Министерство науки и высшего образования Российской Федерации
Федеральное государственное автономное образовательное учреждение
высшего образования «Северный (Арктический) федеральный университет
имени М.В. Ломоносова»
С.А. Жемчугова
English for Future Teachers:
Language Learning and Language Teaching
Английский для будущих учителей:
изучение и преподавание языка
Учебное пособие
Архангельск
САФУ
2021
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УДК ???
ББК ???
???
высшей школы социально-гуманитарных наук и международной коммуникации
Северного (Арктического) федерального университета
имени М.В. Ломоносова
Рекомендовано к изданию учебно-методическим советом
Автор:
С.А. Жемчугова, кандидат педагогических наук, доцент кафедры
английского языка ВШСГНиМК САФУ
Рецензенты:
английской филологии, языков северных стран и лингводидактики Северного
(Арктического) федерального университета имени М.В. Ломоносова;
Ю.А. Юрченко, кандидат педагогических наук, доцент кафедры романоО.В.
Печинкина, кандидат педагогических наук, доцент, доцент кафедры
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германской и русской филологии Сочинского государственного университета
Жемчугова, С.А.
English for Future Teachers: Language Learning and Language Teaching =
Английский для будущих учителей: изучение и преподавание языка: учебное
пособие / С.А. Жемчугова; Сев. (Арктич.) федер. ун-т им. М.В. Ломоносова.
– Текст электронный. – Архангельск: САФУ, 2021. – 218 с.
ISBN 978-5-261-01534-5
Пособие нацелено на развитие у студентов иноязычной коммуникативной
компетенции в сфере преподавания иностранного языка как предстоящей
профессиональной деятельности. Текстовой материал и система заданий пособия
способствуют формированию у студентов знаний в области теории и методики
преподавания иностранного языка, умений работы с аутентичными зарубежными
источниками и учебно-методическими комплексами ведущих мировых издательств, а
также готовности к осуществлению профессиональной коммуникации с
зарубежными коллегами. Учебное пособие предусматривает уровень владения
студентами иностранным языком не ниже В1.
Предназначено для аудиторной и самостоятельной работы студентов
направлений подготовки 44.03.05 «Педагогическое образование» (с двумя
профилями подготовки: «Начальное образование» и «Иностранный язык»), 44.03.01
Педагогическое образование (профиль образовательной программы «Языки и
литература»). Может быть рекомендована при реализации дисциплин по выбору
других направлений подготовки, связанных с преподаванием английского языка.
В авторской редакции.
УДК ???
ББК ???
Издательский дом им. В.Н. Булатова САФУ
163060, г. Архангельск, ул. Урицкого, д. 56
ISBN 978-5-261-01534-5
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© Жемчугова С.А., 2021
© Северный (Арктический)
федеральный университет
им. М.В. Ломоносова, 2021
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CONTENTS
Introduction .........................................................................................................
1. Factors of Language Learning
1.1. What makes us learn a foreign language? ....................................................
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1.2. Why do people need to learn a foreign language? ....................................... 17
1.3. What is language learning influenced by? ................................................... 24
1.4. Why do learners make mistakes? Is it good or bad? .................................... 36
2. Ways of Language Learning
2.1. In what ways is learning your mother tongue different from
learning a foreign language? ............................................................................... 45
2.2. How do we learn foreign languages? ........................................................... 52
2.3. How are foreign languages taught? .............................................................. 62
3. Areas of Language Learning
3.1. How does the language work? ..................................................................... 73
3.2. What is the language made of? .................................................................... 84
3.3. How does the language sound? .................................................................... 95
3.4. What is the language used for? .................................................................... 105
4. Language Skills
4.1. How does the language intake occur? .......................................................... 114
4.2. How do we produce the language? .............................................................. 126
5. Ways of Language Teaching
5.1. How can we decide on what to teach? ......................................................... 140
5.2. How can we plan our teaching? ................................................................... 151
5.3. What do we start with? ................................................................................. 162
5.4. What do learners actually do to master a foreign language ......................... 171
5.5. How can we find out if the learners are making progress? .......................... 184
5.6. What can help us in teaching a foreign language? ....................................... 197
References ........................................................................................................... 218
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Introduction
English for Future Teachers: Language Learning and Language Teaching is
a teaching resource to conduct a language improvement course for university or
college students whose future profession is connected with foreign language
teaching. It focuses both on foreign language teaching itself and the language that
teachers need for use in the classroom and for their professional development. The
book can also be useful for practicing teachers as part of refresher training courses
or for studying on their own.
The primary aim of the book is to provide future teachers with some essential
knowledge for teaching English as a foreign language and with a means for
developing and extending their English proficiency with the emphasis on language
related to teaching. In particular, it deals with the language needed to be used in the
classroom, to deal with authentic reference resources, coursebook packages and
supplementary materials, for participating in teacher development events and training
courses, for conducting research work in the area of foreign language teaching, and for
taking part in work-related discussions and conferences. The book also provides future
teachers with opportunities to learn about, reflect on and discuss issues related to
teaching and learning foreign languages in general and English in particular.
The book contains nineteen units arranged in five thematic areas concerning
language learning and teaching: factors, ways and areas of language learning,
language skills and the basics of language teaching. These themes have been
chosen as being essential to understand how foreign language learning takes place
and how teaching could be realized efficiently.
The units are topic-based and stated in a question form to provoke thinking
and to arouse interest in the topic to be covered. Each unit has a clear structure,
consisting of four sections: lead-in, presentation, practice activities and revise and
check. These sections have been included in the book on a systematic basis in order
to provide regular and integrated coverage of the topic and also to show a typical
lesson sequence. Each section develops out of the previous one and consists of an
integrated sequence of different kinds of activities, ensuring necessary variety.
The first section (lead-in) introduces the students to the topic without stating
in explicitly and activates their prior knowledge in various forms, including
discussions, mingle activities, writing and exchanging texts, solving puzzles, etc.
This section is designed to stimulate discussion of the new topic and to relate it
personally to a student.
The second section (presentation) provides learners with information and
also reveals the language of particular relevance to language teaching. This section
aims to develop teaching-related language, as well as awareness and evaluation of
teaching methodologies. It is recommended to apply the method of jigsaw reading
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while working with texts, because it helps to both involve student interaction while
presenting their parts, and developing their teaching competence.
The next section (practice activities) contains a wide variety of activities to
put theory into practice. These include classifying, prioritizing, multiple matching,
open and closed questions, table and diagram completing, discussions, and many
others. These activities have been chosen to provide extension and further focus on
topics and teaching-related language, and completing them leads to a fuller
understanding of the unit‟s key concepts alongside with practicing the target
language items.
The final section (revise and check) is intended to consolidate the knowledge
both on topic area and language. It contains different tasks in the test form, most of
which have been derived from TKT (Teaching Knowledge Test) – an international
certification exam developed by Cambridge ESOL for teachers of English to
speakers of other languages. This is a worldwide acknowledged examination,
which provides a structured and accessible way for English teachers to commence,
consolidate and update their professional development and demonstrate their
knowledge of the EFL classroom. Although TKT preparation is not the prior aim of
the course, it is supposed beneficial for future foreign language teachers to be
acquainted with its content and format.
As far as the book is an electronic rather than paper-based resource, this has
been used as an opportunity to provide access to other supplementary materials by
means of hyperlinks. These have various purposes. First, they are used as a source
of knowledge extension, as, for example in unit 3.1, when following the links
students can read more about parts of speech and their subcategories. Second, they
provide extra practice, e.g. in unit 3.3 students can use the link to watch a video on
different English accents and identify phonological features which distinguish
these accents from one another. Finally, these links present useful resources that
students can use in their future teaching, such as the link to the British Council
website LearnEniglishKids in unit 4.1.
Having been written in English, the book implements the CLIL (Content and
Language Integrated Learning) approach to language learning, so language is not
obviously focused on, but is extensively practised through discussing teachingrelated
issues. For this reason, there are no specific language proficiency
requirements, but, in general, the material would be most beneficial for students
with at least a good intermediate level (B1-B2 and higher). However, as future
foreign language teachers often have more varied language-learning histories than
many other students of English, this book has a more open approach to level than
most foreign language coursebooks.
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