1. Introduction
The Cambridge Certificate in English Language Teaching to Adults ( CELTA ) . offered by the University of Cambridge ( ESOL Examinations ) . is run in over 120 centres around the universe and it is considered by many governments as the most of import signifier of preparation in the TELF ( Teaching English as a Foreign Language ) industry. Between 30th of August and 24th of September 2004 I attended the Cambridge CELTA class at English and Computer College ( ECC ) from Bangkok.
Cambridge ESOL is a not-for-profit section of the University of Cambridge. It is portion of the Cambridge Assessment Group. Europe’s largest appraisal bureau. Cambridge Assessment was established in 1858 as the University of Cambridge local Examinations Syndicate ( UCLESS ) . Cambridge ESOL provides tests and trials covering a big scope of topics and degrees with more than 8 million appraisals taken every twelvemonth in over 150 states. English and Computer College was established in 1990 and is the largest private linguistic communication school from Thailand. with more than 50 subdivisions spread all over the state. It runs a broad assortment of classs from general conversation and grammar to specialise trial readying. It besides provides pre-service and in-service instructor preparation plans for native and non-native talkers of English.
During the CELTA class that I attended. the trainers exposed the pupils ( most of them instructors of English themselves ) to the rules of effectual instruction while the pupils acquired a scope of practical accomplishments for learning English to adult scholars. The class included theory Sessionss. learning pattern with existent pupils. observation of experient instructors and completion of a scope of practically focused written assignments. The present paper was built upon one of these assignments. It is a instance survey of a Thai immature adult female who was a pupil in my CELTA instruction pattern lessons. The paper focuses on the scholar in the acquisition context and identifies specific jobs and recommends ways of covering with the linguistic communication jobs that the interviewed pupil encountered. The paper ends with the principle for the recommended activities and an overall decision.
2. Profile of the scholar
The pupil I chose to detect and interview was Miss P. R. Her moniker is Nun. and she comes from Thailand. She was 24 old ages old at the clip of the interview in 2004 and graduated from Busayarat Commercial School from Bangkok. with a grade in Computers in 1998. She had been analyzing English of all time since primary school. when she was learning the rudimentss of the English linguistic communication. In high school. her English instructors focused chiefly on vocabulary work. and during her university surveies she had a few categories of English every hebdomad. She had been analyzing English by herself and had taken different linguistic communication classs intensively since 2003. She joined the CELTA English categories at English Computer College in Bangkok on the 30th of August 2004. She attended all the categories. fall ining her 15 schoolmates five times a hebdomad.
Miss P. R. had an outgoing personality. She was ever willing to take portion in the activities that the instructors prepared for the CELTA English lesson at ECC. The stuffs used by the instructors during the lessons varied. runing from ocular AIDSs to worksheets. tape recording equipments. books. and game boards. Each lesson she took portion in different authorship. reading. listening. or talking activities. but she besides played merriment games.
When asked. she said that she believed the focal point of the English lessons was chiefly on talking accomplishments. She considered the lessons at ECC relaxed. and the pupils had and wanted to hold a batch of merriment. She felt that the foreign instructors were friendly and that they all had interesting personalities. which were reflected in their instruction manners. She noticed that the instructors have different speech patterns excessively. She confessed that some of the instructors talked excessively fast. and sometimes she had to interpret or explicate the activities to her schoolmates.
In her sentiment. a good instructor should be sort and listen to all the pupils in the category. She would wish instructors to pay more attending to the weak pupils and have in head the fact that Thai pupils are diffident and do non like to show their personal feelings. She thought it was a good thought for the instructors to ?force them [ the pupils ] to speak? if they [ the pupils ] were loath to talk up in English.
One of the chief grounds why she was so vocal was the fact that she had the opportunity to talk English outside the schoolroom with other aliens excessively. Her educational background and her motive were besides of import factors that built up her assurance.
3. Specific jobs
Her nationality was besides of import in her English acquisition context due to the fact that Thais have a specific head set sing linguistic communications. During my observations and interview I had noticed that she made frequent errors in pronunciation. grammar and vocabulary.
