TEFL - Teaching The Language System

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TEFL - Teaching The Language System

  1. 1. Teaching the Language System BY: SHEILA WIJAYANTI @Sheila_Chei ENGLISH EDUCATION DEPARTMENT JEMBER UNIVERSITY
  2. 2. Teaching Specific Aspects of Language  Deductive Approach – when we give students explanations or grammar rules and then based on this, the students make phrases and sentences using the new language. • (engage-study-activate)  Inductive Approach – in this approach instead of going from the rules to the examples, we go to the examples and the student tries to figure out the rules. • (engage-activate-study)
  3. 3. Explaining Meaning  One of the clearest way of explaining the meaning of something is by showing it. Showing the object  Mime  Body movements  Facial expressions  Pictures  Diagrams  Timelines  Describe the meaning of the word   Using check questions  Translate words or phrases
  4. 4. Explaining Language Construction  Stress – demonstrated by beating time with our arms.  Intonation pattern – demonstrated by “drawing” the tune in the air.  Written explanations:  Ex. If + had + past participle → would + have + past participle  The use of flash cards  Cuisenaire rods (small blocks of wood)
  5. 5. Practice and Controlled Practice  When something is practiced more than once it passes from our short-term memory to our long-term memory.  Repetition – going over new words, phrases, and grammar over and over again.  Controlled practice:  1st stage- choral repetition or semi-choral  2nd stage- nominating  3rd stage- murmuring  4th stage- freer practice (for higher levels)
  6. 6. Examples of Language System Teaching  Teaching grammar  Explain and practice, discovery approach  Teaching pronunciation  Using different intonation patterns or stress phrases, punctuation exercises, songs and chants  Teaching vocabulary  Explain and practice and flashcards, vocabulary trees and diagrams  Teaching language functions  Back-chaining – building up phrases from the end
  7. 7. Mistakes, Slips, Errors and Attempts  Mistakes are divided in three categories:  Slips – mistakes that students can correct themselves after being pointed out.  Errors – mistakes that they can not correct by themselves and that need explanation.  Attempts – mistakes that students make when they try to say something but they still do not know how to say it.  False friends – are words that sound the same but have different meaning.  Developmental errors – this is something that occurs naturally as they develop the knowledge of the language learned. And as a consequence these students make incorrect assumptions about the language and how it works.
  8. 8. Correcting Students  Correction Instant and intrusive correction is not recommended immediately when a student is reading or participating in a speaking or reading activity.  Correction must be treated carefully.   Peers  Echoing

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