Abstract
Multitudes of language teaching practice shows that great attention drawn to language learning can help language teachers better their teaching and give appropriate learning support to language learners. A critical analysis of the author’s English language learning experience is given in the paper, encompassing the approaches used, the role of the teachers, expectations on the learners at different times and the effectiveness of the learning. In addition, how the language teacher can benefit from this experience for his own TESOL (Teaching English to speakers of other languages) practice is addressed.
Highlights
It is commonly believed that teaching is for learning and learning is the goal of teaching
Great attention drawn to language learning can help language teachers better their teaching and give appropriate learning support to language learners
They can focus on or reflect on language learning in different ways
Summary
It is commonly believed that teaching is for learning and learning is the goal of teaching. Great attention drawn to language learning can help language teachers better their teaching and give appropriate learning support to language learners They can focus on or reflect on language learning in different ways. Based on the English language learning experiences I have undergone in Chinese schools, this paper emphasizes critical analysis of the approaches used, the role of my teachers, expectations on me and my fellow learners at different times and the effectiveness of my learning. It discusses what I have learnt from this experience for my own TESOL (Teaching English to speakers of other languages) practice
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