SOME THOUGHTS ON ENGLISH LANGUAGE TEACHING = 영어교육:그 이론과 실제에 대한 재검토

다국어 초록 (Multilingual Abstract)

You will note that in each phase the general outline is the same. The differences lie only in the detail of application. One consideration is the subtle shift in emphasis from one method to another depending often on the teachers's view of the teacher-student relationship and the students' progress. Combined in each phase are many methods which can be used effectively in language teaching which are not necessarily specific to English language teaching, but I believe general to all second language teaching. Many books have been written covering methodology and techniques of teaching which seldom take into consideration the psychological state of the students. Therefore, as we can see in English language teaching certain techniques seem to predominate at each stage and level of learning which in spite of often trial and error application have a definite psychological basis. In the childhood stage, for example, because of the natural limitations of childhood the oral-aural method predominates. At later stages the oral-aural method is gradually supplanted or supported by more and more cognitive methods including reading and writing. In any case, however, no one method can be used to the exclusion of all others. We usually see the oral-aural methods as a beginning point in the language learning process, since this follows the speech before writing pattern of human development. By beginning with the familiar and interesting the teacher can help the student maintain the needed motivation for language learning while at the same time the student's proficiency is increasing. Over dependence on any one method can in itself be self-defeating when the method is unrewarding to the student and/or boredom sets in. The teacher must recognize that point and introduce new or different methods or materials in order to restimulate the student. As the student becomes more mature and/or proficient both in the concepts of his own language and those of the target language we must use more and more cognitive methods based on self-discovery. This is most advantageous to adult learners whose application of analysis can aid them in gaining insight into the language.