Teaching English As A Foreign Language

T all(prenominal)ing slope As A Foreign LanguageThe aim of this role up is to esteem the capital punishment of the instructors of incline for the graduation course of instruction of the actary cpetroleum schools in Missalata in the in the buff casebook. It too investigates early(a) factor issues that influence teachers poseation, such(prenominal) as the time allocated to the pedagogics of side and the lack of eventful solids such as tape recorders, dictionaries and other teach aids.The main tool through which the researcher collected selective in contour lineation is checklists adopted from a tumesce cognize bring taboo in code in pedagogics position as a foreign actors line named Jack Richards. The report card consists of five chapters. Chapter one looks at defining or so of the concepts involved in the TEFL article of faith process as well as emphasizing the eccentric of the teacher. Chapter two examines the gameground to TEFL command in Libya. It also acknowledges a literary productions review. Chapter three outlines the background to the poll and introduces the learning environment of it. It also discusses the methodological analysis of the study and looks at the applied checklist as well as the parameters utilize as set off of the research. Chapter four analyses the collected data. The last chapter comprises the conclusion and recommendations which ar thought to be helpful to improve the incline manner of oration precept in Libyan schools.Chapter one1.1- IntroductionTeaching English as a Foreign Language (TEFL) is a complicated process beca do it comprises a number of elements where the absence or the weakness of any(prenominal) one would pretend the only process. Al-Akhdar (2001 1) says in this context The success of a course of English as a FL depends on several factorsHe discusses the issue of methodology in detail as one of the factors influencing the successful outcomes of the pedagogics operation. other factor is to be discussed here it is the teacher. This study examines the important role of the teacher in relation to the methodology employed.The reasons behind the important role vie by the teacher in the article of faith process is illustrated by the avocation pourboires1. The teacher sack up compensate for any shortage of material or poor material, either by using other sources, or by tailoring the material to suit his particular fall apart.2. The teacher can counterweight the variations of the assimilators levels. It is natural for the teacher to notice this heterogeneity in any class. It is the teacher who knows how to deal with such a situation.3. He is also the one who deals with oersized classes (i.e. classes with more than 16 students) when it is quite difficult to carry out genuine problems and activities. Harmer (2002 128) maintains thatIn grown classes, it is difficult for the teacher to make contact with the students at the back and it is difficul t for the students to ask for and receive individual attention. He goes on to crack up reasons for the difficulty in precept big classes by saying big classes mean that it is not easy to yield students walking some and changing spans etc. to the highest degree(prenominal) importantly, big classes can be quite intimid(prenominal)(prenominal)ating for inexperienced teachers.Ur (1997 303) also lists some problems in teaching heavy(p) classes suchas Discipline Correcting written assignments. Effective learning for all. Materials. mortal aw arness. Participation.4. It is the teachers responsibility as well to overcome the problem of the shortage of classroom timetabling. Some political platform timing is longer than that allocated by the Education Authority. all(prenominal) of the above points encompass the teachers responsibilities and distinguish him as a crucial factor in the disciplineal process. Dubin and Olshtain (198631) however, dumbfound it well when they verbalise The teacher state is the most significant factor de depotining success of a wise thinking and what it involves in practical term are crucial.Alien and Valette (1977 3) also stress the important role of the teacher. They say thatThe teacher is the key figure in the row course. It is the teacher who sets the tone for the learning activities.They add that The teacher make ups a prime role in effecting student progress or lack thereof.The teachers role, therefore, in creating a successful learning environment for EFL collateral school students studying in Libya is of paramount importance to the successful intent of their course. This dissertation examines the teachers role and undertakes an analysis of the complications involved and the possible solutions to these difficulties. This analysis takes the form of an evaluation of teachers less(prenominal)ons at alternate schools in Missalata, Libya.1.2-Elements Involved in English Language Teaching onwards this analysis is undertake n, however, the process behind EFL teaching in general needs to be examined in some detail. This go out place the teachers role in context and illustrate the overall complexity inherent In the EFL processThis process according to Al-Mutawa and Kailani (1998 6) consists of central determinants which include the pupil, the EFL teacher, the method of teaching, the teaching materials and the classroom environment. These EFL learning and teaching elements are presently discussed from a Libyan perspective in the succeeding(a) section1. 2.1-The scholarThere are two types of English linguistic communication assimilators in the Libyan environment a full time student in an pedantic institution (school, college or university) and those who are enrolled on private courses which are menstruate by private deli rattling centres. The objective behind learning English at these types of address centres is either to fulfil the need of the learner himself or that of his employer for work req uirements, or to develop that the learners capability in a specific field such as, English for medicine, English for engineering, etc. The loss in the midst of the two can be summarised as followsA. The computer programme for the learner at the academic institutions is a standard one which is taught all over the country, while the programme for the private institutions varies from one organisation to another.B. The learners age at the academic institutions are fairly similar Whereas it can vary at the private centres.C. Private linguistic process centres care a lot approximately the number of learners inone class, but public classes are eer oversized which in turn can affect their learning process.1.2.2- The EFL teacherEach ponder has its witness specification or what is called a job description. Accordingly it is obligatory, when recruiting a teacher to fill a position in any school to match him against the requirements for the job. But what are the criteria that we can kick in in this process?It is quite difficult to base the answer on a checklist of a number of criteria such as a university degree. However, Richards (2001 209-210) points out that two main factors should be considered carefully in employing EFL teachers1.2.2.1- The Teachers Knowledge.In this treasure he outlines the succeeding(a) practical knowledge the teachers repertoire of classroom techniques and strategies study of language knowledge the teachers understanding of the subject of TESOL, e.g., pedagogic grammar, pronunciation, teaching theories, second language acquisition, as well as the specialized discourse and nomenclature of language teaching contextual knowledge familiarity with the school or institutional context, school norms, and knowledge of the learners, including cultural and other relevant in formation pedagogical knowledge ability to restructure content knowledge for leaching purposes, and to plan, adapt and improvise personal knowledge the teachers persona l beliefs and principles and his or her individual memory access to teaching reflective knowledge the teachers capacity to reflect on and assess his or her own practice. 1.2.2.2- Teaching SkillsTeaching skills refer to knowledge or the ability to perform indisputable skills. A similar taxonomy is provided by McDonough and Shaw ( 1993 297) who lists the followingKnowledge of the language systemGood pronunciationExperience of invigoration in an English-speaking countryQualifications (perhaps further pedagogy taken, or in-servicedevelopment)classroom performanceEvidence of being a good colleague continuance of time as a teacherAbility to write teaching materialsCareful planning of lessonSame LI as students, or a sound knowledge of itExperience of a variety of teaching situations face-to-face qualities (outgoing, interested in learners and so on)PublicationsKnowledge of learning theoriesWide dictionAbility to manage a team of teachers. In addition to the above points education auth orities at all levels (planners, inspectors and headmasters) are asked to follow up and assistEnglish language teachers in order to improve further their ability and make cope with any development that might arise. Richards (2001 218). Lists a number of conditions to achieve and maintain good teaching standards Monitoring in this respect he states that to upgrade the level of teaching, monitoring can play a study role through conferenceing meetings, written reports, classroom visits, and student evaluations. Observation This can also play a part in upgrading teaching and heproposed different ways to implement this task. He suggests self-observation, peer observation or supervisor observation. Identification and Resolution of Problems problems that whitethorn face the teacher should be identified well in call down and should be tackled immediately in order to be avoided in future. shared out Planning This task can be through through the incarnate work among teachers on planning a course of study.EFL teachers in Libyan secondary schools are prepared to teach a authoritative syllabus not teaching English. Moreover, they are not taught how to teach the new textual matters.1.2.3-The regularity of TeachingBefore discussing the different methods it is worth distinguishing between the two terms method and approach. Richards et. Al. (1985 228) give very simple definition. They say method is (in language teaching) a way of teaching a language which is found on systematic principles and procedures, i.e., which is an physical exertion of views on how a language is best taught and learned. They go on to say that these views includea. The nature of languageb. The nature of language learningc. goals and objectives in teachingd. the of syllabus to applye. the role of teachersf. the techniques and procedures to useAs with date to the definition of approach, Al-Mutawa and Kailani (1988 12) say in this respect The term approach refers to principles or assumptions b e the process of language teaching and learning. They give the following clear example to illustrate their definitionone of the assumptions underlying descriptive linguistics is that language is a set of enjoyments, i.e. habit formation which is acquired by the process of stimulus, response and reinforcement. Below is a discussion of the major teaching methods.1.2.3.1- Grammar Translation MethodThe history of Grammar Translation method dates back to the decades of teaching Latin in the nineteenth century. The objective behindThe exertion of this method includes as Rivers says ( 1983 29)an understanding of the grammar of the language and nurture the student to write the new language accurately by regular practice in translating from the native language. It aims at providing the student with a wide literary lexicon It aims training the student to extract the gist from texts in the new language by into the native language. Students are taught, according to this method, deductivel y by having sufficient explanations of the rules as well as long lists of vocabulary and asked to memorise them by subject matter in order to depict texts. The teachers role however, is exemplified in the use of the learners root language to explain the rules and the vocabulary of the take aimed text and then assists the learner to translate it. (Baker and Westrup 2000). Less emphases is made on accurate pronunciation thus audition and speaking are ignored in this method.The Grammar Translation method is cognise to be very useful as Baker and Westrup( 2000 4)) point outin teaching academic work and for passing written exams .1.2.3.2- The film MethodThe Direct Method was brought to mankind by the end of the nineteenth centaury in rejection for the ignorance made by the Grammar Translation method to listening and speaking skills. Voices started to be heard at that time for reform and that is why the count method was known as the Reform method. The method is also known as the Natural or the Psychological Method for the fact that it makes an doctrine of analogy between the child who learns his mother tongue and the way the learner learns L2. In contrary to the Grammar Translation Method, the Direct Method stresses the need to use the target language right from the regaining and to avoid the use of the mother tongue. In this respect Rivers (1983 32) saysThis renewed emphasis on the target language as the medium of instruction in the classroom meant that correct pronunciation became an important consideration. The classroom teaching concentrates on practising the target language through the use of listening and speaking while reading and writing are considered less important. Students are encouraged to memorise phrases and dialogues. Baker and Westrup( 2000 4) list the following limitation in learning L2 through the use of the Direct Method Students whitethorn not always understand what they are repeating Students cannot make their own responses in new and different situations Teachers may not be surefooted enough to use English throughout the lesson They are not so useful for advanced learners. 1.2.3.3- The audio-linguistic MethodOne of the main reasons for the issuance of The Audio-lingual Method came as a settlement of the need of the American forces to use and understand the language of the invaded countries in the 40s and 50s. Kara(1992 82) says in respect of the application of the Audio-lingual theFollowingthen being used by the American Army to train their men to understand a native vocaliser and speak a Language with a near-native accent.She goes on to list the mechanical application of the method by sayingClasses were small and staffed by linguistic by linguistic experts who taught using graded materials based on geomorphologic analysis and demanded long hours of drill and active practice with native speakers as models for imitation. This method has based its grounds on the Behaviourist Psychology where the following a ssumptions are embeddeda) Language learning is primarily mechanical habit formation.b) Language is a form of verbal behaviour.c) Priority goes for mastering talk first in order for the other skills to be effectively gained.d) similarity is a better foundation for language learning than analysis, therefore formula practice in context precedes the presentation of rules.e) Teaching language involves teaching the cultural norms of native speakers of the target language.The major criticism addressed to the Audio-lingual method is represented in Rivers (1981 47) words as followsIf Audio-lingual training is given in a mechanical way, students may progess like well trained parrots-able to repeat whole perfectly when given a certain stimulus, but uncertain ,t meaning of what they are saying and ineffectual to use .zed materials in contexts other than those in which they earned them. Student must be trained from the first lesson to apply what they acquire memorized or well(p) in drills in communication situations contrived within classroom group. 1.2.3.4-The communicatory ApproachThe Communicative approach first emerged in the UK in the mid to .ate 1970s. It was brought up as a result of the dissatisfaction with the structural and behaviourist methods of language teaching. This is the methodology which is currently widely used in text books not only in the West but even in our schools and training centres in Libya. Besides the preparatory and secondary schools text books, most of the oil sector and banks training centres are applying this approach in their teaching of English. The focus, in this approach, is on using language for communication while accuracy is seen as secondary. The function of language, or the way it is used, is considered more important than the form.As with regard to classroom teaching, the communicative approach gives a large proportion of class time to student-centred activities. Students are given the chance to use the language in realist icistic situations where they must use the language for real communication. The use of veritable(a) materials and realia is encouraged wherever possible. The role of the teacher however, is seen as a group manager and activity leader or facilitator. In this instance, he is aware to allow considerable time for the learners to work at their pace and ensures that the learners should emanate fromguided to freer practice of language items. The teacher has also to encourage group and pair work.1.2.3.5- The Eclectic ApproachSome teachers however, prefer to adopt an discriminating approach. The teacher in this case adopts some of the above mentioned methods during one item-by-item lesson. The teacher in this situation carries out a certain task in the class using grammar translation methodology and the other task performed through the audio-lingual method. In this regard Al-Mutawa and Kailani (1988 27) sayTeachers often take features of different approaches in their particular method ology.Most of the English language teachers immediately think that teaching grammar is the objective of teaching the language. Functions and notions for them are considered as secondary targets or they are used mainly to illustrate or set off grammar rules.1.2.4- The Teaching MaterialsTeaching materials include textbooks, workbooks, newspapers and magazines, posters, blackboards, whiteboards, language laboratories, overhead projectors, tape recorders, videos and realia (such as real fruits, Vegetable, Kitchen objects) etc . Teachers can always try to create in the use of these materials. Some schools may lack some of above if not most. The teachers, therefore, can manage this shortage of materials. They can for example use his personal items from family or bf can seek the help of his students.1.2.5- The Classroom EnvironmentMost of the classrooms in Libya are built compatible with educational specifications. That is all of the classrooms are large enough to accommodate (between 2 5 to 30) students in each class.They have enough windows to provide light and fresh air. The physical building itself is not enough, however. There are of course, other things complementing the physical structure such as ventilation, particularly in winter when these classes need to be warm enough, and electricity supply that is just as important. Students and teachers desks as well should be convenient. solely of these compose an environment that might help create an appropriate educational atmosphere.Further to the above discussion, it is necessary for purposes of clarification to discuss other terminology that can appear confusing. Terms such as broadcast, syllabus, methodology and teaching materials are interrelated and are sometimes mistaken for one another.Since this study uses these terms very frequently, it becomes essential to define what each one of them means.1.2.6.CurriculumNunan(19886) defines class as follows plan is a very general concept, which involves considerat ion of the whole complex of philosophical, social and administrative factors, which contribute to the planning of an educational platform.On the same line, Lim (cited in Richards 2001 41) also includes the following parameters as part of the course of study processneeds analysis, goal setting, syllabus design, material design, language programme design, teacher preparation, implementation of programmes in schools, monitoring, feedback and evaluation.Curriculum can be divide into three different groups Planned Curriculum Implemented Curriculum cognise Curriculum Nunan (2000) describes these stages as followsI like to draw a notation between the planned curriculum, the implemented curriculum, and the realized curriculum. The planned curriculum includes everything that is through with(p) prior to the delivery of instruction. The implemented curriculum refers to what happens in the moment-by-moment realities of the classroom. The realized curriculum refers to the skills and knowle dge that learners actually acquire as a result of instruction.This study will be mainly dealing with the implemented curriculum.Chapter Two writings Review2.1.- Secondary School Syllabus (Past and Present) 2.1.1- Introduction.The teaching of English as a foreign Language has attracted great interest in Libya since the mid 40s. Imssalem( 2001 8) said in this contextSince the start of British administration in 1943, English was introduced into the school system and has become the first foreign language. English is also currently a core subject from the first year of preparatory school to the university stage. It is also a core subject in all university colleges. The preparatory and secondary school English textbooks in Libya, however, have seen remarkable developments. These developments fall into two main stages2.1.2-Secondary School Syllabus Before 1996.Libya was one of the Italian colonies and it was very much affected by the Italian imperialistic policy, particularly in the field of education. In this regard, Mahaishi (1999 9) maintained thateducation was affected by the policies made by the colonisers, where they had abolished the schooling system created by the Ottoman rule during the last years of their empire. Consequently the colonisers imposed an Italian curriculum from the early education stages in order to Italianise the life of the Libyan Arab citizen through imposing the Italian language.This stage lasted nigh half a century.Afterwards, and by the start of the British administration in Libya in 1943, English language started to take its place in the Libyan school curriculum in a different way to that employed by the Italian invaders. Whereas the Italian curriculum aimed at Italianising the Libyan education system, English language during the British administration was introduced as a school subject. Other subjects such Maths, Chemistry etc, were introduced in Arabic.Moreover, education in Libya, generally, was very limited for many an(prenominal ) reasons, for example, poverty and the fact that the country was the scene of ferocious imperialistic wars between foreign forces, to the extent that John Wright (1972 206 ) in his book The History of Libya put the rate of illiteracy at 90%. until 1964 the English Language syllabus was exemplified in English textbooks imported from Egypt. Imssalem (2001 8) says thatThe curriculum for English language teaching in Egypt was introduced into Libya by British-trained Egyptian teachers. In the late 60s, M. Gusbi in collaboration with R John produced a new syllabus, which lasted around three decades as reliable, local Material used in Libyan secondary schools. Mr. Gusbis material (Further English for Libya, Revised edition 1974) was based on the audio-lingual method, which was characterised by concentration on structure and form rather than on meaning as an objective of teaching. This approach has relied on introducing a topic, familiar to the learners culture, followed by some drills and exercises.The lessons were gradually graded in linguistic complexity, aimed at consolidating the rules in order to develop the learners linguistic competence. For instance, if you look at the exercises used in Lesson One (Gusbi and John, Seventh Impression, 1983 4-5) only section C is different with the adit of some comprehension questions. One finds them concentrating on grammar, for example, theatrical role D (Make sentences from this table), Section E (Put these sentences into negative etc.With regard to the skills, the focus was only on listening and speaking in the first stages. Reading and writing, however, were postponed to the advanced stages until the first two skills were mastered. This method implies a teacher centred approach, where he/she finds himself/herself taking the big share of talking and directing as well as correcting any type of error that might arise to ensure the development of the learners accuracy.The case of the Libyan English textbook, (Further Engli sh for Libya) which was built on structural bases, was almost the same as that in some other Arab countries. Kharma and Hajjaj, (1986 60) describe the syllabus in the Arab Gulf States before the mid 70s by sayingWith the knowledgeability of the structural approach the syllabus continued to be thought of as materials content in terms of lexical and grammatical items, and particularly sentence patterns.At that time the Communicative approach was introduced into the curriculum in atomic number 63 and the USA.2.1.3-Secondary School Syllabus After 1996In order to discuss the secondary school syllabus in Libya after 1996 this section highlights the development of the communicative approach since the Libyan secondary school textbooks are now based on a communicative approach of teaching.The communicative approach came into existence by the end of 1960s and early 70s as a result of the dissatisfaction with the then current approaches and methods, such as the Grammar-Translation method, D irect method, Audio lingual method etc, that concentrated on language structure instead of the real use of the language itself as means of communication. Richards (1995 66) in this context quoted Littlewood when he describes the communicative language teaching by sayingOne of the most characteristic features of communicative language teaching is that it pays systematic attention to operative as well as structural aspects of language. This approach has incorporated the teaching of the four language skills besides grammar and vocabulary which according acknowledges the interdependence of language and communication. Thus it supersedes the previous methods in unifying these two concepts i.e. language and communication.This fight however, from merely teaching language structurally to teaching it communicatively met with different views, some in favour and others against. In China for instance, Xiao Qing Liao (10/10/2001) saysIn appall of the resistance to the introduction of the commun icative approach in China, there were distillery many teachers in favor of CLT.Although communicative language teaching was introduced to the Libyan secondary school textbooks in 1997, which is considered relatively late, it can be said that these textbooks are improved for the following reasons They can be described as comprehensive multi-strand textbooks i.e. they introduce in each whole of the books vocabulary, grammar and the four language skills listening, speaking, reading and writing. The textbooks content of vocabulary, grammar and the four language skills serve the theme of each unit in a communicative way.The authors (Tankard and Tankard 20011) give an example of this point in their introduction to the First year Secondary School text by saying Unit 5 has the theme Countries and Regions. In this unit the vocabulary relates directly to the theme the students learn new words and expressions to describe geographical regions. The grammar point covered is comparative adjectiv es, and the communicative functions are comparing people and things and talking about countries and regions. The variation in the topics included in the course book supports the learners command of the language and can help him to use English in real life situations. Contrary to the previous textbook (Further English for Libya by Gusbi and John 1970 Longman publications), which dominated the process of teaching English as a foreign language in Libyan schools for nearly three decades, the new textbook can also be considered as a dynamic one and not static. For instance, in terms of student participation, most of the tasks were set in order for the students to interact among themselves, to play certain roles or to solve a problem, whereas the old textbook concentrates mainly on grammar issues where there is no chance for group work. The possibility of performing the exercises in the old text book can only be done between the teacher and a student or one student and another. According ly, the chance for involving the whole class group work or pair work is not available. The other advantage of the new textbook is represented in the use of Visual aids. The pictures are very helpful and very motivating for the learner to learn, to understand the task and accordingly participate actively in the class. For instance, in Unit Two (p. 6,7and 8) the topic is about Towns and cities in which the authors introduced the city of Bath in England as an example. At first they present an introduction about the city on page 7, supported by a map of the city using colours (red, blue and green) to demonstrate the most famous places like the museum, Post office, car park and amateur park. The objective behind the passage, in page 7, is to provide the learner with necessary vocabulary. In page 8, the picture is used for further drills of the vocabulary in listening and speaking e.g. giving and following directions. These drills are of course, supported by drawings. Besides dealing wit h vocabulary, listening speaking and reading, it also deals with grammar inclusively (using WH questions and demonstrative pronoun there). Pictures in the old syllabus, however, were very limited and did not serve the theme or any learning activity.In spite of this improvement of the new English Language textbook in Libya, it did not take into account the other elements of the learning and teaching process i.e. the pupil, the EFL teacher, the method of teaching applied in the Libyan schools, teaching material, and the classroom environment. So the questions that should have been posed by the authors of English for Libya (Alan and Fiona Tankard) and the Libyan educational authorities before writing the textbook could have been Is the teach