TEACHING PHILOSOPHY STATEMENT

Аннотация

Employing a student-oriented framework, this article delves into the strategies used to foster active engagement and sustained motivation in EFL/ESP classrooms. It examines the integration of task-based learning, learner needs curriculum, and engaging activities designed to cater to diverse learner profiles. Drawing upon Dörnyei's conceptualization of motivation in L2 learning, the study explores the role of teacher practices in cultivating intrinsic and extrinsic motivation, alongside the importance of setting high expectations and providing a supportive learning atmosphere. Practical examples of classroom activities and techniques aimed at enhancing student interest, participation, and overall language learning success are presented and discussed. Keywords: student-oriented approach, ESP, SLA, intrinsic, extrinsic, Bloom’s taxonomy, sociolinguistic, integrated skills. Generally, I aspire to use a student-oriented approach in my language classroom where students engage actively in the topic via tasks. My lessons and my syllabus are considered students' needs: age, lacks and wants, and their level. Most classes are focused on general English, which covers all integrated skills and grammar. ESP classes are the courses where students learn specific knowledge in terms of their profession. Particularly, I try to focus on the difficult content to make it easier and more readable, teachable, and effective for learners, thus, students’ competence is always considered in my plans. VanPatten & Williams (2014, cited in Waller 2017) “The theoretical and methodological frameworks considered as the main part of Second language Acquisition (SLA) which involves task-based and pedagogical approach and socialization in the target language to develop second language learning. Cognitive and input and output processes, acquisition and student interaction are central to the language process”. Using role-plays, group projects (portfolios, projects), and pair working are beneficial to raise students’ awareness. Based on the CLT method, I create different activities for each integrated skill; for instance, while creating writing tasks, I involve other skills too. Example: one of the interesting cartoon pictures will be shown to students, and the teacher asks questions related to the picture. After discussion, they need to continue the story with their own words on paper. Mitchell (2013) states, “If the teacher explains the lesson correctly, the provided knowledge will be beneficial in the learning process. Many 113 International scientific journal “Interpretation and researches” Volume 1 issue 5 (51) | ISSN: 2181-4163 | Impact Factor: 8.2 learners are struggling with completing the task because of the failure of instruction”. In line with this, most of the time, I put higher demands depending on Bloom’s Taxonomy to develop their critical thinking by providing activities to foster students' critical thinking about themselves and around the world. Consequently, analyzing each learner’s type in language teaching shows a high percentage of effective teaching. As investigations outlined, each individual has their type of learning depending on ways of learning that might clarify which teaching ways are more effective. Specifically, as an EFL/ESP teacher, I check how my learners respond to the content and its tasks. I try to use both visuals and tasks, tracks or videos one time, which can lead to answering them clearly because using visuals and a task, or an audio represent whether they are visual learner or kinesthetic who can learn in action and tasks or auditory or verbal learners. This is much higher and more effective for demonstrating and learners to lighten their effort while learning. VanPatten & Cadierno (1993) outlined that instruction focusing on how students interpret and process information seems demonstrably more beneficial than instruction solely focused on practicing production. Students receiving redesigned instruction aimed at modifying input processing gain two crucial advantages: enhanced input processing skills and the potential transfer of these skills to production. These findings hold significant weight in enriching the ongoing discussion about the impact of instructional methods and solidifying the importance of input processing as a cornerstone of effective classroom SLA (Second language acquisition). Consequently, while planning and conducting the class, another pivotal form should be faced in every lesson: the way the facilitator inspires learners. As Dornyei (1998) mentioned, “Motivation in teaching L2 is considered a construction of multifaceted interpretation and the core form of nature”. While teaching, teachers need to consider each form of motivation that will be required for their students. Additionally, as students differ in character, behavior, and sociolinguistic form, motivation should be interpreted in its features for every student. Examples include internal motivation, which comes from interest;