Foreign Language Teaching Case Study

1567 Words7 Pages
The serious consideration to the spoken language as a subject for teaching has a long history. Initially, major attention was devoted to the teaching of pronunciation. Students of the spoken language spent many hours learning to produce the ‘sounds of English’ (Brown & Yule, 1987). That context of ‘native’ speakers of English is not so much different from the teaching situations of English as a Second Language and English as a Foreign Language. One of the basic problems in foreign-language teaching is to prepare learners to be able to use the language. How the preparation is done, and how successful it is, depends on how teachers understand their aims. For instance, in order to be able to speak a foreign language, it is necessary to know a…show more content…
Teachers are instructed that changes and modifications of the content of the syllabus (learning competencies, subject-matter or content, tasks and activities, assessment tools, etc.) are possible depending on them, who are assigned with the courses. The teachers are in the best position to decide on what to bring inside their classes. Instructional practices are highly dependent on the teachers’ decisions and preferences, including the medium of instruction to be used in their classroom. Teachers have different learning styles and beliefs on which teaching approach, methodology, strategy and technique is best utilized to achieve the ultimate goal of every teaching which is…show more content…
This has been the result of some instructors’ observation on most of their students’ difficulty expressing their thoughts and ideas through second language speaking. This observation is not only found in the classes of lower year level (1st and 2nd year) but also common to the higher level (3rd and 4th year), including those who are taking their practicum or practice teaching. The initial survey of literature yields to look at the position of the teacher who holds a crucial position in the teaching and learning process. It is important to understand the teacher’s context: his or her experiences, thoughts and beliefs, and instructional practices, which plays a big role in students’ learning of a specific skill. In a classroom periphery like the research local in which this study is situated, having students from different parts of the country with different cultural orientations, there is a need for teachers to be critical in terms of adapting instructional practices that are culturally and contextually
Open Document