As a proper work experience, I taught English as a foreign language in the educational center. As a teacher, my aim was to develop, prepare and conduct and optimize quality of classes for learners of different age groups and proficiency levels. For these purposes, I combined using theoretical textbooks with deep dive into intricacies of language along with interactive games, activities such as peer discussion and feedback, role plays, exposure to English-speaking cultures through short films, audio and video materials illustrating and expanding upon grammatical system and rules.
Of course, all materials were chosen and adapted to suit the learners' age, motivations and interests, embolden strong positions and tackle weak positions. Approach I adopt is advancing knowledge and skillset of English language learners so that they can apply them and use the language more freely to communicate with others and be understood, heard and seen in a foreign language. Theoretical knowledge alone does not necessarily mean a person can hold a conversation with someone on the street, ask for help or guidance, build a career or pursue studies in another culture. As much as mastery of grammatical system is important so is gaining communicative competences. As Hymes (1972) succinctly pointed, "there are rules of use without which the rules of grammar would be useless" (p. 278).