Teaching English As A Foreign Language

statement side As A Foreign LanguageThe aim of this deliberate is to assess the executing of the instructors of side for the first year of the alter aboriginal Australian checks in Missalata in the new textbook. It excessively investigates some early(a) factors that influence teachers presentation, such as the time allocated to the teach of incline and the lack of important materials such as tape recorders, dictionaries and other pedagogy aids.The main tool through which the researcher collected data is checklists adopted from a thoroughly known figure in teaching English as a foreign row named Jack Richards. The study consists of five chapters. Chapter unrivaled looks at defining round of the concepts involved in the TEFL teaching serve as hygienic as emphasizing the role of the teacher. Chapter two examines the background to TEFL teaching in Libya. It also embarrasss a literature review. Chapter three surfacelines the background to the study and introduces the acquire environment of it. It also hash outes the methodology of the study and looks at the applied checklist as wellspring as the parameters used as part of the research. Chapter four analyses the collected data. The last chapter comprises the conclusion and recomm shuttingations which ar thought to be helpful to improve the English dustup teaching in Libyan schools.Chapter one1.1- IntroductionTeaching English as a Foreign Language (TEFL) is a complicated exercise because it comprises a number of elements where the absence or the weakness of any one would affect the whole process. Al-Akhdar (2001 1) puts in this context The success of a course of English as a FL depends on several factorsHe discusses the issue of methodology in detail as one of the factors influencing the successful outcomes of the teaching operation. Another factor is to be discussed here it is the teacher. This study examines the important role of the teacher in relation to the methodology employed.The re asons behind the important role played by the teacher in the teaching process is illustrated by the following points1. The teacher stern compensate for any shortage of material or poor material, either by utilise other sources, or by tailoring the material to suit his particular class.2. The teacher can balance the alterations of the scholarly persons levels. It is natural for the teacher to notice this heterogeneity in any class. It is the teacher who knows how to deal with such a situation.3. He is also the one who deals with oversize classes (i.e. classes with more than 16 students) when it is quite difficult to carry out certain lying-ins and activities. Harmer (2002 128) maintains thatIn big classes, it is difficult for the teacher to let in contact with the students at the back and it is difficult for the students to ask for and receive individual attention. He goes on to give reasons for the difficulty in teaching big classes by saying big classes mean that it is not easy to have students walking around and changing pairs etc. Most importantly, big classes can be quite intimid(prenominal)ating for inexperienced teachers.Ur (1997 303) also lists some problems in teaching large classes suchas Discipline Correcting written assignments. Effective scholarship for all. Materials. Individual awargonness. Participation.4. It is the teachers responsibility as well to overcome the problem of the shortage of classroom timetabling. several(prenominal) syllabus quantify is longer than that allocated by the Education Authority.All of the above points encompass the teachers responsibilities and distinguish him as a crucial factor in the teaching methodal process. Dubin and Olshtain (198631) however, put it well when they expressThe teacher population is the most significant factor determining success of a new thinking and what it involves in practical terms argon crucial.Alien and Valette (1977 3) also stress the important role of the teacher. They say t hatThe teacher is the key figure in the linguistic process course. It is the teacher who sets the tone for the learning activities.They score that The teacher plays a prime role in effecting student progress or lack at that placeof.The teachers role, thusly, in creating a successful learning environment for EFL secondary school students studying in Libya is of paramount importance to the successful completion of their course. This dissertation examines the teachers role and undertakes an analysis of the complications involved and the possible solutions to these difficulties. This analysis takes the form of an military rating of teachers lessons at secondary schools in Missalata, Libya.1.2-Elements Involved in English Language TeachingBefore this analysis is undertaken, however, the process behind EFL teaching in common require to be examined in some detail. This will place the teachers role in context and illustrate the overall obscureity inherent In the EFL processThis proc ess according to Al-Mutawa and Kailani (1998 6) consists of central determinants which include the pupil, the EFL teacher, the method of teaching, the teaching materials and the classroom environment. These EFL learning and teaching elements are briefly discussed from a Libyan perspective in the following section1. 2.1-The PupilThere are two types of English voice communication learners in the Libyan environment a full time student in an academic institution (school, college or university) and those who are enrolled on private courses which are run by private actors line centres. The objective behind learning English at these types of style centres is either to fulfil the need of the learner himself or that of his employer for work requirements, or to develop further the learners cap dexterity in a specific field such as, English for medicine, English for engineering, etc. The difference amid the two can be summarised as followsA. The syllabus for the learner at the academic ins titutions is a standard one which is taught all over the country, while the syllabus for the private institutions varies from one organisation to another.B. The learners age at the academic institutions are fairly similar Whereas it can vary at the private centres.C. Private wording centres care a lot about the number of learners inone class, but public classes are al government agencys oversized which in turn can affect their learning process.1.2.2- The EFL TeacherEach job has its own specification or what is called a job description. Accordingly it is unavoidable, when recruiting a teacher to fill a position in any school to match him against the requirements for the job. But what are the criteria that we can apply in this process?It is quite difficult to base the answer on a checklist of a number of criteria such as a university degree. However, Richards (2001 209-210) points out that two main factors should be considered carefully in employing EFL teachers1.2.2.1- The Teacher s Knowledge.In this respect he outlines the following practical noesis the teachers repertoire of classroom techniques and strategies inwardness of language knowledge the teachers understanding of the subject of TESOL, e.g., pedagogical grammar, pronunciation, teaching theories, second language acquisition, as well as the specialized discourse and terminology of language teaching contextual knowledge familiarity with the school or institutional context, school norms, and knowledge of the learners, including cultural and other relevant information pedagogical knowledge ability to restructure content knowledge for leaching purposes, and to plan, adapt and improvise personal knowledge the teachers personal beliefs and principles and his or her individual approach to teaching reflective knowledge the teachers capacity to reflect on and assess his or her own practice. 1.2.2.2- Teaching SkillsTeaching skills refer to knowledge or the ability to perform certain skills. A similar taxonomy is provided by McDonough and Shaw ( 1993 297) who lists the followingKnowledge of the language systemGood pronunciationExperience of living in an English-speaking countryQualifications (perhaps further development taken, or in-servicedevelopment)Classroom performanceEvidence of being a good colleagueLength of time as a teacherAbility to create verbally teaching materialsCareful planning of lessonSame LI as students, or a sound knowledge of itExperience of a variety of teaching situations individualised qualities (outgoing, interested in learners and so on)PublicationsKnowledge of learning theoriesWide expressionAbility to manage a team of teachers. In addition to the above points education governance at all levels (planners, inspectors and headmasters) are asked to follow up and assistEnglish language teachers in order to improve further their ability and make cope with any development that might arise. Richards (2001 218). Lists a number of conditions to achieve and maintain g ood teaching standards Monitoring in this respect he states that to provoke the level of teaching, monitoring can play a major role throughgroup meetings, written reports, classroom visits, and student evaluations. Observation This can also play a part in upgrading teaching and heproposed different ways to implement this task. He suggests self-observation, peer observation or supervisor observation. appellation and Resolution of Problems problems that may face the teacher should be identified well in advance and should be tackled immediately in order to be avoided in future. Shared Planning This task can be done through the collective work among teachers on planning a course of study.EFL teachers in Libyan secondary schools are prepared to teach a certain syllabus not teaching English. Moreover, they are not taught how to teach the new textbooks.1.2.3-The Method of TeachingBefore discussing the different methods it is worth distinguishing between the two terms method and approach. Richards et. Al. (1985 228) give very simple explanation. They say method is (in language teaching) a way of teaching a language which is ground on systematic principles and procedures, i.e., which is an finish of views on how a language is best taught and learned. They go on to say that these views includea. The nature of languageb. The nature of language learningc. goals and objectives in teachingd. the of syllabus to usee. the role of teachersf. the techniques and procedures to useAs with deal to the definition of approach, Al-Mutawa and Kailani (1988 12) say in this respect The term approach refers to principles or assumptions underlying the process of language teaching and learning. They give the following clear example to illustrate their definitionone of the assumptions underlying descriptive linguistics is that language is a set of habits, i.e. habit formation which is acquired by the process of stimulus, response and reinforcement. Below is a handling of the major teac hing methods.1.2.3.1- Grammar Translation MethodThe history of Grammar Translation method dates back to the decades of teaching Latin in the nineteenth century. The objective behindThe application of this method includes as Rivers says ( 1983 29)an understanding of the grammar of the language and training the student to write the new language blamelessly by regular practice in translating from the native language. It aims at providing the student with a wide literary vocabulary It aims training the student to extract the meaning from texts in the new language by into the native language. Students are taught, according to this method, deductively by having sufficient explanations of the rules as well as long lists of vocabulary and asked to memorise them by heart in order to say texts. The teachers role however, is exemplified in the use of the learners first language to explain the rules and the vocabulary of the targeted text and then assists the learner to translate it. ( baker and Westrup 2000). Less emphases is made on accurate pronunciation thus auditory modality and speaking are ignored in this method.The Grammar Translation method is known to be very useful as Baker and Westrup( 2000 4)) point outin teaching academic work and for passing written exams .1.2.3.2- The ingest MethodThe Direct Method was brought to existence by the end of the nineteenth centaury in rejection for the ignorance made by the Grammar Translation method to listening and speaking skills. Voices started to be heard at that time for reform and that is why the channel method was known as the Reform method. The method is also known as the Natural or the Psychological Method for the fact that it makes an analogy between the child who learns his mother tongue and the way the learner learns L2. In contrary to the Grammar Translation Method, the Direct Method stresses the need to use the target language adept from the regaining and to avoid the use of the mother tongue. In this resp ect Rivers (1983 32) saysThis renewed emphasis on the target language as the medium of instruction in the classroom meant that correct pronunciation became an important consideration. The classroom teaching concentrates on practising the target language through the use of listening and speaking while course session and writing are considered less important. Students are encouraged to memorise phrases and dialogues. Baker and Westrup( 2000 4) list the following limitation in learning L2 through the use of the Direct Method Students may not always understand what they are repeating Students cannot make their own responses in new and different situations Teachers may not be confident enough to use English throughout the lesson They are not so useful for advanced learners. 1.2.3.3- The audio-lingual MethodOne of the main reasons for the consequence of The audio-lingual Method came as a conduct of the need of the American forces to use and understand the language of the invaded countr ies in the 40s and 50s. Kara(1992 82) says in respect of the application of the Audio-lingual theFollowingthen being used by the American Army to train their men to understand a native speaker and speak a Language with a near-native accent.She goes on to describe the mechanical application of the method by sayingClasses were small and staffed by linguistic by linguistic experts who taught using graded materials based on structural analysis and demanded long hours of drill and active practice with native speakers as models for imitation. This method has based its grounds on the Behaviourist Psychology where the following assumptions are embeddeda) Language learning is primarily mechanical habit formation.b) Language is a form of verbal behaviour.c) precedence goes for mastering spoken first in order for the other skills to be effectively gained.d) Analogy is a better foundation for language learning than analysis, therefore pattern practice in context precedes the presentation of rules.e) Teaching language involves teaching the cultural norms of native speakers of the target language.The major criticism addressed to the Audio-lingual method is represented in Rivers (1981 47) words as followsIf Audio-lingual training is given in a mechanical way, students may progess like well handy parrots-able to repeat whole perfectly when given a certain stimulus, but uncertain ,t meaning of what they are saying and unable to use .zed materials in contexts other than those in which they earned them. Student must be trained from the first lesson to apply what they have memorized or practiced in drills in conversation situations contrived within classroom group. 1.2.3.4-The Communicative ApproachThe Communicative approach first emerged in the UK in the mid to .ate 1970s. It was brought up as a result of the dissatisfaction with the structural and behaviourist methods of language teaching. This is the methodology which is currently widely used in text books not only in the West but so far in our schools and training centres in Libya. excessively the preparatory and secondary schools text books, most of the oil sector and banks training centres are applying this approach in their teaching of English. The focus, in this approach, is on using language for communication while accuracy is seen as secondary. The function of language, or the way it is used, is considered more important than the form.As with regard to classroom teaching, the communicative approach gives a large proportion of class time to student-centred activities. Students are given the chance to use the language in true to life(predicate) situations where they must use the language for real communication. The use of authentic materials and realia is encouraged wherever possible. The role of the teacher however, is seen as a group manager and body process leader or facilitator. In this case, he is advised to allow considerable time for the learners to work at their pace and ensures tha t the learners should proceed fromguided to freer practice of language items. The teacher has also to encourage group and pair work.1.2.3.5- The Eclectic ApproachSome teachers however, prefer to adopt an eclectic approach. The teacher in this case adopts some of the above mentioned methods during one single lesson. The teacher in this situation carries out a certain task in the class using grammar translation methodology and the other task performed through the audio-lingual method. In this regard Al-Mutawa and Kailani (1988 27) sayTeachers often incorporate features of different approaches in their particular methodology.Most of the English language teachers nowadays think that teaching grammar is the objective of teaching the language. Functions and notions for them are considered as secondary targets or they are used mainly to illustrate or bring out grammar rules.1.2.4- The Teaching MaterialsTeaching materials include textbooks, workbooks, newspapers and magazines, posters, bla ckboards, whiteboards, language laboratories, overhead projectors, tape recorders, videos and realia (such as real fruits, Vegetable, Kitchen objects) etc . Teachers can always try to create in the use of these materials. Some schools may lack some of above if not most. The teachers, therefore, can manage this shortage of materials. They can for example use his personal items from home or bf can seek the help of his students.1.2.5- The Classroom EnvironmentMost of the classrooms in Libya are built compatible with educational specifications. That is all of the classrooms are large enough to accommodate (between 25 to 30) students in each class.They have enough windows to provide light and fresh air. The strong-arm building itself is not enough, however. There are of course, other things complementing the physical structure such as ventilation, particularly in winter when these classes need to be warm enough, and electricity supply that is just as important. Students and teachers desk s as well should be convenient. All of these compose an environment that might help create an appropriate educational atmosphere.Further to the above discussion, it is necessary for purposes of clarification to discuss other terminology that can appear confusing. Terms such as curriculum, syllabus, methodology and teaching materials are interrelated and are sometimes mistaken for one another.Since this study uses these terms very frequently, it becomes essential to define what each one of them means.1.2.6.CurriculumNunan(19886) defines curriculum as followscurriculum is a very general concept, which involves consideration of the whole complex of philosophical, social and administrative factors, which contribute to the planning of an educational programme.On the same line, Lim (cited in Richards 2001 41) also includes the following parameters as part of the curriculum processneeds analysis, goal setting, syllabus design, material design, language programme design, teacher preparation , implementation of programmes in schools, monitoring, feedback and evaluation.Curriculum can be divided into three different groups think Curriculum Implemented Curriculum Realized Curriculum Nunan (2000) describes these stages as followsI like to draw a distinction between the planned curriculum, the implemented curriculum, and the recognise curriculum. The planned curriculum includes everything that is done prior to the delivery of instruction. The implemented curriculum refers to what happens in the moment-by-moment realities of the classroom. The realized curriculum refers to the skills and knowledge that learners actually acquire as a result of instruction.This study will be mainly dealing with the implemented curriculum.Chapter Two Literature Review2.1.- Secondary School Syllabus (Past and Present) 2.1.1- Introduction.The teaching of English as a foreign Language has attracted great interest in Libya since the mid 40s. Imssalem( 2001 8) said in this contextSince the start o f British administration in 1943, English was introduced into the school system and has become the first foreign language. English is also currently a core subject from the first year of preparatory school to the university stage. It is also a core subject in all university colleges. The preparatory and secondary school English textbooks in Libya, however, have seen remarkable developments. These developments square up into two main stages2.1.2-Secondary School Syllabus Before 1996.Libya was one of the Italian colonies and it was very much affected by the Italian imperialistic policy, particularly in the field of education. In this regard, Mahaishi (1999 9) maintained thateducation was affected by the policies made by the colonisers, where they had abolished the schooling system created by the Ottoman rule during the last days of their empire. Consequently the colonisers imposed an Italian curriculum from the early education stages in order to Italianise the life of the Libyan Ara b citizen through imposing the Italian language.This stage lasted well-nigh half a century.Afterwards, and by the start of the British administration in Libya in 1943, English language started to take its place in the Libyan school curriculum in a different way to that employed by the Italian invaders. Whereas the Italian curriculum aimed at Italianising the Libyan education system, English language during the British administration was introduced as a school subject. Other subjects such Maths, Chemistry etc, were introduced in Arabic.Moreover, education in Libya, generally, was very limited for many reasons, for example, meagerness and the fact that the country was the scene of ferocious imperialistic wars between foreign forces, to the extent that John Wright (1972 206 ) in his book The History of Libya put the rate of analphabetism at 90%. until 1964 the English Language syllabus was exemplified in English textbooks imported from Egypt. Imssalem (2001 8) says thatThe curriculum for English language teaching in Egypt was introduced into Libya by British-trained Egyptian teachers. In the late 60s, M. Gusbi in collaboration with R John produced a new syllabus, which lasted around three decades as reliable, local Material used in Libyan secondary schools. Mr. Gusbis material (Further English for Libya, Revised edition 1974) was based on the audio-lingual method, which was characterised by concentration on structure and form kinda than on meaning as an objective of teaching. This approach has relied on introducing a topic, familiar to the learners culture, followed by some drills and exercises.The lessons were gradually graded in linguistic complexity, aimed at consolidating the rules in order to develop the learners linguistic competence. For instance, if you look at the exercises used in Lesson One (Gusbi and John, Seventh Impression, 1983 4-5) only section C is different with the submission of some comprehension questions. One finds them concentrating on g rammar, for example, Section D (Make sentences from this table), Section E (Put these sentences into negative etc.With regard to the skills, the focus was only on listening and speaking in the first stages. Reading and writing, however, were postponed to the advanced stages until the first two skills were mastered. This method implies a teacher centred approach, where he/she finds himself/herself taking the big share of lecture and directing as well as correcting any type of error that might arise to ensure the development of the learners accuracy.The case of the Libyan English textbook, (Further English for Libya) which was built on structural bases, was almost the same as that in some other Arab countries. Kharma and Hajjaj, (1986 60) describe the syllabus in the Arab Gulf States before the mid 70s by sayingWith the fundament of the structural approach the syllabus continued to be thought of as materials content in terms of lexical and grammatic items, and particularly sentence patterns.At that time the Communicative approach was introduced into the curriculum in Europe and the USA.2.1.3-Secondary School Syllabus After 1996In order to discuss the secondary school syllabus in Libya after 1996 this section highlights the development of the communicative approach since the Libyan secondary school textbooks are now based on a communicative approach of teaching.The communicative approach came into existence by the end of 1960s and early 70s as a result of the dissatisfaction with the then current approaches and methods, such as the Grammar-Translation method, Direct method, Audio lingual method etc, that concentrated on language structure instead of the real use of the language itself as means of communication. Richards (1995 66) in this context quoted Littlewood when he describes the communicative language teaching by sayingOne of the most characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspects of language. This approach has incorporated the teaching of the four language skills besides grammar and vocabulary which according acknowledges the interdependence of language and communication. Thus it supersedes the previous methods in unifying these two concepts i.e. language and communication.This shift however, from merely teaching language structurally to teaching it communicatively met with different views, some in favour and others against. In China for instance, Xiao Qing Liao (10/10/2001) saysIn spite of the resistance to the introduction of the communicative approach in China, there were still many teachers in favor of CLT.Although communicative language teaching was introduced to the Libyan secondary school textbooks in 1997, which is considered relatively late, it can be said that these textbooks are improved for the following reasons They can be described as comprehensive multi-strand textbooks i.e. they introduce in each unit of the books vocabular y, grammar and the four language skills listening, speaking, interpret and writing. The textbooks content of vocabulary, grammar and the four language skills serve the makeup of each unit in a communicative way.The authors (Tankard and Tankard 20011) give an example of this point in their introduction to the First year Secondary School Textbook by saying Unit 5 has the theme Countries and Regions. In this unit the vocabulary relates directly to the theme the students learn new words and expressions to describe geographical regions. The grammar point covered is comparative adjectives, and the communicative functions are comparing people and things and talking about countries and regions. The variation in the topics included in the course book supports the learners command of the language and can help him to use English in real life situations. contrasted to the previous textbook (Further English for Libya by Gusbi and John 1970 Longman publications), which dominated the process of teaching English as a foreign language in Libyan schools for nearly three decades, the new textbook can also be considered as a dynamic one and not static. For instance, in terms of student participation, most of the tasks were set in order for the students to interact among themselves, to play certain roles or to solve a problem, whereas the old textbook concentrates mainly on grammar issues where there is no chance for group work. The possibility of performing the exercises in the old text book can only be done between the teacher and a student or one student and another. Accordingly, the chance for involving the whole class group work or pair work is not available. The other advantage of the new textbook is represented in the use of Visual aids. The pictures are very helpful and very motivating for the learner to learn, to understand the task and accordingly participate actively in the class. For instance, in Unit Two (p. 6,7and 8) the topic is about Towns and cities in which th e authors introduced the city of Bath in England as an example. At first they present an introduction about the city on page 7, supported by a map of the city using colours (red, ghastly and green) to show the most famous places like the museum, Post office, car park and recreational park. The objective behind the passage, in page 7, is to provide the learner with necessary vocabulary. In page 8, the picture is used for further drills of the vocabulary in listening and speaking e.g. giving and following directions. These drills are of course, supported by drawings. Besides dealing with vocabulary, listening speaking and reading, it also deals with grammar inclusively (using WH questions and demonstrative pronoun there). Pictures in the old syllabus, however, were very limited and did not serve the theme or any learning activity.In spite of this improvement of the new English Language textbook in Libya, it did not take into account the other elements of the learning and teaching pro cess i.e. the pupil, the EFL teacher, the method of teaching applied in the Libyan schools, teaching material, and the classroom environment. So the questions that should have been posed by the authors of English for Libya (Alan and Fiona Tankard) and the Libyan educational authorities before writing the textbook could have been Is the teach