English Language Teaching in the “Post-Method” Era: Toward Better Diagnosis, Treatment, and Assessment

Brown, H. Douglas

doi:10.1017/cbo9780511667190.003

Cited by 166 publications

(164 citation statements)

References 6 publications

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“…Bowen, Madsen, & Hilferty, 1985;Brown, 2002;Carruthers, 1987;Florez, 1998;Jones, 2002;Power, 2003;Wong, 1987). Bowen et al (1985), for example, suggest that pronunciation teaching might follow a sequence built-in priority: fluency, stress, rhythm and intonation, and vowels and consonants.…”

Section: Discussionmentioning

confidence: 99%

“…Although there is no distinct priority among important components of pronunciation, both segmental features (e.g., consonants and vowels) and suprasegmental features (e.g., prominence, rhythm, and intonation) should be included in pronunciation instruction (Bowen, Madsen, & Hilferty, 1985;Brown, 2002;Carruthers, 1987;Florez, 1998;Jenkins, 2000;Jones, 2002;Power, 2003;Ufomata, 1996;Wong, 1987). However, there is no agreement on which should be the first and which should be the next.…”

Section: Introductionmentioning

confidence: 99%

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The Teaching of English Pronunciation: Perceptions of Indonesian School Teachers and University Students

Moedjito¹

2016

ELT

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This study aimed to explore teachers' and students' perception of pronunciation teaching in Indonesian EFL classrooms, particularly on (1) the difficulty of English pronunciation, (2) the reasons for the difficulty, (3) the inclusion of pronunciation in EFL classrooms, (4) the goal of pronunciation teaching, (5) priorities in pronunciation teaching, and (6) techniques in pronunciation teaching. To achieve the purpose, a written questionnaire was distributed to 110 Indonesian school teachers and 230 Indonesian university students. The collected data were submitted to independent two-sample t test to determine the significant mean differences between the teacher and student participants. The results of the study discovered that almost all of the respondents perceived English pronunciation as one of the most difficult areas in English learning. The participants also agreed that two most significant reasons for the difficultly were related to students' first language (L1). Regarding these results, the participants strongly agreed on the inclusion of pronunciation in EFL classrooms with intelligibility as the goal of pronunciation teaching. Moreover, segmental features such as consonants and vowels as well as sentence stress became the priorities in pronunciation teaching for EFL learners. Finally, teacher explanation in students' L1, followed by demonstration of how to produce the English phonemes, is significantly rated as the better way to teach English pronunciation in EFL classrooms. The finding of the study implies that intelligibility as the goal of pronunciation teaching can be really attained with the consideration of priorities and techniques in pronunciation teaching.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Teaching of English Pronunciation: Perceptions of Indonesian School Teachers and University Students

Moedjito¹

2016

ELT

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“…On the whole, Brown (2002) stated that English language teaching now requires diagnosis, treatment and assessment. Diagnosis is the first step to identify learners" needs, necessities and wants (Nation & Macalister, 2010).…”

Section: Theory and Practice In Language Studies 229mentioning

confidence: 99%

Is Speaking Fluency Strand Necessary for the College Students to Develop in the EFL Class?

Yang¹

2014

TPLS

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Abstract-This article aims to explore how the EFL teachers and students treat the development of speaking fluency in the EFL class in terms of the teachers' willingness of promoting speaking fluency for their students and the students' demand and preference of the speaking fluency in the EFL class in China. This study also attempts to identify whether there is a dynamic between these two variables. However, the participants in this study including 40 EFL students with a female dominated demography and 10 domestic EFL teachers were randomly convened from a college. Two sets of questionnaire for these EFL teachers and students are a way to observe the result, since the demand of fluency development is a motivational factor for the EFL learners to practice it, while the teachers' willingness of implementation is an effective variable to promote it. Thus, a ttest is applied to precede this outcome and the results indicated that the teachers' willingness of developing speaking fluency for their students is not sufficient. Their students consequently are not familiar with the way of practicing the speaking fluency. Though these EFL students demand a fluent communicative competence in conversations, there is a lack of time, activity, effort and relevant principle of guiding in the current EFL class. The conclusion of this article is that speaking fluency strand is necessary to the college students and therefore further researches should draw attention on its development in the EFL class in China.Index Terms-fluency, speaking fluency, fluency development, preference of speaking fluency, college EFL students, EFL teaching in China

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“…An ELT method has been defined as a framework (Akbari, 2008a) or as an approach (Canagarajah, 2002) with a set of "procedures" (Kumaravadivelu, 1994) or "techniques" (Brown, 2002) for teachers to "replicate" (Prabhu, 1990) in their classroom with the intended goal of affecting language learning. The methods, thus defined, suggest the presence of guidelines and standard operational steps to be followed in the classroom.…”

Section: Elt Methods: Boon or Banementioning

confidence: 99%

Foreign English Language Teachers’ Local Pedagogy

Eusafzai¹

2015

ELT

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ELT methods have been criticized for being limited and inadequate. Postmethod pedagogy has been offered as an alternate to these methods. The postmethod pedagogy emphasises localization of pedagogy and celebrates local culture, teachers and knowledge. Localizing pedagogy is easy for local teachers as knowledge and understanding of the local comes to them by instinct but may not be so for foreign teachers working in these local communities. However, it is also a fact that in the wake of globalization and internationalization, teachers are moving not only across geographical borders but also across cultural and social borders and to teach effectively, they need to localize their pedagogy. How do teachers localize their pedagogy in a foreign society? There is not much research on the phenomenon. The current qualitative research tries to bridge this gap. The research explored what aspects of the local are valued by expatriate teachers for particularizing their pedagogy; how this knowledge of the particular is translated into practice and to what extent it helps in socially and culturally empowering their students. The findings of the research are expected to help foreign teachers localize their pedagogy, and may also be helpful in designing orientation, integration and professional development courses for expatriate teachers.

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English Language Teaching in the “Post-Method” Era: Toward Better Diagnosis, Treatment, and Assessment

Cited by 166 publications

References 6 publications

The Teaching of English Pronunciation: Perceptions of Indonesian School Teachers and University Students

The Teaching of English Pronunciation: Perceptions of Indonesian School Teachers and University Students

Is Speaking Fluency Strand Necessary for the College Students to Develop in the EFL Class?

Foreign English Language Teachers’ Local Pedagogy

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