KOTESOL

What Every EFL Teacher Should Let Students Know About Learning English

By Dr. David Shaffer,  Photo by Thomas Yau

As educators in Korea, we often assume that our students are aware of the basic concepts and strategies related to learning English, but the truth is that they often are not. It is our duty to teach our students effective and enjoyable ways of learning English.

English Learning vs. English Study

Let us begin by considering the difference between English “study” and “learning.” The term most often used in Korea is “English study,” which mainly refers to studying the words and grammar of English. Rote memorization is most commonly used for this study. Vocabulary items are associated with Korean words (friend =친구), and grammar is formulaic (present perfect = subject + have/has + verb [participle]).  The goal of this memorization is to do well on the soon-to-follow test.

With rote memorization, however, little attention is paid to comprehension, and forgetting occurs almost as quickly as the original memorization did. Learning English is much more than “book learning” and memorization for testing. Learning vocabulary comes from making as many different associations with a word as possible (reading it, writing it, hearing it, saying it, and using it, alone and in different contexts). The same is true of grammar: it is learned by understanding the meaning of structures in different contexts.

Investment of Quality Practice Time

It must be realized that English is a “skill” that needs to be acquired, rather than another academic subject such as history or social studies. Just as learning to ride a bicycle requires one to get on the bicycle and practice, learning English requires one to use the language, to practice listening, speaking, reading and writing, not just study textbooks and memorize.

The 10,000-hour rule states that approximately 10,000 hours of deliberate practice are required to attain a high level of proficiency in English as a second language. That comes out to about 20 hours of deliberate practice per week for 10 years! “Deliberate practice” refers to using the language for communication purposes and using effective learning methods, not mindless repetition and memorization. Many hours of practice and learning outside the classroom are required, and in order to plan and organize this out-of-class practice, a self-guided language-learning program is needed.

A Self-Guided Language-Learning Program

To set up an effective self-guided language-learning program, students need to first realize that vocabulary and grammar rule memorization are not enough, a good test score is not enough, and classroom-style study is not enough. In addition to the kinds of structured study that regularly occur in a public school English class, they also need to have unstructured learning practice.

What and When to Practice

Having at least two learning methods for each of the four macro-skills, as well as for micro-skills such as pronunciation, vocabulary, and grammar, is a lot for anyone to manage. The learner must determine which skills to spend more time on. Learners will often select the skills they like and are good at to spend the most time on, when the opposite is necessary.

Students need to set language learning goals for themselves: long-term goals, medium-term goals, and short-term goals. Too many learners decide to “study TOEIC” because that is what their shortsighted, goal-less classmates are doing. Once the learner has decided on the learning methods to use and the amount of time to allocate to each, they need to make a realistic schedule. They must remember that “self-guided” does not necessarily mean “self-study.” While extensive reading (i.e., pleasure reading at one’s proficiency level) is a great activity to do alone to strengthen vocabulary, grammar, and general English skills, interaction in English with others is also essential for language learning to progress naturally. Speaking with others in English needs to be a part of any learner’s self-guided program. This interaction could be with another learner interested in improving his or her English, or it could be with a study group.

Self-Reflection on Language Learning

It is necessary for the language learner to reflect on learning methods and goals at regular intervals and make adjustments. This can be achieved by keeping a reflective language learning journal: evaluating individual methods or skills, analyzing what the problems may be and how to solve them, and executing the solutions. Learner goals need regular reflection too, as the major uses of English in our students’ careers may be very different in 15 years. Our students need teacher guidance in creating self-guided language learning programs that will work effectively for them.

Gwangju-Jeonnam KOTESOL Monthly Chapter Meeting

When: July 11(Saturday), 1:45 pm

Where: Chosun University, Main Building, Left Wing, Room 4211

Admission: Free

Morning (11am) Reflective Practice Session

ELT Presentation: 1 Collaborative Discussion Session: 

Swap-shop Session: Present your ideas, activities, advice

For more details:

Facebook: Gwangju-Jeonnam KOTESOL

Website: http://koreatesol.org/gwangju

Email: gwangju@koreatesol.org

Twitter: @GwangjuKOTESOL

About The Author

David E. Shaffer is the President of the Gwangju-Jeonnam Chapter of Korea TESOL (KOTESOL). On behalf of the Chapter, he invites you to participate in the teacher development workshops at their monthly meetings, their March 14 chapter conference, and special events. Dr. Shaffer is a professor of English Language at Chosun University, where he has taught graduate and undergraduate courses for many years. He is a long-time member of KOTESOL and a holder of various KOTESOL positions, including Publications Committee Chair. He is also a multiple recipient of the KOTESOL President’s Award and an honoree at the recent Michael Simning Gwangju Community Building Award ceremony.