the practice of english language teaching Questions & Answers

Harmer argues that the teacher's role extends far beyond simply imparting knowledge. He sees teachers as facilitators, managers, assessors, prompters, and resources, whose primary task is to create optimal conditions for learning. This involves motivating students, managing the classroom effectively, providing appropriate feedback, and adapting to diverse learner needs, rather than just delivering content.

Harmer advocates for a balanced and constructive approach to error correction. He views errors as a natural and inevitable part of the learning process, providing valuable diagnostic information. He suggests that teachers should decide when, what, and how to correct based on the activity's aim (fluency vs. accuracy), the type of error, and the individual learner. He emphasizes techniques like self-correction, peer-correction, and delayed correction over immediate, intrusive correction, especially during fluency activities.

Harmer considers authenticity a key ingredient for successful language teaching. He defines authentic materials as those not specifically created for language learners but for native speakers, such as real newspaper articles, songs, or TV shows. Using authentic materials and tasks helps learners engage with language as it is used in the real world, develops their communicative competence, and prepares them for real-life interactions, making the learning process more relevant and motivating.

Harmer identifies several factors influencing learner motivation, including the intrinsic interest in the subject, the relevance of the learning to their goals, the teacher's methodology and personality, the learning environment, and the learners' self-esteem. He emphasizes that teachers play a crucial role in fostering motivation by making lessons engaging, setting achievable goals, providing positive feedback, and creating a supportive classroom atmosphere.

Harmer distinguishes between accuracy and fluency activities by their primary focus. Accuracy activities prioritize correct language use, often involving controlled practice of grammar or vocabulary, where error correction is frequent and immediate. Fluency activities, conversely, focus on the ability to communicate meaning smoothly and without undue hesitation, even if some errors occur. In fluency tasks, such as discussions or role-plays, immediate error correction is typically avoided to encourage natural communication.

Harmer stresses that planning is essential for effective teaching, providing structure and direction for lessons. Good planning involves setting clear aims, selecting appropriate activities and materials, anticipating potential problems, and considering timing. However, he also emphasizes that plans should be flexible, allowing teachers to adapt to unexpected classroom dynamics, student needs, and emergent learning opportunities. Planning serves as a guide, not a rigid script.

Harmer defines learner autonomy as the capacity of learners to take charge of their own learning. This means they can identify their learning needs, set goals, choose strategies, and evaluate their progress independently. He considers it important because autonomous learners are more motivated, effective, and lifelong learners. Teachers can foster autonomy by encouraging self-access, providing choices, teaching learning strategies, and promoting self-reflection.

Harmer views effective classroom management as fundamental to successful teaching, stating that "good teachers are good managers." He emphasizes that managing the classroom involves not just discipline, but also organizing activities, grouping students, managing resources, and ensuring smooth transitions between tasks. A well-managed classroom creates a positive and productive learning environment where students feel secure and can focus on learning without unnecessary disruptions.

Harmer suggests that teachers consider several factors when selecting materials: their relevance to learner needs and interests, their authenticity, their potential to engage students, their cultural appropriateness, and whether they provide opportunities for both receptive and productive skills practice. He also advises teachers to evaluate if materials align with lesson objectives and if they are adaptable to different learning styles and levels.

Harmer considers feedback an integral and crucial part of the learning process. He emphasizes that feedback should be constructive, timely, and appropriate to the learning goal. It serves to inform learners about their progress, highlight areas for improvement, and reinforce correct usage. Effective feedback, whether explicit correction, reformulation, or simply acknowledging effort, helps learners understand their performance and guides their future learning.

The PPP model stands for Presentation, Practice, Production. Harmer describes it as a widely used, traditional teaching sequence where the teacher first presents new language, students then practice it in controlled exercises, and finally, they use it more freely in communicative tasks. While acknowledging its popularity and utility for introducing new discrete language items, Harmer also discusses its limitations, suggesting that it doesn't always reflect natural language acquisition and can be too linear for complex communicative goals.

Harmer acknowledges that learners have different learning styles (e.g., visual, auditory, kinesthetic) and preferences. He suggests that teachers cater to these differences by varying their teaching techniques and activities. This includes using a range of visual aids, incorporating listening tasks, encouraging movement and hands-on activities, and offering choices in how students approach tasks, ensuring that all learners have opportunities to engage effectively.

Harmer stresses the importance of establishing good rapport between the teacher and students, and among students themselves. He argues that a positive and supportive classroom atmosphere, built on mutual respect and trust, significantly enhances learning. Good rapport encourages students to participate, take risks, and feel comfortable making mistakes, thereby fostering a more effective and enjoyable learning environment.

Harmer suggests a pragmatic approach to using L1. While advocating for maximizing target language (L2) use, he acknowledges that L1 can be a valuable resource, especially for beginners or when explaining complex grammar points, checking understanding, or building rapport. He advises teachers to use L1 judiciously and purposefully, ensuring it supports L2 learning rather than replacing it, and to gradually reduce its use as students progress.

Harmer views games as a valuable and legitimate tool in language teaching, not just as a frivolous activity. He argues that games can be highly motivating, reduce anxiety, provide meaningful contexts for language use, and encourage interaction. When well-designed and purposeful, games can effectively practice specific language points, develop fluency, and create a dynamic and enjoyable learning environment, contributing significantly to learning outcomes.

Spoiler: The main takeaway for new teachers is that effective English language teaching is a complex, multifaceted skill requiring a blend of pedagogical knowledge, practical management, and reflective practice. Harmer provides a comprehensive guide covering everything from understanding learners and managing classrooms to planning lessons and assessing progress, emphasizing that successful teaching involves creating engaging conditions for learning and continuously adapting to student needs.

Harmer addresses differentiation by acknowledging that learners have diverse needs, abilities, and learning styles. He encourages teachers to vary their teaching approaches, tasks, and materials to cater to these differences. This can involve providing different levels of challenge, offering choices in activities, grouping students strategically, and giving individualized support or extension tasks, ensuring that all learners can access the curriculum and progress effectively.

Harmer strongly emphasizes the importance of ongoing teacher development. He advocates for teachers to be reflective practitioners, continuously evaluating their own teaching, seeking feedback, and engaging in professional learning. This includes observing other teachers, attending workshops, reading professional literature, and experimenting with new techniques, all aimed at improving their skills and adapting to evolving pedagogical understanding and student needs.

Harmer explains Task-Based Learning (TBL) as an approach where students complete a communicative task (e.g., planning a trip, solving a problem) using any language they have, and only after the task is completed, the teacher focuses on specific language forms that emerged or were needed. TBL prioritizes meaning over form initially, aiming to develop fluency and authentic communication, with language analysis and practice following the task experience.

Harmer suggests several strategies for managing mixed-ability classes, including varying tasks and activities, providing differentiated materials, using pair and group work effectively, and offering extra support or challenge where needed. He emphasizes that teachers should aim to provide opportunities for all students to succeed and feel engaged, rather than trying to teach to the 'middle' and potentially losing both stronger and weaker learners.