what they are trying to communicate. Furthermore, such difficulties make it difficult for them to
put words or events in the right order and grammatical rules / structures may be difficult for them
to follow.
 
Receptive language difficulties
Other students experience difficulties with how they are able to hear and process language – this
directly impacts on their ability to understand what is being said / written and respond
accordingly. Learners affected by receptive language challenges typically also struggle to
understand many of the non-verbal cues involved in language and sometimes take words and
phrases too literally.
LANGUAGE TEACHING STRATEGIES FOR STUDENTS WITH LEARNING
DISABILITIES
1. Be flexible
Students with learning difficulties may need more help and support than others in their class.
Where possible, help them by creating the learning environment they need to succeed. This
might mean giving them extra time to communicate their answers or running extra individual /
small group sessions to master key concepts. Students with dyslexia may also wish to record or
photograph the lesson content on their phone, given the challenges they may face in taking notes.
Alternatively, learners might need you to provide additional resources to support guardians with
learning at home. Running lessons in classrooms with specific resources, furniture or equipment
may also be needed. As always, ask the learner and those around them (parents, carers and
friends) to be clear about what they need and how you can best support them.
 
2. Make language learning multisensory
When teaching language students with learning difficulties, try to use as wide a variety of input
and output approaches as possible – make the lesson material relevant for visual, auditory, tactile
and kinesthetic learners. Simple visual aids can also be highly effective, including picture clues
to illustrate new words or hand / mouth movements to communicate sound / noises.
The British Council also emphasise the role of “multisensory activities like clapping and
stomping out syllables in new vocabulary or colour-coding the different groups of phonemes.
Rhyming bingo and card games where the learner can match the same sounds can be really
helpful.”
But be careful not to overload or overstimulate learners with too much information in one go.
When teaching new sounds or words, it’s most effective to teach one or two at a time and
encourage students to imitate the mouth or letter shape if they are able. Similarly take the time to
divide lessons into digestible bite-size chunks with slower learning steps to ensure that everyone
can keep up.
3. Communication is key
It’s vital to ensure that you only use clear and positive classroom language. Prioritise what you
want students to do and not what you don’t want them to do. This helps avoid confusion and
keeps your expectations front of mind. Linked to this, keep your instructions clear, concise and
try to ensure that they follow on from each other in an obvious progression.
 
4. Repeat and repeat
It’s important to try and provide learners with more than one opportunity to both grasp a concept
and to demonstrate that they have understood it. As part of this, give students time to develop,
practice and use mnemonics or songs to build memory and fluency. Both can be powerfully
paired with a recap of what’s been taught at the end of each lesson and at the beginning of the
next.
There is also opportunity for pair work to help weaker students to make progress. Team them
with a stronger student to practice and reinforce concepts. Both students can grow and develop
their skills as a result!
 
5. Be well-organised
All students need a clear understanding of expected progress and the overall direction of
learning, but this is absolutely key for students with learning difficulties. Ensure that students
start by understanding the words, phrases and sounds that they will encounter most frequently
and that they progress from simple concepts to more complicated ones. This helps build
confidence and momentum in their learning.
Also provide a clear overview of the material you intend to teach in every lesson / week. Provide
them (in an accessible format) with a study guide and / or learning resources that they can access
and learn from.
 
6. Focus on fluency
It is key to support progress and encourage learners with speech and language difficulties to
exceed expectations. Try not to highlight incorrect words, phrases or grammar but rather
celebrate what they have been able to communicate and then model the correct version in your
response. Building their fluency (and by extension their confidence) is far more important than
accuracy for this group of learners. 

For the student unencumbered by a learning disability, foreign language study is indeed an
enriching and rewarding experience. For the learning disabled student, however, it can be
an unbelievably stressful and humiliating experience, the opposite of what is intended.

6.The principles of CLIL approach

In CLIL (Content and Language Integrated Learning), where learners have to learn the content
and the language simultaneously, there are some basic principles that we have identified in order
to use them as guidelines for the creation and implementation of the playingCLIL methodology.
These main principles are:

4 Cs

CONTENT:
the matter of the subject

COMMUNICATION:
the language learnt and used

COGNITION:
the learning and thinking processes

CULTURE:
the development of intercultural awareness and global citizenship

Types of language

LANGUAGE OF LEARNING:
the language learners will need to access the new knowledge of the subject

LANGUAGE FOR LEARNING:

the language learners will need to use during the lessons

LANGUAGE THROUGH LEARNING:

the language that will ’emerge’ through the learning process

Cognitive and linguistic demands

They can be either high or low. The combination of both types of demands
and their degrees give different learning contexts in CLIL.

Scaffolding

The process through which the teacher helps the learner get a challenge. Games can be
scaffolders of the learning process in CLIL.

Interactional competence
The capacity to recognize and use unwritten rules for interaction in different communication
situations and in a specific speech community or culture.

According to Mehisto, Marsh and Frigols, the basic principles of any CLIL model
are Cognition, Community, Content, and Communication. These principles can
also be seen as starting points in CLIL lesson planning.
Coyle, Hood and Marsh talk about the 4Cs Framework. Their Framework includes
and integrates the following aspects of CLIL: content, communication, cognition
and culture. Content is the subject matter, by communication they mean language
and language use, and cognition signifies the learning and thinking processes. The
cultural aspect of CLIL means the development of intercultural understanding and
global citizenship. This Framework integrates content and languages learning in a
variety of contexts.

7.The peculiarities of teaching young learners.

Young learners differ from older ones in language learning.

1. Young learners get bored quickly.
If the activities are not interesting and engaging enough, young learners get bored easily. This is
because they have a limited attention span. Generally, after ten minutes, they can get
disinterested in the activity at hand, especially if it is taught directly and is devoid of the
elements of play.

2. Young learners are meaning-oriented

They may understand what is being said without necessarily understanding every individual
word. They may not only guess and interpret what is being uttered but they also respond to it
with whatever language resources they have at their disposal.

3. Young learners like to discover things

They are characterized by curiosity and enthusiasm. They like to make sense of the world around
them through engaging and motivating activities where they have to discover by themselves
rather than being told. They also often learn indirectly from everything around them – not
necessarily focusing on the topic being taught.

4. They prefer concrete activities

According to Piaget’s cognitive development theory, young learners are still developing. That is,
they are still making their way from concrete to abstract thinking. Unlike adults who are more
analytical, they are not yet well equipped to learn abstract concepts such as grammar rules. In
addition to that, they are more inclined to understand based not only on explanation but more
importantly on what they hear, see and touch .

5. They are more egocentric

They prefer to talk about themselves. Activities that focus on their lives are their cup of tea. In
addition to that, children under the age of 12 need individual attention and approval from the
teacher.

6. They are imaginative

Young learners are imaginative. Activities that are full of imagination is a source of enjoyment
for them. It is sometimes difficult for them to distinguish reality from imagination.

7. They imitate
They learn by imitating adults. It is amazing how humans imitate and discover things from a very
young age. Children acquire communication skills through social interactions. Consequently,
because imitation functions as a learning tool, it is rewarding to use it to teach children new skills
and knowledge.

Activities shouldn’t normally take more than ten minutes to complete. Asking children to make
an effort to concentrate more than that is counterproductive. They will get bored and
disinterested easily.
The content should be interesting and motivating. The topics of activities should preferably focus
on the students’ lives.
Praising the children’s performances is of paramount importance.
Since children try to imitate the teacher, the latter should be a good model of language use and
social behaviors. The teacher’s pronunciation, for instance, matters enormously. Children
imitate it perfectly well.
Children respond to meaning and are better at picking up the language through listening and
speaking.
Since children like playing, discovering and using their imagination, the activities that focus on
making things, drawing, problem-solving (e.g. riddles), singing, playing games can be very
helpful.
The classroom should be ideally colorful and spacious enough to be able to move around
without any problem.
Children should work in groups and the activities should be taking place in stress and anxiety-
free atmosphere.

One of the reasons why teaching young learners requires highly skilled teachers is that
these learners have difficulty understanding abstract concepts. Moreover, while teaching
them, an appropriate learning atmosphere should be provided, where the children may
move and interact in a stress-free environment. Young learners are, however, more
imaginative. They also like discovering things, and easily respond to meaning-based
activities. Finally, children are also good at imitating the teachers’ language use
(e.g.pronunciation) and social behaviors.

8.The qualities of a good language teacher

The qualities and characteristics that make a good language teacher.

1. COMPETENCE AND PATIENCE

The requirement of any teacher is to know his or her subject well. However, in most cases, it is
vital to remember that, as a teacher, you are guiding a learner to new knowledge and helping
them discover the subject you are teaching. Doing is learning.

This is especially important in language teaching as many students may enter the course as
complete beginners, false beginners, or have little knowledge of the language but lack
confidence. As a teacher, recognizing what the learner knows and doesn’t know is paramount.
The learning doesn’t always happen quickly. Give it space and time to happen. Patience with the
learning process is one of the greatest qualities of a good teacher. Patience inspires confidence in
the learner. Vulnerability is a hindrance to the learner. Having patience gives the learner the
courage to learn.
2. PERSONALIZED LEARNING ENVIRONMENT
Every individual learns differently. Changing the classroom environment in a manner to
customize learning can be extremely beneficial to students and lead to increased motivation.
Language learning can be a taxing task in itself – imagine trying to learn when the activities used
to learn are not exciting or not personalized. Connecting with your students to figure out what
manner of learning – whether it is visual, audio, or even kinesthetic – works best for them will
undoubtedly help.

3. HOPEFULNESS
The best way to accomplish this is to remain hopeful and encouraging yourself. Your level of
hopefulness is contagious and inspires students to learn and believe that they can pick up the
language. In addition to using appreciative or constructive cues in the classroom (“Nice job!”;
“Great point, can you further clarify?”; “Stick with it!”; “You’ll get it!”; “You learned that fast!”;
“Well said!”), effective language teachers are sensitive to the learners’ discouragement and
readily appease and validate learners’ feelings.

A learner noticing your hopefulness is crucial as it propels further learning, even when they feel
demotivated themselves.

4. BE PASSIONATE AND GENERATE PASSION

You are obviously passionate about learning the language and communicating in it – it is
important however that you bring this passion in full force when teaching it as well. If classes are
drab and uninspiring they leave students in the same state. Sparking an interest in the language is
imperative and this can be done by understanding motivations for learning the language in the
first place or even communicating the benefits of learning the language. Every language or
culture is super exciting.
5. CONNECT
The division between your knowledge of the language and your teaching skills is the ability to
connect and form relationships with your students. Many of our least memorable teachers are
usually those with whom we had no personal connection or not felt understood or appreciated by
them.
As a good language teacher, your job is to put aside the specialized language and learn to explain
key language concepts, patterns, and ideas in ways that students can relate to, enjoy, and apply in
real-life situations. You can try using apps/websites that have learner-friendly activities that
connect personally. It’s important to take the time to understand why a student wants to learn the
language and try to cater to that purpose.
6. MISTAKES = LEARNING HAPPENING
Studies have shown that stimulating student participation directly leads to more successful
language acquisition. Passive, quiet students most likely aren’t learning as much as those who
participate actively and regularly. However, a more reserved student need not be a cause for
concern – implementing a more collaborative approach of asking, understanding, and
encouraging can be enough. Again, the importance of being relatable cannot be stressed enough,
as students will participate more when they feel respected by you, and that it’s safe to make
mistakes. They will quickly realize that they learn the most from their own mistakes. 
7. LANGUAGE LEARNERS’ DEVELOPMENT STAGES
Language learning environments are unique in that different learning stages will look very
different from one another. Younger students, for example, will need more visual tools and
playful activities rather than written ones. Language learning is challenging and can result in a
lot of frustration during certain frustrating stages. Understanding the language development
stages of your learners, therefore, offers you a better idea to customize teaching to suit the
individual needs effectively.
8. EXPLORE DIFFERENT TEACHING METHODS
With technology permeating all aspects of life and the incorporation of eLearning in classrooms
(blended classrooms) methods of language teaching have changed considerably. As an effective
teacher, including the use of technology in your lesson plans, is invaluable to create an enhanced,
more relatable, and a multimedia classroom.
9. TEACHER TRAINING AND DEVELOPMENT
To be the best teacher you can, you also need to be a learner. One cannot stress enough the
importance of teachers continuously improving their own teaching and language abilities. Ways
to do so include analyzing one’s own practices, learning from peers, staying current with the
latest teaching methodologies. Teachers ultimately also remain lifelong students, and effective
tutors share what they are learning as well as show what it looks like to be a learner.
10. HOLD STUDENTS ACCOUNTABLE
Finally, it is essential to remember that everyone can learn anything. It is innate in all of us. The
teacher’s responsibility is to find all the ways to facilitate that learning. Also, a good teacher
would make sure that all learners take responsibility for their learning right from the start.

A learner can only learn so much through teaching. Bringing a positive attitude and having the
motivation to learn themselves is just as crucial to their learning process.

9.The peculiarities of teaching teenagers.

In so many ways, teenagers are like all learners. They respond to different forms of
motivation, they take in language and try to make sense of it, and they struggle
with pronunciation and remembering vocabulary……. Still, there are some very
important differences (mostly in the affective realm) that need to be highlighted
and noted so that teachers can adjust their curriculum.
Teenagers are ego-driven. They are becoming adults and want more control over the learning situation.

Teenagers learn language because it is meaningful to them. Children learn language because they have a
natural affinity and also there is evidence of a deep need. Adults learn languages for many intrinsic
reasons (and this may be a reason why they can be so good at learning languages, all things considered).
Teenagers learn a language not only for marks but because it is meaningful. Relating the rationale and
purpose of language learning is a must with teenagers. As well, a thematic curriculum should be
developed that centers on their interests and their world. Presentations, role plays, and projects are all
language activities that give learners more autonomy.

It should be noted here that it is very difficult to learn a second language in “a class”. There just aren’t
enough hours in the school year and the classroom is also a very artificial and many times “wasteful”
language learning environment. Giving students more autonomy also means giving them more
opportunity to become independent learners. Teachers should direct students to resources for learning
outside the classroom and provide them with these opportunities. In the present age of telephony, this
will become increasingly the case with successful language classrooms. Students can learn much more
efficiently by themselves through input and the classroom can be time for more social and instructional
focus on language.

Teenagers along with control, want to learn in and by their peer group. Social networking and Web tools
are a big help for computer literate language teachers in this area. Teachers need to move toward more
richly interactive language use and more cooperative learning.

The social nature of learning will only grow in importance. Teenagers are much more “social learners”
and networking will become a larger focus of the learning paradigm.

The downside of the “cool factor” is learner anxiety. Language learning can be traumatic and frustrating.
Learners very often suffer from acute anxiety which affects acquisition and leads to fossilization. Many
studies have concluded that anxiety and achievement are negatively correlated.

Teenagers respond to the “humanistic” learning environment. They are very idealistic and emotions
seem to dominate their character. The success of a language teacher is partly in being a good,
empathetic role model. Learners will respond to a teacher that cares, especially teenage learners who
carry a romantic spirit and crave authenticity, personality and presence over content. The affective filter
can be reduced by giving students an emotional attachment to language and words. Language is best
retained when it has personal relevance and teachers can foster this. “Learners need to feel what they
are learning is personally relevant to them, that they have to experience learning and that their self-
image needs to be enhanced”.