As Dr. Nellie said, our thoughts and ideas on language learning determine how to teach a language. For example, if you believe that learning is just changing students’ behavior, you will have a behaviorism theory and you will provide students with a good language model to repeat and imitate or you will ask students to memorize a dialog. So they can interrelated and depend on each other. 

Language Teaching |
Goals | promote a change in the learner’s knowledge and performance.
Requirements | 1.  Need to know what should be taught?2.  Need to know how to help learners learn?3.  Need to know how to evaluate the learners?
Expectations | Knowing the learning principles for how to help students learn; Describing and measuring the learner’s knowledge and the characteristics of the learners to be able to design or adjust instruction.
Techniques | Teachers can assess and determine the learners’ characteristics and knowledge before instruction, during instruction and/or after instruction.

Having: Subject matter knowledge; Pedagogical content knowledge; Knowledge of Learners; Curriculum Knowledge; Knowledge of Contexts; Knowledge of “Self”;

Yes, I agree with the authors.

It was mentioned because the researchers have used classroom observation  as a method for collecting data. It aims to highlight the significance of using class observation for collecting data on teacher’s practice and how well they apply knowledge in their teaching.

No, I'm not so sure about that. Using observation as a method to collect data can have the benefits mentioned in the study, but it has some potential limitations such as researchers’ bias stemming from their own experience background and being expensive and time-consuming compared to other data collection methods. I also agree with some researchers that people usually perform better when they know they are being observed.

“The purpose of this paper is to shed light with the respect of experience on which teachers’ professional knowledge become connected to their teaching performance and illustrate which domains of knowledge are consistent with teaching process during their occupational years.”

·     What method was used in the study?  

Observation method has been used (twenty experienced and less-experienced EFL teachers’ knowledge in terms of 5 domains (assessment, lesson planning, sociolinguistics, and language environment) were examined and performance was observed).

•    What were the results?

The main finding of this study is that experienced teachers produced significantly association between knowledge and performance compared to the novice teachers in terms of five domains of knowledge of investigation.

The researchers conclude that the experience factor can play a significant role in activating knowledge and make it consistent with pedagogical practice in teaching realm. Therefore, these novice teachers may need more time and experience to attain the ability to apply this knowledge.

a) It is "conscious attention to properties of language and language use as an element of language education” (Fairclough, 1992) "

B) It involves "a person's sensitivity to and conscious awareness of the nature of language and its role in human life" (Donmall, 1985).

C) Being language aware means you understand the possible challenges that language presents to learning. These challenges might arise because a student is learning a subject through an additional language or it might be the first time a student has come across certain vocabulary or structures in their first language.

As a teacher, being language aware, we will understand why students face the difficulties and we will know what to support students. A teacher who is ‘language aware’ will be aware of the fact that students may have different needs, so we will be sensitive to students’ needs, and try to accommodate those needs in our teaching and planning.

3. List 2 approaches of teaching grammar:

1.   Deductive learning: It is explicit teaching of grammar. Learners are taught rules and given specific information about a language. They then apply these rules when they use language;

2.   Inductive learning: It is implicit teaching of grammar.  Learners are not taught grammatical or other types of rules directly but are left to discover or induce rules from their experience of using the language;

It is necessary to develop grammar instruction by the integration of both implicit and explicit grammar instruction.

1.         For deductive learning approach: teachers can use the Grammar Translation Method;

2.         For inductive learning approach: teachers can use Direct Method, Communicative Approach, and Counselling Learning);

I think we can introduce the new language to students using different activities in different formats (audio, video, picture, text) such as role play, Storytelling, using authentic materials such as TV, YouTube, magazine for different ages. What is important is that a teacher considers students’ language proficiency levels, weaknesses, strengths, purpose and interests.
2. Would you do it in the first language? Please explain your answer?

to me, it is so important that the materials are understandable for students, so I use synonyms, definitions, pictures, examples but if they don’t understand I will use the first language.

Age Group                 | Teaching Technique
Pre-school learners | Questions; Role-plays
Elementary school | Questions; Role-plays
Middle school | Questions; Role-plays
High School | Questions; Role-plays; One-minute paper (which is flexible way to acquire their feedback on the course material and our presentation style);
Young adults | Questions; Role-plays; One-minute paper; Pro and con grid; debate; Case study; field trip.
Mature adults | Questions; Role-plays; One-minute paper;  Pro and con grid; debate;  Guided analysis

       

Technique                 | Some of the Challenges involved in using the technique               
Role-plays | Teachers need to get scenarios and characters for role-plays from news stories, history books, generic business situations, or by writing them yourself from scratch.
Questions | Teachers need to develop key questions before class;Teachers have to decide when they are going to ask them.Teachers must ask questions that can be answered;Teachers need to ask only one question at a time or they will confuse the students.
Debate | Teachers need to establish ground rules for the discussion (ex. Disagreements are welcome, name calling and interruptions are not).Teachers need not to express judgment on any point of view or students.
One-minute paper |  The instructor has to respond to their concerns, confusions, and questions in future classes.
Guided analysis | The instructor has to select a document (a short review, section of computer programming, poem, proof, chart, abstract from an article, news item, etc.) to analyze as an example;  The instructor has to make enough copies of a similar document to distribute to all class members or to small groups;The instructors have to perform an analysis of their document in front of the class,The instructors have to make clear the procedure they use to reach their assertions;The instructors need to use visual aids and supplementary material as necessary.
Case study |  Teachers have to present students with a situation they can relate to from their own life experience.
Field trip | As a field trip is done for the purpose of gathering data for  research, instructors need to consider that it will be different in different courses, for example, for an engineering course, they need to consider arranging a tour of one of Waterloo’s lab facilities or for a sociology course, they have to consider sending students to observe the working conditions of various jobs on the Waterloo campus; Teachers need to prepare for time constraints, bad weather, and other misfortunes.

Approach | Explanation
Grammar Translation | 1.    Helping students read and appreciate foreign language literature.2.   Enabling students to translate each language into the other.3.    Little attention is given to speaking and listening.
Direct  | 1.    No translation is allowed;2.   Meaning is to be conveyed directly in the target language through the use of demonstration and visual aids.
Audio-lingualism   | 1.    Teachers should provide students with a good model. Students should be able to mimic the model;2.   Language learning is a process of habit formation; the more often something is repeated, the stronger the habit and the greater the learning;3.    Errors should be avoided because they lead to the formation of bad habits.
The Silent Way | 1.    emphasizing learner autonomy and active student participation and silence is used as a tool to achieve this goal;2.   the teacher uses a mixture of silence and gestures to focus student´s attention.3.    The teacher should start with something that students already know and build from that to the unknown;4.   The teacher should give only what help is necessary.
Desuggestopedia | 1.    a relaxed but focused state is the optimum state for learning.2.   providing music, a comfortable and relaxing environment.3.    The teacher is the authority in the classroom and in order to be successful students must trust and respect her.4.   Errors are corrected gently, not in a direct, confrontational manner.
Community Language Learning | 1.    Considering students as “whole persons” (teachers have to take into account not only their student's intellect, but also have some understanding of the relationship among students' feelings, physical reactions and desire to learn.)2.   The teacher should be sensitive to students' level of confidence and students reflect upon what they have experienced.
Total Physical Response | 1.    Instructors give commands to students in the target language, and students respond with whole-body actions.2.   ‘Learning by doing.’3.    Providing a funny environment;4.   students will begin to speak when they are ready.
Communicative Language Teaching | 1.    Active students interaction in the foreign language,2.   Using authentic English texts,3.    The emphasis is on the process of communication rather than just mastery of language forms.4.   Errors are tolerated and seen as a natural outcome of the development of communication skills.5.    The goal is to enable students to communicate in the target language.

Source: https://sites.google.com/site/didacticsipaulavallejo/ytfhg/home/summary-of-techniques-and-principles-in-language-teaching

The article provides a number of activities to the students to develop their speaking skills.

1.     Dialogue d for practicing functions of language  like  greeting,  agreeing, disagreeing, apologizing, suggesting, asking information

2.     Role play;

3.     Opinion/Ideas: The learners may be divided into groups who discuss and come out with their opinions.

4.     Problem-solving tasks;

5.     Surveys and Interviews;

6.     Visual Comprehension;

7.     Dreams or Ambitions;

8.     Using songs

* How were you taught a foreign language? while I was learning English at school and private language centers, the focus was not teaching speaking, just grammar, vocabulary and reading were emphasized.

An interactive listening class consists of

1) pre-listening activity       2) While-Listening activity              3) Post-Listening activity       

1) pre-listening activity    | 2) While-Listening        | 3) Post-Listening
1. Write the topic of the lesson on the board to make the students unknowingly activate their schematic knowledge;2. Display some related pictures on the board to foster curiosity, consequently, they become ready-learners;3. Asking some questions related to the topic to activate their schematic knowledge to involve less motivated students and help the whole class concentrate on the same point;4. Pre-teach any new vocabulary by writing a list of new/difficult vocabulary items on the board (a bottom-up technique);5. Play a little bit (first 15-25 % of the transcript) of the recording and ask the students to predict about what is coming forth in order to give them a purpose for listening;6. Inform students that it is not mandatory for them to understand each and every word they hear.  | 1. Play the recording and ask the students to tell the main idea;2. Replay the recording and ask some general questions about the recording.3. then ask some direct and simple questions to answer (number, time, date )4. Write select groups of words and phrases on the board in a jumbled form. Then play the recording and ask students to identify the groups of words and phrases they hear.5. Verify the answers by listening once again;6. Ask students to tell the meaning of some chosen sentences to check for meaning;7. Ask them to rephrase the dialogues in the listening;*teachers can use 2 applications for easily manipulating the speed of recording without compromising the pitch and tempo of the recording:Winamp software and its plug-in called, PaceMaker (Winamp can be downloaded from <http://winamp.en.softonic.com/>;, and PaceMakerfrom: <http://www.surina.net/pacemaker/download.html> | 1. Prepare your own questions and ask students to answer them while playing again; 2. Prompt students to enumerate the vocabulary they are interested in;3. Ask students to open the tape script and read it.4. Learners (at the very beginning stage) may be asked to write a short introduction to the topic in their native language;5. Use authentic material in the audio and video recordings and ask them to express their own views about the same situation/topic.6. Students may be assigned simple tasks, like discussion and opinion forming and expressions.7. Ask listeners to evaluate themselves and use their preferred comprehension strategies.8. Ask students to compose comprehension questions as many as they can. 

 

Reference:

Raza, M. A. (2016). Teaching Listening To EFL Students. Communication Studies And Language Pedagogy, 2(1-2), 79-94. file:///C:/Users/Zeynab/Downloads/Teaching_Listening_to_EFL_Students.pdf

Skimming: is reading fast to get an overview over the text. The goal is to get a main idea of what the text is about;

Scanning: is reading in search for specific information in the text;

Intensive reading: is reading carefully to remember the details and understand all the words and meanings;

Extensive reading: is reading to understand the general meaning of a text.

 

Extensive reading is a reading strategy that is used when people read for enjoyment and relaxation. different studies on the importance of using extensive reading in EFL show it to be very beneficial in learning a new language (Krashen, 2004, p. 1). The reason why extensive reading has been proved to be so effective is that people who read for pleasure acquire very important language skills: a large vocabulary, reading efficiency, understanding and using grammatical structures, good spelling and a decent writing style (Krashen, 2004, p. 149). Ten principles that are important in an extensive reading approach to teaching reading:

1. The reading material is easy;

2. A variety of reading material on a wide range of topics must be available;

3. Learners choose what they want to read;

4. Learners read as much as possible;

5. The purpose of reading is usually related to pleasure, information and general understanding;

6. Reading is its own reward;

7. Reading speed is usually faster rather than slower;

8. Reading is individual and silent;

9. Teachers orient and guide their students;

10. The teacher is a role model of a reader.

Reference: Bakke, M. H. (2010). Teaching reading in EFL-instruction: What are teachers' attitudes towards reading in EFL-instruction and how is it taught in class? (Master's thesis). https://core.ac.uk/download/pdf/30900382.pdf