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ERIC Number: ED271011
Record Type: RIE
Publication Date: 1984-Apr
Pages: 9
Abstractor: N/A
Reference Count: 0
Educational Theory and TESL/TEFL: Where the Antipathy Has Led To.
El Nil El Fadil, Hamed
This paper argues that the failure of second and foreign language educators to keep abreast of developments in curriculum and instructional design has led to inefficient teaching and consequently to underachievement in many classes of English as a second language (ESL). Of all the factors influencing second language achievement, it is maintained that teachers can control only the learner's motivation and the quality of instruction, areas in which the linguist has little to offer. The ESL teaching profession must now turn to educational theorists to find the answers to most problems in the foreign language classroom. There needs to be a return to a systematic, objective-based approach using lesson plans and operationally defined objectives. Collaboration with researchers in the general field of teaching will be necessary to develop effective language teaching theory, and bridges need to be built between departments of linguistics and departments of curriculum and instruction. (MSE)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: In: Proceedings of the Annual Linguistics Conference (3rd, Irbid, Jordan, April 1-3, 1984); see FL 015 768.