1. ACRONYMS ACRONYM DEFINITION NOTES EFL English as a foreign language
Non-English speaking person is learning English in a non-English speaking country
ESL
English as a second language
Non-English speaking person is learning English in an English speaking country
ESOL
English to speakers of other languages
Combination of EFL and ESL. Used in public school systems
TEFL
Teaching English as a foreign language
Teaching English in a country where English is not the native language
TESOL
Teachers of English to speakers of other languages
International organization and the study of principles and practices for teaching ESL
TOEFL
Test of English as a foreign language
Used by US universities, colleges and workplaces to test language proficiency
TOEIC
Test of English for International Communication
Used by businesses to test communication skills in English
IELTS
International English Language Testing System
British test used to test English proficiency

2. KEY CONCEPTS IN LANGUAGE TEACHING
Acquisition:
Children acquire a language
Unconscious development of language skills
2nd Language Learning
Conscious learning application
Similar to first language acquisition
Acquisition in a natural way leads to fluency.
Emphasis on accuracy is formal and difficult.

3. LANGUAGE ACQUISITION Krashen's Five Hypotheses:
The Natural Order Hypothesis: “We acquire the rules of language in a predictable order.”
TheAcquisition/ Learning Hypothesis “Adults have two distinctive ways of developing competences in second languages .. acquisition, that is by using language for real communication ... Learning …’knowing about’ language” (Krashen & Terrell 1983).
The Monitor Hypothesis: “Conscious learning ... can only be used as a Monitor or an editor” (Krashen & Terrell 1983).
The Input Hypothesis: “Humans acquire language in only one way - by understanding messages or by receiving comprehensible input.”
TheAffective Filter Hypothesis: “a mental block, caused by affective factors ... that prevents input from reaching the language acquisition device”(Krashen, 1985, p.100).

4. ACQUISITION AND LEARNING
Implicit, unconscious
Explicit, conscious
Informal situations
Formal situations
Uses grammatical “feel”
Uses grammatical rules
Depends on attitude
Depends on aptitude
Stable order of acquisition
Simple to complex order of learning

5. SUPPORT KRASHEN’S HYPOTHESIS
1. People speak to children acquiring their first language in special ways.
2. People speak to L2 learners in special ways.
3. L2 learners often go through an initial Silent Period.
4. The comparative success of younger and older learners reflects provision of comprehensible input.
5. The more comprehensible input ,the greater the L2 proficiency.
6. Lack of comprehensible input delays language acquisition.
7. Teaching methods work according to the extent that they use comprehensible input.
8. Immersion teaching is successful because it provides comprehensible input.
9. Bilingual programs succeed to the extent they provide comprehensible
input.

6. Learning Meets Acquisition
B.F. Skinner: Behaviorism
David Ausubel: Meaningful Learning Theory
Carl Rogers: Humanistic Psychology
H. Douglas Brown: The Ecology of Language Acquisition

7. TEACHING ADULT LEARNERS
Principles of adult learning include:
New knowledge has to be integrated with previous knowledge, which requires active learner participation.
Collaborative modes of teaching and learning enhance the self-concepts of those involved and result in more meaningful and effective learning.
Adult learning is facilitated when teaching activities promote question asking and answering, problem finding, and problem solving.
Adult skill learning is facilitated when individual learners can assess their own skills and strategies to discover inadequacies or limitations for themselves. (Dewar, 1996).

8. LEVELS OF PROFICIENCY
Beginning levels (1-2): Survival English including doing the grocery shopping, eating dinner in a restaurant, going to movies, and talking to friends. Basic conversational skills are possible.
Intermediate levels (3-4) : Students begin to reach “conversational fluency”.  They can understand most native English speakers and make themselves understood to most people in most situations.  They can understand movies, read newspapers and understand jokes.  They feel really good about their English progress and think they speak and understand English very well. They do, but there is more to learn.
Advanced levels (5-6): The last and longest step to proficiency.  Students learn to read and write. Communication depends on a large body of vocabulary. Students struggle to learn many advanced skills and often feel they have learned enough. Students will acquire and master these skills at different rates and it is often difficult to feel progress. .  Students recycle their knowledge, refine their abilities and practice skills in different ways and at their own changing level of increasing competence.
Levels depend on the amount of time students are exposed to the target language and how much time they dedicate to practicing what they are learning.

9. MYTHS ABOUT 2ND LANGUAGE TEACHING AND LEARNING
The teacher must speak the language of the students.
Anyone who speaks English can teach it.
English majors can teach EFL.
Students must learn grammar in order to speak a language. It is the most important tool to being correct.
Correcting students makes them learn better and more.
The best way to learn a foreign language is to go to a foreign country.
The best way to learn a foreign language is to speak it.
It is expected that you will make many mistakes while learning.
You are a foreigner; therefore, you will have a foreign accent.
If you didn’t learn a foreign language as a child, you will never be proficient in its grammar.
Studying pronunciation is not important.

10. WEBSITES http://www.boiseschools.org/federal/inst_strat.pdf