tefl 2nd meeting
TRANSCRIPT
-
7/29/2019 TEFL 2nd Meeting
1/24
TEFL (Teaching English as aForeign Language) PPKHB
Methods of Language
TeachingRina Agustina, S.S.,MApplLing TESOL
Lutfi Istikharoh, MPd
-
7/29/2019 TEFL 2nd Meeting
2/24
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.
-
7/29/2019 TEFL 2nd Meeting
3/24
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)
-
7/29/2019 TEFL 2nd Meeting
4/24
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)
-
7/29/2019 TEFL 2nd Meeting
5/24
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).
-
7/29/2019 TEFL 2nd Meeting
6/24
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
-
7/29/2019 TEFL 2nd Meeting
7/24
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.
-
7/29/2019 TEFL 2nd Meeting
8/24
Grammar Translation Method
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
-
7/29/2019 TEFL 2nd Meeting
9/24
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 ofunderstanding
(word by word
translation)
-
7/29/2019 TEFL 2nd Meeting
10/24
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
(Krashen, 1981 as cited in Wilson, 2010)
-
7/29/2019 TEFL 2nd Meeting
11/24
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
-
7/29/2019 TEFL 2nd Meeting
12/24
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
-
7/29/2019 TEFL 2nd Meeting
13/24
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)
-
7/29/2019 TEFL 2nd Meeting
14/24
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
-
7/29/2019 TEFL 2nd Meeting
15/24
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.
-
7/29/2019 TEFL 2nd Meeting
16/24
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
-
7/29/2019 TEFL 2nd Meeting
17/24
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.
-
7/29/2019 TEFL 2nd Meeting
18/24
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.
(Krashen, 1981 as cited in Wilson, 2010)
-
7/29/2019 TEFL 2nd Meeting
19/24
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)
-
7/29/2019 TEFL 2nd Meeting
20/24
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.
-
7/29/2019 TEFL 2nd Meeting
21/24
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
-
7/29/2019 TEFL 2nd Meeting
22/24
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.
-
7/29/2019 TEFL 2nd Meeting
23/24
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.
-
7/29/2019 TEFL 2nd Meeting
24/24
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.