Teaching English as a Foreign Language, Second Edition
Suggestions for further reading
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Suggestions for further reading
Books with useful discussion of writing skills include: L.G.Alexander, Guided Composition in English Teaching, Longman, 1971. J.A.Bright and G.P.McGregor, Teaching English as a Second Language, Longman, 1970, chapter 4. D.Byrne, Teaching Writing Skills, Longman, 1979. Josie Levine, Developing Writing Skills, Association for the Education of Pupils from Overseas, 1972. Hazel McCree, From Controlled to Creative Writing, Lagos: African Universities Press, 1969. A.Pincas, Teaching English Writing, Macmillan, 1982. R.White, Teaching English Writing, Heinemann, 1980. Textbooks on composition include: Gerald Dykstra, Richard Port, Antoinette Port, Ananse Tales, Columbia: Teachers’ College, 1968. T.C.Jupp and John Milne, Guided Course in English Composition, Heinemann, 1968. T.C.Jupp and John Milne, Guided Paragraph Writing, Heinemann, 1972. Writing 132 Mary S.Lawrence, Writing as a Thinking Process, Ann Arbor: University of Michigan Press, 1972. D.H.Spencer, Guided Composition Exercises, Longman, 1967. Further discussion on correction in groups will be found in: C.J.Brumfit, ‘Correction of Written Work’, Modern English Teacher, September 1977a. On teaching script: J.A.Bright and R.Piggott, Handwriting, A Workbook, Cambridge University Press, 1976 (+Teacher’s Book). Note: The 35-stage course in writing referred to on p. 126 and the ideas for exercises are based on a scheme originally developed in Tanzania by Ann Brumfit, and the exercises given are based on unpublished exercises written by Tanzanian teachers of English. The basic scheme was published in A Handbook for English Teachers, Institute of Education, University of Dar es Salaam, 1969. 133 Chapter 9 Errors, Correction and Remedial Work The last four chapters have been concerned with good teaching and effective learning. But however good the teaching and however effective the learning, there will always be a place for remedial work of one kind or another because it is beyond the capacity of a human being to absorb perfectly and retain indefinitely everything he is presented with. Hence, from one point of view, every learner needs remedial teaching after the first lesson. It is unfortunately not uncommon to find a student who is quite incapable of using the present simple tense accurately at the end of the first year of English, even though it has been one of the main teaching points. Before considering what can be done about this sort of situation, it is worth looking first at some of the possible reasons for error. Poor teaching is of course one culprit. But very often there are circumstances quite beyond the teacher’s control which produce a remedial situation. The syllabus, for example, is usually not within the control of most ordinary teachers. Some older courses follow a ‘linear’ progression from one teaching point to the next. First, for instance, the present simple tense is taught quite exhaustively. That is ‘done’, and the class moves on, without a backward glance, to the past simple, and so on. In this way, over the years, the syllabus covers in some depth all the major structural points. The difficulty is that the students get indigestion from doing too much of one thing all together, and that once a topic is finished, it is only incidentally referred to and practised later. |
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