The Theory and Practice of the Six-Step Method in EFL and Its Transferability to Engineering Programmes

Autor/in	Ntombela, Berrington X. S.
Titel	The Theory and Practice of the Six-Step Method in EFL and Its Transferability to Engineering Programmes
Quelle	In: English Language Teaching, 6 (2013) 4, S.80-88 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Engineering Education; English (Second Language); Second Language Learning; Teaching Methods; Foreign Countries; Skill Development; Debate; Language Skills; Second Language Instruction; Theory Practice Relationship; Writing Instruction; Academic Discourse; Reading Instruction; Transfer of Training; College Students; Oman + Suchen Sie Ihr Suchwort? Ingenieurausbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Kompetenzentwicklung; Qualifikationsentwicklung; Debating; Streitgespräch; Language skill; Sprachkompetenz; Fremdsprachenunterricht; Theorie-Praxis-Beziehung; Schreibunterricht; Discourse; Diskurs; Leseunterricht; Training; Transfer; Ausbildung; Collegestudent
Abstract	This paper outlines the theory of the six-step method developed by personnel in the Language and Learning department at Caledonian College of Engineering, Oman. The paper further illustrates the application of this method in teaching Project, Listening, Reading, Writing, and Speaking & Debate at Foundation level. The assumption in applying the six-step method at Foundation level is that, after repeated exposure, learners should be able to apply it in their engineering studies. The paper therefore discusses the transferability of this method both as a teaching and as a learning approach. Findings indicate that the six-step method in EFL context expects more from learners whose linguistic level is lower than it should be due to insufficient exposure to the target language. That is, the method works much better on the application level, where learners are expected to work independently (with the teacher taking a "backseat") to accomplish a given task. Notwithstanding, the method encourages and fosters independent learning and the acquisition of soft skills. Furthermore, findings reveal that the transferability of the method to engineering programmes as a learning approach leans heavily on its application as a teaching approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01