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we teach, we must first come to terms with how we define our role as
teachers of language. In this section, scientists offer several definitions of
”good” teachers.And for good measure of their lists the characteristic traits
and practices of “bad” teachers as well. To insure against falling into this
latter category and our article ---encourage teachers to be more introspective
and to examine their moves in the classroom. To this end ,both provide
useful checklists for teachers to monitor their own performance .All three
articles portray teachers ,democratic in nature ,sharing responsibility for
what goes on in the classroom with the students. Scientists in their articles
,concurs; and the argues says that if they want teachers to foster learning
that is both interactive and inductive ,they should take care that our teachers
education programs do not fall into teacher-fronted models. Programs for
new teachers should let them experience the role of the involved and
interested leaner. The articles by professors and their examine the relevance
of classroom –related research to developing teacher’ awareness of how
they teach. They draw upon a volume of research on language
acquisitions.That directly pertains to problems teachers confront daily.
Scientists offer useful suggestions to teachers for setting their own action
research projects to objectively examine these problems for themselves. The
articles by scientists look at variables affecting student motivation and
compares a suggest strategies that will hopefully enable students to process
linguistic input ,solve problems and actively engage in authentic
communicative tasks. Though all the articles accept the primacy of
communicative goals in language teaching, accuracy is seen as integral to
fully achieving these goals. Professors address the issue of pronunciation in
their articles and interview with Wilga Rivers compares a language
program. In particular rich metaphor, Rivers compares a language program
teaching grammar to a chicken walking around without bones. In broad
summary fashion ,their interview addresses the central issues pertaining to
the teaching and learning of EFL. We can extend our awareness of the
options available and the responsibilities placed upon us in facilitating our
students” learning of English. The American psychologist stated:”It is
sobering to read the book 25 Centuries of language Teaching and to realize
that what we think is new today was being done centuries ago in some part
of the world “. Language teachers noted that, they have not changed their
basic teaching instrumental motivation steps in fifty years except to add or
delete a few devices or techniques in the practice stage ”Why is it, then, that
English teachers have been bombarded with so many “new” methods ,from
the direct, method, grammar translation method, audio lingual method
recent Suggestopedia Dilayed Oral Response ,and Silent Way, to name but a
few? Why is the literature full of terms such as integrative motivation
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,generative transformational grammar, analytic vs. holistic cognitive styles,
functional-notional approach, discourse analysis, etc.?
Who is right? Are we really just repeating ourselves year after year,
perhaps under a different name? Or is what we are doing really new and
different?
In my opinion ,the answer to both of these last questions is “yes”.
----yes ,we are repeating ourselves and yes, we are doing really new
and different things. To recall but a few of the ways in which we are learning
still being influenced
by the past we have only to look at Herbart”s five basic steps, written in
the early 1800s.and still used in some form by many
teachers.1.Preparation:review of familiar ,relevant material.
2.Presentation:examples of language in use and the discovery of rules
by learners.
3.Association of new and familiar material .
4,Systematization :generalization :,recapitulation of new material in a
context.
5.Application :practice.
Another more recent example refers to the debate between cognitivists
and behaviorists. Though cognitivism is given more importance today than
behaviorism ,most teachers still believe that a response that is positively
Reinforced by a teacher, other students, or a personal feeling of
satisfaction
Is more likely to be learned.
And even the most rapid opponents of Skinner”s behaviorism and its
Application in the audiolingual method must admit to its influence on
many of the materials used in individualized and computerized language
teaching today. It is obvious that we have much to learn from the history of
language teaching but it is also evident that language teaching and
investigation are progressing at an ever aching. Previously, it was believed
that the only basic tool a language teacher needed was a sound knowledge of
the language. He was then briefly trained accelerating rate. Today, however
ever the most significant discoveries ten the methodology currently in vogue
and sent into a classroom .Now we know that linguistics is not the only area
in which a language teacher should be trained .The importance of
psychology and sociology ,as well as more extensive training in pedagogy, is
being recognized .The relevance of each of these disciplines can easily be
seen by analyzing the three main areas in which the approach to language
teaching has recently changed.
1.Emphasis on the Individual Learner .In the past ,the question most
frequently asked was which is the best teaching methodology?”Now teachers
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