APPROAH, METHOD, AND TECHNIQUE IN TEFL

Introduction to Approach, Method, and Technique

I.       Teaching Approach

1. Description

      Approach encompasses the whole orientation of teaching. Approach is the broadest of the three, making technique the most specific, and the method found in between approach and technique.

     

      An approach is an enlightened viewpoint toward teaching. Approach gives the overall wisdom; it provides direction, and sets expectations to the entire spectrum of the teaching process. Furthermore, approach sets the general rule or general principle to make learning possible.

2.  Kinds of approach in general

a. Student-Centered Approach

Student-centered approach is learning approach that focuses on the learner rather than the teacher. Student-centered teaching is based on the constructivist model in which students construct rather than receive or assimilate knowledge.

b.  Teacher-Centered Approach

Teacher – centered learning is the approach of teaching a lesson in front of a classroom in which the teacher active gives information to the students. It involves planning for instruction, implementing the instructional plan, and evaluating students’ learning toward the instructional objectives. Teacher-centered learning is useful for conveying new information and materials to small or large groups at one time. In simple words, Teacher-centered learning means that the teacher is the person who is informing knowledge or information to the student and thee student is the receiver of this knowledge.

II. METHOD

A. Description

    

      Method is the overall plan for the proper presentation of language material. It is based on selected approach and procedure.

   

    A method is an organized, orderly, systematic, and well-planned procedure aimed at facilitating and enhancing students’ learning.  It is undertaken according to some rule, which is usually psychological in nature. That is, it considers primarily the abilities, needs, and interests of the learners. Method is employed to achieve certain specific aims of instruction. To make it as an effective instrument, it should be presented with certain amount of efficiency and ease. More so, the teaching method aims to achieve greater teaching and learning output, thus saving time, efforts and even money on the part of both the teacher and the learner. It directs and guides the teacher and the students in undertaking any class lesson or activity.

One must remember that there is no such thing as the best method. Thus, there is no single correct way to teach a class. Instead, there are many good ways of teaching the students.

           

B. Some example of methods in teaching languages as a foreign language or second language:

1. The grammar translation method

The grammar translation method instructs students in grammar, and provides vocabulary with direct translations to memorize. The objective is that by the time they leave college, the pupil have mastered the vocabulary, grammar and the orthography, to be able to read, understand and write texts in various contexts.

Activity: students asked to translate short stories to ensure the entire class understands so more students can participate in the exercises that follow the story or other texts to his first language (L1), then they have to answer questions in L1

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2. The direct method

The direct method, sometimes also called natural method, is a method that avoids using the learners' native language and just uses the target language. This method places great stress on correct pronunciation and the target language from outset.

According to this method, printed language and text must be kept away from second language learner for as long as possible, and grammar and translation should also be avoided because this would involve the application of the learner's first language.

Activity example: teacher shows map or picture in the front of the class then they asked student questions( in target language) about it and student must answer in target language as well.

3. The audio-lingual method

The audio-lingual method has students listen to or view recordings of language models acting in situations. Students practice with a variety of drills, and the instructor emphasizes the use of the target language at all times. It's a "non-communicative approach (to teaching) that involves heavy use of mimicry, imitation and drill. Speech (and listening) and not writing is emphasized.

4.      Silent Way 

      The silent way is discovery learning approach, it is also often considered to be humanistic approach. It is called silent way because teacher is usually silent, leaving class for the student to talk and explore language.

5. Communicative language teaching

Communicative language teaching (CLT) is an approach to the teaching of languages that emphasizes interaction as both the means and the ultimate goal of learning a language. CLT involves many classroom activities like group work, pair work, language games, role play, question-answer sessions. It is not confined to any set of text books. The learners are mostly introduced task based and problem solving situations.

In recent years, Task-based language learning (TBLL), also known as task-based language teaching (TBLT) or task-based instruction (TBI), has grown steadily in popularity. TBLL is a further refinement of the CLT approach, emphasizing the successful completion of tasks as both the organizing feature and the basis for assessment of language instruction.

6.  Participatory Learning

Participatory Learning is allowing the students to offer ideas and feedback about what goes on in the classroom. Participatory Learning empowers the student and thus increases their intrinsic motivation to participate in classroom activities. This provides a better learning environment in the classroom for all the students and the teacher.

 Activity: When playing a game, students are asked to provide suggestions for the list of topics they will use in the game and the order in which they would like them to appear. The teacher can also ask if the students would like to play for points to determine a winner or for no points-just for fun. Students are also allowed to create their own English team names and choose team members.

7.       Total Physical Response (TPR)

TPR "involves giving commands to which students react."TPR is great for all ages and especially beginners as it allows them to learn the L2, while giving them time to maximize the potential of their silent period. Commands are 1^st given by the teacher and then it's possible to let students give the commands. "The lessons themselves are not focused on grammar; instead they are focused on meaning". TPR answers the question of what to do with absolute beginners. Once the teacher has demonstrated the meaning of the sounds she is saying, students recognize those sounds and play along. The cognitive value of these exercises is absorbed by the student naturally.

Activity: teacher introduces basic classroom items and commands like: open/close your book, raise your hand, pick up/put down your pencil, sit down, be quiet, listen, repeat and get into groups.

 

III.             TECHNIQUE

A. Description

    

       Technique is a procedure or skill for completing a specific task.

 These are the tricks that can be taught to another teacher. Also a lot of the in-services and workshops all teachers attend offer little tidbits of games, activities, and actions that teachers can use to achieve certain goals in the classroom.

      

     The procedural variation of method is technique. Technique encompasses the personal style of the teacher in carrying out specific steps of the teaching process. Through technique, teachers enable to develop, create and implement, using her distinctive way, the procedures (method) of teaching

Teaching English language learners can be challenging, problems seem to arise from all directions. However, this challenge doesn't have to rub off on onto your students. The following are ideas and techniques to spice up your ESL classroom and make lessons more interesting and effective.

B.  Some example of techniques in teaching process

1. repeat and re-phrase

- The repeat and re-phrase technique is effective in classrooms because a student may know various vocabulary words and now know the ones that the teacher is using. By using this technique the teacher exposes the student to new vocabulary that can be associated with the old to acquire a meaning.

- The repeat and re-phrase strategy is used in the classroom to promote, achieve, or ensure, understanding of a given topic, standard, or question.

For example: if a student doesn't understand the question "what is the meaning of an adjective?" Then the teacher can respond by either repeating, and/or if understanding is still not reached, re-phrasing the question to promote the student's application of knowledge. The question could be re-phrased as: "What does an adjective do?" This also helps with future questions as the student will better understand the meaning of the posed question.

Additionally, the repeat and re-phrase can be used to question for understanding by re-phrasing a sentence to check if the student properly understood the meaning of a particular word or concept. For example: "The girl avoided the water." Used to teach the vocabulary term "avoid."

Questioning for understanding could be phrased as: "If she avoided the water, then she isn't wet." The teacher can ask whether this is correct or not and the students can better understand what the term means and its uses.

2. Music and jazz chant activities
- Music and jazz chant activities are effective in the classroom because it is easy for music to get stuck in ones head.

The music and jazz chant activities can be used during memorization activities. As a means of participation to learn new words or short concepts. Remembering lists, rules, and the like. This is a fantastic way to memorize the alphabet, periodic table, states, countries, etc.

The expected outcome is that students will more easily remember large amounts of important information. Students will be involved in the introduction of new material in a fun and interesting way.

3.  Visual aides, realia, maps, pictures, multimedia:

- Visual aides and the like are effective in that they can provide students with a better grasp of the concept than any other word. "This is the object that matches the word." No matter what level the student is, they can understand the relationship between the two and easily grasp the new word or concept.It is easy for a language class to become dull with repetition and writing. But, by implementing the use of various visual and audio aides the class can remain focused, but also entertained.

4. Cooperative Groups, Peer coaching:
- This technique optimizes personalized student learning time as each student can get personalized attention even if it is not given by the teacher. This is also helpful when the teacher is not suppose to be the focus of activities and instead can move from table to table and helps as needed. It creates a community setting and gets students into helping each other and learning from each other.

5. Pre-instruction activities (semantic webbing, graphic organizers, KWL charts):
- Pre-instruction activities are generally effective because they provide an easy break-in to new information. Additionally, they provide the students with notes, or something to look back on to relate the new information with the old so that the concept is easier to grasp. For instance, a chart may compare new materials with old thus drawing a line between to the two that the student can follow. These activities also draw the student into the new concept to keep them motivated and interested in what is being taught.

The pre-instruction technique could be applied in the introduction of a new concept or idea; or it can be applied to the planning of a project or paper that will be written by the student. Additionally, the teacher can use this technique to give instructions or notes on a topic that the student will later research and/or develop.

6. Listening game as a fun technique

 Kids in their age have a lot of energy to move. As a creative teacher it is better for you to benefit their energy to acquire English. One of the technique can be applied is by using listening game.

This game actually appropriates for the kids to gain a new vocabulary or simple sentence construction. It can work in small or even large class.

7. Telling a Story as an Interesting technique

As a teacher, telling a story for kids is an interesting technique. It is because in their age, listening to a story is an interesting activity. With powerful teaching, the teacher can influence the kids to be the ones he or she wants to.

There are some benefits the kids can take from storytelling. First, after having a storytelling the kids can differ some things whether they are good or even bad. Second, sometimes storytelling can improve the kids imagination of the things covered inside. At the last but not the least, storytelling often leads how the kids get their destiny.

B. The Grammar Translation Method (GTM)

A. Introduction

GTM is not a new thing in language learning, which is only slightly different. The name that has been used by language teachers for a few years ago. In ancient times this method is called the "classical method" of the time used in the classical language learning, such as Latin and Greek. At the beginning of this century, this method is used to assist students in reading and understanding a foreign language literature. But it is also expected that it is in studying or understanding the grammar of the desired target language, students will become more familiar with the language rules in accordance with the source language and a deeper understanding of this will further help them in reading and writing according to the source language to be better.

Finally concluded that it is studying a foreign language will help the development of students in developing intellectual, it can be recognized that the students will never use the target language, but learning is very much needed mental.

B.  Description

Simply, Grammar Translation Method is a method to learn language by learning the grammar through translating the target language to the native language of learner.

C. Characteristic

The grammar translation method has eihgt caracteristic

1. Classes are taught in the mother tongue, with little active use of the target language.

2. Much vocabulary is taught in the form of lists of isolated words.

3. Long elaborate explanations of the intricacies of grammar are given.

4. Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words.

5. Reading of difficult classical texts is begun early.

6. Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis.

7. Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue.

8. Little or no attention is given to pronunciation.

D. Steps of Grammar Translation Method

Ø  The teacher asks the students to read few lines from the text. And the teacher asks them to translate into L1 and teacher helps them with new words.

Ø  The teacher answers all their questions in L1.

Ø   The students write the answers for the questions.

Ø  The answers are asked to translate the words listed into their L1. The teacher helps them in synonyms, antonyms and meanings for these words.

Ø  The teacher works the grammar exercises and teacher presents grammar rules.

Ø  The students translate and the students memorize the read out listed words and frame sentences for the vocabulary items.

Ø  Students write the composition based on the passage.

      E. Techniques

The grammar translation method has nine Techniques :

1. Translation of a Literary Passage (Translating target language to native language)

2. Reading Comprehension Questions (Finding information in a passage, making inferences and relating to personal experience)

3. Antonyms/Synonyms (Finding antonyms and synonyms for words or sets of words).

4. Cognates (Learning spelling/sound patterns that correspond between L1 and the target language)

5. Deductive Application of Rule (Understanding grammar rules and their exceptions, then applying them to new examples)

6. Fill-in-the-blanks (Filling in gaps in sentences with new words or items of a particular grammar type).

7. Memorization (Memorizing vocabulary lists, grammatical rules and grammatical paradigms)

8. Use Words in Sentences (Students create sentences to illustrate they know the meaning and use of new words)

9. Composition (Students write about a topic using the target language).

    

       F. Advantages

a. The phraseology of the target language is quickly explained. Translation is the easiest way of explaining meanings or words and phrases from one language into another. Any other method of explaining vocabulary items in the second language is found time consuming. A lot of time is wasted if the meanings of lexical items are explained through definitions and illustrations in the second language. Further, learners acquire some short of accuracy in understanding synonyms in the source language and the target language.

b. The grammar translation method develops the art of translation.

c. The use mother tongue helps the students in vocabulary getting. It saved time and more effective.

d. The words and phrase are easily learnt and explained if translation method is use.

e. The working knowledge of mother tongue helps them to learnt grammar of a foreign language.

f. English grammar can be easily taught by comparing with the grammar of mother tongue. 

g. Teacher’s labor is saved. Since the textbooks are taught through the medium of the mother tongue, the teacher may ask comprehension questions on the text taught in the mother tongue. Pupils will not have much difficulty in responding to questions on the mother tongue. So, the teacher can easily assess whether the students have learnt what he has taught them. Communication between the teacher and the learners does not cause linguistic problems. Even who are not fluent in English can teach English through this method. That is perhaps the reason why this method has been practiced so widely and has survived so long.

    

      G. Disadvantages

a. It is an unnatural method. The natural order of learning a language is listening, speaking, reading and writing. That is the way how the child learns his mother tongue in natural surroundings. But in the Grammar Translation Method the teaching of the second language starts with the teaching of reading. Thus, the learning process is reversed. This poses problems.

b. Speech is neglected. The Grammar Translation Method lays emphasis on reading and writing. It neglects speech. Thus, the students who are taught English through this method fail to express themselves adequately in spoken English. Even at the undergraduate stage they feel shy of communicating through English. It has been observed that in a class, which is taught English through this method, learners listen to the mother tongue more than that to the second/foreign language. Since language learning involves habit formation such students fail to acquire habit of speaking English. Thus, they have to pay a heavy price for being taught through this method.

c. Exact translation is not possible. Translation is, indeed, a difficult task and exact translation from one language to another is not always possible. A language is the result of various customs, traditions, and modes of behavior of a speech community and these traditions differ from community to community. There are several lexical items in one language, which have no synonyms/equivalents in another language. For instance, the meaning of the English word ‘table’ does not fit in such expression as the ‘table of contents’, ‘table of figures’, ‘multiplication table’, ‘time table’ and ‘table the resolution’, etc. English prepositions are also difficult to translate. Consider sentences such as ‘We see with our eyes’, ‘Bombay is far from Delhi’, ‘He died of cholera’, He succeeded through hard work’. In these sentences ‘with’, ‘from’, ‘of’, ‘through’ can be translated into the Hindi preposition ‘se’ and vice versa. Each language has its own structure, idiom and usage, which do not have their exact counterparts in another language. Thus, translation should be considered an index of one’s proficiency in a language.

d. It does not give pattern practice. A person can learn a language only when he internalizes its patterns to the extent that they form his habit. But the Grammar Translation Method does not provide any such practice to the learner of a language. It rather attempts to teach language through rules and not by use. Researchers in linguistics have proved that to speak any language, whether native or foreign entirely by rule is quite impossible. Language learning means acquiring certain skills, which can be learnt through practice and not by just memorizing rules. The persons who have learnt a foreign or second language through this method find it difficult to give up the habit of first thinking in their mother tongue and than translating their ideas into the second language. They, therefore, fail to get proficiency in the second language approximating that in the first language. The method, therefore, suffers from certain weaknesses for which there is no remedy

   

       H. Reviewing the Principles

1.      What are the goal of teacher who use the grammar translation method?

·         A fundamental purpose of learning a foreign language is to be able to read literature written in the target language.

·         Student can learn about the grammar rules and vocabulary of the target language.

·         Studying a foreign language provides student with good mental exercise which helps develop their minds.

2.      What is the Role of the teacher? What is the role of the students?

·         The teacher is authority in the classroom. The students do as the teacher says so they can learn what the teacher know.

3.      What are some characteristics of the teaching/learning process?

·         Students are thought to translate from one language to another language.

·         Student study grammar deductively

·         The students learn grammatical paradigms such as verb conjunctions.

4.      What is the nature of student-teacher interaction? What is the nature of student-student interaction?

·         Most of the interaction in the classroom is from the teacher to the student. There is little student initiation and little student- student interaction.

5.      How are the feelings of the students dealt with?

·         There are no principles of the method which relate to this area.

6.      How is the language viewed? How is culture viewed?

·         Literary language is considered superior to spoken language and is therefore the language that students study.

·         Culture is viewed as consisting of literature and the fine arts.

7.      What areas of language are emphasized? What language skills are emphasized?

·         Vocabulary and grammar are emphasized. Reading and writing are the primary skills that the students work on.

8.      What is the role of the students’ native language

·         The meaning of the target language is made clear by translating it into the students’ native language.

·         The language that is used in class is mostly the students’  native language

9.      How is evaluation accomplished?

·         Written test in which student are asked to translate from their native language to the target language. Question about the target culture or question that ask student to apply grammar rules and also common.

10.  How does the teacher respond to student errors?

·         Having the students get the correct answer is considered very important. If student make error or do not know an answer the teacher supplies them with the correct answer.

             I. Conclusion

In learning and teaching language we have to know about approach, method, and technique. They are very important for learner and also teacher in guide our action in the class to achieve the learning objective. One of the methods is Grammar Translation Method. This method is used for the purpose of helping student read and appreciate foreign language literature; it is also hope that through the study of grammar of target language. Student would become more familiar with the grammar of their native language and that this familiar would help them speak and their native language better.  Finally it was thought that foreign language learning would help students grow intellectually, it was recognized that students would probably never use the target language but the mental exercise of learning it would be beneficial.