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TEFL (Teaching English as a Foreign Language) PPKHB

Methods of Language Teaching Rina Agustina, S.S., MApplLing TESOL Lutfi Istikharoh, MPd

Review of TEFL AND TESL

TEFL: Teaching English as a Foreign Language. Indonesia, South Korea, China, Taiwan, etc. Teaching focus: the language aspects, i.e., grammar, vocabulary, pronunciation

TESL: Teaching English as a Second Language. Australia, USA, Canada, New Zealand Teaching focus: the four major skills,i.e., reading, writing, listening, and speaking.

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 a new language, particularly L2 acquisition. Children aged under 6 years old, who learn a new language, tend to absorb quickly (critical/sensitive period). Good aspects: pronunciation, vocabulary, spoken language (Ortega, 2009)

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)

APPROACH
Theories and/or beliefs about the nature of language and language learning (How people acquire their knowledge of the language and make statements about the condition which will promote successful language learning).

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 helpful 4. models of syllabus organization

Grammar Translation Method


L1 is used as the medium of instruction in the classroom with little use of the target language Explanation of grammatical rule, followed by some examples (deductive approach). It also requires teachers to have extended use of bilingual dictionaries and reading texts for grammar and 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.

Grammar Translation Method


Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue Little or no attention is given to pronunciation Focus on form not fluency

Grammar Translation Method


Advantages Knowing the rules Providing exercises

Disadvantages

Learners feel secure Interference of L1 No application of rules for further usage, e.g.) communication Lack of understanding (word by word translation)

Audiolingual Method

Begins with a dialogue which contains grammar and vocabulary 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. Simple repetition, substitution, transformation, and translation are included in the drills. LISTEN and REPEAT (Krashen, 1981 as cited in Wilson, 2010)

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 in context There is much use of tapes, language labs, and visual aids Great importance is attached to pronunciation

Audiolingual Method

Very little use of mother tongue by teachers is permitted Successful responses are immediately reinforced There is a great effort to get students to produce error-free utterances There is a tendency to manipulate language and disregard content

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. (Krashen, 1981 as cited in Wilson, 2010)

Direct Method

Oral communication skills were built up in a carefully traded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes New teaching points were taught through modeling and practice Concrete vocabulary was taught through demonstration, objects, and pictures; abstract vocabulary was taught by association of ideas Only everyday vocabulary and sentences were taught Both speech and listening comprehensions were taught Correct pronunciation and grammar were emphasized

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.

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

Suggestopedia

Presentation of vocabulary Reading Dialogue Role play Drama A variety of other typical classroom activities Students are encouraged to be as childlike as possible , yielding all authority to the teacher and sometimes assuming the roles (and names) of native speakers of the foreign language.

Suggestopedia

Classes are small and intensive It focuses on very low-stress, attractive environment. The use of music as the background in the classroom. L1 is used in the beginning but most in the target language. It creates right atmosphere so that students can act in a dialogue using the target language. Not emphasising much on grammar. (Krashen, 1981 as cited in Wilson, 2010)

Total Physical Response (TPR)

Students listen and respond to commands given by teacher such as sit down and walk (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)

The Silent Way

Learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learned Learning is facilitated by accompanying (mediating) physical objects Learning is facilitated by problem solving involving the material to be learned.

The Natural Approach


The preproduction stage is the development of listening comprehension skills The early production stage is usually marked with errors 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, and therefore the teacher does not make a point of correcting errors during this stage

The Natural Approach

One of extending production into longer stretches of discourse involving more complex games, role-plays, open-ended dialogues, discussions, and extended smallgroup work. Although the teacher does not make any error correction, students homework may include grammar exercises that will be corrected.

Communicative Language Teaching (CLT)


1. Classroom goals are focused on all of the components (grammatical, discourse, functional, sociolinguistics, and strategic) of communicative competence. 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.

Communicative Language Teaching (CLT)


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Students in a communicative class ultimately have to use the language, productively and receptively, in unrehearsed contexts outside the classroom. Students are given opportunities to focus on their own learning process through an understanding of their own styles of learning and through the development of appropriate strategies for autonomous learning. The role of the teacher is that of facilitator and guide, not an all-knowing bestowed of knowledge.

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