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
approach
design
procedure
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
------------------------------------------------------• 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
---------------------------------------------------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
---------------------------------------------------• Coursebooks: Streamline, Strategies
Methods: the Humanistic tradition I.
1. Silent Way (C. Gattegno)
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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
------------------------------------------------------• 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?
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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
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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 blueprint” 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
-----------------------------------------------------E.g. English Party /
CA/CLT
Communicative Approach:
The goal of language teaching is to
develop "communicative competence"
Form-meaning-function together – focus
on meaning
Authentic materials
Errors are tolerated
Focus on motivation
Principles of CLT
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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