This document provides an overview of several topics related to teaching English as a foreign language (TEFL), including human learning, learning theories, and popular language teaching methods from the 1970s. It discusses concepts such as learning vs. training, behaviorism, cognitivism, constructivism, aptitude vs. intelligence, and Gagne's types of learning. Popular 1970s methods summarized are community language learning, suggestopedia, the silent way, total physical response, and the natural approach.

1. Intro to TEFL
HUMAN LEARNING
GROUP I :
AZIZ, DERRY, HAPPY, ZUL

2. LEARNING AND TRAINING
 Learning defines as a process
of acquiring / getting
knowledge of a subject or a
skill by study, experience or
instruction.
 Attributes: - result, relatively
permanent change in behavior
- Build comprehensive
understanding
- lifetime
 Training is a process of
shaping into a desire like
form. (www.ideallearningroup.com)
 Attributes : - result,
achievement of clearly stated
objectives
- For mastering specific skills
- Short period of time

3. LEARNING THEORIES - BEHAVIORIMS
 1. Pavlov’s Classical Behaviorism / Conditioning
Learning process consisted of the formation of associations between
stimuli and reflexive response.
The conditioned / unconditioned stimulus results the conditioned /
unconditioned response.
S R
2. Skinner’s Operant Conditioning
Defines as a process to that attempts to modify behavior through the use
of reinforcement and punishment positive or negative. (learningtheory.com)
Reinforcement aims at increasing behaviors.
Punishments aims at decreasing behaviors

4. LEARNING THEORIES - COGNITIVE
 3. Ausubel’s Meaningful Learning Theory
Defines learning as a process of relating new events or
items into already existing cognitive concepts.
Meaningful learning opposed to rote learning /
memorization.
Systematic forgetting happens when specific items /
information become progressively less identifiable.

5. LEARNING THEORIES - CONSTRUCTIVISM
 4. Rodger’s Humanistic Psychology
- Goal of education is the facilitation of change and learning
- Learning how to learn is more important than being taught..
- Rodger viewed that teachers should :
- 1. Become facilitator of learning process
- 2. Gain trust, acceptance, prizing of others, worthy and
valuable individual.
- 3. communicate openly and empathically to students or vice
versa.

6. GAGNE’S TYPES OF LEARNING

7. Signal learning
An Individual learns to carry out a general conditioned
response toward a given signal. Usually this response is
emotional
e.g.
Pupil’s reaction when teacher announces that a test
will be administered. A feeling of fear caused by a
loud sound. Joy at seeing a likeable toy.

8. Stimulus-Response Learning
Skinner’s operant conditioning, also called instrumental response. The
individual shows a certain Response (R) to a discriminated Stimulus (S).
Nearly all examples of S-R learning, including vocalization involving
intentional motor behavior.
e.g.
Mastering Response to obtain a reinforcement or reward.
Children start to learn words by repeating the sounds and
words of adults.

9. Psychomotor connection learning
Often called the learning of skills. This type involves the combining or
connection of two or more units of S-R learning. The connection is limited
to the physical and non-verbal sequence. Pre-condition to stabilize the
connection is that every S-R bond has to be formed before building the
link.
e.g.
Turning the spring of children’s toy. Writing. Running. Catching
and throwing a ball. The strength of the association learnt
depends on exercise, past experience and reinforcement.

10. Verbal association learning
One form of association. But association between verbal or language units.
Naming an objects is the easiest connection. In this case, the first S-R
association involves the observation of the object and the second S-R
association is achieved when the children name the object.
e.g.
Remembering poems, formulae or the alphabet in sequence.
Individually, this learned behavior is not considered an important
aim of learning. However as hierarchical level, this association is
the first step to more important higher levels in learning.

11. Multiple discrimination learning
Separate associations which have been learnt are connected to form
multiple discrimination. Again, preceding associations needed at a lower
hierarchical level should be learnt earlier. At this level, a person learns
different responses to different stimuli. Because of this, he learns to
identify associations which may be confused with objects or phenomena
resembling each other.
e.g.
Recognizing the names of the children in a class.
Differentiating solids, liquids and gases.

12. Concept learning
Concept learning means learning to respond to a stimulus
according to abstract characteristics such as position, shape,
color and number and not according to the concrete physical
characteristics.
e.g.
A child learns to call a 5 cm cube a ‘block’ and uses this name for
other objects that are different in size and shape. Then he learns
the concepts of cube and with this he can identify a class of objects
that differ in characteristics such as material, color, texture and
size.

13. Principle learning
A principle is a chain of two or more concepts. In principle
learning, one needs to associate more than one concept.
e.g.
The relationship of the circumference of a circle with its
diameter. Three concepts: the circumference, pi, and diameter
are related. Identifying the number of legs to classify
invertebrate animals.

14. Problem solving
In problem solving, a person uses principles that have been learnt to
achieve an aim. Besides achieving the aim, he acquires the skill to use his
new knowledge and in time his skill is enhanced. He will be able to handle
similar problems. What has been learnt is a higher-order principle that
combines many lower-order principles.
e.g.
Experimenting to test the effect of different types of
fertilizer on plant growth.

15. TRANSFER
o The reliance on the prior learning to facilitate new learning
o The carryover of previous performance or knowledge to subsequent
learning.
e.g.
When children say “I eat a banana” it indicates
that he does the transfer of rule from Bahasa
Indonesia to English.

16. INTERFERENCE
o Negative transfer
o When previous performance/knowledge disrupts the
performance of a second language
e.g.
I eat banana yesterday
I have a car new

17. OVERGENERALISATION
Process that occurs as the second language learners act within
the target language: generating a particular rule or item in the
second language – irrespective of native language – beyond
bounds.
e.g.
o Overgeneralisation of past verb. All past verb is ended in -ed
(walked, worked, opened) as applicable in all past verb
(goed, flied)
o Overgeneralisation in an uttrance: I was walked

18. Inductive and Deductive Reasoning
Inductive and deductive reasoning are two polar aspects of the generalization
process.
Inductive reasoning (IR): one stories a number of specific instances and
induces a general rule that subsumes the specific instances.
Deductive reasoning (DR): a movement from a generalization to specific
instances

19. See the daft below:
IR Specific General
DR General Specific
Both inductive and deductive reasoning can be applied in
teaching learning process depend on the goal and contexts of
a particular language teaching situation.

20. Aptitude and Intelligence
Aptitude: a natural ability or propensity. (by. Oxford dic.)
Aptitude is through a historical progression of research that began around the
middle of the twentieth century with John Carroll’s construction of the Modern
Language Aptitude Test (MLAT).
The MLAT required prospective language learners (before they began to learn
a foreign language) to perform such tasks as learning numbers, listening,
detecting spelling clues and grammatical patterns, and memorizing, all either in
the native language, English, or utilizing words and morphemes from a
constructed, hypothetical language. The MLAT was considered to be
independent of a specific foreign language, and therefore predictive of success
in the learning of any language.

21.  Intelligence has traditionally been defined and measured in terms of linguistic and
logical mathematical abilities.
Howard Gardner (1983) advanced a controversial theory of intelligence that blew apart traditional thought about IQ. He
described seven different forms of intelligence, they are:
1. Linguistic
2. logical-mathematical
3. Spatial (the ability to find one’s way around an environment, to form mental images of reality, and to transform
them readily)
4. Musical (the ability to perceive and create pitch and rhythmic patterns)
5. Bodily-kinesthetic (fine motor movement, athletic prowess)
6. Interpersonal (the ability to understand others, how they feel, what motivates them, how they interact with one
another)
7. Intrapersonal (the ability to see oneself, to develop a sense of self-identity
In likewise revolutionary style, Robert Sternberg was in his ‘triarchic’ view of intelligence, he proposed three types of
‘smartness’, they are:
1. Componential ability for analytical thinking
2. Experimential ability to engage in creative thinking, combining desperate experiences in insightful ways
3. Contextual ability: ‘street smartness’ that enables people to ‘play the game’ of manipulating their enveronment
(others, situations, instirutions, contexts)

22. THE MOST POPULAR
METHODS OF THE 1970s

23. Methods of language teaching include:
1) Community language learning
2) Suggestopedia
3) The silent way
4) Total physical response
5) The natural way

24. Community language learning (CLL)
 This approach is patterned upon counseling techniques and adapted
to the peculiar anxiety and threat as well as the personal and
language problems a person encounters in the learning of foreign
languages.
 The learner is not thought of as a student but as a client.
 The instructors are not considered teachers but, rather are trained in
counseling skills adapted to their roles as language counselors.

25. The language-counseling relationship begins with the client's
linguistic confusion and conflict.
The aim of the language counselor's skill is first to communicate an
empathy for the client's threatened inadequate state and to aid him
linguistically.
Then slowly the teacher-counselor strives to enable him to arrive at
his own increasingly independent language adequacy.
This process is furthered by the language counselor's ability to
establish a warm, understanding, and accepting relationship, thus
becoming an "other-language self" for the client.

26. Suggestopedia
-This method developed out of believe that human brain could
process great quantities of material given the right
conditions of learning like relaxation.
- music was central to this method.
- Soft music led to increase in alpha brain wave and a
decrease in blood pressure and pulse rate resulting in high
intake of large quantities of materials.
- Learners were encouraged to be as “childlike” as possible.
- Apart from soft, comfortable seats in a relaxed setting,
everything else remained the same.

27. The Silent Way
This method begins by using a set of colored wooden rods and
verbal commands in order to achieve the following:
1)To avoid the use of the vernacular.
2)To create simple linguistic situations that remain under the complete
control of the teacher .
3)To pass on to the learners the responsibility for the utterances of the
descriptions of the objects shown or the actions performed.
4)To let the teacher concentrate on what the students say and how they
are saying it, drawing their attention to the differences in
pronunciation and the flow of words.

28. Total Physical Response (TPR)
Total Physical Response (TPR) method as one that combines information
and skills through the use of the kinesthetic sensory system.
 This combination of skills allows the student to assimilate information and
skills at a rapid rate. The basic tenets are:
1) Understanding the spoken language before developing the skills of
speaking.
2) Imperatives are the main structures to transfer or communicate
information.
3) The student is not forced to speak, but is allowed an individual readiness
period and allowed to spontaneously begin to speak when the he/she feels
comfortable and confident in understanding and producing the utterances.

29. The natural approach
 This method emphasized development of basic personal
communication skills
 Delay production until speech emerge i.e learners don’t say
anything until they are ready to do so
 Learners should be as relaxed a possible
 Advocate use of TPR at beginning level
 Comprehensible input is essential for acquisition to take
place.

30. THANK YOU