TEFL - Teaching The Language System
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The document discusses various approaches to teaching language systems, including deductive and inductive approaches. It also discusses methods for explaining meaning, language construction, and providing practice and correction. Some key teaching methods include using visual aids to explain meaning, demonstrating intonation patterns, using flashcards, repetition for practice, and correcting errors carefully without being intrusive.
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Teaching the Language System
This document discusses different approaches to teaching language systems. It describes deductive and inductive approaches, where deductive introduces grammar rules first and inductive uses examples to deduce rules. It also discusses using gestures, pictures, diagrams and written explanations to teach vocabulary and concepts. Finally, it emphasizes the importance of practice and repetition to move learning from short-term to long-term memory.
TEACHING THE LANGUAGE SYSTEM
This document discusses different approaches to teaching language systems and aspects of language. It covers:
1) The deductive approach where students are given explanations or rules and then apply them to examples.
2) The inductive approach where students see examples first and try to deduce the rules.
3) Using gestures, pictures, and actions to explain meanings of words, grammar points, and pronunciation.
4) Having students practice language through repetition, personalized examples, and correcting any mistakes.
Teaching the Language System
This document discusses different approaches to teaching language systems and specific aspects of language. It covers deductive and inductive approaches, explaining meaning using examples and descriptions, explaining language construction using gestures, and providing written rules. It also discusses practice and controlled practice through repetition. Examples are given for teaching grammar, pronunciation, vocabulary and language functions. The document defines types of mistakes students can make and approaches to correcting students, recommending against intrusive correction during activities.
How to teach speaking skill
This document discusses strategies for teaching speaking skills. It begins by noting that speaking proficiency is a major concern for many language learners and teachers. However, grammar and vocabulary often receive more focus than speaking skills. The document then explores several strategies teachers can use to develop students' speaking abilities, including:
1. Using activities that combine language input and opportunities for students to communicate, in order to move beyond just learning forms to practicing communication.
2. Helping students learn scripts for common speaking situations and strategies for clarification, to build confidence in managing conversations.
3. Creating role-plays and discussions that simulate real-world contexts and tasks, allowing students to practice a range of communicative functions.
Direct method
The Direct Method is a language teaching method that does not allow translation and requires students to learn through direct association between the target language and meaning using objects, pictures, and situations. Key principles are using the target language for communication from the beginning, inductive grammar instruction without explicit rules, and developing reading, writing, speaking, and pronunciation skills through practice. Drawbacks include the need for highly proficient teachers and the potential inefficiency of avoiding explanations in the native language.
Audio-lingual method by Ablimitova Nargiza
The Audio Lingual Method (ALM), also known as the "Army Method", was introduced in the United States in the 1940s to teach language. It focuses on accurate pronunciation, quick response in speech, and sufficient vocabulary through repetition, imitation of the teacher, and practicing grammar patterns without translation. The teacher acts as the leader providing models for students to repeat, replace words in sentences, rephrase sentences, and change word forms through inflection. While ALM keeps students active and improves speaking skills, it is disadvantageous as it can turn students into "parrots" through repetition without developing grammar skills or creativity.
Audio lingual method
The Audio Lingual Method is a language teaching method from the 1940s that was introduced in the US and later spread to other countries like Indonesia in the 1960s. It focuses on teaching speaking skills through repetition drills and behaviorist techniques to help students learn the target language automatically. Teachers present dialogs for students to repeat together and individually. Variations include expansion drills, chain drills, and substitution drills. While it engages students actively, the method does not explain grammar rules and focuses only on speaking practice.
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A presentation about Silent way method. This will help teachers to expand their knowledge about different kind of teaching methods.
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Teaching the Language System
This document discusses different approaches to teaching language systems. It describes deductive and inductive approaches, where deductive introduces grammar rules first and inductive uses examples to deduce rules. It also discusses using gestures, pictures, diagrams and written explanations to teach vocabulary and concepts. Finally, it emphasizes the importance of practice and repetition to move learning from short-term to long-term memory.
TEACHING THE LANGUAGE SYSTEM
This document discusses different approaches to teaching language systems and aspects of language. It covers:
1) The deductive approach where students are given explanations or rules and then apply them to examples.
2) The inductive approach where students see examples first and try to deduce the rules.
3) Using gestures, pictures, and actions to explain meanings of words, grammar points, and pronunciation.
4) Having students practice language through repetition, personalized examples, and correcting any mistakes.
Teaching the Language System
This document discusses different approaches to teaching language systems and specific aspects of language. It covers deductive and inductive approaches, explaining meaning using examples and descriptions, explaining language construction using gestures, and providing written rules. It also discusses practice and controlled practice through repetition. Examples are given for teaching grammar, pronunciation, vocabulary and language functions. The document defines types of mistakes students can make and approaches to correcting students, recommending against intrusive correction during activities.
How to teach speaking skill
This document discusses strategies for teaching speaking skills. It begins by noting that speaking proficiency is a major concern for many language learners and teachers. However, grammar and vocabulary often receive more focus than speaking skills. The document then explores several strategies teachers can use to develop students' speaking abilities, including:
1. Using activities that combine language input and opportunities for students to communicate, in order to move beyond just learning forms to practicing communication.
2. Helping students learn scripts for common speaking situations and strategies for clarification, to build confidence in managing conversations.
3. Creating role-plays and discussions that simulate real-world contexts and tasks, allowing students to practice a range of communicative functions.
Direct method
The Direct Method is a language teaching method that does not allow translation and requires students to learn through direct association between the target language and meaning using objects, pictures, and situations. Key principles are using the target language for communication from the beginning, inductive grammar instruction without explicit rules, and developing reading, writing, speaking, and pronunciation skills through practice. Drawbacks include the need for highly proficient teachers and the potential inefficiency of avoiding explanations in the native language.
Audio-lingual method by Ablimitova Nargiza
The Audio Lingual Method (ALM), also known as the "Army Method", was introduced in the United States in the 1940s to teach language. It focuses on accurate pronunciation, quick response in speech, and sufficient vocabulary through repetition, imitation of the teacher, and practicing grammar patterns without translation. The teacher acts as the leader providing models for students to repeat, replace words in sentences, rephrase sentences, and change word forms through inflection. While ALM keeps students active and improves speaking skills, it is disadvantageous as it can turn students into "parrots" through repetition without developing grammar skills or creativity.
Audio lingual method
The Audio Lingual Method is a language teaching method from the 1940s that was introduced in the US and later spread to other countries like Indonesia in the 1960s. It focuses on teaching speaking skills through repetition drills and behaviorist techniques to help students learn the target language automatically. Teachers present dialogs for students to repeat together and individually. Variations include expansion drills, chain drills, and substitution drills. While it engages students actively, the method does not explain grammar rules and focuses only on speaking practice.
Silent way method
A presentation about Silent way method. This will help teachers to expand their knowledge about different kind of teaching methods.
Suggestopedia
Suggestopedia is a teaching method developed by Georgi Lozanov in the 1970s that aims to accelerate learning through suggestion. It involves teaching in a relaxed environment with dimmed lights, comfortable seating and Baroque or classical music. Key elements include dramatized texts, extended dialogues, imitation, role playing and listening activities. The method has four stages: presentation to relax students, active learning with music, passive review with reading and music, and practice through games. Advocates claim it leads to higher and faster learning through lowered anxiety, though some say it may not be suitable for all ages or subjects.
Direct method class presentation/by Nazik
The Direct Method focuses on communicating in the target language through demonstration and visual aids without translation. Teachers introduce new vocabulary through realia or pictures and have students practice speaking in real-world situations. Grammar is taught inductively and vocabulary is emphasized over translation. The goal is for students to think and communicate directly in the target language.
Task based approach
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Situational language teaching
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Popular methodology group
The document discusses various language teaching methodologies and approaches, including:
- Presentation, Practice and Production (PPP)
- Communicative Language Teaching (CLT), which focuses on language functions rather than grammar
- Task-based learning, which inverts the PPP model
- Total Physical Response, which connects language with physical action
It also notes that the choice of methodology should take cultural implications into account, and that teaching and learning involves agreement between teachers and students.
Teaching speaking 1
1) Many language learners view speaking ability as the most important skill and measure of knowing a language.
2) To develop students' communicative efficiency, instructors provide authentic speaking practice and feedback on mechanics, functions, and socio-cultural norms while balancing accuracy and fluency.
3) Instructors give students language input through various means and provide opportunities for structured and communicative output to help students produce grammatically correct language appropriate to contexts.
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How to teach speaking
The document provides guidance on how to teach speaking in the classroom. It discusses the characteristics of successful speaking activities, common problems that inhibit student speaking, and strategies teachers can use to address these problems. Specifically:
1) Successful speaking activities have high student motivation, use an appropriate language level, involve meaningful interaction, give all students a chance to speak, and are well-designed for skill development.
2) Problems that can inhibit speaking include student inhibition, low participation, and activities that do not engage students.
3) Teachers can address these problems by using group work, ensuring activities use "easy language", giving clear instructions, choosing engaging topics, and training students in discussion skills.
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The document discusses teaching speaking skills in the EFL classroom. It notes that speaking involves building and sharing meaning through verbal and non-verbal communication in various contexts. It also discusses how students are often interested in speaking but reluctant due to a fear of mistakes. The document provides strategies for teaching speaking such as incorporating pair work, group work, role plays, and discussions to engage students in interactive speaking practice. It emphasizes creating a supportive environment to help students speak confidently.
Direct method of teaching
The direct method of teaching focuses on teaching language concepts through visual aids and real-world objects rather than translation. Grammar is taught inductively and spoken language is emphasized, with a focus on question-answer exchanges. Class is conducted in the target language and oral communication skills are built up. Correct pronunciation and grammar are important, with students speaking 80% of the time. New vocabulary and elements are introduced and their syntax and progression within lessons are focused on.
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This document outlines elements that should be present in a language classroom to help students learn effectively: engage, study, and activate. The engage element aims to arouse student interest using activities like games, music, and stories. Study refers to focusing on language construction, such as vowel sounds or verb conjugations. Activate has students freely use language through role-plays, debates, and other communicative exercises. Three common lesson sequences are described: boomerang, which is flexible; patchwork, which is a mix of short activities; and straight arrow, which logically progresses from engage to study to activate. Recent influential teaching models discussed are grammar translation, audio-lingualism, PPP, task-based learning, and communic
Direct method
The Direct Method is a language teaching method that uses only the target language in instruction and refrains from using the students' native language. It was established in Germany and France in 1900 in response to dissatisfaction with the Grammar Translation Method. Key features include teaching vocabulary through visual aids and an inductive approach to grammar, with a focus on oral communication skills like questioning and answering. Principles of the Direct Method include conducting class exclusively in the target language, initially teaching everyday vocabulary and sentences before introducing grammar, and emphasizing correct pronunciation and oral communication.
Oral approach and situational language teaching - ELT
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HD How to teach speaking
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The document discusses techniques for exposing students to language in the classroom, including using realia, dialogues, texts, pictures and gestures. It also addresses why students make mistakes when learning a new language and how teachers should correctly students. Specifically, it notes that mistakes are natural but some require constant attention, and that teachers should point out mistakes and give students chances to self-correct or get help from peers before providing the answer themselves.
Language systems
The document discusses different approaches to analyzing language systems over the last 200 years. It describes how structuralism divided language into parts including phonology, lexis, vocabulary, and grammar. Linguistics then classified language at three levels: phonology, morphology, and syntax. The communicative approach added two more units: situational and functional aspects. The key components are explained as phonology concerning sounds, lexis concerning vocabulary, grammar concerning sentence structure, morphology concerning morphemes and parts of speech, and syntax concerning sentence rules. Situational and functional aspects help understand expression use in different contexts.
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Suggestopedia
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Direct method class presentation/by Nazik
The Direct Method focuses on communicating in the target language through demonstration and visual aids without translation. Teachers introduce new vocabulary through realia or pictures and have students practice speaking in real-world situations. Grammar is taught inductively and vocabulary is emphasized over translation. The goal is for students to think and communicate directly in the target language.
Task based approach
This is a presentation about a great method to teach/ learn English. It consists of having students doing language tasks which help them learning a second or foreign language
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Situational language teaching is an approach developed by British linguists in the 1930s-1960s that focuses on teaching language through oral practice of vocabulary and grammar in real-world situations. It is based on behaviorist learning theory and emphasizes introducing language points orally before presenting them in written form. Key characteristics include using the target language in the classroom, practicing new language points situationally, and gradually introducing reading and writing after an oral basis is established. Both teachers and materials utilize real objects, pictures, and gestures to design activities for learners to practice pronunciation, revision, and oral exercises.
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The document discusses the key elements of language that determine a statement's meaning, including context, grammar, vocabulary, and pronunciation. It provides examples of how changing these elements can alter a statement's implications. For instance, the sentence "It's warm in here" could be a request to open a window, an expression of satisfaction, or a suggestion to find elsewhere, depending on the surrounding context. Overall, the document examines how language users skillfully manipulate different linguistic components to convey precise meanings.
Popular methodology group
The document discusses various language teaching methodologies and approaches, including:
- Presentation, Practice and Production (PPP)
- Communicative Language Teaching (CLT), which focuses on language functions rather than grammar
- Task-based learning, which inverts the PPP model
- Total Physical Response, which connects language with physical action
It also notes that the choice of methodology should take cultural implications into account, and that teaching and learning involves agreement between teachers and students.
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1) Many language learners view speaking ability as the most important skill and measure of knowing a language.
2) To develop students' communicative efficiency, instructors provide authentic speaking practice and feedback on mechanics, functions, and socio-cultural norms while balancing accuracy and fluency.
3) Instructors give students language input through various means and provide opportunities for structured and communicative output to help students produce grammatically correct language appropriate to contexts.
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How to teach speaking
The document provides guidance on how to teach speaking in the classroom. It discusses the characteristics of successful speaking activities, common problems that inhibit student speaking, and strategies teachers can use to address these problems. Specifically:
1) Successful speaking activities have high student motivation, use an appropriate language level, involve meaningful interaction, give all students a chance to speak, and are well-designed for skill development.
2) Problems that can inhibit speaking include student inhibition, low participation, and activities that do not engage students.
3) Teachers can address these problems by using group work, ensuring activities use "easy language", giving clear instructions, choosing engaging topics, and training students in discussion skills.
Teaching Speaking in EFL Classroom
The document discusses teaching speaking skills in the EFL classroom. It notes that speaking involves building and sharing meaning through verbal and non-verbal communication in various contexts. It also discusses how students are often interested in speaking but reluctant due to a fear of mistakes. The document provides strategies for teaching speaking such as incorporating pair work, group work, role plays, and discussions to engage students in interactive speaking practice. It emphasizes creating a supportive environment to help students speak confidently.
Direct method of teaching
The direct method of teaching focuses on teaching language concepts through visual aids and real-world objects rather than translation. Grammar is taught inductively and spoken language is emphasized, with a focus on question-answer exchanges. Class is conducted in the target language and oral communication skills are built up. Correct pronunciation and grammar are important, with students speaking 80% of the time. New vocabulary and elements are introduced and their syntax and progression within lessons are focused on.
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This document outlines elements that should be present in a language classroom to help students learn effectively: engage, study, and activate. The engage element aims to arouse student interest using activities like games, music, and stories. Study refers to focusing on language construction, such as vowel sounds or verb conjugations. Activate has students freely use language through role-plays, debates, and other communicative exercises. Three common lesson sequences are described: boomerang, which is flexible; patchwork, which is a mix of short activities; and straight arrow, which logically progresses from engage to study to activate. Recent influential teaching models discussed are grammar translation, audio-lingualism, PPP, task-based learning, and communic
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The Direct Method is a language teaching method that uses only the target language in instruction and refrains from using the students' native language. It was established in Germany and France in 1900 in response to dissatisfaction with the Grammar Translation Method. Key features include teaching vocabulary through visual aids and an inductive approach to grammar, with a focus on oral communication skills like questioning and answering. Principles of the Direct Method include conducting class exclusively in the target language, initially teaching everyday vocabulary and sentences before introducing grammar, and emphasizing correct pronunciation and oral communication.
Oral approach and situational language teaching - ELT
This ppt is based on English language teaching method the oral approach and situational language teaching.
HD How to teach speaking
Speaking involves using both verbal and non-verbal communication to build meaning in various contexts. Teachers should create a classroom environment where students can have real-life communication through meaningful tasks and authentic activities that promote oral language. This is best achieved through collaborative learning and communicative language teaching approaches. While accuracy is important, teachers should focus on fluency when designing speaking techniques and provide opportunities, feedback and motivation to help students improve.
CLL community language learning
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This document provides an overview of the book "Teach English" by Adrian Doff. It is a training course for teachers of English as a foreign language that covers a wide range of practical teaching techniques and situations. The book contains chapters on topics like presenting vocabulary, asking questions, using visual aids, lesson planning, writing activities, correcting errors, and developing listening skills. It emphasizes creating a learner-centered classroom and using communicative activities that require information sharing between students. The document samples content from several chapters to illustrate the types of instruction and activities included in the book.
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The document discusses different approaches to analyzing language systems over the last 200 years. It describes how structuralism divided language into parts including phonology, lexis, vocabulary, and grammar. Linguistics then classified language at three levels: phonology, morphology, and syntax. The communicative approach added two more units: situational and functional aspects. The key components are explained as phonology concerning sounds, lexis concerning vocabulary, grammar concerning sentence structure, morphology concerning morphemes and parts of speech, and syntax concerning sentence rules. Situational and functional aspects help understand expression use in different contexts.
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Presentation on vocabulary building
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2) It explains that mastering vocabulary is essential for learning a language.
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2) It is characterized by properties such as displacement, infinite complexity, open-endedness, discreteness, and structural complexity that distinguish it from animal communication systems.
3) Language is acquired socially rather than instinctively, and every human must learn the language of their community.
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2) It must be learned; human babies learn the language they are exposed to but animal communication is innate.
3) The relationship between sounds and meanings in human language is arbitrary and based on conventions particular to each language, unlike animal sounds which are directly linked to their meanings.
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- Direct Method abandoned translation and used only the target language, focusing on sentences and accuracy.
- Audiolingual Method used behaviorist drills to form habits through repetition of correct utterances.
- PPP and ESA introduced language through contexts before practicing and activating production.
- Community Language Learning and Suggestopaedia emphasized lowering students' anxiety.
- TPR used physical responses to commands, and The Silent Way minimized teacher speech to promote student discovery.
How to teach grammar
This document discusses different approaches to teaching grammar, including deductive and inductive approaches. It emphasizes that the primary learning experience comes from students practicing language themselves, rather than just listening to explanations. Effective grammar teaching balances presentation with practice activities like drills, exercises, elicited dialogues, and games to allow restricted and authentic output. Clarification can involve short teacher explanations, guided discovery through questioning, or self-directed discovery.
Methods, approaches ... efl
The document discusses various methods, approaches, procedures and techniques used in teaching English as a foreign language. It defines key terms like approach, method, procedure and technique. It then provides details on specific methods like grammar translation, audio-lingualism, communicative approach, task-based learning, community language learning, the silent way, suggestopedia and total physical response. It also discusses principles of humanistic teaching, the lexical approach, the relationship between methods and culture, and considerations for making choices about what approaches to use.
Special consideration team3
This document discusses considerations for teaching listening and speaking skills in English. For listening, it discusses how clustering, or breaking down speech into chunks, can make listening difficult for learners. It suggests ways for teachers to help students recognize clusters. For speaking, it defines authentic assessment as real-world tasks that apply skills and knowledge. Examples of authentic speaking assessments are provided, along with tips for implementing them. The document also discusses the stress-timed rhythm of English and techniques teachers can use to help students understand and practice word stress and rhythm.
Methods approaches filang311_lesson1_oct_2008
This document discusses various methods, approaches, procedures and techniques used in teaching English as a foreign language. It begins by defining key terms like approach, method, procedure and technique. It then provides details on specific methods like grammar translation, audio-lingualism, presentation-practice-production, communicative approach, task-based learning and humanistic teaching. It also discusses principles of total physical response and the lexical approach. The document emphasizes that choice of methods should consider learner and cultural factors.
B04.docx
This lesson plan outlines activities for three English lessons focusing on reacquainting someone, showing concern about an injury, and suggesting a new remedy. Each lesson includes a warm-up activity, vocabulary exercises, grammar explanations and practice, listening comprehension activities, pronunciation drills, conversation models, and a wrap-up. The teacher provides structured support and feedback at each stage to help students improve their English language skills through sustained practice of complex language functions.
Methods approaches 1
The document discusses various methods, approaches, procedures and techniques used in teaching English as a foreign language, including grammar translation, audio-lingualism, presentation-practice-production, communicative approach, task-based learning, and total physical response; it also covers concepts like the lexical approach and importance of addressing culture and lowering student anxiety.
Teaching_Pronunciation.pptx
This document discusses various issues and approaches related to teaching pronunciation to English language learners. It addresses topics such as:
- The benefits of explicitly teaching pronunciation, such as helping students concentrate on sounds and know where sounds are made.
- Considering intelligibility over perfection as the goal of pronunciation teaching.
- Common problems students face, such as difficulties hearing pronunciation features and producing unfamiliar sounds.
- Different approaches to integrating pronunciation teaching, such as devoting full lessons to it or inserting short pronunciation exercises into regular lessons.
- Techniques for working on individual student pronunciation needs in addition to whole-class instruction.
- Methods for teaching sounds, stress, intonation, spelling-sound relationships
Methods Approaches Filang311 Lesson1 Oct 2008
The document discusses various methods and approaches to teaching English as a foreign language. It describes the Grammar Translation Method, Audio-Lingualism, and the Presentation-Practice-Production approach. It also covers the Communicative Approach, Task-Based Learning, and humanistic methods like Community Language Learning, The Silent Way, Suggestopedia, and Total Physical Response.
The audio lingual method ch
The Audio-Lingual Method was developed during WWII to rapidly teach soldiers foreign languages. It focused on habit formation through repetition and drills without error. The teacher strictly modeled the target language, and students mimicked through dialog memorization and pattern practice drills. The goal was automatic language use by overcoming native language interference. Grammar was induced, not explicitly taught.
E l t
The document discusses various techniques for teaching English language skills in the classroom, including presenting new vocabulary, teaching receptive skills like listening and reading, and productive skills like speaking and writing. It provides guidance on using drills, dialogues, dictation, and other activities to effectively teach language skills in an integrated manner. The goal is to help students acquire the concepts and skills needed to practice teaching English in an effective way.
The audio lingual method ch
The Audio-Lingual Method was developed during WWII to rapidly teach soldiers foreign languages. It focused on habit formation through repetition and drills without error. The teacher strictly modeled the target language, and students mimicked through dialog memorization and pattern practice drills. The goal was automatic language use by overcoming native language interference. Grammar was induced, not explicitly taught.
Armedia Wiratama (16108810013)
This document discusses various approaches to teaching English as a foreign language (TEFL). It describes student-centered and teacher-centered approaches, as well as several specific methods including the direct method, grammar translation method, audiolingual method, structural approach, suggestopedia, total physical response, communicative language teaching, the silent way. Each method is summarized with its key principles and typical classroom techniques. The document provides an overview of the philosophy and practices of major TEFL approaches.
P7techniqs teach pronun
The document provides a long list of techniques for teaching various aspects of pronunciation, including individual sounds, stress, rhythm, intonation, contractions, and cultural communication styles. Some example techniques are backward buildup, bingo, brainstorming, categorizing, chain stories, dialogues, exaggeration, identification, information gap, minimal pairs, pictures, rhyming words, rules, tapping, questionnaires, directions and instructions, identification of questions/statements/lists, dictation, gap fill, and pictorial representations like Sammy diagrams. It also lists questions to discuss cultural differences in speech habits, body language, eye contact, facial expressions, gestures, posture, physical distance, and touching. The overall purpose is to suggest a
Strategies
The document provides guidance on strategies for reading intervention in a multi-tiered model with a focus on word work. It discusses that poor readers have weaknesses in phonological processing and word recognition. Explicit instruction in phonics along with opportunities to apply skills in text is most effective. It outlines assessing reading levels, decoding instruction including letter sounds and phonics patterns, teaching high-frequency words, and assessing to guide instruction.
Skill of Speaking
This document discusses the teacher's role in developing speaking skills among students. It outlines that the teacher should act as a collaborator and observer, encouraging participation from all students through small group activities. Some techniques discussed include imitative practice through drills and games initially, followed by more communicative activities like role-plays, discussions, and speeches. The document also provides examples of different classroom activities that can be used, such as gap activities, role-plays, discussions and short speeches. It emphasizes that practice is important for developing fluency and removing hesitation, while also avoiding criticism so students are not intimidated.
report.pdf
This document provides summaries of 7 different language teaching methods:
1. The audio-lingual method uses pattern drills and dialogues to develop language learning habits. There are 4 types of dialogues used.
2. Communicative language teaching stresses interaction and communication, with a focus on real-world tasks like role plays and interviews.
3. The direct method teaches exclusively in the target language to encourage thinking in that language, without translation.
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TEFL - Teaching The Language System
- 1. Teaching the Language System BY: SHEILA WIJAYANTI @Sheila_Chei ENGLISH EDUCATION DEPARTMENT JEMBER UNIVERSITY
- 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. 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. 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. 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. 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. 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. 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