External Goals of Language Teaching vs. Internal Goals of Language Teaching

Attribute	External Goals of Language Teaching	Internal Goals of Language Teaching
Focus	Emphasizes communication and practical language skills	Emphasizes language structure and grammar
Outcome	Ability to communicate effectively in real-life situations	Understanding of language rules and principles
Approach	Task-based, communicative approach	Grammar-translation approach
Assessment	Focuses on speaking, listening, and writing skills	Focuses on grammar and vocabulary tests

External Goals of Language Teaching

External goals of language teaching refer to the outcomes that are visible and measurable, such as passing an exam, obtaining a certification, or being able to communicate effectively in a specific context. These goals are often set by institutions, employers, or standardized testing bodies, and they provide a clear target for language learners to work towards. Achieving external goals can lead to tangible rewards, such as job opportunities, academic advancement, or personal satisfaction.

One of the key attributes of external goals is their specificity. For example, a student may aim to achieve a certain score on the TOEFL exam or to pass a language proficiency test required for a job application. These goals provide a clear roadmap for learners to follow and can help them stay motivated and focused on their language learning journey. External goals also often come with a deadline, which can create a sense of urgency and drive learners to work harder to achieve them.

Another attribute of external goals is their external validation. When a learner achieves an external goal, it is typically recognized and acknowledged by others, such as teachers, employers, or certification bodies. This validation can provide a sense of accomplishment and boost the learner's confidence in their language skills. External goals can also serve as a benchmark for measuring progress and improvement over time.

Internal Goals of Language Teaching

Internal goals of language teaching, on the other hand, are more personal and subjective. These goals are often related to the learner's own motivations, interests, and aspirations, rather than external expectations or requirements. Internal goals may include improving fluency, expanding vocabulary, mastering a specific grammar point, or simply enjoying the process of learning a new language.

One of the key attributes of internal goals is their flexibility. Unlike external goals, which are often fixed and specific, internal goals can evolve and change as the learner progresses in their language learning journey. For example, a learner may start with the goal of passing a language exam but then shift their focus to becoming more confident in speaking the language in everyday conversations.

Another attribute of internal goals is their intrinsic value. Internal goals are driven by the learner's own desires and interests, rather than external rewards or recognition. Achieving internal goals can bring a sense of personal fulfillment, satisfaction, and pride, regardless of whether they are acknowledged by others. Internal goals can also foster a deeper connection to the language and culture being studied, as they are often tied to the learner's own experiences and motivations.

Comparing External and Internal Goals

While external and internal goals of language teaching may differ in their origins and attributes, they are not mutually exclusive. In fact, they often complement each other and can work together to support the learner's overall language learning journey. External goals can provide a sense of direction and structure, while internal goals can fuel motivation and passion for the language.

• External goals are often concrete and measurable, while internal goals are more personal and subjective.
• External goals are typically set by external entities, such as institutions or employers, while internal goals are driven by the learner's own motivations and interests.
• External goals provide external validation and recognition, while internal goals offer intrinsic value and personal fulfillment.
• External goals are often time-bound and specific, while internal goals can evolve and change over time.
• External goals can lead to tangible rewards, such as certifications or job opportunities, while internal goals can deepen the learner's connection to the language and culture being studied.

Ultimately, both external and internal goals play important roles in language teaching and learning. By recognizing and embracing the attributes of both types of goals, language learners can create a balanced and holistic approach to their language learning journey, one that is guided by external expectations and requirements, as well as by personal motivations and aspirations.