Hongzhi Wang
The speaker will present the emerging and results about English pronunciation teaching to adult learners of a PhD study – a semi-structured interview study, involving ten English teachers who have taught Chinese learners of English. The study aims to investigate ‘Which teaching techniques are chosen to teach English vowel pronunciation?’, ‘How do teachers use the techniques?’ and ‘Why are the techniques chosen?’. The speaker intends to report, within the first 25 minutes of the workshop, key results related to adult Chinese learners’ collaboration and the popular teaching approaches in use. Five minutes will be used to cover the results from the ‘which’ and ‘why’ questions. Twenty minutes will be used to focus on how the pair- and group-work were integrated with various teaching techniques. For example the guided-discovery approach and Task-based Language Teaching method, where students negotiate individual responsibilities, and making team decisions while using the target language. Learners were guided to take on different roles (e.g., task allocator, progress monitor, advice provider, communicator, and summariser) and make different contributions to the final outcomes. Pairwork was also combined with tradition techniques, such as PPP (Present-Practice-Produce), in which the more advanced learners supported their less-proficient peers by diagnosing or checking, observing, imitating, and explaining with aids (e.g., hand gestures, articulator graphs, recording app, online dictionary). Teachers’ descriptions (e.g., teacher’ instruction and teaching materials) of how to use pair- or group-work, combined with various reported teaching techniques, will be provided for the attendants to discuss and refer to during their task of designing a similar activity to teach a target item from their field (e.g., determining the current stage of the economic cycle) within 20 minutes. In the last fifteen minutes, attendants will share their work, comments and questions.
The attendees will receive information about the study, and the key results (i.e., the most used methods in English Pronunciation Teaching and the procedures of guiding learners to collaborate in different ways. Attendees will also learn to apply that in their teaching and learning within the workshop.
Part (1) – The speaker will give a 25-minute talk about the study and its findings – five will be spent on presenting the results; 20 will be used on reported how pair- and group work were combined with different Teaching techniques.
Part (2) – The attendees will be given 20 minutes to complete a task of using learner collaboration and one teaching method of choice to teach an item in their field; This task can be individual task or pair-work or group-work, depending on the number and research fields of the attendees; the speaker will provide an example, guidance and support before and during the task.
Part (3) – Some attendees will be given 15 minutes to share their works from the task and have discussions (e.g., ‘Which teaching method was chosen? And why?’, ‘How did I/we integrate student collaboration in the activity?’, ‘How the learners might do during the activity?’, ‘What are my/our responses, if a problem emerges?’ and ‘How can student collaboration contribute to the learning of the target item?’
Part (4) Q & A.
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