Keywords in TEFL

Dr. Csilla Szabó

NYME-SEK, FIKI, Department of English Studies

Approaches vs. methods

Approach:• A theory about the nature of language and

language learning • 1. Structural view ALM, TPR. Silent Way• 2. Functional view semantic and comm.

dimension

• 3. Interactional view lg is seen as a vehicle for social transaction bw individuals

method

design procedureapproach

ELT methods

1. GTM (Grammar Translation Method)

• Deductive, L1 is used for explanation

• Literature-centred (TL literary texts are used – authentic!)

• Central activity: translation

• Memorisation of vocabulary lists

• Errors are not tolerated

What can we use from GTM?

• Memorisation of words can be useful

• Translation (should not be excluded from the classroom) – integrated skills

• Reading authentic literature is always a plus

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• Coursebooks available: Budai László, Angol (TK), Tanuljunk Nyelveket

ELT methods

2. Direct Method (DM) • In response to GTM • Inductive learning• Lg is for speaking – focus on oral skills• L1 is not allowed• Not about lg., the lg. itself• SS’s self correction• Pictures, sample sentences, dialogues• Vocab over grammar• Learning occurs naturally

What shall we keep from DM?

• Inductive approach

• More vocab than grammar

• Lg is for communication – focus on oral skills

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Coursebook available: ?

ELT methods

3. The Audio-lingual Method• Background: behaviourism / habit formation• Stimulus-response-reinforcement• Learning is inductive.• Habit formation by means of repetitions and other

mechanical drills.• Natural order of skills. 1. Listening, 2. Speaking, 3.

Reading, 4. Writing. • Culture is presented in dialogues (SS memorise them)• Meaning directly, no explicit rules• Focus on pronunciation (oral skills + writing)• L1 is not allowed – may lead to wrong habits in L2

What shall we keep from ALM?

• Drills – necessary in the phase of accurate reproduction (meaningful, not mechanical!)

• Focus on pronunciation (minimal pairs)

• Lots of listening

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• Coursebooks: Streamline, Strategies

Methods: the Humanistic tradition I.

1. Silent Way (C. Gattegno)• Theoretical background: cognitive psychology• Lg = rule formation (not habit!) – inductive learning• T = facilitator, silent while teaching!• SS actively explore the lg.• Focus on vocab by visual aids, charts, colour rods• No formal testing• Errors are natural – SS self-correct• Cooperation and enjoyable classroom atmposhere

What shall we keep from Silent Way?

• Discovery techniques

• Great for certain areas

• Word charts to recycle vocabulary

• Cooperation and relaxed atmosphere

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• No coursebooks available

Methods: the Humanistic tradition I.

2. Suggestopedia (G. Lozanov)• No psychological barriers• SS feelings are respected• Infantilisation (T = parent)• Varying intonation to avoid boredom• Materials presented with music and rhythm• Physical features of classrom (cosy)• Pseudo-passive learning attitude• Minimal grammar, large vocabulary

What shall we keep from Suggestopedia?

• Respect SS’ feelings• Focus on rhythm and intonation• Again, OK a few times a year• Less focus on grammar (see: English as

lingua franca)

---------------------------------------------------• Relaxa-books, „villám angol”

Methods: the Humanistic tradition III:

3. CLL: Community Language Learning

• True holistic/ „whole person” /non-defensive

S A R D

Security Attention & Aggression Retention & Reflection Discrimination

• Self-reflection / recorded performance

• Focus on culture

• T = councellor

• L1 is used to clarify meaning

• Communication is the major goal/ but no pressure on SS, their feelings are central

• Involve SS

What shall we keep from CLL?

• Reflective listening = students need quiet reflection time in order to learn – it’s a good idea to record SS and let them analyse their own performance

Total Physical Response (TPR)

• Innate Bio-program: - Listening first, “a blue-print” of lg + developnment of "a cognitive map" of the lg during listening process.

• B) Brain Lateralisation: left and right hemisphere have different learning functions.With both hemispheres activated, learning is more effective.

• C) Stress (an affective filter): The lower the stress is, the greater the learning

What shall we keep from TPR?

• Learning via action – imperatives, focus on non-verbal elements of comm.

• More reliance on objects and visuals

• Stress-free environment

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E.g. English Party /

CA/CLT

Communicative Approach:The goal of language teaching is to

develop "communicative competence" Form-meaning-function together – focus

on meaningAuthentic materialsErrors are toleratedFocus on motivation

Principles of CLT

• Meaning is paramount• Contextualisation• Effective communication• Judicious use of L1• Drilling at the initial phase• Integrating all 4 skills + translation• Understandable pronunciation• High fluency + moderate accuracy

• Techniques to achieve communicative competence: in the seminars