A Theory of Teaching English Language in Higher Education to Improve English Language Social and Communicative Contexts

Dr. Hamed Fathi¹

¹Cyprus Health and Social Sciences University

Cite this paper:
Dr. Hamed Fathi. A Theory of Teaching English Language in Higher Education to Improve English Language Social and Communicative Contexts. Journal of Linguistics and Literature. 2018; 2(1):1-5. doi: 10.12691/jll-2-1-1

Abstract

Language teaching in higher education is sensitive since learners are adult and specific approaches meeting their age and adolescent condition should be applied. Previous teaching approaches were based on conditional and behavioral methods forgetting psychological and cognitive aspects of learning. However, psychological and cognitive approaches are missing theoretical foundation. Incorporating behavioral teaching strategies and metacognitive methods, in this study two general dimensions of teaching as physical and mental patterns are introduced. The physical pattern refers to mechanical approaches such as repetition, memorization and active learning, while mental process emphasizes on teaching and learning patterns and practices in aiming at reducing learning obstacles and developing learners’ autonomy in managing the process of learning. This proposed approach using collaborative behavioral and cognitive skills together, ties to manage learners’ autonomy in the processes of learning by passing duties from teachers to learners in among EFL higher education students.

Keywords:
higher education teaching metacognitive behavioral approaches autonomy

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Marshall, W. A., & Tanner, J. M. (1986). Puberty. In Postnatal growth neurobiology (pp. 171-209). Springer, Boston, MA.
[2]	Kail, R. V., & Cavanaugh, J. C. (2010). The study of human development. Human development: A life-span view, 7-11.
[3]	Curran, C. A. (1976). Counseling-learning in second languages.
[4]	Rogers, C. R. (1951). Client-centered therapy: Its current practice, implications, and theory, with chapters. Houghton Mifflin.
[5]	Brown, H. D. (1994). Teaching by Principles: Interactive language teaching methodology. NY: Prentice-Hall Regents.
[6]	Brown, H. D. (2000). Principles of language learning and teaching.
[7]	Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press.
[8]	Coady, J., & Huckin, T. (1997). Second language vocabulary acquisition: A rationale for pedagogy. Cambridge University Press.
[9]	Zimmerman, C. B. (1997). Historical trends in second language vocabulary instruction. Second language vocabulary acquisition, 5-19.
[10]	Richards Jack, C., & Rodgers Theodore, S. (1986). Approaches and Methods in Language Teaching. Journal of Women s Health.
[11]	Hulstijn, J. H. (2007). Fundamental issues in the study of second language acquisition. EuroSLA Yearbook, 7(1), 191-203.
[12]	Widdowson, H. G. (1989). Knowledge of language and ability for use. Applied linguistics, 10(2), 128-137.
[13]	Ghorbandordinejad, F. (2010). Language teaching methodology. Tehran, Iran: Harkat No.
[14]	Kolfschoten, G., Lukosch, S., Verbraeck, A., Valentin, E., & de Vreede, G. J. (2010). Cognitive learning efficiency through the use of design patterns in teaching. Computers & Education, 54(3), 652-660.
[15]	Barnard, T. (2002). Hurdles and strategies in the teaching of algebra. Part III. Mathematics in School, 31(5), 12-15.
[16]	De Guerrero, M., & Villamil, O. S. (2000). Activating the ZPD: Mutual scaffolding in L2 peer revision. The Modern Language Journal, 84(1), 51-68.
[17]	Riazi, M., & Rezaii, M. (2011). Teacher-and peer-scaffolding behaviors: Effects on EFL students’ writing improvement. In Clesol 2010: Proceedings of the 12th national conference for community languages and ESOL (pp. 55-63).
[18]	Halliday, M.A.K. (1994). An introduction to functional grammar, London, Melbourne and Auckland:Arnold.
[19]	Oxford, R. L. (1990). Language learning strategies and beyond: A look at strategies in the context of styles. Shifting the instructional focus to the learner, 35-55.