tefl 2nd meeting

7/29/2019 TEFL 2nd Meeting

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TEFL (Teaching English as aForeign Language) PPKHB

Methods of Language

TeachingRina Agustina, S.S.,MApplLing TESOL

Lutfi Istikharoh, MPd


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Review of TEFL AND TESL

TEFL: TeachingEnglish as a Foreign

Language. Indonesia, South

Korea, China, Taiwan,etc.

Teaching focus: thelanguage aspects, i.e.,grammar, vocabulary,pronunciation

TESL: TeachingEnglish as a Second

Language. Australia, USA,

Canada, New Zealand

Teaching focus: the

four major skills,i.e.,reading, writing,listening, and speaking.


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Additional issues of Teaching English

to Young Learners

Children complete to acquire their first language (L1)at the biological age of 4 6 years old.

Age becomes a very important aspect to acquire anew language, particularly L2 acquisition.

Children aged under 6 years old, who learn a newlanguage, tend to absorb quickly (critical/sensitive

period). Good aspects: pronunciation, vocabulary, spoken

language

(Ortega, 2009)


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Kachrus notion of English as an

international language

Inner circle : English is spoken as the first language.

E.g. Canada, Australia, USA, England.

Outer circle: English is spoken and learned as a

second language. E.g. Singapore, Malaysia, Papua

New Guinea.

Expanding circle: English is learned as a foreign

language. E.g. Indonesia, China, Taiwan, South

Korea, Vietnam.

(Jenkins, 2006)


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APPROACH

Theories and/or beliefs about the

nature of language and languagelearning

(How people acquire their knowledge of

the language and make statementsabout the condition which will promote

successful language learning).


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METHOD

The practical realization of an approach.

The originations of a method:1. types of activities

2. roles of teacher and learners

3. the kind of material which will be helpful4. models of syllabus organization


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Grammar Translation Method

L1 is used as the medium of instruction in theclassroom with little use of the target language

Explanation of grammatical rule, followed by someexamples (deductive approach).

It also requires teachers to have extended use ofbilingual dictionaries and reading texts for grammarand vocabulary practices.

(Krashen, 1981 as cited in Wilson, 2010)

Reading difficult text is begun early.

There is little attention to the context of the text,which are treated as exercises in grammatical

analysis.


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Often the only drills are exercises in

translating disconnected sentencesfrom the target language into themother tongue

Little or no attention is given to

pronunciation Focus on form not fluency


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Advantages

Knowing the rules

Providing exercises

Disadvantages

Learners feel secure

Interference of L1

No application of

rules for further usage,

e.g.) communication

Lack ofunderstanding

(word by word

translation)


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Audiolingual Method

Begins with a dialogue which contains grammar andvocabulary in the lesson.

Students mimic the dialogue and memorise it. Drills focus on the target grammar and vocabulary

that have been learnt in the dialogue. Simplerepetition, substitution, transformation, andtranslation are included in the drills.

LISTEN and REPEAT



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Audiolingual Method

There is little or no grammatical explanation.Grammar is taught by inductive analogy rather

than by deductive explanation

Vocabulary is strictly limited and learned incontext

There is much use of tapes, language labs,and visual aids

Great importance is attached to pronunciation


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Audiolingual Method

Very little use of mother tongue by teachers ispermitted

Successful responses are immediatelyreinforced

There is a great effort to get students toproduce error-free utterances

There is a tendency to manipulate languageand disregard content


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Cognitive-Code

Similar to GTM, however, it focuses on developing

all language skills, i.e., reading, writing, speaking,

and listening.

Communicative competence is the main focus,

which means learners are able to use the target

language in those four skills.



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Direct Method

Oral communication skills were built up in a carefullytraded progression organized around question-and-answer

exchanges between teachers and students in small,intensive classes

New teaching points were taught through modeling andpractice

Concrete vocabulary was taught through demonstration,

objects, and pictures; abstract vocabulary was taught byassociation of ideas

Only everyday vocabulary and sentences were taught

Both speech and listening comprehensions were taught

Correct pronunciation and grammar were emphasized


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Direct Method

Accuracy is the main focus, therefore, errors are

corrected.

Classroom instruction was conducted exclusively in

the target language

The teacher uses the examples of language to

introduce grammar and students try to guess the

rules of the language (inductive approach).

It involves interaction and the usage of grammatical

rule for the conversation in the lesson.


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Community Language Learning (CLL)

Beginning learners of English.

Establishing their native language.

Providing conversation Analyzing a particular type of sentence pattern

Depending largely on the translation expertise

Providing discovery learning

Students-centered participation Developing students autonomy

Five stages: reflection, recording, discussing,transcription, language analysis

The length of time depends merely on the whole

class


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Suggestopedia

Presentation of vocabulary

Reading

Dialogue Role play

Drama

A variety of other typical classroom activities

Students are encouraged to be as childlike aspossible , yielding all authority to the teacher andsometimes assuming the roles (and names) of nativespeakers of the foreign language.


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Suggestopedia

Classes are small and intensive

It focuses on very low-stress, attractive environment.

The use of music as the background in theclassroom.

L1 is used in the beginning but most in the targetlanguage.

It creates right atmosphere so that students can act

in a dialogue using the target language. Not emphasising much on grammar.



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Total Physical Response (TPR)

Students listen and respond to commands

given by teacher such as sit down andwalk (discovery learning)

Students speech is delayed and once they

have willingness to talk, they may give

commands to other students.(Krashen, 1981 as cited in Wilson)


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The Silent Way

Learning is facilitated if the learner discovers orcreates rather than remembers and repeats

what is to be learned Learning is facilitated by accompanying

(mediating) physical objects

Learning is facilitated by problem solvinginvolving the material to be learned.


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The Natural Approach

The preproduction stage is the development oflistening comprehension skills

The early production stage is usually marked witherrors as the students struggles with the language

The teacher only speaks the target language

Students may use their L1 or the target language

The teacher focuses on meaning not on form, andtherefore the teacher does not make a point ofcorrecting errors during this stage


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The Natural Approach

One of extending production into longerstretches of discourse involving morecomplex games, role-plays, open-endeddialogues, discussions, and extended small-group work.

Although the teacher does not make any

error correction, students homework mayinclude grammar exercises that will becorrected.


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Communicative Language Teaching

(CLT)

1. Classroom goals are focused on all of the

components (grammatical, discourse, functional,

sociolinguistics, and strategic) of communicativecompetence.

2. Language techniques are designed to engage

learners in the pragmatic, authentic, functional use

of language for meaningful purposes.3. Fluency and accuracy are seen as complementary

principles underlying communicative techniques.


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Communicative Language Teaching

(CLT)

4. Students in a communicative class ultimately haveto use the language, productively and receptively,

in unrehearsed contexts outside the classroom.5. Students are given opportunities to focus on theirown learning process through an understanding oftheir own styles of learning and through thedevelopment of appropriate strategies forautonomous learning.

6. The role of the teacher is that of facilitator andguide, not an all-knowing bestowed of knowledge.

tefl 2nd meeting

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