Collections of Professor Dr David Ngin Sian Pau

truly be the most productive method of learning a second language. In fact, conversation between two people occurs naturally and your time is spent in communicative mode. The main advantage is that a teacher can find and use materials and exercises uniquely suited to the student's interests, level, and needs. Beyond this, the pacing of lessons can be geared to the individual student's ability to grasp new things.

6. How to become a successful EAP Teacher

In teaching academic writing, reading or listening to learners of English as a second language, success is generally understood to be a measure of the extent to which students have achieved, course objectives and learned what was taught. Success is usually evaluated in terms of external and objective measures, such as grades. There is, however, a need to focus more on subjective understandings and to try to understand how students assess their own success, not least because students’ understandings may be at odds with those of their teachers.

It’s easier for an EAP teacher to be successful in teaching individual student, one to one basis and we can be sure of that one to one teaching will give student a faster success in his or her English learning. As the outcome is great, it becomes the teacher’s success as well.

Successful teachers and the institutions may differ in many ways. For example, in the teachers’ experience, training and level of English, the size of classes, hours of class per week, and the methodology and materials used. However, successful teachers tend to have certain things in common. They usually have a practical command of English, not just the knowledge of grammar rules, use English most of the time in every class, think mostly in terms of learner practices, not teacher explanations, find time for really communicative activities, not just practice of language forms, focus their teaching on learners’ need, not just on finishing the syllabus or coursebook.

Many institutions and teachers have a reputation for real success in teaching English. Others have a poor reputation. Some people may tell you they learnt a lot of English at their school. Others may say they studied for three, four or five years or more, and learnt almost nothing. The main test for real success in teaching and learning should be whether or not the learners can communicate at all in English. Can they understand instruction in class, or questions in an interview, or talks at a conference? Can they ask for directions in the street, or provide personal information, or explain business proposals? Can they complete application forms, or write letters or reports?

Material conditions are not as important for successful learning as other, less tangible, conditions such as opportunities for learners to participate in class, and an atmosphere in which they feel motivated to learn. Lessons should be dynamic, involving the learners in varied activities and interactions. Learners should be active, not just listen and repeat. To participate willingly, they must feel able and confident, not threatened by failure, reprimand, or ridicule. You must take the lead in establishing a positive atmosphere, planning appropriate acitivities, encouraging learners and dealing with problems sensitively.