1. Lang-acquisition theories & Methodology
1.1. Main ideas
1.1.1. Intuitive acquisition
1.1.2. Habit-formation
1.1.3. Cognitive process
1.1.4. Skill learning
1.1.5. Explicit vs Implicit learning/teaching
1.2. Approaches & Methodologies
1.2.1. Grammar translation
1.2.1.1. Main focus: explaining grammar, translating texts
1.2.2. Direct Method
1.2.2.1. Bans L1, much oral comm.
1.2.3. Audio-lingualism
1.2.3.1. Formation of habits
1.2.3.2. focus: grammar & accuracy
1.2.4. PPP (Presentation, Practice, Production)
1.2.4.1. Suggested stages
1.2.4.2. Skill-learning
1.2.4.3. Focus: accuracy
1.2.5. Communicative approach
1.2.5.1. Naturalistic acquisition
1.2.5.2. Learner centred
1.2.5.3. Conveying the message is more important than accuracy
1.2.5.4. Activity-based
1.2.6. Post-communicative approach
1.2.6.1. Primary function of L: communication
1.2.6.2. Allows explicit teaching
2. Computerised teaching materials
2.1. social media
2.1.1. Language standards
2.1.1.1. which standard is the most understood?
2.1.2. informality
2.1.2.1. fast typing
2.2. CALL=Computer-assisted lang. learning
2.3. Books are more preferred still
2.4. Hardware
2.4.1. Projector
2.4.2. Interactive whiteboard
2.5. Software
2.5.1. Pronunciation checking
2.5.2. Text-translators
2.5.3. Microsoft Office
2.6. Internet
2.6.1. Communication through e-mail
2.6.2. Information-gathering
2.6.3. blogs
2.6.4. Socail-networking
3. English as an int. language
3.1. Native vs non-native teacher
3.1.1. Natives not neccessarily superior
3.2. Literature and Culture
3.2.1. Today: translated texts too
3.2.2. Target culture
3.2.3. Multicultural awareness
3.3. shift
3.3.1. native language of UK/US/etc to #1 lingua franca
3.3.1.1. L2: majority
3.4. L1
3.4.1. aim: bilingual students
3.4.2. no reason to ban it in classroom
4. Teaching priorities
4.1. Fluency & Accuracy
4.1.1. do the best we can
4.2. Different styles & Englishes
4.2.1. not just one style
4.2.2. varieties
4.3. Vocabulary
4.3.1. word families
4.3.2. simply reading, listening: not enough
4.3.2.1. contrast w/ earlier methodologies
4.4. Writing
4.4.1. testing
5. Motivation
5.1. Integrative & Instrumental mot.
5.1.1. Lambert and Gardner
5.1.2. Integrative
5.1.2.1. DESIRE
5.1.3. Instrumental
5.1.3.1. NEED
5.1.4. Importance
5.1.4.1. Firstly: Integrative
5.1.4.2. Later: results show that Intrumental may be more important in some countires
5.2. Extrinsic & Intrinsic
5.2.1. Extr.
5.2.1.1. Perceived
5.2.1.2. Instrumental mot.
5.2.2. Intr.
5.2.2.1. Activity of the lang. learning itself
5.3. Self & Personal identity
5.4. Teachers' influence
5.4.1. Showing the importance of English
5.4.2. forstering students' self-image
5.4.3. Ensuring that the classes are interesting