1. Kyung Hee University Kiwan Sung
Three Aspects in ELT
Kyung Hee University
Kiwan Sung

2. Three Aspects in ELT What to teach - Curriculum
-Centralized vs. Decentralized
-National vs. local curriculum
-Mandated vs. Choice
-Empirical, Analytical, & Scientific
Emphasis
-Lack of collaboration b/w curriculum
materials developers, administrators, &
teachers in the field

3. Three Aspects in ELT 2. How to teach - Approach, Method, Technique
-Behaviorism, Cognitivism, Humanism
- Technical/Practical/affective Emphasis

4. Three Aspects in ELT 3. Relate to the issue of why to teach
Goals/Objectives : Who benefits/are marginalized?, Why am I doing what I’m doing? What are alternatives?
Reflective
Critical
- Ideological

5. Components of ELT (Richards & Rodgers, 2001)

6. 1. Approach a. A theory of the nature of language
      - an account of the nature of language proficiency
     - an account of the basic units of language structure
b. A theory of the nature of language learning         
- an account of the psycholinguistic and cognitive processes involved in language learning         
- an account of the conditions that allow for successful use  of these processes

7. 2. Design a. Classroom objectives of the method b. A syllabus model
- criteria for the selection & organization of linguistic and/or  subject-matter content
Ex) Type A syllabus: Synthetic(discrete items)
Type B syllabus: Analytic (Procedural, Process)

8. 2. Design c. Types of learning and teaching activities
- kinds of tasks and practice activities to be employed in  the classroom and in materials

9. 2. Design d. Learner roles - types of learning tasks set for learners
- degree of control learners have over the content of learning         
- patterns of learner groupings that are recommended or implied         
- degree to which learners influence the learning of others         
- the view of the learner as a processor, performer, initiator, problem solver, etc .

10. 2. Design e. Teacher roles - types of functions teachers fulfill
- degree of teacher influence over learning         
- degree to which the teacher determines lesson content
- types of interaction between teachers and learners

11. 2. Design f. The role of instructional materials
- primary function of materials         
- the form materials take (e.g., textbook, audiovisual)         
- relation of materials to other input         
- assumptions about teachers and learners

12. 3. Procedure
Classroom techniques, practices, and behaviors observed when the method is used         
- resources in terms of time, space, and equipment used by the teacher         
- interactional patterns observed in lessons         
- tactics and strategies used by teachers and learners when the method is  being used