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This is how our TEFL graduates feel they have gained from their course, and how they plan to put into action what they learned:
This unit was about teaching new language of vocabulary, grammar, and functions by using ESA approaches. Lessons that are targeted to grammar or vocabulary generally use 'straight arrow' ESA approaches. On the other hand, 'boomerang' or 'patchwork' ESA approaches are commonly used to teach function-based lessons. A student's difficulty of building more vocabularies depends on how the new words are similar to their native language, the spelling and pronunciation, similarity to English words that the student has already built up, and appropriateness. In regards to selecting new vocabulary item to teach, major factors are appropriacy to the student and/or task, frequency and coverage, and teachablity. When it comes to learning a new vocabulary, students need to know meaning, use, word grammar, interaction, spelling, and pronunciation of the words. Also, when new grammatical structures are introduced, the students will need to know what language means, how/when it is used, what the grammatical form/pattern is and how it is spoken/written. Language functions refer to the purposes in which we use language to communicate. Typical functions are inviting, refusing, agreeing, disagreeing, suggesting, and more. Teaching language functions also includes the appropriacy of the language with regards to the kind of language they use, which are formal, informal, technical, and more.
