SOME APPROACHES IN TEFL

1. Some Approaches In TEFL
TEFL
(Teaching English as Foreign Language)
Lecturer:
Dian Fadhilawati, M.Pd
English Department Faculty
of
Teacher Training and Education
Islamic University of Balitar
By
Armedia Wiratama
16108810013

2. Teaching English as a Foreign
Language, or TEFL, as it’s most
commonly referred, involves teaching
English as a foreign language in
countries where English is not the
primary language.

3. What is
approach?
An approach is a way of
looking at teaching and learning
Underlying any language
teaching approach is a
theoretical view of what
language is, and of how it can
be learnt. An approach gives
rise to methods, the way of
teaching something, which use
classroom activities or
techniques to help learners
learn

4. WHAT ARE THE APPROACHES
IN TEFL?

5. Some
Approache
s Learning
Student
Centered
Learning Teacher
Centered
Learning
The
Direct
Method
The
Grammar
Translatio
n Method
The Audio
Lingual
Method
The
Structural
Approach
Suggestope
dia
Total
Physical
Response
Communicative
Language
Teaching
(CLT)
The Silent
Way
Communit
y
Language
Learning
Task
Based
Language
Learning
The
Lexical
Approach
Immersion
The
Natural
Approach

6. 1. Student-Centered Approach
Student-centered approach is
learning approach that focuses on the
learner rather than the teacher. Student-
centered teaching is based on the
constructivist model in which students
construct rather than receive or assimilate
knowledge.

7. 2. Teacher-Centered Approach
Teacher – centered learning is the approach of teaching a lesson
in front of a classroom in which the teacher active gives information to
the students. It involves planning for instruction, implementing the
instructional plan, and evaluating students’ learning toward the
instructional objectives.
Teacher-centered learning is useful for conveying new
information and materials to small or large groups at one time.
In simple words, Teacher-centered learning means that the
teacher is the person who is informing knowledge or information to the
student and thee student is the receiver of this knowledge.

8. 3. The Direct Method
 Teaching English through conversation, discussion and reading in the
language itself, without the use of pupil’s language, translation and study
of formal grammar.
 In this method the teaching is done entirely in the target language. The
learner is not allowed to use his or her mother tongue. Grammar rules are
avoided and there is emphasis on good pronunciation.
 Its develops taste for the study of literature .
 Helps the students to express his thoughts and feelings in English.
 Helps to develop speaking and listening skills.
 The direct method of teaching English is also known as the Natural
Method.

9. 
Techniques of Direct Method
 Question/answer exercise – the
teacher asks questions of any type
and the student answers.
 Dictation – the teacher chooses a
grade-appropriate passage and reads
it aloud.
 Reading aloud – the students take
turn reading sections of a passage,
play or a dialogue aloud.
 Student self-correction – when a
student makes a mistake the teacher
offers him/her a second chance by
giving a choice.
 Conversation practice – the
students are given an
opportunity to ask their own
questions to the other students
or to the teacher. This enables
both a teacher-learner
interaction as well as a learner-
learner interaction.
 Paragraph writing – the
students are asked to write a
passage in their own words

10. 4. The Grammar Translation Method
Learning is largely by
translation to and from the
target language. Grammar
rules are to be memorized
and long lists of vocabulary
learned by heart. There is
little or no emphasis placed
on developing oral ability.
This is the traditional or
‘classical’ way of learning a
language and it’s still
commonly used when
learning some languages.
Under translation method
the meaning of English
words , phrases,
sentences.

11. 
a) presentation of grammatical rule,
b) specially written text that demonstrated the rule,
c) list of new words,
d) translation exercises,
e) grammar exercises.
Typical lesson consisted of:

12.  The Audio Lingual Method otherwise known as the New Key Method or
Army Method is based on a behavirourist theory that things are able to
be learned by constant reinforcement. However, just like in the army
when someone behaves badly (or in this case bad use of English), the
learner receives negative feedback and the contrary happens when a
studentdemonstratesgooduseofEnglish.
 The theory behind this method is that learning a language means
acquiringhabits.Thereismuchpracticeofdialoguesofeverysituations.
New language is first heard and extensively drilled before being seen in
itswrittenform.

13. Typical audiolingual activities
 Dialog memorization.
 Repetition drill: Students repeat the teacher’s model as
accurately and as quickly as possible to learn the lines of
the dialog.
 Transformation drill: The teacher gives students a
certain kind of sentence pattern. Students are asked to
transform a sentence into a negative sentence.
 Question-and-answer drill: This drill gives students
practice with answering questions.
 Complete the dialog: Selected words are erased from a
dialog. Students complete the dialog by filling the blanks
with the missing words.

14. 6. The Structural Approach
The method is all about structure. The
ideaisthatanylanguageismadeup ofcomplex
grammar rules. These rules, according to this
approach need to be learnt in a specific order,
for example the logical thing would be to teach
the verb “to be” prior to teaching the present
continuous which requires using the auxiliary
formoftheverb“tobe.”

15.  Importance of Framing Language Habits.
 Importance of Speech - The structural approach is based
on the principle of effective used of speech.
 Importance pupil's activity.
 The Principles of Oral work - Oral work is the basis and
all the rest are built up from it.
 Each language as its own Grammar - Instead of teaching
Grammar of the target language and its structures are to
be taught.
 Creation of different types of meaningful situations by
dramatization, facial expression, actions etc. Is stressed
upon.
 One item of language is taught at one time.
PRINCIPLES OF THE STRUCTURAL
APPROACH:

16. 7. Suggestopedia
The main idea being that accelerated learning can take
place when accompanied by de-suggestion of psychological
barriers and positive suggestion.It relies a lot on the
atmosphere and the physical surroundings of the class.
It’s essential that all learners feel equally comfortable
and confident. When teachers are training to use the
Suggestopedia method, there’s a lot of art and music involved.

17. Technique of Suggestopedia
• Deciphering: The teacher introduces the grammar and lexis of the
content. In most materials the foreign language text is on the left half of
the page with a translation on the right half, i.e. meanings are conveyed
via the mother tongue not unlike the bilingual method.
• Concert session (active and passive): In the active session, the teacher
reads the text at a normal speed, sometimes intoning some words, and
the students follow. In the passive session, the students relax and listen
to the teacher reading the text calmly. Baroque music is played in the
background.
• Elaboration: The students finish off what they have learned with
dramas, songs, and games.

18. 8. Total Physical
Response
TotalPhysical Responseisanapproach tolanguage teachingwhere
gestures,actionsandmovementsplayavitalrole inlanguage
acquisition.TPR isanapproach thatfollows theideaof‘learningby
doing’.
BeginnerswilllearnEnglishthrough aseriesof repetitiveactions
such as“Standup”,“Openyour book”,“Closethedoor”,and“Walk
tothewindowandopenit.”
WithTPR,themostimportantskillisaural comprehension and
everythingelsewillfollow naturallylater.

19. When should the teacher use TPR?
TPR can be used to teach and practise many things:
• Vocabulary connected with actions (smile, chop,
headache, wriggle)
• Tenses past/present/future and continuous aspects (Every
morning I clean my teeth, I make my bed, I eat breakfast)
• Classroom language (Open your books)
• Imperatives/Instructions (Stand up, close your eyes)
• Storytelling

20. 9. Communicative Language Teaching (CLT)
The focus of this method is to enable
the learner to communicate effectively
and appropriately in the various
situations she would be likely to find
herself in. The content of CLT courses
are functions such as inviting,
suggesting, complaining or notions such
as the expression of time, quantity,
location.

21. Teaching activities of CLT
• The range of exercise types and activities compatible with a commu-
nicative approach is unlimited, provided that such exercises enable
learners to attain the communicative objectives of the curriculum,
engage learners in communication, and require the use of such
communicative processes as information sharing, negotiation of
meaning, and interaction. Classroom activities are often designed to
focus on completing tasks that are mediated through language or
involve negotiation of information and information sharing.

22. This is so called
because the aim of
the teacher is to say
as little as possible
in order that the
learner can be in
control of what he
wants to say. No
use is made of the
mother tongue.
10. The Silent Way
This method focuses on
the learners to discover
on their own rather than
they remember or
memorize something.
The learners are
facilitated in learning by
giving them some
problem to solve which
involves the materials
that are needed to be
learnt

23. Typical techniques
• Sound-ColourChart: The teacherrefers studentsto a
color-coded wall chart depictingindividual sounds in
the target language- students use thisto point outand
buildwords withcorrect pronunciation.
• Teacher's Silence:Teacher is generallysilent,only
giving helpwhen it is absolutely necessary.
• PeerCorrection: Studentsencouragedto helpeach
other in a cooperative and not competitive spirit.

24. • Self-correction Gestures: Teacher uses hands to indicate that
something is incorrect or needs changing - e.g.. using fingers as
words then touching the finger/word that is in need of correction.
• Word Chart: Words are depicted on charts, the sounds in each
word corresponding in colour to the Sound-Colour Chart
described above - students use this to build sentences.
• Fidel Chart: A chart that is color-coded according to the sound-
colour chart but includes the various English spellings so that
they can be directly related to actual sounds.

25. 11. Community Language Learning
In this method attempts are made
to build strong personal links between
the teacher and student so that there are
no blocks to learning. There is much talk
in the mother tongue which is translated
by the teacher for repetition by the
student.

26. 12. Task Based Language
Learning
Task-based language learning is an
approach where the planning of learning
materials and teaching sessions are based
around doing a task.
In education, a task refers to an activity
where communication is necessary: for
example; deciding something, solving a
problem, designing or organising something,
or telling someone to do something.

27. Willis(1996),aTBLTproponent,inherbookAFrameworkfor
Task-BasedLearningsuggestsamodelfortheuseofTBLTin
theclassroom.Thisconsistsof:
a. Pre-taskactivityanintroductiontotopicandtask–inthis
stagetheteacherintroducesanddefinesthetopicandthe
learnersengageinactivitiesthateitherhelpthemto
recallwordsandphrasesthatwillbeusefulduringthe
performanceofthemaintaskortolearnnewwordsand
phrasesthatareessentialtothetask

28. b. Taskcycle:Task>Planning>Report–Herethelearnersperformthe
task(typicallyareadingorlisteningexerciseoraproblem-solving
exercise)inpairsorsmallgroups.Theythenprepareareportforthe
wholeclassonhowtheydidthetaskandwhatconclusionsthey
reached
c. LanguageFocusandFeedback–theypresenttheirfindingstotheclass
inspokenorwrittenform.Thefinalstageisthelanguagefocusstage,
duringwhichspecificlanguagefeaturesfromthetaskarehighlighted
andworkedon.Feedbackonthelearners’performanceatthe
reportingstagemayalsobeappropriateatthispoint.

29. 13. The Lexical Approach
This approach is based on a
computer analysis of language which
identifies the most common (and hence
most useful) words in the language and
their various uses. The syllabus teaches
these words in broadly the order of their
frequency, and great emphasis is placed
on the use of authentic materials.

30. 14. Immersion
• This corresponds to a great extent
to the situation we have at our
school. ESL students are immersed
in the English language for the
whole of the school day and
expected to learn math, science,
humanities etc. through the
medium of the target language,
English.

31. 15. The Natural
Approach
This approach, propounded by Professor
S. Krashen, stresses the similarities between
learning the first and second languages. There
is no correction of mistakes. Learning takes
place by the students being exposed to
language that is comprehensible or made
comprehensible to them.

32. THANK YOU

33. 
 https://www.teachingenglish.org.uk/article/approach
 http://esl.fis.edu/teachers/support/method.htm
 http://opencourses.uoa.gr/modules/document/file.php
/ENL5/Instructional%20Package/Presentations/PDFs/
Unit2_Accessible.pdf
 https://www.academia.edu/15627934/METHODS_AN
D_APPROACHES_OF_TEACHING_ENGLISH_Seema_B
anu_1?auto=download
 http://enjoylearningwithmariani.blogspot.com/2013/06
/approah-method-and-technique-in-tefl.html
Sources :