انگلیسی TESOL چیست؟
TESOL چیست؟
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چیست؟TESOL
TESOL 
به معنای آموزش زبان انگلیسی به متکلمان زبان های دیگر است و شامل TEFL ( آموزش زبان انگلیسی در جایگاه زبانی خارجی) و TESL (آموزش زبان انگلیسی در جایگاه زبان دوم)می شود.معلمان بسیاری در سرتاسر جهان سطح این مدرک را بسیار بالا می دانند.
تقاضای معلمان برای دوره های آموزشی TESOLدر سرتاسر جهان بسیار بالاست.مدارس و دانشکده ها در بسیاری از مناطق شدیداً به دنبال متکلمان بومی و غیر بومی می گردند.این افراد باید دارای مهارت های سطح بالا در زبان انگلیسی باشند.
what is TESOL
What is TESOL
As you may already know, TESOL stands for Teaching English to Speakers of Other Languages and encompasses what used to be called TEFL (Teaching English as a Foreign Language) and TESL (Teaching English as a Second Language).
Thousands of teachers around the world have found this an invaluable certificate-level qualification.
Explanation of the meaning of some technical terms used in TESOL
a. methodology in language teaching
A methodology is a plan for presenting the language material to be learned and should be based upon a selected approach. In order for an approach to be translated into a method, an instructional system must be designed considering the objectives of the teaching / learning, how the content is to be selected and organized, the types of takes to be performed, the roles of students and the roles of teachers.
b. form in language teaching
Form refers to a specific language grammar and how the structure of this specific item is made up. Considering the form means emphasizing on accuracy:
For example, ”what is the rule to make the Present Perfect? How do we make questions and negatives of this grammar?”
Then the teacher is introducing the form of the Present Perfect by using Have/Has + past participle of the verb, as in: They have finished their assignment. And the questions and negatives are formed by using the auxiliary ‘have/has’.
Have they finished their assignments?
They haven’t finished their assignment.
c. meaning in language teaching
For the teacher meaning refers to explaining the meaning of the grammatical structure. For the learner meaning refers to the understanding of the structure to gain – play, game, …. Thus, meaning focuses on fluency.
d. communicative methods
CLT places great emphasis on helping students use the target language in a variety of contexts and places great emphasis on learning language functions. Here are some principles of CLT:
- Learners learn a language through using it to communicate.
- Authentic and meaningful communication should be the goal of classroom activities.
- Fluency is an important dimension of communications.
- An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning.
- An attempt to link classroom language learning with language activities outside the classroom.
Thus, in the classroom CLT often takes the form of pair and group work requiring negotiation and cooperation between learners, fluency – based activities that encourage learners to develop their confidence, role plays in which students practice and developing language functions, as well as judicious use of grammar and pronunciation focused activities.
e. phonology
Phonology is the study of how sounds are organized and used in natural languages. The phonological system of a language includes rules which specify how sounds interact with each other, and an inventory of sounds and their features. Phonology analyzes the sound patterns of a particular language by determining which phonetic sounds are significant, and explaining how these sounds are interpreted by the native speaker. Phonology is just one of several aspects of language. It is related to other aspects such as phonetics, morphology, syntax, and pragmatics.
f.function in language teaching
The function of any sentence/sentence fragment in communication can be for example, question, statement, command, apology, request. In order words, the communicative function of a sentence (fragment) reflects what the speaker wants to do with the utterance; how she/he wants the hearer to respond. The communicative function of a sentence can be worked out partly from its form, and partly form intonation (in speech) or from the context of the sentence.
ESL teacher’s characteristics
In my opinion the qualities that a teacher should have might be in this list:
- Patient
- Kindness, warmth, and friendliness
- Flexibility
- Ability to create a suitable learning environment
- Ability to motivate and support students
- Discipline
- General knowledge and the knowledge of the subject
- Skills’ organization
- Self confidence and self control
- Ability to manage the class
- Creativity
- Ability to get along well with learners
- Reliability
- A positive view to believe the students
- A good sense of humor
- Ability to understand the learners needs
- Empathy
- Good temper
- Ability to present the subject
- Ability to hold the learners’ attention
- Energy and enthusiasm for both teaching and learning
- Ability to help the learners in their learning
- Willing to look good in appearance in the learners’ eyes
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a. A teacher is born with:
- Patience
- Friendliness
- Flexibility
- Self confidence
- Creativity
- Ability to get along with learners
- Reliability
- Empathy
- Good temper
- A positive view to believe the learners
- A good sense of humor
- Energy and enthusiasm for both teaching and learning
b. Skills the teacher has to learn
- Ability to create a suitable learning environment
- Ability to motivate and support students
- Discipline
- General knowledge and the knowledge of subjects
- Skills’ organization
- Self control
- Ability to manage the class
- Ability to present the subject
- Ability to hold the learners’ attention
- Ability to help the learners in their learning
- Ability to understand the learners’ needs
- Willing to look good in appearance in the learners’ eyes
Lily Maghsoudlou, master in TESOL
READING NOTES
To ESL Teachers
(Useful tips on reading )
List of many ideas you can think of that will encourage students to read extensively.
As a teacher you would make students accept that they learn to read by reading; the more
theyread, the better readers they become.
- Have them read easy and interesting books, since it allows them to become more fluent, effective readers.In addition, they are able to learn new words and phrases, over time, while enjoy what they are reading.
- Ask the students to scan two or three pages of a book looking for words they do not recognize to find out if the book is difficult for extensive reading.
- Advise them to stop and find other books they may enjoy more in case they do not find their books interesting or exciting.
- Sometimes read them books which are at the right level.
- Remind them not to worry about the exact meaning of every word or phrase.
- Remind them that they are reading for pleasure.
- Advise them to consider their schedules and to set aside times to read (e.g. before going to bed)
- Encourage the students to keep a logbook of their extensive reading. This will allow them (and the teachers) to see their progress.
- Require students to provide a very brief summary of each book entered into the logbook in order to monitor general comprehension.
It is a good idea that English to be read with the students if English is a foreign language
to the teacher. As far as I have heard, “reading is caught, not taught”.
- Point out that reading extensively can help them read faster, increase their confidence in their reading and vocabulary knowledge, over and above it helps improve their writing proficiency and oral fluency.
- Join the students in going to the library and helping them choose a right book.
- Encourage them to talk to you about what they have read.
Lily Maghsoudlou, master in TESOL
Writing notes
To ESL Teachers
(Useful Writing notes)
Following is a list of some of the main differences between informal and formal writing:
Informal: May use colloquial words/expressions (kids, guy, awesome, a lot, etc.)
Formal: Avoid using colloquial words/expressions (substitute with children, man/boy, wonderful, many, etc.)
Informal: May use contractions (can't, won't, shouldn't, etc.).
Formal: Avoid contractions (write out full words - cannot, will not, should not, etc.).
Informal: May use first, second, or third person.
Formal: Write in third person (except in business letters where first person may be used).
Informal: May use clichés (loads of, conspicuous by absence, etc.)
Formal: Avoid clichés (use many, was absent, etc.)
Informal: May address readers using second person pronouns (you, your, etc)
Formal: Avoid addressing readers using second person pronouns (use one, one's, the reader, the reader's, etc.)
Informal: May use abbreviated words (photo, TV, etc)
Formal: Avoid using abbreviated words (use full versions - like photograph, television, etc.)
Informal: May use imperative voice (e.g. Remember....)
Formal: Avoid imperative voice (use Please refer to.....)
Informal: May use active voice (e.g. We have notice that.....)
Formal: Use passive voice (e.g. It has been noticed that....)
Informal: May use short and simple sentences.
Formal: Longer and more complex sentences are preferred (short simple sentences reflects poorly on the writer)
Informal: Difficulty of subject may be acknowledged and empathy shown to the reader.
Formal: State your points confidently and offer your argument firm support.
These are just some of the differences between formal and informal writing. The main thing to remember is that both are correct, it is just a matter of tone and setting. Formal English is used mainly in academic writing and business communications, whereas Informal English is casual and is appropriate when communicating with friends and other close ones. Choose the style of writing keeping in mind what you are writing and to whom. But whichever style you write in - formal or informal - be sure to keep it consistent, do not mix the two.
Adult Learners
How adults learn a language:
-Adult learners have to learn the rules of a language: it doesn’t naturally happen to them as their (L۱)
-Adult learners have only limited time in the class to study the new language because they are not in the situations.
-Adult learners more focus on accuracy rather fluency
-Adults learn in conscious and analytic ways and are able to monitor their speech
-Adults have knowledge of a language
-Adults are goal-oriented; they have expectations about learning
-Most adults have a definition of learning
How does adults’ learning differ from how a young child learns a language? In that ways is it more difficult for adults?
-Children have natural abilities to learn whereas adults have analytic abilities
-Children do not need motivation for learning a language, they just Do it! Adults are better motivated towards learning a foreign language.
-Children learn a language without any correction while adults try to use language correctly.
-Adults are more nervous of learning than young learners are.
-Age is an extremely important factor and the older gets it difficult to learn a foreign language.
Lily Maghsoudlou, Master in TESOL
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موفق باشید.
این دوره همان تربیت مدرس نمی باشد,در قسمت What is TESOL? تعریف شده است.تکنیک و روش تدریس هر 4 مهارت اموزش داده می شود.
در این دوره تکنیکها و روش های مربوط به تدریس هر 4 مهارت اموزش داده می شود.در اینجا چکیده یک سری مطالب مفید برای مدرسین ESL گذاشته می شود.
آیااین دوره همان دوره تربیت مدرس است؟ ایا فقط این دو skill تدریس میشود؟
با تشکر
mikhastam bedoonam in matalebi ke zadi dar morede raveshe tadrise READING mibashad?
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با شرکت در این دوره مهارتهای لازم را می اموزید. در این رابطه توضیحاتی بیشتر ارائه خواهد شد.
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ایا این دوره در ایران کاربرد خاصی داره؟ منظورم اینه که با گذراندن این دوره چه امتیازاتی خواهیم داشت؟ و اینکه اعتبار مدرک شما در چه حدی است؟