A Course in Language Teaching Practice and theory Penny Ur CAMBRIDGE TEACHER TRAINING AND DEVELOPMENT Series Editors: Marion Williams and Tony WrightCAMBRIDGE TEACHER TRAINING AND DEVELOPMENT Serles Editors: Marion Willlams and Tony Wright This series is designed for all those involved in language teacher training and development: teachers in training, trainers, directors of studies, advisers, teachers of in-service courses and seminars. Its aim is to Provide a comprehensive, organised and authoritative resource for language teacher training and development. Teach English — A training course for teachers by Adrian Doff Models and Metaphors In Language Teacher Training — Loop input and other strategies" by Tessa Woodward Tralning Foreign Language Teachers - A reflective approach by Michael J. Wallace Literature and Language Teaching - A guide for teachers and trainers” by Gillian Lazar Classroom Observation Tasks - A resource book for language teachers and trainers* by Ruth Wajnryb ‘Tasks for Language Teachers - A resource book for training and development” by Martin Parrott English for the Teacher - A language development course* by Mary Spratt Teaching Children English - A training course for teachers of English to children* by David Vale with Anne Feunteun ‘A Course in Language Teaching - Practice and theory by Penny Ur Looking at Language Classrooms ‘A teacher development video package About Language - Tasks for teachers of English by Scott Thornbury Action Research for Language Teachers by Michael J, Wallace Mentor Courses - A resource book for trainer-trainers by Ang: Malderez and Caroline Bodocsky * Original Series Editors: Ruth Gairns and Marion WilliamsCAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sio Paulo, Delhi Cambridge University Press The Edinburgh Building, Cambridge CB2 RU, UK www.cambridge.org Information on this title: www.cambridge.org/9780521449946 © Cambridge University Press 1991 It is normally necessary for written permission for copying to be ‘obtained in advance from a publisher. The worksheets, role play card, tests and tapescripts at the back of this book are designed to be copied and distributed in class. The normal requirements are waived here and itis not necessary to write to Cambridge University Press for permission for an individual teacher to make copies for use within his or her own classroom. Only those pages which carry the wording ‘© Cambridge University Press’ may be copied. First published 1996 17th printing 2009 Printed in the United Kingdom at the University Press, Cambridge A catalogue record for this publication is available from the British Library Library of Congress Cataloguing in Publication data Us, Penny, A course in language teaching: practice and theory / Penny Us. Pp cm. Includes bibliographical references. ISBN 978-0-521-44994-6 paperback 1, Language and language ~ Study and teaching. I. Title PS1.U7 1995 418',007 - de20 9435027 cr ISBN 978-0-521-44994-6 Paperback. Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party Internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables and other factual information given in this work are correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.MEE The teaching process Contents Units with a ® symbol are components of the ‘core’ course; those with a D> symbol are ‘optional’. Acknowledgements Read this first: To the (trainee) teacher To the trainer Introduction Module 1: Presentations and explanations > Unit One: Effective presentation D> Unit Two: Examples of presentation procedures > Unit Three: Explanations and instructions Module 2: Practice activities > Unit One: The function of practice > Unit Two: Characteristics of a good practice activity > Unit Three: Practice techniques [> Unit Four: Sequence and progression in practice Module 3: Tests > Unit One: What are tests for? > Unit Two: Basic concepts; the test experience > Unit Three: Types of test elicitation techniques D Unit Four: Designing a test © Unit Five: Test administration REY Teaching the language {1): The ‘what’ Module 4: Teaching Pronunciation > Unit One: What does tegching pronunciation involve? © Unit Two: Listening to accents > Unit Three: Improving learners’ pronunciation © Unit Four: Further topics for discussion > Unit Five: Pronunciation and spelling xi xii 10 rv 13 16 19 21 24 27 33 35 37 41 42 47 50 52 54 56Contents Module 5: Teaching vocabulary > Unit One: What is vocabulary and what needs to be taught? > Unit Two: Presenting new vocabulary > Unit Three: Remembering vocabulary Ideas for vocabulary work in the classroom Testing vocabulary Module 6: Teaching grammar > Unit One: What is grammar? Unit ‘The place of grammar teaching Grammatical terms Unit Four: Presenting and explaining grammar Grammar practice activities > Unit Six: Grammatical mistakes Module 7: Topics, situations, notions, functions > Unit One: Topics and situations > Unit Two: What ARE notions and functions? > Unit Three: Teaching chunks of language: from text to task > Unit Four: Teaching chunks of language: from task to text > Unit Five: Combining different kinds of language segments Teaching the language (2): The ‘how’ vi Module 8: Teaching listening > Unit One: What does real-life listening involve? > Unit Two: Real-life listening in the classroom D> Unit Three: Learner problems P Unit Four: Types of activities D Unit Five: Adapting activities Module 9: Teaching speaking Successful oral fluency practice The functions of topic and task Discussion activities > Unit Four: Other kinds of spoken interaction > Unit Five: _ Role play and related techniques [Unit Six: Oral testing How do we read? Beginning reading > Unit Three: ‘Types of reading activities > Unit Four: Improving reading skills D Unit Five: Advanced reading ’ 60 63 64 68 69 75 76 78 81 83 85 90 92 93 96 98 103 105 107 11 112 115 120 122 124 129 131 133 138 141 143 147 150Contents Module 11: Teaching writing (> Unit One: Written versus spoken text 159 > Unit Two: Teaching procedures 162 > Unit Three: Tasks that stimulate writing 164 Unit Four: The process of composition 167 > Unit Five: Giving feedback on writing 170 @ content = 475 Module 12: The syllabus > Unit One: What is a syllabus? 176 > Unit Two: Different types of language syllabus 177 > Unit Three: Using the syllabus 179 Module 13: Materials > Unit One: How necessary is a coursebook? 183 > Unit Two: Coursebook assessment 184 > Unit Three: Using a coursebook 187 D Unit Four: Supplementary materials 189 D> Unit Five: Teacher-made worksheets and workcards 192 Module 14: Topic content > Unit One: Different kinds of content 197 > Unit Two: Underlying messages 199 D> Unit Three: Literature (1): should it be included in the course? 200 P Unit Four: Literature (2): teaching ideas 202 © Unit Five: Literature (3): teaching a specific text 206 O22 Module 15: Lesson planning > Unit One: What does a lesson involve? 213 > Unit Two: Lesson preparation 215 > Unit Three: Varying lesson components 216 © Unit Four: Evaluating lesson effectiveness 219 > Unit Five: Practical lesson management 222 Module 16: Classroom interaction > Unit One: Patterns of classroom interaction 227 > Unit Two: Questioning 229 > Unit Three: Group work 232 Individualization 233 The selection of appropriate activation techniques 237 Module 17: Giving feedback Unit One: Different approaches to the nature and function of feedback 242 viiContents > Unit Two: Assessment 244 > Unit Three: Correcting mistakes in oral work 246 > Unit Four: Written feedback 250 > Unit Five: Clarifying personal attitudes 253 Module 18: Classroom discipline > Unit One: What is discipline? 259 > Unit Two: What does a disciplined classroom look like? 260 > Unit Three: What teacher action is conducive to a disciplined classroom? 262 > Unit Four: Dealing with discipline problems 264 > Unit Five: Discipline problems: episodes 267 HEA Larner differences EY SUR Module 19: Learner motivation and interest © Unit One: Motivation: some background thinking 274 > Unit Two: The teacher's responsibility 276 > Unit Three: Extrinsic motivation 277 > Unit Four: Intrinsic motivation and interest 280 > Unit Five: Fluctuations in learner interest 282 Module 20: Younger and older learners > Unit One: What difference does age make to language learning? 286 [> Unit Two: Teaching children 288 > Unit Three: Teaching adolescents: student preferences 290 > Unit Four: Teaching adults: a different relationship 294 Module 21: Large heterogeneous classes > Unit One: Defining terms 302 » Unit Two: Problems and advantages 303 > Unit Three: Teaching strategies (1): compulsory + optional 307 > Unit Four: Teaching strategies (2): open-ending 309 (> Unit Five: Designing your own activities 312 GEEZ Ad beyond sh pS OIE Module 22: And beyond Unit One: Teacher development: practice, reflection, sharing 318 > Unit Two: Teacher appraisal 322 Unit Three: Advancing further (1): intake 324 > Unit Four: Advancing further (2): output 327 MERE Trainer's riotes oo e333 Bibliography 360 Index 367 viiiAcknowledgements I should like to thank all those who have contributed in different ways to this book: = To editor Marion Williams, who criticised, suggested and generally supported me throughout the writing process; — To Cambridge University Press editors Elizabeth Serocold and Alison Sharpe, who kept in touch and often contributed helpful criticism; — To Catherine Walter, who read the typescript at a late stage and made practical and very useful suggestions for changes — To my teachers at Oranim, with whom I have over the years developed the teacher-training methodology on which this book is based; — And last but not least to my students, the teacher-trainees, in past and present pre-service and in-service courses, to whom much of this material must be familiar. To you, above anyone else, this book is dedicated; with the heartfelt wish that you may find the fulfilment and excitement in teaching that I haves that you may succeed in your chosen careers, and may continue teaching and learning all your lives. The authors and publishers are grateful to the authors, publishers and others who have given their permission for the use of copyright information identified in the text. While every endeavour has been made, it has not been possible to identify the sources of all material used and in such cases the publishers would welcome information from copyright sources. 6 diagram from Experential Learning: Experience as the Source of Learning and Development by David Kolb, published by Prentice Hall, 1984 © David Kolb; p14 from “Exploiting textbook dialogues dynamically’ by Zoltan Dérnyei, Practical English Teaching, 1986, 6/4: 15-16, and from ‘Excuses, excuses’ by Alison Coulavin, Practical English Teaching, 1983, 4/2:31 © Mary Glasgow Magazines Ltd, London; p14 from English Teacher's Journal, 1986, 33; p48 from Pronunciation Tasks by Martin Hewings, Cambridge University Press, 1993; p77 (extracts 1 and 2) from ‘How not to interfere with language learning’ by L, Newmark and (extract 3) from ‘Directions in the teaching of discourse’ by H. G. Widdowson in The Communicative Approach to Language Learning by C. J. Brumfit and K. Johnson (eds.), Oxford University Press, 1979, by permission of Oxford University Press; p77 (extract 4) from Awareness of Language: An Introduction by Eric Hawkins, Cambridge University Press, 1984; p116 adapted from Teaching Listening Comprehension by Penny Us, Cambridge University Press, 1984; 130 (extract 1) from The Language Teaching Matrix by Jack C. Richards, Cambridge University Press, 1990; 130 (extract 2) from Teaching the Spoken Language by Gillian Brown and George Yule, Cambridge University Press, 1983; p130 (extract 3) from Discussions that Work by Penny Ur, Cambridge University Press, 1981; pp 130-1 from Role Play by G. Porter-Ladousse, Oxford University Press, 1987, by permission of Oxford Univsrsity Press, p151 from Task Reading by Evelyne Davies, Norman Whitney, Meredith Pike-Blakey and Laurie Bass, Cambridge University Press, 1990, p152 from Points of Departure by Amos Paran, Eric Cohen Books, 1993; p153 from Effective Reading: Skills for Advanced Students by Simon Greenall and Michael Swan, Cambridge ixAcknowledgements University Press, 1986; Beat the Burglar, Metropolitan Police; p157 (set 3) from ‘A few short hops to Paradise’ by James Henderson, The Independent on Sunday, 11.12.94, by permission of The Independent; 160 from Teaching Written English by Ronald V. White, Heinemann Educational Books, 1980, by permission of R. Whites p207 “Teevee’ from Catch a little Rhyme by Eve Merriam © 1966 Eve Merriam. © renewed 1994 Dee ‘Michel and Guy Michel. Reprinted by permission of Marian Reiner; p251 from English Grammar in Use by Raymond Murphy, Cambridge University Press, 1985; 269 (episode 1 and 3) from Class Management and Control by E. C. Wragg, Macmillan, 1981, (episode 2 and 5) adapted from research by Sarah Reinhorn-Lurie; p281 (episode 4) and 291 from Classroom Teaching Skills by E. C. Wragg, Croom Helm, 1984; 323 based on Classroom Observation Tasks by Ruth Wajnryb, Cambridge University Press, 1992. Drawings by Tony Dover. Artwork by Peter Ducker.Read this first p> To the (trainee) teacher This book is a course in foreign language teaching, addressed mainly to the trainee or novice teacher, but some of its material may also be found interesting by experienced practitioners. If itis your coursebook in a trainer-led programme of study, then your trainer will tell you how to use it. If, however, you are using it on your own for independent study, I suggest you glance through the following guidelines before starting to read. How to use the book 1. Skim through, get to know the ‘shape’ of the book Before starting any systematic study, have a look at the topics as laid out in the Contents, leaf through the book looking at headings, read one or two of the tasks or boxes. The chapters are called ‘modules’ because each can be used independently; you do not have to have done an earlier one in order to approach a later. On the whole, however, they are ordered systematically, with the more basic topics first. 2. Do not try to read it all! This book is rather long, treating many topics fairly fully and densely. It is not intended to be read cover-to-cover. Some of the units in each module are ‘core’ units, marked with a black arrowhead in the margin next to the heading; you should find that these give you adequate basic coverage of the topic, and you can skip the rest. However, glance at the ‘optional’ units, and if you find anything that interests you, use it. 3. Using the tasks The tasks are headed Task, Question, Inquiry, etc., and are printed in bold. They often refer you to material provided within a rectangular frame labelled Box: for example in Module 1, Unit One there is a task in which you are asked to consider a series of classroom scenarios in Box 1.1, and discuss how the teacher presents new material in each. The objective of the tasks is to help you understand the material and study it thoughtfully and critically ~ but they are rather time-consuming. Those that are clearly meant to be done by a group of teachers working together are obviously impractical if you are working alone, but others you may find quite feasible and rewarding to do on your own. Some you may prefer simply to read through xiRead this first xii without trying them yourself. In any case, possible solutions or comments usually follow immediately after the task itself, or are provided in the Notes section at the end of each module. If you are interested in more detailed information about the material in this book and the theory behind it, go on to read the Introduction on pages 1-9. To the trainer ‘This book presents a systematic programme of study intended primarily for pre- service or novice teachers of foreign languages. Structure It is composed of 22 chapters which I have called ‘modules’, since they are intended to be free-standing. Each module is divided into units of study; a unit usually takes between one and two hours to do. ‘A foundation course is provided by the core units (labelled with black arrowheads in the margin where they occur in the book, and in the Contents); such a course would take about 60-80 hours of class time if you do not supplement it in any way. Some of the optional units may be substituted for core units where you feel it appropriate for your own context, or simply added for further enrichment. An even shorter course may be based on the core units of only the first eleven modules. Individual modules may be used as bases for short in-service courses; a single module, studied in its entirety, should take about one study day (about six hours) to get through. Content ‘The material in the modules includes information, tasks and study based on practice teaching and observation. The information sections can furnish either a basis for your own input sessions or reading for trainees. There are often brief tasks (questions, checks on understanding) interspersed within these sections, which may be used for short discussions or home writing assignments. Tasks are usually based on responses to material laid out in the boxes: for example a box may display a short scenario of classroom interaction, and the reader asked to criticize the way the teacher is eliciting student responses. ‘Where appropriate, possible solutions or my own ideas on the issues are given immediately below the task. This close juxtaposition of questions and answers is intended to save the reader from leafing back and forth looking for the answers elsewhere, but the disadvantage is that trainees may be tempted to look on to the answers without engaging properly with the task themselves first. The ‘most practical solution to this problem is probably to make copies of the relevant box (which should be marked © Cambridge University Press) and hand them out separately, giving any necessary instructions yourself, so that traineesRead this first do not need to open the book at all in order to do the task; they may later be referred to the possible solutions in the book for comparison or further discussion, How much you use the tasks involving teaching practice and observation depends, of course, on whether your trainees are actually teaching or have easy access to active language-learning classes, Peer-teaching and the viewing of video recordings of lessons (for example, Looking at Language Classrooms (1996) Cambridge University Press) may be substituted if necessary. ‘The Trainer's notes at the end of the book add some suggestions for variations on the presentation of the different units, and occasionally comment on the background, objectives and possible results of certain tasks. They also include estimates of the timing of the units, based on my experience when doing them with my own trainees; however, this is, of course, only a very rough approximation, and varies a great deal, mainly depending on the need felt by you and the trainees to develop or cut down on discussions. The following Introduction provides more details on the content and layout of the book and its underlying theory and educational approach. xiiiIntroduction Content ‘The main part of this book is divided into 22 modules, each devoted to an aspect of language teaching (for example ‘grammar’, or ‘the syllabus’). At the end of most modules is a set of Notes, giving further information or comments on the tasks. Also attached to each module is a section entitled Further reading, which is a selected and annotated bibliography of books and articles relevant to the topic. The modules are grouped into seven parts, each focussing on a cerftral aspect or theme of foreign language teaching: Part I, for example, is called The teaching process, and its modules deal with the topics of presentation, practice and testing. Each part has a short introduction defining its theme and clarifying the underlying concepts. Each module is composed of several separate units: these again are free standing, and may be used independently of one another. Their content includes: 1. Input: background information, both practical and theoretical. Such input is intended to be treated not as some kind of objective ‘truth’ to be accepted and learned as it stands, but as a summary of ideas that professionals, scholars and researchers have produced and which teachers therefore may benefit from studying and discussing. These sections may simply be read by teachers independently, or mediated by trainers through lecture sessions. Input sections are usually preceded or followed by questions or tasks that allow readers to reflect on and interact with the ideas, check understanding or discuss critically; in a trainer-led session they can serve as the basis for brief group discussions or written assignments. The point of this is to ensure that trainees process the input and make their own sense of it rather than simply accepting a body of transmitted information. 2. Experiential work: tasks based on teaching/learning experience, which may be one or more of the following: a) Lesson observation: focussing on the point under study. b) Classroom teaching: where the teacher tries out different procedures with classes of foreign language learners. c) Micro-teaching: the teacher teaches small groups of learners or an individual learner for a short period in order to focus on a particular teaching point. d) Peer-teaching: one of a group of teachers tries out a procedure by ‘teaching’ the rest of the group.Introduction ) Experiment: teachers try out a technique or process of learning or teaching, document results and draw conclusions. £) Inquiry: a limited aspect of classroom teaching is studied through observation, practice, or limited survey; the results of the study may be written up and made available to others. Most experiential work is followed by critical reflection, usually in the form of discussion and/or writing. Its aim is to allow teachers to process new ideas thoughtfully, and to form or test theories. For teachers who are not in a position to try out experiential procedures themselves, some possible results and conclusions are given within the unit itself or in the Notes at the end of the module. 3. Tasks: learning tasks done by teachers in groups or individually, with or without a trainer, through discussion or writing. These may involve such processes as critical analysis of teaching materials, comparison of different techniques, problem-solving or free debate on controversial issues; their aim is to provoke careful thinking about the issues and the formulation of personal theories. Brief tasks may be labelled Question, Application or To check understanding, and usually follow or precede informational sections. As with the experiential tasks, suggested solutions, results or comments are supplied where appropriate: immediately following the task if they are seen as useful input in themselves; or in the Notes at the end of the module if they are seen rather as optional, perhaps interesting, additions (my own personal experiences, for example, or further illustration). Different components are often combined within a unit: a task may be based on a reading text, or on teaching experience; an idea resulting from input may be tried out in class. This integration of different learning modes provides an expression in practice of the theory of professional learning on which this book is based, and which is discussed in the Rationale below. Note that although this course is meant for teachers of any foreign language, examples of texts and tasks are given throughout in English (except when another language is needed for contrast). The main reason for this is that the book itself is in English, and I felt it was important as a courtesy to the reader to ensure that all illustrative material be readily comprehensible. Also, of course, English itself is probably the most widely taught language in the world today; but if you are concerned with the teaching of another language, you may need to translate or otherwise adapt texts and tasks. The collection of topics on which the modules are based is necessarily selective: it is based on those that furnish the basis for my own (pre-service) teacher-training programme, and which seem to me the most important and useful. The last module of the book includes recommendations for further study, with suggested reading.Introduction Rationale Defining concepts ‘Training’ and ‘education’ The terms ‘teacher training’ and ‘teacher education’ are often used apparently interchangeably in the literature to refer to the same thing: the professional preparation of teachers. Many prefer ‘teacher education’, since ‘training’ can imply unthinking habit formation and an over-emphasis on skills and techniques, while the professional teacher needs to develop theories, awareness of options, and decision-making abilities ~ a process which seems better defined by the word ‘education’ (see, for example, Richards and Nunan, 1990). Others have made a different distinction: that ‘education’ is a process of learning that develops moral, cultural, social and intellectual aspects of the whole person as an individual and member of society, whereas ‘training’ (though it may entail some ‘educational’ components) has a specific goal: it prepares for a particular fanction or profession (Peters, 1966: Ch.1). Thus we normally refer to ‘an educated person’, but ‘a trained scientist/engineer/nurse’. The second of the two distinctions described above seems to me the more useful: this book therefore uses the term ‘training’ throughout to describe the process of preparation for professional teaching, including all aspects of teacher development, and reserves ‘education’ for the more varied and general learning that leads to the development of all aspects of the individual as a member of society. Practice and theory Teachers commonly complain about their training: ‘My course was too theoretical, it didn’t help me learn to teach at all’; or praise a trainer: ‘She is so practical!” Or they say: ‘It’s fine in theory, but doesn’t work in practice.’ It sounds as if they are saying that theory is useless and practice is what they want. And indeed this is what many teachers feel. But they are understanding the two words in a very specific way: ‘theory’ as abstract generalization that has no obvious connection with teaching reality; ‘practice’ as tips about classroom procedure. The two concepts are understood rather differently in this book. Practice is defined here as (a description of) a real-time localized event or set of such events: particular professional experiences, Theory is a hypothesis or concept that generalizes; it may cover a set of practices (‘heterogeneous classes learn better from open-ended tasks than from closed-ended ones’); or it can describe phenomena in general terms (‘language is used for communication’); of it can express a personal belief (‘language learning is of intrinsic value’). (For a more detailed discussion of different types of theory, see Stern, 1983: 23-32.) Experiencing or hearing about practice is of limited use to the teacher if it is not made more widely applicable by being incorporated into some sort of theoretical framework constructed and ‘owned? by the individual. For example, you might learn about a brainstorming activity (‘How many things can you think of that ... 2") which can be used at certain levels for practising certain Janguage; but if that is all you learn, then you will only ever be able to use the particular context where you learnt it. However, if you then think out whyIntroduction the activity is useful, or define its basic features and purposes in general terms, or relate it to the kind of learning it produces ~ in other words, construct theories to explain it ~ you are enabled to criticize and design other ideas and will know when and why to use them. Good theories generate practice; hence Kurt Lewin’s famous dictum: ‘There is nothing so practical as a good theory.” A teacher who has formed a clear conception of the principles underlying a particular teaching procedure can then use those principles to inform and create further practice; otherwise the original procedure may remain merely an isolated, inert technique which can only be used in one specific context. In other words, practice on its own, paradoxically, is not very practical: it sa dead end. Theory on its own is even more useless. A statement like ‘Language is communication’, for example, is meaningful only if we can envisage its implementation in practice. If you really believe in the theoretical concept called ‘communicative language teaching’, and have made it your own, this will express itself in the kinds of practical communicative techniques you use. If you in fact use mostly mechanical drills in class, your practice is inconsistent with the theory, and clearly you do not genuinely believe in the latter: you have not made it your own, but have merely, in Argyris and Schén’s (1974) terms, ‘espoused? it. ‘Espoused’ theories that are claimed by an individual to be true but have no clear expression in practice ~ or are even contradicted by it~ are the foundation of the kind of meaningless theory that trainees complain about. Predictive hypotheses produced by researchers or theorists are similarly dependent on classroom practice for their validation and usefulness, For example, according to audio-lingualism, people will learn languages best through mimicry and repetition. Does this accord with your own classroom experience? If not, then the theory as it stands is useless to you; but if you can process it and reformulate it for yourself as something that is true in the light of, your own experience (‘Mimicry and repetition help students X to learn Y under conditions Z’) then it becomes meaningful and helpful. This book attempts to maintain a consistent link between practice and theory: theoretical ideas are tested through and illustrated by practical examples, while samples of practice are discussed and analysed in order to study their wider theoretical implications. The integration of practice and theory within the process of professional learning is described in more detail in the section ‘Enriched reflection’ below. Foreign language teaching Finally, two brief comments on the term “foreign language teaching’, as itis understood in this book. Learning may take place without conscious teaching; but teaching, as I understand it, is intended to result in personal learning for students, and is worthless if it does not do so. In other words, the concept of teaching is understood here as a process that is intrinsically and inseparably bound up with earning. You will find, therefore, no separate discussion of language learning in this book; instead, both content and process of the various modules consistently require the reader to study learners’ problems, needs and strategies as a necessary basis for the formulation of effective teaching practice and theor Second, it is necessary to distinguish between ‘teaching’ and ‘methodology’. Foreign language teaching methodology can be defined as ‘the activities, tasksIntroduction and learning experiences used by the teacher within the [language] teaching and learning process’ (Richards, 1990: 35). Any particular methodology usually has a theoretical underpinning that should cause coherence and consistency in the choice of teaching procedures. ‘Foreign language teaching’, on the other hand, though it naturally includes methodology, has further important components such as lesson planning, classroom discipline, the provision of interest — topics which are relevant and important to teachers of all subjects. Such topics, therefore, are included in this book as well as the more conventional ‘methodology-based ones such as ‘teaching reading”. Models of teacher learning Various models of teacher learning have been suggested; the three main ones, as described in Wallace (1993), are as follows: 1. The craft model The traince learns from the example of a ‘master teacher’, whom he/she observes and imitates. Professional action is seen as a craft, rather like shoemaking or carpentry, to be learned most effectively through an apprenticeship system and accumulated experience. This is a traditional method, still used as a substitute for postgraduate teaching courses in some countries. 2. The applied science model The trainee studies theoretical courses in applied linguistics and other allied subjects, which are then, through the construction of an appropriate methodology, applied to classroom practice. Many university- and college- based teacher-training courses are based, explicitly or implicitly, on this idea of teacher learning. 3. The reflective model The trainee teaches ot observes lessons, or recalls past experience; then reflects, alone or in discussion with others, in order to work out theories about teachings then tries these out again in practice. Such a cycle aims for continuous improvement and the development of personal theories of action (Schn, 1983). This model is used by teacher development groups and in some recently designed training courses. Which is likely to be most effective? Or, perhaps a better question: how do teachers learn most effectively, and how can this learning be integrated into a formal course of study? Thave several times asked groups of teachers in different countries from what, or whom, they feel they learned their present teaching expertise and knowledge. Various possible sources were suggested, such as colleagues and ‘master teachers’, the literature, pre- or in-service courses, their own experience as teachers, their students, their own experience as learners; and teachers were asked to rate each of these in importance for professional learning, Every time the majority replied that personal teaching experience was by far the most important. (Try this yourself with teachers you know!)Introduction This answer makes sense on an intuitive, personal level as well. I myself have done my best to read, study, discuss with colleagues, attend courses and conferences in order to improve my professional knowledge. Nevertheless, if asked, I would make the same reply as the teachers in my survey: I have learnt most through (thinking about) my own teaching experience. This does not mean that other sources of knowledge and learning processes do not contribute; but it does mean that they are probably less important. Thus, I have chosen to base this course primarily on the ‘reflective mode?’ as defined at the beginning of this section. ‘My only reservation is that this model can tend to over-emphasize experience. Courses based on it have sometimes used the (student-) teachers themselves as almost the sole source of knowledge, with a relative neglect of external input ~ lectures, reading, and so on — which help to make sense of the experiences and can make a very real contribution to understanding. As I see it, the function of teacher reflection is to ensure the processing of any input, regardless of where it comes from, by the individual teacher, so that the knowledge becomes personally significant to him or her, Thus a fully effective reflective model should make room for external as well as personal input. Perhaps we might call this model ‘enriched reflection’! It is described below. ‘Enriched reflection’ Kolb’s (1984) theory of experiential learning elaborates the idea of ‘experience + reflection’. He defines four modes of learning: concrete experience, reflective observation, abstract conceptualization and active experimentation. In order for optimal learning to take place, the knowledge acquired in any one mode needs to be followed by further processing in the next; and so on, in a recursive cycle. Thus, concrete experience (‘something happened to me in the classroom’), which involves intuitive or ‘gut’ feeling, should be followed by reflective observation (‘let me step back and look at what took place’), which involves watching and perception; this in its turn is followed by abstract conceptualization (‘what principle, or concept, can I formulate which will account for this event?”), involving intellectual thought; then comes active experimentation (‘let me try to implement this idea in practice’), involving real-time action which will entail further concrete experience ... and so on (see Box 0.1). BOX 0.1: EXPERIENTIAL LEARNING Conerete Active Reflective experimentation observation {ased on D. A. Kolb, Experiential Learning: Experience as the Source of Learning and Development, Prentice Hal, Toncoptustaatioe ceeIntroduction This model, however, needs to be enriched by external sources of input. It is unrealistic and a waste of time to expect trainees to ‘reinvent the wheel’: this is like expecting physics students to discover known laws of physics through their ‘own experiments, There is a lot to be learnt from experienced teachers (as in the craft model), from experts, from research and from reading (as in the applied science model) provided all this can be integrated into one’s own reflection- based theories. So at each stage of Kolb’s circle let us add the external source experience can be vicarious (i.e. second-hand, such as observation, anecdote, video, transcripts); descriptions of other people’s observations can add to our ‘owns theoretical concepts can come from foreign language researchers and thinkers; ideas for or descriptions of experiments from writers or other professionals. And the initial stimulus for a learning cycle of this kind can occur, of course, at any of the eight points, not just at the point of experience (see Box 0.2). BOX 0.2; ‘ENRICHED REFLECTION’ Vicarious experience Concrete Other people's experience observation Active Reflective experimentation observation Other peonie’s experiments Abstract conceptualization Input from professional research, theorizing Thus, sources of knowledge may be either personal experience and thought or input from outside; but in either case this knowledge should, in principle, be integrated into the trainees’ own reflective cycle in order that effective learning may take place. “To summarize: the most important basis for learning is personal professional practice; knowledge is most useful when it either derives directly from such practice, or, while deriving originally from other sources, is tested and validated through it. Hence the subtitle of this book: Practice and Theory, rather than the more conventional Theory and Practice. The role of the trainer Such a model of professional learning has, of course, implications for the role of the trainer. In the ‘craft model’, the trainer is the master teacher, providing an example to be followed. The ‘applied science’ model also gives the trainer an authoritative role, as the source of theory which the teacher is to interpret inIntroduction practice. The conventional ‘reflective model’, in contrast, casts the trainer in the role of ‘facilitator’ or ‘developer’, giving little or no information, but encouraging trainees to develop their own body of knowledge. According to the model suggested here, the function of the trainer is neither just to ‘tell’ the trainees what they should be doing, nor — just as bad ~ to refuse to tell them anything in order for them to develop all their knowledge on their own, The functions of the trainer, I believe, are: — to encourage trainees to articulate what they know and put forward new ideas of their own; = to provide input him- or herself and to make available further sources of relevant information; — and, above all, to get trainees to acquire the habit of processing input from either source through using their own experience and critical faculty, so that they eventually fee! personal ‘ownership’ of the resulting knowledge. What the trainee should get from the course Teachers, as mentioned above, generally agree that they learned most from their own experience and reflection while in professional practice. Some even claim that they learned everything from experience and nothing from their pre-service course at all ~ this is especially true of those who took courses that were predominantly theoretical. Pre-service courses, however good, cannot normally produce fully competent joners who can immediately vie with their experienced colleagues in expertise. This is probably true of training courses in all the professions. On the other hand, without an effective course incoming teachers will merely perpetuate the way they were taught or the way colleagues teach, with little opportunity to encounter new ideas, to benefit from progress made in the field by other professionals, researchers and thinkers, or to develop personal theories of action through systematic study and experiment. The primary aim, then, of such a course is to bring trainees to the point at which they can begin to function competently and thoughtfully, as a basis for further development and improvement in the course of their own professional practice. Occasionally course graduates are already well on their way to excellence, but most of us start(ed) our teaching careers at a fairly modest level of competence. Thus, a second, important aim of the course is to lay the seeds of further development, The course should be seen as the beginning of a process, not a complete process in itself: participants should be encouraged to develop habits of learning that will carry through into later practice and continue for their entire professional lives (See Module 22: And beyond). Finally, there is a more long-term aim: to promote a view of teachers as autonomous and creative professionals, with responsibility for the wider development of professional theory and practice. This is in clear opposition to the ‘applied science’ model of teacher learning, which carries with it the implication that there is a hierarchy of prestige and authority. In such a hierarchy, the research experts and academics take the highest place, and the classroom teachers the lowest (Schén, 1983; Bolitho, 1988). The job of the classroom teachers is merely to interpret and implement theory which is handed down to them from the universities. They (the teachers) are allowed to takeIntroduction decisions, but only those which affect their own classroom practice. In contrast, this book supports a view that teachers can and should develop theories and practices that are useful both within and beyond the limits of their own classrooms (see Stenhouse’s writings in Rudduck and Hopkins, 1985); and that such a message should be conveyed through pre- and in-service training. Courses should lead trainees to rely on their own judgement and to be confident enough to discuss and criticize ideas put forward by others, whether local colleagues, trainers, lecturers, or university researchers. They should also promote individual research and innovation, in both practical and theoretical topics, and encourage the writing up and publication of original ideas for sharing with other professionals. References Argyris, C. and Schén, D. A. (1974) Theory in Practice: Increasing Professional Effectiveness, San Francisco: Jossey Bass. Bolitho, R. (1988) ‘Teaching, teacher training and applied linguistics’, The Teacher Trainer, 2, 3, 4-7. Kolb, D. A. (1984) Experiential Learning: Experience as the Source of Learning and Development, Englewood Cliffs, New Jersey: Prentice Hall. Peters, R. S. (1966) Ethics and Education, London: George Allen and Unwin. Richards, J. (1990) The Language Teaching Matrix, Cambridge: Cambridge University Press. Richards, J. and Nunan, D. (1990) Second Language Teacher Education, Cambridge: Cambridge University Press. Rudduck, J. and Hopkins, D. (1985) Research as a Basis for Teaching: Readings from the work of Lawrence Stenbouse, London: Heinemann Educational Books. Schén, D. A. (1983) The Reflective Practitioner: How Professionals Think in ‘Action, New York: Basic Books. Stern, H. H. (1983) Fundamental Concepts of Language Teaching, Oxford: Oxford University Press. Wallace, M. (1993) Training Foreign Language Teachers: A Reflective ‘Approach, Cambridge: Cambridge University Press.The teaching process 10 The process of teaching a foreign language is a complex one: as with many other subjects, it has necessarily to be broken down into components for purposes of study. Part I presents three such components: the teaching acts of (1) presenting and explaining new material; (2) providing practice; and (3) testing. Note that the first two concepts are understood here rather differently from the way they are usually used within the conventional ‘presentation- practice-production’ paradigm. In principle, the teaching processes of presenting, practising and testing correspond to strategies used by many good learners trying to acquire a foreign language on their own. They make sure they perceive and understand new language (by paying attention, by constructing meanings, by formulating rules or hypotheses that account for it, and so on); they make conscious efforts to earn it thoroughly (by mental rehearsal of items, for example, or by finding opportunities to practise); and they check themselves (get feedback on performance, ask to be corrected). (For a thorough discussion of the cognitive processes and strategies of language learners, see O'Malley and Chamot, 1990.) In the classroom, it is the teacher's job to promote these three learning processes by the use of appropriate teaching acts. Thus, he or she: presents and explains new material in order to make it clear, comprehensible and available for learning; gives practice to consolidate knowledge; and tests, in order to check what has been mastered and what still needs to be learned or reviewed. These acts may not occur in this order, and may sometimes be combined within one activity; nevertheless good teachers are usually aware which is their main objective at any point in a lesson. This is not, of course, the only way people learn a language in the classroom. They may absorb new material unconsciously, or semi-consciously, through exposure to comprehensible and personally meaningful speech or writing, and through their own engagement with it, without any purposeful teacher mediation as proposed here. Through such mediation, however, the teacher can provide a framework for organized, conscious learning, while simultaneously being aware of ~ and providing opportunities for ~ further, more intuitive acquisition. Thus, the three topics of presentation, practice and testing are presented in the following units not as the exclusive source of student learning, nor as representing a rigid linear classroom routine, but rather as simplified but comprehensive categories that enable useful study of basic teaching acts. Reference O'Malley, J. M. and Chamot, A. U. (1990) Learning Strategies in Second * Language Acquisition, Cambridge: Cambridge University Press.Module 1: Presentations and explanations p> Unit One: Effective presentation The necessity for presentation Tr would seem fairly obvious that in order for our students to learn something new (a text, a new word, how to perform a task) they need to be first able to perceive and understand it. One of the teacher’s jobs is to mediate such new material so that it appears in a form that is most accessible for initial learning. This kind of mediation may be called ‘presentation’; the term is applied here not only to the kind of limited and controlled modelling of a target item that we do when we introduce a new word or grammatical structure, but also to the initial encounter with comprehensible input in the form of spoken or written texts, as well as various kinds of explanations, instructions and discussion of new language items or tasks. People may, it is true, perceive and even acquire new language without conscious presentation on the part of a teacher. We learn our first language mostly like this, and there are some who would argue for teaching a foreign language in the same way — by exposing learners to the language phenomena without instructional intervention and letting them absorb it intuitively. However, raw, unmediated new input is often incomprehensible to learners; it does not function as ‘intake’, and therefore does not result in learning. In an immersion situation this does not matter: learners have plenty of time for repeated and different exposures to such input and will eventually absorb it. But given the limited time and resources of conventional foreign language courses, as much as possible of this input has to become also ‘intake’ at first encounter. Hence the necessity for presenting it in such a way that it can be perceived and understood. Another contribution of effective teacher presentations of new material in formal courses is that they can help to activate and harness learners’ attention, effort, intelligence and conscious (‘metacognitive’) learning strategies in order to enhance learning again, something that does not necessarily happen in an immersion situation. For instance, you might point out how a new item is linked to something they already know, or contrast a new bit of grammar with a parallel structure in their own language. This does not necessarily mean that every single new bit of language - every sound, word, structure, text, and so on — needs to be consciously introduced; or that every new unit in the syllabus has to start with a clearly directed presentation. Moreover, presentations may often not occur at the first stage of learning: they may be given after learners have already engaged with the iL1 Presentations and explanations 12 Question language in question, as when we clarify the meaning of a word during a discussion, or read aloud a text learners have previously read to themselves. The ability to mediate new material or instruct effectively is an essential teaching skill; it enables the teacher to facilitate learners’ entry into and understanding of new material, and thus promotes further learning. Ifyou have learned a foreign language in a course, can you recall a particular teacher presentation or explanation that facilitated your grasp of some aspect of this language? How did it help? What happens in an effective presentation? Attention The learners are alert, focussing their attention on the teacher and/or the material to be learnt, and aware that something is coming that they need to take in, You need to make sure that learners are in fact attending; it helps if the target material is perceived as interesting in itself. Perception The learners see or hear the target material clearly. This means not only making sure that the material is clearly visible and/or audible in the first place; it also usually means repeating it in order to give added opportunities for, or reinforce, perception. Finally, it helps to get some kind of response from the learners in order to check that they have in fact perceived the material accurately: repetition, for example, or writing. Understanding The learners understand the meaning of the material being introduced, and its connection with other things they already know (how it fits into their existing perceptions of reality, or ‘schemata’. So you may need to illustrate, make links with previously learnt material, explain (for further discussion of what is involved in explaining, see Unit Three). A response from the learners, again, can give you valuable feedback on how well they have understood: a restatement of concepts in their own words, for example. Short-term memory The learners need to take the material into short-term memory: to remember it, that is, until later in the lesson, when you and they have an opportunity to do further work to consolidate learning (see Module 2: Practice activities). So the more ‘impact’ the original presentation has ~ for example, if it is colourful, dramatic, unusual in any way ~ the better. Note that some learners remember better if the material is seen, others if it is heard, yet others if it is associated with physical movement (visual, aural and kinaesthetic input): these should ideally all be utilized within a good presentation. If a lengthy explanation has taken place, it helps also to finish with a brief restatement of the main point.Group task Task Examples of presentation procedures Peer-teaching One participant chooses a topic or item of information (not necessarily anything to do with language teaching) on which they are well informed and in which they are interested, but which others are likely to be relatively ignorant about. They prepare a presentation of not more than five minutes, and then give it. ‘As many participants as possible give such presentations. For each presentation, pick out and discuss what was effective aboutit, using where relevant the criteria suggested under What happens in an effective presentation? above. Unit Two: Examples of presentation procedures In Box 1.1 are four accounts, three written by teachers and one by a student, of four quite different types of presentations. The first describes how a teacher of young children in a primary school in New Zealand teaches them to read and write their first words; the second is a recommendation of how to introduce a short foreign language dialogue in primary or secondary school; the third is an unusual improvised presentation of a particular language function with a class of adults; and the fourth is the first presentation to a middle-school class of a soliloquy from a Shakespeare play. The task below may help you study the texts; my own comments follow. Criticizing presentations For each of the descriptions in Box 1.1, consider and/or discuss: 1. What was the aim of the presentation? 2, How successful do you think this presentation was, or would be, in getting students to attend to, perceive, understand and remember the target material? You may find it helpful to refer back to the criteria described in Unit One. 3. How appropriate and effective would a similar procedure be for you, in your teaching situation (or in a teaching situation you are familiar with)? Comments This is obviously only a small sample of the many presentation techniques available to language teachers. 1. Reading words The teacher has based this presentation on the students’ own choice of vocabulary, derived from their own ‘inner worlds’, She is thus tapping not only intellectual but also personal emotional associations with the vocabulary; such associations, it has been shown by research, have a clear positive effect on retention, as well as on immediate attention, general motivation, and — her main objective ~ ability to read the material. 131 Presentations and explanations 14 BOX 1.1: DIFFERENT PRESENTATIONS Presentation 1: Reading words But if the vocabulary of a child is still inaccessible, one can always begin him on the general Key Vocabulary, common to any child in any race, a set of words bound up with security that experiments, and later on their creative writing, show to be ted with the inner world: ‘Mummy’, ‘Daday’, ‘kiss’, ‘frightened’, “Mohi ... what word do you went?" { smile and write it on a strong little card and give it to him. “What is it again?” “Jet!” “You can bring it back in the morning. What do you want, Gay?" Gay is the classic overdisciplined, bullied victim of the respectable mother. "House,’ she whispers. So write that, too, and give it into her eager hand. {trom Syva Ashton-Warner, Teacher, Vago, 1960, pp. 35-6) The main objective at the beginning is to achieve a good working knowledge of the dialogue in the textbook, so that it can be altered or elaborated afterwards ... 1. Read out the dialogue, utterance by utterance, and ask the students to repeat it in different formations, acting out the roles in the following ways: a) together in chorus; ) half of the class take one role and the other half take the other role; ) one student to another student; d) one student to the rest of the class {irom Zottan Démyei,Explotng textbook dialogues dynamically, Practical English Teaching 1986, 8, 4, 15-16) Presentation 3: Accusations It can happen to anyone who commutes ~ a traffic jam, a last minute phone call, a car that won't start ~ and you realise you are going to be late for a lesson However, attack being the best form of defence, | recently found a way to turn my lateness to good account, A full ten minutes after the start of the lesson, | strode into the classtoom and wrote on the board in huge letters YOU'RE LATE! ‘Then | invited the students to yell at me with all the venom they could muster and we all laughed. So | wrote: You're late again! and You're always late! So we practised these forms. They seemed to get @ real kick out of putting the stress in the right place ... When we had savoured the pleasure of righteous indignation, | proposed that everyone should write down the accusations most ‘commonly levelled at him (or her). A rich and varied selection poured out such as: You always eat my sweets! You've lost the keys! ‘You haven't lost the keys again! {from Alison Coulavn, “Excuses, excuses’, Practical English Teaching, 1983, 4, 2.91) Presentation 4: Dramatic soliloquy .. | shall never forget Miss Nancy McCall, and the day she whipped a ruler off my desk, and pointing it towards her ample bosom, declaimed, ‘Is this 8 dagger which | see before me?’ And there we sat, eyes 2 goggle, hearts e-thumping, in electified silence. {alette from Anna Sottoin The English Teachers’ Joural sri) 1986, 33) © Cambridge University Press 1996Examples of presentation procedures Certainly the use of items suggested by the learners themselves can contribute to the effectiveness of any kind of presentation; however, this idea may be more difficult to implement in large classes, or where classroom relationships are more formal. 2. Learning a dialogue The aim of this presentation is to get students to learn the dialogue by heart for further practice. The writer describes a systematic procedure involving initial clear presentation of the target text by the teacher, followed by varied and numerous repetitions. The resulting preliminary rote learning of the words of the dialogue would probably be satisfactory. But nothing is done to make sure the dialogue is meaningful and interesting to the students. As it stands, the method of teaching does not provide for cognitive or affective ‘depth’: it fails to engage the students’ intellectual or emotional faculties in any way. It is important to emphasize learners? understanding of the meaning of the dialogue from the beginning, not just their learning by heart of the words, and to find ways of stimulating their interest in it, through the content of the text itself, the teacher’s presentation of it, visual illustration, or various other means. 3. Accusations The first two examples were accounts of systematic presentations of planned material. This, in contrast, describes an activity improvised by a resourceful teacher with a sense of humour and a friendly relationship with the class, who exploits a specific real-time event to teach a language function (accusation, reproach), with its typical grammar and intonation patterns. The presentation seems likely to produce good perception and initial learning: not because of any carefully planned process, but because of the heightened attention and motivation caused by the humour (rooted in the temporary legitimizing of normally ‘taboo’ verbal aggression) and by the fact that many of the actual texts are personally relevant to the learners (compare with Presentation 1 above). 4. Dramatic soliloquy This classroom event is recalled from the point of view of the student, and it was obviously successful in attracting the students’ attention, getting them to perceive the material and imprinting it very quickly on their short-term (indeed, long- term!) memory ~ all these, probably, being part of the teacher’s objectives. As to understanding: if the class was native English-speaking then one would assume that the teacher's acting and use of props was probably sufficient to cover this aspect also; foreign language learners would presumably need a little more clarification. ‘Not everyone, it must be said, has the dramatic ability of the teacher described the applicability of this example for many of us may be limited! However, if you can act, or have video material available, dramatic presentations can be very effective. 151 Presentations and explanations 16 > Task Unit Three: Explanations and instructions When introducing new material we often need also to give explicit descriptions or definitions of concepts or processes, and whether we can or cannot explain such new ideas clearly to our students may make a crucial difference to the success or failure of a lesson. There is, moreover, some indication in research that learners see the ability to explain things well as one of the most important qualities of a good teacher (see, for example, Wragg and Wood, 1984). (The problem of how to explain new language well is perhaps most obvious in the field of grammar; for a detailed consideration of grammar explanation, see Unit Four of Module 6, Teaching grammar.) One particular kind of explanation that is very important in teaching is instruction: the directions that are given to introduce a learning task which entails some measure of independent student activity, The task below is based on the experience of giving instructions, and the following Guidelines on effective explaining may be studied in the light of this experience. Alternatively, the Guidelines may be studied on their own and tried out in your own teaching. Giving instructions Stage 1: Experience If you are currently teaching, notice carefully how you yourself give instructions for a group- or pair-work activity in class, and note down immediately afterwards what you did, while the event is still fresh in your memory. Better, but not always feasible: ask a colleague to observe you and take notes. Alternatively, within a group of colleagues: each participant chooses an activity and prepares instructions on how to do it. The activity may be: a game which you know how to play but others do not; a process (how to Prepare a certain dish, how to mend or build something); or a classroom: procedure. Two or three volunteer participants then actually give the instructions, and (if practical) the group goes on to start performing the activity. Stage 2: Discussion Read the guidelines on giving effective explanations laid out below. Think about or discuss them with colleagues, relating them to the actual instructions given in Stage 1. In what ways did these instructions accord. with or differ from the guidelines? Can you now think of ways in which these instructions could have been made more effective? Guidelines on giving effective explanations and instructions 1. Prepare You may feel perfectly clear in your own mind about what needs clarifying, and therefore think that you can improvise a clear explanation. But experience shows that teachers’ explanations are often not as clear to their students as they are to themselves! It is worth preparing: thinking for a while about the wordsExplanations and instructions you will use, the illustrations you will provide, and so on; possibly even writing these out. 2. Make sure you have the class's full attention In ongoing language practice learners’ attention may sometimes stray; they can usually make up what they have lost later. But if you are explaining something essential, they must attend. This may be the only chance they have to get some vital information; if they miss bits, they may find themselves in difficulties later. One of the implications of this when giving instructions for a group-work task is that it is advisable to give the instructions before you divide the class into groups or give out materials, not after! Once they are in groups, learners’ attention will be naturally directed to each other rather than to you; and if they have written or pictorial material in their hands, the temptation will be to look at it, which may also distract. 3. Present the information more than once ‘A repetition or paraphrase of the necessary information may make all the difference: learners’ attention wanders occasionally, and it is important to give them more than one chance to understand what they have to do. Also, it helps to re-present the information in a different mode: for example, say it and also write it up on the board. 4. Be brief Learners ~ in fact, all of us ~ have only a limited attention span; they cannot listen to you for very long at maximum concentration. Make your explanation as brief as you can, compatible with clarity. This means thinking fairly carefully about what you can, or should, omit, as much as about what you should include! In some situations it may also mean using the learners’ mother tongue, as a more accessible and cost-effective alternative to the sometimes lengthy and difficult target-language explanation. 5. Illustrate with examples Very often a careful theoretical explanation only ‘comes together’ for an audience when made real through an example, or preferably several. You may explain, for instance, the meaning of a word, illustrating your explanation with examples of its use in various contexts, relating these as far as possible to the learners’ own lives and experiences. Similarly, when giving instructions for an activity, it often helps to do a ‘dry run’: an actual demonstration of the activity yourself with the full class or with a volunteer student before inviting learners to tackle the task on their own. 6. Get feedback When you have finished explaining, check with your class that they have understood. It is not enough just to ask ‘Do you understand?’; learners will sometimes say they did even if they in fact did not, out of politeness or unwillingness to lose face, or because they think they know what they have to do, but have in fact completely misunderstood! It is better to ask them to do something that will show their understanding: to paraphrase in their own words, or provide further illustrations of their own. 17