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.

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