As it is widely known, English is a global
language. Many people want to learn English for different purposes like career
development, to live in a foreign country. Under these circumstances, English
language teaching comes into prominence. But the thing which should be taken
into consideration is English language teaching is different from all types of
teaching.  It is because, the notion of
“language” comes into play. Language lives, develops and changes but language
learning never ends. Therefore, it is impossible to say that a teacher can
teach the target language at all points. For this reason, English language
teaching can be described as exposing students to the target language and providing
them autonomous learning. The other point that differs the language teaching
from others, is culture. When we talk about “language”, all consideration is
upon “communication”. For this reason, culture cannot be separated from
language teaching. In language teaching, the most common mistake is to teach “about language”. In this case,
students know everything about language like grammar rules, words, structures
but they are not able to use language in communication. To avoid this,
Communication should be prior aim in classrooms.

English teacher is the provider of language input since learners have not more
opportunity to be exposed to target language outside classroom in countries
where English is not the official language. Being accurate and fluent, paying
attention to the pronunciation of words and speaking with a good accent by
teacher are factors affecting students’ learning process. Learning
a foreign language is a difficult and demanding process. Language learners may
be in tendency to fall in fear of failure. For this reason, English teacher
plays an important role in motivating students for learning and creating free
and enjoyable environment in the classroom.

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In the light of my theoretical information that I
have obtained from my academic education in ELT department, I will explain
effective teaching under three main headings.

The first one is the quality of materials.
Materials used in classroom are one of the most important elements that makes
the learning and teaching process effective or not. In this sense, classroom
materials should be authentic and attractive. I think authentic materials give
learners an opportunity to notice how the target language is used in real life
and so they can have effective language input. On the other hand,
Attractiveness of materials is a useful thing for teacher to attract his
students’ attention to the course. My observations that I have conducted in
practicum school prove the importance of materials for effective teaching. I
don’t think there is an effective teaching environment in English classes in my
practicum school. Because; the teacher uses only the course book prepared by
the ministry of national education as classroom material. The course book is
attractive but it doesn’t contain any authentic text and it doesn’t give a
chance to produce something in target language.

The second criteria determining the effectiveness
of teaching is the quality of teacher. Teacher should have the ability to
control and manage the classroom. The teacher’s lack of managing ability
creates a chaotic atmosphere in the class and damages to teaching-learning
process. In addition, teacher should be aware of the interests, needs,
readiness levels, background and world knowledge of his/her students. Students’
motivation for learning will increase thanks to courses planned according to
their needs and interests. Also, teacher should take into consideration the
theory of Multiple Intelligences. S/he should identify his students’
intelligence type and should try to design his lesson most appropriately for
the students’ intelligence type. To be honest, the teacher that I have
observed, doesn’t care about the students’ needs, interests, type of
intelligence etc. Her lessons are routinized namely She doesn’t modify her
teaching style at all.

The last one is teaching method. In my opinion,
teachers should follow the eclectic method for teaching. Because I think there
is no best method. Each method has advantages and disadvantages of itself.
Anyone might consider any method as the best one but it may not be feasible in
her classroom setting. For example, the classrooms in my practicum school are
too crowded to apply a task based or communicative method. Therefore, I think
teachers should combine the advantages of all the teaching methods and should
create their own teaching method by taking into consideration the classroom
conditions and students’ profile.

          The teacher almost always uses “grammar
translation method” as teaching approach. The activities and the way how the
teacher presents a new grammar rule give clear tips about the teaching approach
of the teacher. For example, the teacher writes the grammar rules on the
blackboard when she introduces a new thing. Namely, she prefers to teach the
grammar rules explicitly, and she doesn’t give any information about the
functions of that grammar rule. How the teacher teaches vocabulary can be
regard as another example justifying my claim about the teacher’s teaching
approach. At the end of each lesson, the teacher writes some words on the board
with their meanings in Turkish, and she asks the students to write them down on
their notebooks. As a homework, the students are asked to write every word and
their Turkish meanings five times. I have not observed any listening or
speaking practice in the class. The teacher skips listening parts in the course
book. Namely, the teacher’s focus is on only form and rule not function. But it
is not possible to say the students learn effectively with this teaching way.
Many of them are not able to use the words that they learnt by heart,
they get lost themselves in complex rules. I think the rules should not be
given explicitly to learners, especially to young learners. Because,
metalanguage elements cause students to lose their eager and motivation.
Therefore, observing that focusing on only form affects learning process
negatively, I have developed an orientation for my future teaching.


The teacher plays the role of information
provider in the classroom. On the other hand, the students just listen to the
teacher unless the teacher asks them a question. I have not witnessed any
instance of critical thinking or problem solving activity which are the
characteristics of learner-centred approach. The students don’t construct the
knowledge and they don’t have any chance to make an effort to reach the
knowledge. On the contrary, they receive all information from the teacher
explicitly. The teacher focuses on just whether or not the students acquire the
knowledge, she is not interested in whether the students are able to use the
information in real life. In addition, almost all activities in the class are
individual work. These features of the class that I mentioned above, lead us to
the notion of teacher-centred approach. But some students are dissatisfied with
such a teaching-learning environment. I had a conversation with a student who
read book during the course but is good at English. When I asked him the reason
why he read the book instead of listening to the teacher, he complained about
the boringness of the lesson and absence of the opportunity to speak English in

my opinion, we should not follow either teacher-centered or learner-centered
approach blindly. In some cases, we need to follow one of them, sometimes the
other one. Especially in crowded classroom, when the knowledge has to be
transmitted to learners from teacher, teacher should be central one. But we
should put students in the center of learning environment in order to give them
a chance to use the language and communicate with each other



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