1) The document discusses various aspects of teaching English as a foreign language (TEFL), including definitions of language, the importance of language learning, and theories of learning like behaviorism and mentalism. 2) It then covers different methods of language teaching like the grammar translation method (GTM), direct method, reading approach, and audio-lingual approach. Key differences between GTM and the direct method are described. 3) Finally, the cognitive approach to language teaching is outlined, which emphasizes communication competence and views errors as inevitable in the language learning process. It encourages contextualization and permits use of the learner's native language.

1. TEACHING OF ENGLISH AS A FOREIGN LANGUAGE (TEFL)
LANGUAGE:
SIMPLY: “A language is a set of intelligible sounds.”
“Systematic arrangement of sounds and words is called language.”
According to English dictionaries;
1. A systematic means of communicating by the use of sounds or conventional symbols.
2. Communication by word of mouth.
3. A systemof words used to name things in a particular discipline.
4. The cognitive processes involved in producing and understanding linguistic
communication.
5. The mental faculty or power of vocal communication.
6. The text of a popular song or musical-comedy number.
TYPES OF LANGUAGE
Mother Tongue; “Which we get from our mothers”
Lingua Franca; “The language commonly used throughout the country”
Second Language; “A language which is used for official purpose”
Foreign Language; “A language for a specific purpose”
IMPORTANCE OF LANGUAGE LEARNING
*) Social Needs
*) Cultural Needs
*) Psychological Needs
*) Moral Values and Needs
*) Educational Needs
THEORIES OF LEARNINGS

2. BEHAVIORISTICS THEORY:
How does learning take place? (This method tells us by Repetition and drill)
What is learning? (Learning is a change of behavior or habit formation)
All learning is concept formation.
MENTALISTIC/COGNITIVETHEORY
It is a conscious mental effort, learning among human is not just habit formation.
METOHS OF LANGUAGE LEARNING
GTM: Grammar TranslationMethod
This method is used to learn Dead Languages: The languages which are not being used for day
to day communication.
1) GTM helps to learn dead languages
2) GTM helps to translate mother tongue to target language and target language to
mother tongue.
3) GTM helps to learn language through grammar rules
4) GTM typically used in teaching Greek and Latin and somehow generalized to modern
languages as well.
FEATRUES (CHARACTERISTICS)
 Classes are taught in mother language with little active use of target language.
 Once vocabulary is taught in a form of list isolated words
 Long elaborated explanation of the intricacies of grammar
 GTM provides the rules for putting words together and instruction often focus on the
form and inflection of form of words
 Reading of difficult classical text is beginning at early.
 Little attention is paid to the context of text, which are treated as exercises in
grammatical analysis
 Often the oral and drill are exercises in translating disconnected sentences from target
language in the mother tongue.
 Little or no attention is given to the pronunciation.
DIRECT METHOD OF LANGUAGE LEARNING

3. Revolt against GTMis direct method, by developing link between sounds and objects.
It is a reaction to the extension of grammar translation method to teaching of modern
languages.
FEATRUES
 Lesson begins with brief dialogue or anec-dot (a short and interesting story about real
person or an event) die-off in target language in modern conversation style.
 The material is first presented orally with actions or pictures.
 The mother tongue is never ever used.
 The preferred type of exercise is the series of questions in target language is based on
anec-dot or die-off, and answered in the target language.
 Grammar is taught inductively; rule generalization comes only after exercise.
INDUCTIVE: Application first and rules are later
DEDUCTIVE: Rules are first and application comes later.
 Verbs are used first and systematically conjugated much later.
 Advance students read literature for comprehension and pleasure.
 The culture associated with target language is also taught inductively.
 GRAMMAR start inductively, special attention is paid to it.
DIFFERENCR BETWEEN GTM and DM
1) TARGET
GTM: Translation from mother tongue to target language
DM: No translation at all
2) HOW GRAMMAR IS TAUGHT
GTM: Deductive way of language learning
DM: Inductive way of language learning
3) READING OF TEXT
GTM: Grammar translation for difficult text
DM: Direct for leisure and comprehension
4) VOCABULARY
GTM: Word to word repetition and drill (Isolated words cramming)

4. DM: Words and objects (Isolated words must not be given)
5) USE OF VERB
GTM: Verbs are used systematically
DM: No use of verbs are emphasized
6) STRESS ON PRONUNCIATION
GTM: There is no emphatic stress on pronunciation
DM: Emphatic stress on pronunciation is highly appreciated.
7) NATIVE SPEAKER FOR LANGUAGE LEARNING
GTM: There is no requirement of native speaker for language learning
DM: Only the native speaker can teach language.
8) BARRIER
GTM: It is the barrier between learner and language.
DM: There is no barrier in direct language because there is no barrier.
9) FOCUS
GTM: There is focus on reading and writing
DM: There is focus on listening and speaking
READING APPROACH
This approach is selected for practical reason; for people who don’t travel abroad, reading is a
one usable skill.
a) Reading ability
b) Current and historical knowledge of the country where the target language is spoken
PROCEDURE:
1) Only grammar necessary for reading is taught
2) Minimal attention is paid to pronunciation.
3) From the beginning a great amount of reading is done both in and out of class.

5. 4) The vocabulary is expanded as fast as possible; since the acquisition is considered more
important than grammatical rules or skills.
5) Translation appears as a respectable classroomprocedure.
AUDIO-LINGUAL APPROACH (Listening & Speaking Approach)
Reaction to the reading approach much is taken from direct method, the rest from
behaviorism.
PROCEDURE;
1) New material is presented in dialogue form.
2) There is dependence on copping mummery, memorization of set phases and over
learning.
3) Structure are sequenced and taught one at a time.
4) Structural pattern are taught using repetitive drill.
5) There is little or no grammatical explanation; grammar is taught by inductive analogy
rather than deductive explanation.
6) Skills are sequenced: Listening, Speaking, Reading, And Writing.
7) Vocabulary is strictly limited and learned in context.
8) Teaching points determined by contrastive analysis.
9) There is much use of tapes, language labs, and visual aids.
10) There is an extended pre-reading period at beginning of the course. (for interest and
vocabulary)
11) Great importance is attached pronunciation (because they have to be like native
speaker) with special attention is paid to intonation.
12) The cultural background of target language is stressed.
13) Some use of mother tongue by the teacher permission.
14) Successful responses are immediately reinforced.
15) There is a great effort to prevent to student effort.
16) There is a tendency to manipulate language and disregarded content.
COGNITIVE APPROACH
1) There is emphasize on communication or communicative competence; i-e being able to
use the language.
2) Language learning/acquisition is seen as rule (not habit) formation deductive
explanation of grammar is preferred.
3) Pronunciation is de-emphasized since it is considered futile for more students to try to
sound native speakers.

6. 4) Group work and individualized instructions are encouraged.
5) There is a renewed interest in vocabulary for reading purpose.
6) The teacher is viewed as facilitator; rather than a figure of authority.
7) The importance of comprehension, especially listening comprehension is emphasized.
8) Errors are seen as inevitable (by product of language learning) systematic study,
retention; and where possible remediation are of concern.
9) The written language skills (Reading and Writing) anf Speaking language skills (Listening
and Speaking) are viewed as being of equal importance, rather the former secondary
and the later primary.
10) Repetition in and of itself is discouraged; silence is recognized as useful and often
necessary.
11) There is contextualization of all teaching points through the use of audio-video aid,
stories, or other appropriate means.
12) The use of mother tongue and translation are permitted.
13) There is increased interest in the effective domain: the attitude of the teacher and
student are seen as important, human sensitivity crucial, and the quality of interaction a
significant variable.
14) Bilingual-bicultural proficiency is seen an ideal goal. (You can’t say no to culture of
target language)