Reflective ELT Practice for Primary School EFL Teacher Education
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Abstract
Showing various teaching methods in an effort to maximize the effect of his teaching, the author described some major teaching strategies he made for his 'English Pronunciation' and 'General English Conversation' courses. For his foreign language teaching method(s), the author does not prefer any particular method or approach to others. The author showed how he used a different method depending on the context or modified the same method differently according to the context, which included learners' proficiency levels, their needs, time, students number in classroom, goal(s) of the subject, his own ability and skill as a teacher. With regard to the nature of language in his foreign language teaching, the author believed that structural view, functional view, and interactional view should all be reflected in the Korean EFL context. It was clear that these three views were equally realized in his teaching. Based on his working experience with Korean teachers of English, the author suggested four maxims for university-level foreign language classrooms: make student(s) have a fun and interest in class; foster their confidence in classroom activities; provide them with a good quality of input, and increase the degree of target language use by both teacher and students as much as possible.
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