دانلود کتاب آموزش زبان انگلیسی به عنوان زبان دوم

A lot of water has flown under the bridge since I penned this book. After teaching in India for 27 years (at Maharaja Sayajirao University of Baroda), I moved to Oman in 2014 to join the Modern College of Business Science (MCBS, the first private college of Oman), which shifted my teaching perspective. From teaching a set of multilingual students (Indian students are generally multilingual) to teaching a set of bilingual and international students in Oman, I gathered new insights that led me to change my teaching strategies. In addition to this, COVID-19 changed the way I delivered knowledge, new norms emerged that are not going away any time soon. When pandemic gave way to face-to-face teaching again, Gen Z continued to constantly engage with technology. They had just started to get over their lethargy of using pens, when to their advantage, AI language model tools emerged commonly referred to as ChatGPT. For them, it was another tool they could use without getting noticed that they had not written their assignments but for the teachers it posed a big challenge. Today, into my 11th year of teaching at MCBS, Oman, each day I continue to learn new things from my students and my international colleagues. Despite the changed education scenario, the genesis of writing this book remains the same. In this revised edition, the new insights gained form new chapters—integration of AI in teaching, using alternate mode of learning methodologies to enhance learning experiences of Gen Zs, while cautioning the students that plagiarizing in academics leads to a breach in integrity that will affect their progress and success in future. Why do I begin my book by writing about the theories of language learning? Let me recount a personal experience. My teaching career began as a class teacher of Standard II in Nashik, an industrial town in the state of Maharashtra in India, nearly 400 km away from Mumbai. I taught a poem and set up a class test to understand whether the students had understood what I had taught. In the test, some students fared well, most of them fared averagely, and the rest poorly. This made me think as to why the students had fared differently when the input was the same? Though I was teaching the English language, I had no knowledge of the theoretical aspect of language learning. A couple of months later when I joined Maharaja Sayajirao University, Baroda, India, as a student of Master of Philosophy (MPhil) in English Language Teaching, I understood the reasons and the many factors that are involved in learning a language that makes the output differential. Yes, dear friends, this is the primary reason why this book begins with the theoretical considerations and proceeds to the practical aspect of teaching English as a second language. Gaining insights into the way language is learnt will help teachers understand learners and orient their teaching by using appropriate methods and techniques. The order of the chapters denotes the layout of the book. Theory gives way to the constituent elements of the English language, which is followed by the practicums and techniques of the four skills. A chapter on assessment will help the teachers prepare tests and question papers to reflect on students’ learning and their own teaching. I would like you all to note that the designed activities have been used in the Indian classrooms. However, they are very generic and can be adapted to any global classroom situation. Online teaching has come to stay. Separate chapters are designated to Online teaching and methods, embracing AI tools in teaching, and building a classroom culture of academic integrity with special focus on plagiarism. On this note, I am hoping that you find my writing useful, and activities interactive, to develop language proficiency in learners.