1. What areas does the teacher’s professional knowledge involve?

It is essential for a teacher to possess a thorough understanding of the language system and
language skills - reading, listening, speaking, and writing. This knowledge is commonly referred to as
the subject matter of English Language Teaching (ELT). The teacher should be well-acquainted with
the students and their individual values and beliefs, their cognitive and learning styles and
preferences. Familiarity with classroom management, approaches and methods in teaching foreign
languages as well as theories of language acquisition and learning. Other significant areas of
professional expertise include evaluating and assessing the outcomes of teaching and learning,
planning lessons and courses and preparing teaching materials.

2. Which do you think are the most important factors in the affective domain?

The affective domain includes various elements like self-esteem, empathy, extroversion,
motivation, anxiety and attitudes among others. These factors have varying effects depending on the
learners' age as their initial egocentricity gives way to growing self-consciousness and self-doubt
while developing their new language ego or language identity. It is important to note that the
difficulties adults often face when learning a second language can be attributed to their language ego.
In contrast a child's ego is dynamic, constantly growing, and adaptable during the age of puberty
making them less threatened by the acquisition of a new language. However as puberty brings about
physical, emotional and cognitive changes a defensive mechanism emerges causing young adults to
cling to their native language for a sense of security and to protect their fragile ego.

3. How do learning styles differ from learning strategies?

Cognitive style is defined as particular way in which a learner tries to learn something. Learners
vary in their preferences - some of them prefer grammatical explanations and rules, some write
words, other look for mental associations with words from their first language while strategies are the
most specific and task oriented procedures used in thinking and learning which help us achieve
certain task. Strategies are identified as learning strategies and communication strategies.

4. How can you describe your own learning style and did it change over the years?

Over the years my learning style of English has evolved significantly. I relied on grammatical
explanations and rules to grasp the language's structure and usage. I used to write down new words
to memorize them but now I prioritize creating mental associations with words from my first
language which helps me remember them more effectively. My preference for learning materials and
resources has changed with the advancement of technology - I have embraced more online
resources. Overall my learning style has become more flexible and adaptable. I now understand the
importance of combining various learning methods.

5. Based on what you have read, what are the characteristics of a good language learner?

Learner characteristics including age, proficiency level, aptitude, learning styles, strategies and
intelligences play a significant role in the learning process. The success of a proficient language
learner depends on their personal commitment to invest time, effort and attention into acquiring the
second language .Learners must comprehend the purpose behind their learning, assume
responsibility for their own progress, actively contribute to establish learning objectives, take
initiative in planning and implementing learning activities and regularly assess and evaluate the
effectiveness of their learning journey.
6. What are learner variables and why is it important to be aware of them?

In the process of learning various factors known as learning characteristics or variables including
age, proficiency level, aptitude, learning styles, strategies and intelligences play a significant role.
Understanding these characteristics is crucial for effective language teaching. A competent teacher
should possess awareness of how different elements such as the learning environment, native culture
and educational traditions impact the teaching and learning process.

7. What is the critical period hypothesis significance for foreign language learning?

Many researchers believe that there exists a crucial timeframe during which language acquisition
happens easier. This critical period typically takes place around the age of puberty after which
individuals find it challenging to acquire a native-like accent in a second language. While the critical
period hypothesis is not universally accepted it is backed by various considerations related to
neuroscience, psychomotor skills, cognition, emotions and linguistics. It is theorized that children
who acquire a second language after the age of 5 may have a physical advantage due to their
phonemic control and the presence of brain plasticity.

8. In what classroom situations does mother tongue use contribute to learning and what
situations does it impede learning?

The incorporation of the mother tongue within foreign language classrooms is an inherent aspect
of second or foreign language instruction in diverse contexts where both the teacher and learners
share the same mother tongue. However its usage can be strictly prohibited during certain periods
depending on different language teaching methodologies such as the Direct Method and Audio-
lingual Method. It is permitted in various methods and approaches including the Natural Approach,
Communicative Language Teaching and Task-Based Language Learning. Teachers must be mindful that
while using and allowing the mother tongue in the classroom is natural, acceptable, and beneficial in
the initial stages its usage needs to be limited and judicious in intermediate levels. It is crucial to
ensure that English becomes the primary language of the classroom, establishing routines and
enhancing predictability to create a safer learning environment for the students. As for advanced
levels the use of the mother tongue should be strictly forbidden.

9. How can you make up for insufficient exposure to the target language? (share your own
experience)

If you find yourself lacking sufficient exposure to the target language there are several things you
can do:

- To find language exchange partners - You can engage in language exchange conversations where you
take turns practicing each other's languages. This provides an opportunity to practice speaking and
listening skills while also gaining cultural insights.

- To join language learning communities - Participate in online language learning communities or

forums where you can interact with other language learners and native speakers. Engage in
discussions, ask questions and seek feedback on your language skills.

- To seek out cultural events and language exchanges - Look for cultural events or language exchange
programs in your local community. These events often provide opportunities to interact with native
speakers of the target language and engage in conversations or activities that promote language
learning.
- To utilize online resources: Take advantage of the variety of online resources available for language
learning. Use websites, apps and platforms that offer interactive lessons, language exercises.

10. How do behaviourism and nativism differ in their explanation of first language acquisition?

Behaviourism and Nativism are two distinct perspectives that seek to explain how language
acquisition occurs. The Behaviourist view suggests that a child's verbal behaviour is influenced by
their environment and is reinforced through frequent exposure to language. Through consistent
communication from their families since birth children gradually acquire their first language which is
perceived as a system of interconnected elements. On the other hand the Nativist view strongly
argues for the innate nature of a child's language learning ability. According to this perspective
children are born with an inherent capacity to acquire language and possess the potential for
linguistic innovation. This ability is attributed to a hypothetical "Language Acquisition Device" or
Universal Grammar often described as a mysterious mechanism within the brain. As a result children
are capable of producing language expressions that they have not been explicitly taught.

11. How do you understand the social nature of language construction?

The social nature of language construction refers to the idea that language is not solely an
individual effort but rather a product of social interactions and shared meanings within a community.
Language is not developed in isolation but is shaped and influenced by social interactions. When
individuals communicate they engage in a process of constructing and negotiating meaning with
others. Language is used to convey thoughts, emotions and intentions and it is through this
interaction that language evolves and develops.

12. Can you give some examples of scaffolding provided by the teacher to beginner learners of a
language?

Scaffolding is an instructional technique where teachers provide temporary support and guidance
to students as they learn new concepts or skills. Scaffolding techniques involve nonverbal cues such
as nodding, showing agreement through sounds and maintaining eye contact. They also include
asking for further explanation, restating or summarizing the main point, asking concise questions,
discreetly correcting errors in language or pronunciation and providing missing words as necessary.

13. How can a teacher make sure that the input she provides is comprehensible?

Having access to understandable language is crucial for language acquisition. This involves
engaging in extensive listening and speaking activities. Comprehensible input refers to English
language that is comprehensible to learners. Language input encompasses auditory sources such as
podcasts, radio, and conversations as well as written materials like books, articles and blogs in
English. If learners lack interest in the input they receive they may not give it proper attention which
is a vital aspect of the learning process. The input must not only be interesting but also captivating.
For the teacher's input to enhance English writing, reading, listening and speaking skills it must be
intelligible and facilitate understanding.

14. Which features and practices of Audiolingualism can be traced back to the theories of
behaviourism in psychology and structuralism in linguistics?

Audiolingualism also known as the American Army method from the 1950 was grounded in
behaviourist theory and approached language as a system comprised of interconnected elements.
The focus of language learning was on mastering these fundamental building blocks and the
accompanying rules of combination. It consisted of a graded sequence of sentence patterns derived
from grammar. These patterns served as the foundation for practice exercises involving repetition,
inflection, substitution, rephrasing, completion, rearrangement, expansion, contraction,
transformation, integration and other techniques. The use of tapes and language laboratories was
prevalent and significant importance was placed on achieving a pronunciation that resembled that of
native speakers.

15. What is communicative competence and how is it related to the main principles of the
Communicative approach?

Dell Hymes described communicative competence as the skill to express and understand messages
and negotiate meanings in specific situations when talking to others. Canale and Swain explained that
communicative competence has four parts - knowing grammar (understanding words and the rules
for forming sentences and sounds), using language in longer conversations (linking sentences
together to make sense), understanding how language is used in different social situations (knowing
the rules for speaking in different groups), using strategies to make up for not knowing everything
(finding ways to handle situations when we don't have all the answers). The core principles of
Communicative Language Teaching are:

- Language learning occurs through active communication.

- Classroom activities should aim for authentic and meaningful communication.

- Fluency in using the language is an important aspect of communication.

- Communication involves the integration of various language skills.

- Learning is a process of creative construction that involves trial and error.

In the Communicative approach exposure to the language and its use in meaningful communication is
considered crucial for language learning. Interactive activities like role plays and simulations are
common in communicative classrooms. Students prioritize conveying the intended message over
precise language forms as the focus is on developing fluency. Teachers adopt a holistic approach
allowing students to communicate without constant correction.

16. If you want to have a classroom where you use communicative language teaching
approaches and task based learning, what are some things that as a teacher you should NOT do?

Here are some things to avoid if I want to have a classroom where to use communicative language
teaching approaches and task-based learning:

- To not rely only on textbooks and scripted materials and use instead real world resources to create
meaningful tasks and activities.

- To let students participate and engage in communication.

- To not correct every single error made by students. Better focus on meaning and encourage fluency
providing feedback that helps communication.

- To create an environment where students use the target language as much as possible.

- To promote collaboration and cooperation among students through pair or group work.

- To use authentic tasks that require language use in realistic contexts.

17. Think of one of the post-method approaches. Will it be suitable for the teaching and
learning context in our schools? How can you adapt it to the needs of a particular class?

The most suitable approach for teaching and learning would be the Oral Approach and Situational
Language Teaching. Adapting the Oral Approach and Situational Language Teaching to the needs of a
particular class requires careful consideration of the students' characteristics and learning goals. We
should determine the students' current level of English to establish a starting point for instruction.
This will help us design appropriate activities and provide targeted support. We should identify the
specific needs and interests of the class. This will allow us to select relevant and engaging topics and
materials for our lessons. We should create language tasks that reflect real-life situations and
contexts relevant to our students. This will enable them to practice using English in practical and
authentic ways. We should integrate authentic materials like videos, audios, articles. This will help
developing their listening and speaking skills while increasing their exposure to natural language.

18. How does teaching of grammar depend on learners’ variables such as age, proficiency level
and learners’ needs?

Many studies have shown that teaching grammar is important for learning a language. Lantada and
Freeman believe that grammar should be taught as the fifth skill. They also say that in order for
students to use grammar correctly we need to give them opportunities to practice through
meaningful and interesting activities. They identified six factors that affect how we teach grammar:
the learner's age, proficiency level and educational background, the instructional factors of skill,
register and need. They suggested that beginners especially children may not need to focus on
grammar forms too much but as they progress to higher levels there should be more attention given
to grammar. They also recommended focusing on reading and listening for children, speaking for
intermediate-level students and writing for advanced-level students who need it for professional
purposes.

19. How does The Lexical Approach differ from the traditional teaching of lexis and grammar?

The Lexical Approach has several main principles:

- Students should practice listening comprehension more often.

- Language lessons should include a combination of input raising learners' awareness and practicing
the language.

- Communicative competence is more important than just being accurate so fluency is valued.

- Many grammar mistakes happen because of a lack of vocabulary knowledge.

According to the main proponent of the approach Michael Lewis language consists of word
combinations and not just grammar rules. The lexical approach focuses on these word combinations
instead of analysing grammar in the classroom. It is seen as a way to reevaluate the role of teachers
and the teaching profession by emphasizing the principles of communicative approaches.

20. What are some of the ways of explaining lexical meaning without using translation?

To help understand the meaning of words it's best to explain them using the same language
instead of just giving a translation. Besides translation teachers can use different methods to show
the meaning of words such as:

- Bringing real objects to the classroom (like toys or items);

- Using visuals like flashcards, pictures or posters;

- Acting out or using hand gestures to show meaning;

- Providing definitions or descriptions of the word;

- Guessing the meaning based on the context;

- Explaining using synonyms, opposites or words with similar meanings.

21. What would some appropriate concept checking questions (ccqs) for the sentence It’s high
time you found a job be?

A concept checking question is a question that helps the teacher make sure students understand a
language concept like grammar, vocabulary or fixed phrases. We should avoid using questions like "Do
you understand?" or "Is that clear?" because they don't really check understanding. Instead we can
ask questions like:

"Can you read the sentence for me?"

"What tense is used in this sentence?"

"Can we use a different tense here?"

"Do you notice any mistakes in the sentence?"

22. Can you think of an appropriate context (situation) for introducing past perfect tense?

You're telling a story to a group of young students about a boy named Jack who lost his toy car. You
say:

Once upon a time Jack had a favourite toy car. One day he went to the park to play but when he came
back home he couldn't find his toy car. His mother asked him ''Jack, where had you put your toy car?
''. Jack thought for a moment and realized that he had left it at the park. He replied ''Oh no! I had left
my toy car at the park! ''.

Here the past perfect tense is used to talk about an action that happened before another past action.
It shows that Jack had already left his toy car at the park before realizing it was missing when he came
back home.

23. What is your way of learning vocabulary? Has it always been the same?

My way to learn new words is by using them in sentences and conversations so I understand how
they are used in real-life situations. Now I think that using visual aids like pictures or flashcards can
make learning vocabulary more fun and easier to remember.

24. What are some of the benefits (if any) of the explicit teaching of grammar?

Teaching grammar directly can help students understand grammar better and see how it all fits
together. It focuses on the form and meaning of specific language structures that they hear or read.
When we teach grammar explicitly it helps students learn the rules of a language. It gives them a
strong foundation in grammar and syntax which means they can understand how the language
functions. As we grow older it becomes harder to learn new languages. That's why explicit grammar
instruction becomes more important for adults. Learning grammar in a structured and formal way
seems to work better for adult learners.

25. Choose a listening activity from a coursebook and explain how you are going to use it in
class.

Before playing the audio I introduce the topic of weekend plans and elicit some vocabulary related
to activities and time expressions. I play the audio with the dialogue giving instructions for students
to listen to. I can play it once or twice depending on the complexity and length of the dialogue. I
encourage students to listen for specific information such as the activities the speakers are planning,
the time and place of the activities. After the listening I engage students in a comprehension check
activity. This can involve asking comprehension questions, having students complete a chart with
information from the dialogue or discussing the main points of the conversation as a class. In the end
students can role play similar conversations, write about their own weekend plans or create a poster
or presentation about their ideal weekend.

26. What are some possible ways to sequence the activities in a reading lesson?

One way to sequence activities in a reading lesson is to start with a prereading activity that
activates students' prior knowledge or introduces the topic of the text. After the prereading activity
the teacher can provide students with the reading passage and allow them some time to go through
it to get a general understanding of the content. The students can engage in a detailed reading
activity where they read the text more carefully and answer comprehension questions to analyse the
main ideas and details. Another way to sequence activities is to include interactive tasks such as pair
or group discussions where students share their interpretations of the text or engage in debate about
the ideas presented.

27. Explain some of the problems with reading texts aloud in class.

One problem with reading texts aloud in class is that it can put pressure on students who struggle
with their pronunciation or reading fluency causing them to feel self-conscious or embarrassed.
Another problem is that when a text is read aloud by the teacher or a student it may lead to passive
listening rather than active engagement with the text as students may rely on the reader to
understand the content. It is challenging to see the individual reading abilities of all students when
reading texts aloud as some students may find the text too easy while others may struggle to keep up
with the pace or understand the vocabulary.

28. How does scaffolding work in developing students’ speaking skills? Give examples of
different scaffolding techniques.

Scaffolding means that when someone who is good at speaking a language helps someone who is
not as good they support and guide them in their conversation. Some ways to scaffold include
showing agreement with nods and sounds, looking at the person to show you're paying attention,
asking for clarification, repeating important words or ideas, asking short questions, quietly correcting
mistakes in words or pronunciation and giving the right word when it's needed.

29. Make a list and give examples of communication strategies.

- Achievement strategies: Paraphrase:

- Approximation: using a similar word like pipe instead of waterpipe

- Word coinage: creating new words like air ball for balloon
- Circumlocution: describing something instead of using its name

- Borrowing: using a literal translation or switching to another language.

- Asking for help or assistance

- Using nonverbal language like using gestures and actions

- Reduction strategies: Avoidance: Choosing to talk less or not talk about certain topics or messages.

30. Explain the notions of accuracy and fluency and give examples of activities aimed at their
development.

Good speaking skills are often connected to being accurate using grammar and vocabulary
correctly and fluent speaking smoothly without pauses or searching for words. Here are some
activities to improve accuracy and fluency:

- Repeat sentences that the teacher says.

- Practice grammar exercises by speaking out loud.

- Play games where you come up with ideas together.

- Read aloud from the course book.

- Give a speech you have prepared.

- Act out conversations from a script.

- Give instructions on how to use a machine.

- Have conversations that include new grammar structures as examples.

31. What is the difference between product and process approaches to writing?

Product Approach:

- It focuses on using a model text as a guide.

- Students learn by analysing specific features of the text such as paragraphs, vocabulary and linking
devices.

- There is a step by step practice of these features in isolation.

- Students then write a similar text based on the model.

Process Approach:

- It emphasizes the creativity of the writing process.

- The writing process is seen as a series of stages that are not linear but cyclical.

- The stages include pre-writing (generating ideas), composing or drafting (writing the text),
evaluating and revising (improving the text based on feedback and expectations) and editing and
redrafting (producing a final version).
The product approach focuses on imitating a model text while the process approach emphasizes the
stages and creativity involved in writing.

32. When you give students feedback on their essays, what aspects of their writing would you
address in your comments?

In writing evaluation there are different categories to consider. One category is content which
includes factors like the presence of a thesis statement, related ideas and the development of ideas
using personal experience, illustrations, facts, and opinions. Another category is organization which
looks at the effectiveness of the introduction, the logical sequence of ideas, the presence of a
conclusion and whether the length of the writing is appropriate. Syntax and vocabulary are evaluated
separately.

33. Why is it necessary to plan lessons and what are the factors which a teacher needs to take
into account when planning?

Planning lessons helps the teacher identify the specific goals or objectives of the lesson which
determines what students should be able to do by the end. It also allows the teacher to anticipate
potential problems that may arise during the lesson and think of solutions in advance. Lesson
planning helps the teacher to adapt the materials and activities to meet the specific needs of the
students in the class. It ensures that the lesson is balanced and suitable for the level and
requirements of the students. Planning also gives the teacher confidence and awareness of what they
will be doing throughout the lesson which creates a sense of security for the students. It allows the
teacher to focus on monitoring the students' progress. Lesson plans can be used as a tool for
reflection after the lesson to evaluate its effectiveness and make improvements for future lessons.
Lesson plans can be reused saving time and effort in preparation for future classes.

34. What does the choice of interaction patterns depend on? Give examples of the link between
activities and interaction patterns.

In class how students interact with each other is connected to how they are grouped and how they
sit. This depends on the nature and purpose of the activities they are doing. The most common way
of teaching is called "lock step" where the whole class works together with the teacher leading and
assessing. This method has some drawbacks such as not giving individual attention to students' needs
and limiting communication among them. Pair work is good for speaking activities like conversations
and role plays. Group work is suitable for task-based teaching, discussions, and projects. It's believed
that smaller groups of around five students work better than larger groups. Individual work is when
students work on their own, separate from the whole class. When organizing pairs or groups the
teacher should give clear instructions and sometimes show examples. While the students are working
the teacher observes and helps when needed. After the task is done the teacher provides feedback
on the results and how students participated in the activity.

35. What does teacher’s treatment of mistakes depend on? Give examples of different
treatment of students’ mistakes and explain the teacher’s possible reasons for it.

Mistakes in language learning are normal and actually a good thing. They show at what stage the
learner is in their language development. There are two types of mistakes - minor ones that students
can fix themselves and bigger errors that need the teacher's help. Mistakes can happen because of
the influence of the student's first language or because of overgeneralization. If mistakes are not
corrected they can become permanent. When it comes to correcting mistakes the teacher has to
decide who should do the correcting - the teacher, the student themselves or other students in the
class. The teacher also needs to decide when to correct - right away or later so it doesn't disrupt the
activity. By carefully choosing how to correct errors students will improve their speaking and writing
skills and feel more confident without feeling bad about themselves.

36. How can a teacher cater for students’ different needs in a large and/ or mixed-proficiency
classes?

Handling large classes with students of different levels:

- Choose different topics, teaching methods, and texts to keep the class engaging and cater to the
diverse interests of the students.

- Promote collaboration by incorporating group and pair work activities.

- Individualize activities and instructions to meet the specific needs of each student.

- Personalize your approach by getting to know your students and adapting your teaching style
accordingly.

- Provide both mandatory and optional instructions to allow for flexibility and accommodate different
proficiency levels.

- Use open-ended cues that allow students to express their thoughts and ideas freely.

- Modify coursebook materials to suit the needs of weaker and stronger students.

- Find or create additional materials to challenge and engage fast learners.

37. What types of alternative assessment do you know and what are their advantages?

There are different words used to evaluate how well teaching and learning are going such as
assessment, evaluation, and testing. These terms have different meanings. Alternative assessment
focuses on measuring skills that can be seen and demonstrated rather than just relying on
standardized test scores. One popular alternative assessment method is using a portfolio which is a
collection of different types of work that students do in class and at home like tests, essays, pictures,
reports and homework. The purpose of the portfolio is to highlight what students have achieved,
track their progress and provide feedback to both students and teachers. Another alternative method
is having students write a journal or diary which allows them to reflect on their thoughts and feelings
about learning a language.

38. Why is culture called the ‘hidden curriculum’ in foreign language teaching?

School culture is like the secret lessons that students learn without even realizing it. It includes the
traditions, rules, symbols, stories and words that make up a school. When students are in this
environment they naturally pick up on how they should behave and what is expected of them. This
hidden curriculum has a big impact on their learning even though it's not something that is formally
taught.

39. Give examples of culture-related activities in an English language coursebook.

Some examples of culture-related activities that can be found in an English language coursebook:

- Reading a passage about famous landmarks and discussing their cultural significance.

- Listening to a dialogue between two people from different countries and comparing their cultural
customs.
- Watching a video clip about a traditional holiday celebration and answering comprehension
questions.

- Completing a vocabulary exercise that focuses on words related to cultural festivals and traditions.

- Writing a short paragraph about a cultural event or tradition from their own country.

- Researching and presenting information about a famous cultural figure or historical event.

40. What do you look for when choosing a coursebook?

When choosing a coursebook there are several factors to consider. I look for a coursebook that
aligns with the goals and objectives of the course I am teaching. I assess the content and topics
covered to ensure they are relevant and engaging for my students. I consider the structure and
organization of the book looking for clear lesson progression. I consider the level of support provided
for both teachers and students such as teacher's guides, supplementary materials and online
resources.