The Practice of English Language Teaching Longman Handbooks for Language Teachers The Practice of English Language Teaching New Edition - Jeremy Harmer An Introduction to English Language Teaching - John Haycraft Teaching Oral English New Edition - Donn Byrne Communication in the Classroom - edited by Keith Johnson and Keith Morrow Teaching English Through English - Jane Willis Teaching English with Video - Margaret Allan Using Computers in the Language Classroom - Christopher Jones and Sue Fortescue Teaching English Pronunciation - Joanne Kenworthy Writing English Language Tests New Edition - J.B Heaton Teaching Writing Skills New Edition - Donn Byrne Teaching Listening - Mary Underwood Teaching on Holiday Courses - Nick Dawson Process Writing - Ron White and Valerie Arndt Teaching Literature - Ronald Carter and Michael N Long J Acknowledgements We are grateful to the following for permission to reproduce copyright material; David Attenborough Productions Ltd & BBC Enterprises Ltd for an extract from the recording 'Groundwell' broadcast 13.4.84, Radio 4, released by arrangement with BBC Enterprises Ltd, (p) BBC 1982 & 1984; Cambridge University Press for an extract from A Way with Words I by S Redman & R Ellis (pub 1989); Heinemann Publishers (Oxford) Ltd for extracts from Listening Links by M Geddess & O Sturbridge (pub 1978) & an extract from The Heinemann English Wordbuilder by G Wellman & English Language Arts (pub 1989); the author's agent for an adaptation of an extract by Ian Jack from Granta 25 (pub Penguin, 1988); Longman Group UK Ltd for extracts from The Listening File by J Harmer & S Elsworth (pub 1989); Macmillan Education Ltd for an extract from Contemporary English Book 6, Teachers Guide by R Rossner, P Shaw, J Shephard & J Taylor (pub 1980); Thomas Nelson & Sons Ltd for extracts from In Their Own Words by T Boyd (pub 1988); Oxford University Press for extracts from Fast Foward by V Black et al (pub 1986), an extract from English in Situations by Robert O'Neill (pub 1970) & extracts from Headway Upper Intermediate by J Soars & L Soars (pub 1987); Penguin Books Ltd for the recipe 'Polenta' from Mediterranean Food by Elizabeth David (Penguin Books, Revised Edition, 1965), copyright (c) Elizabeth David, 1958, 1965; Pergamon Press pic for an extract from Grammar in Action by C Frank & M Rinvolucri (pub 1983) I * it » We are grateful to the following for their permission to reproduce copyright material and photographs: Aspect Picture Library for page 192 BBC/Sir David Attenborough for page 226 Beken of Cowes Limited for page 195 Cambridge University Press for pages 84, 109, 118, 126, 127 (top), 149, 163 (bottom), 165, 176, 194, 207 and 208 Camera Press Limited for page """ (bottom left and right) Canada Wide for page 197 Collins Publishers Limited for paj Culver Pictures for page 113 Englang for page 228 (top) Ronald Grant Archive for [ (top left) Heinemann Publishers (Oxford) Limited for pages 112 and 222 Impact Phc le Garsmeur for page 205 Just Seventeen for page 203 Macmillan Publishers for pagt and 218 Thomas Nelson & Sons Limited for pages 217 (tpp), 217 (bottom) and 228 (i Network/Sparham for page 202 (top right) Oxford University Press Limited for pages 164 and 226 Penguin Books Limited for pages 99 and 100 We have been unable to tn copyright owner for the illustrations on page 127 (middle and bottom), and would appr any information to enable us to so All other examples have been taken from titles published by Longman Group UK Limi t" Jeremy Harmer The Practice of English Language Teaching New Edition in Longman % London and New York r Longman Group UK Limited, Longman House, Burnt Mill, Harlow, Essex CM20 2JE, England and Associated Companies throughout the world Distributed in the United States of America by Longman Publishing, New York © Longman Group UK Limited 1991 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Publishers First published 1991 Third impression 1992 ISBN 0582 04656 British Library Cataloguing in Publication Data Harmer, Jeremy 1950The practice of English language teaching - (Longman handbooks for language teachers) Non-English speaking students Curriculum subjects: English language Teaching I Title 428.2407 Library of Congress Cataloging in Publication Data Harmer, Jeremy The practice of English language teaching/Jeremy Harmer — New ed p cm - (Longman Handbooks for Language Teachers) Includes bibliographical references (p 285) and index ISBN 0-582-04656-4 English language—Study and teaching—Foreign speakers I Title II Series PE1128.A2H34 1991 428'.007—dc20 90-48696 Set in 10/12 pt Times Produced by Longman Singapore Publishers Pte Ltd Printed in Singapore Contents 90-48696 PART A: BACKGROUND ISSUES Preface Why people learn languages? 1.1 Reasons for learning languages 1.2 Success in language learning 1.3 Motivational differences 1.4 Conclusions Discussion/Exercises/References What a native speaker knows 2.1 Pronunciation 2.2 Grammar 2.3 Vocabulary 2.4 Discourse 2.5 Language skills 2.6 Conclusions Discussion/Exercises/References What a language student should learn 3.1 Pronunciation 3.2 Grammar 3.3 Vocabulary 3.4 Discourse 3.5 Skills 3.6 The syllabus 3.7 Language varieties 3.8 Conclusions Discussion/Exercises/References Language learning and language teaching 4.1 Learning theories and approaches 4.2 Foreign language learning 4.3 Input and output 4.4 A balanced activities approach 4.5 Conclusions Discussion/Exercises/References PART B: PRACTICE Teaching the productive skills 5.1 The nature of communication 5.2 The information gap 5.3 The communication continuum 5.4 Stages in language learning/teaching 5.5 Integrating skills 5.6 Speaking and writing 5.7 Level 5.8 Conclusions Discussion/Exercises/References Introducing new language structure 6.1 What we introduce? 6.2 The presentation of structural form 6.3 A general model for introducing new language 6.4 Discovery techniques 6.5 Ihe position of writing during presentation 6.6 Introducing new language: examples 6.7 Conclusions Exercises/References 72 92 Practice 73 90 90 7.1 Oral practice 7.2 Written practice 7.3 Conclusions Exercises/References 92 109 120 120 Communicative activities 122 8.1 Oral communicative activities 8.2 Written communicative activities 8.3 Correcting written work 8.4 Projects 8.5 Learner training 8.6 Conclusions Exercises/References 122 139 146 147 149 151 151 Teaching vocabulary 153 9.1 Language structure and vocabulary 9.2 Selecting vocabulary 9.3 What students need to know? 9.4 Teaching vocabulary 9.5 Examples of vocabulary teaching 9.6 The importance of dictionaries 9.7 Conclusions 153 154 156 159 161 174 178 - Discussion/Exercises/References 179 PART C: MANAGEMENT AND PLANNING 10 Receptive skills 181 10.1 Basic principles 181 10.2 Methodological principles for teaching receptive skills 184 10.3 A basic methodological model for the teaching of receptive skills 189 10.4 Reading material 190 10.5 Listening material 211 10.6 Conclusions 232 Discussion/Exercises/References 11 233 Class management 235 11.1 The role of the teacher 235 11.2 Student groupings 243 11.3 Disruptive behaviour 249 11.4 Conclusions 253 Discussion/Exercises/References 12 254 Planning 256 12.1 Planning, textbooks and the syllabus 256 12.2 Planning principles 258 12.3 What teachers should know 260 12.4 The pre-plan 265 12.5 The plan 268 12.6 Conclusions 274 Discussion/Exercises/References 274 Appendix: Evaluating materials 276 Bibliography 285 Index 289 Preface Since the publication of The Practice of English Language Teaching in 1983 much has happened in the world of language teaching: new concerns have occupied the minds of methodologists and applied linguists; new textbooks have been written; new techniques have become fashionable We must be grateful for all this flux and change since without it teaching would be a grey and ultimately depressing experience But of course it isn't (except sometimes!) It's a constantly interesting and exciting occupation and the new discoveries and insights that we come across or which are put before us make it more challenging and keep us on our toes where otherwise we might become stifled by the routine of it all With all these things going on it became clear that a new edition of The Practice of English Language Teaching was necessary In the first place the textbook examples in the first edition were quite simply out of date A new generation of materials is in use and this needs to be reflected in the book Then there is the issue of methodology In the last few years we have seen an awakening of interest in task-based learning, self-directed learning, learner training, and discovery techniques to name but a few of the many concerns that have excited us all There has also been a renaissance of interest in vocabulary and vocabulary teaching These, then are some of the considerations which have prompted this new edition Readers who are familiar with the original will find here a completely new chapter on teaching vocabulary (Chapter 9) Discovery techniques appear (especially in Chapters and 9); there is an extended discussion on language learning theory and approaches in Chapter (including new sections on Task-based learning and Humanistic approaches) and a recognition of the change in perception about what communicative competence might be in Chapters and Dictation makes an appearance in Chapter and the chapter on communicative activities (Chapter 8) includes new categories for oral and written exercises and sections on learner training and projects In Chapter 11 the discussion of teacher roles has been expanded and clarified; there is a new section on the use of the mother tongue Chapter 12 has a new specimen lesson Jjlan Overall the many examples of textbook materials have been updated to reflect the current style and content of such materials and mention is made of both video and computers - both of which are considerably more commonplace than they were when the first edition of this book was written Despite all these additions and changes, however, the structure of The Practice of English Language Teaching remains essentially the same In Part A: Background Issues, we look at some of the theoretical concerns which influence the teaching of English as a Foreign Language In Part B: Practice, we study materials and techniques for teaching, and in Part C: Management and Planning, we look at how classrooms and students can be organised and what is the best way to prepare for a lesson The appendix on materials evaluation should help anyone who is in a position to select the textbook which their students are going to use The Practice of English Language Teaching deals specifically with the teaching of English as a Foreign Language (EFL) It is not focused especially on English as a Second Language (ESL) although much of the content of the book can be applied to that slightly different teaching situation The book is directed at the teaching of 'general' English: the teaching of English for Specific Purposes (ESP) is of course mentioned, but does not form a major part of the work In the first edition of this book I acknowledged the help and example that I had received from a number of people, especially Richard Rossner, Walter Plumb and Jean Pender, to say nothing of the exceptional reader's comments from Donn Byrne and Jane Willis, Tim Hunt's encouragement at Longman and the support and professional advice which I received from Anita Harmer Their influence remains in this new edition, especially that of Richard Rossner with whom I have been able to discuss many of the issues that a handbook like this raises and who has read some of the new ... Despite all these additions and changes, however, the structure of The Practice of English Language Teaching remains essentially the same In Part A: Background Issues, we look at some of the theoretical... content of the book can be applied to that slightly different teaching situation The book is directed at the teaching of ''general'' English: the teaching of English for Specific Purposes (ESP) is of. .. where otherwise we might become stifled by the routine of it all With all these things going on it became clear that a new edition of The Practice of English Language Teaching was necessary In the