Approaches, Strategies, Methods, and Techniques TEFL
Approaches, Strategies, Methods, and Techniques TEFL
Approaches, Strategies, Methods, and Techniques TEFL
A PAPER
In partial fulfillment of the assignment of
Teaching English as Foreign Language
that is supervised by Asep Hardiyanto, S.Pd., M.Pd.
by
CINDY VANESSA
NPM. 2288203001
INTRODUCTION
Teaching English as a Foreign Language (TEFL) involves a multifaceted approach that
encompasses various strategies, methods, and techniques to effectively impart linguistic
knowledge and skills to learners whose first language is not English. In the realm of language
teaching, the terms "approach," "method," "strategy," and "technique" are often used
interchangeably but carry distinct meanings and implications. Since, Teaching is not just
about delivering course materials; rather, teaching is a process of shaping students' behavior
in line with the intended goals. In line with that, the approach comes as idea or belief that
outlining method, guiding in creating engaging, as well as addressing the learner needs.
Therefore, in the teaching process, there are activities to guide students in developing
according to their developmental tasks as known, Technique, which has proposes to train
skills, both intellectual and motoric skills, so that students can live confidently in a rapidly
changing and competitive society, to motivate students to solve various life challenges in a
society full of challenges and obstacles, to shape students who have innovative and creative
abilities, among others.
Teaching professions have often centered on issues such as the role of grammar in the
language curriculum, the development of accuracy and fluency in teaching, the choice of
syllabus frameworks in course design, the role of vocabulary in language learning, teaching
productive and receptive skills, learning theories and their application in teaching,
memorization and learning, motivating learners, effective learning strategies, techniques for
teaching the four skills, and the role of materials and technology (Moussu & Llurda, 2008)
cited in Anabokay & Suryasa (2019).
This paper aims to delve into the intricate relationship between approaches, methods,
strategies, and techniques in the context of teaching English as a foreign language. By
exploring the nuances of each component and their interplay in language instruction, we aim
to shed light on how language educators can create engaging, effective, and learner-centered
English language learning environments. This examination will provide insights into the
dynamic landscape of TEFL pedagogy, offering a comprehensive understanding of the
multifaceted nature of language teaching and learning processes.
CHAPTER II
DISCUSSION
1. Relation Among Approach, Method, Strategy, And Technique in TEFL
The field of foreign language teaching has long grappled with defining and
categorizing its foundational principles. Initially, Edward Anthony (1963) as quoted in
Asra et al. (2022) proposed a hierarchical model consisting of approach, method, and
technique. This model positioned "approach" as the philosophical foundation, guiding
the selection of teaching methods, which in turn, dictated the specific techniques
employed in the classroom. In other words, An approach in TEFL refers to the overall
principles and beliefs that underpin how language should be taught, it consists origin
of language, process of language comprehension, and language acquisition.
Along with that, The method then provides a structured framework, guiding the
overall instructional plan. As the concept of method in the view of Richards and
Rodgers (2001) As already stated in Asra et al. (2022) refers to a specific
instruc-tional model or system based on a particular theory of language and language
learning.
Within this framework, Strategies can be assessed in a variety of ways, such as
diaries, think-aloud procedures, observations, and surveys. Research both outside the
language field (McDonough, 1995; Nunan, 2010). specific strategies are employed to
achieve defined learning goals, utilizing a range of techniques as the practical tools
for implementation. This interplay ensures a cohesive and purposeful approach to
language teaching, where theoretical principles are translated into concrete actions
within the classroom. The effectiveness of this system relies on a deep understanding
of each element and their interrelationships, allowing teachers to adapt and refine
their instruction to meet the diverse needs of learners.
1. English Teaching Approaches
An effective approach to English language learning will vary depending on the
learning objectives, learning context, as well as the preferences and needs of the
students. A holistic approach, which combines elements from several approaches,
often can provide the most diverse and comprehensive learning experience for
students. Here are several types of approaches in TEFL ;
● Oral Approach and Situational Language Teaching
The Oral Approach takes content and structure into consideration, with a focus
on reading abilities. Using a variety of examples of sentences meant to be
repeated aloud, the technique used the inductive teaching method to help
students understand structure. Similar to the DirectMethod, the technique only
used the target language and used communication scenarios and demonstration
to support oral recitation of sentences. Since term explanations were
disallowed, pupils had to infer vocabulary word meanings from given
contexts.
In contrast to the GTM, which needed explanations of grammatical patterns
and structure, SLT used visuals, action, mime, and real items in
demonstrations to assist students understand new vocabulary. This approach
emphasizes the teaching of language in specific situational contexts or
settings, aiming to prepare learners to communicate effectively in everyday
life situations. In this way, listening practice, choral imitation, individual
imitation, sound isolation, inductive sentence pattern construction, eliciting
phrases and questions, substitution-drilling, question and answer drilling, and
error correction made up the sequence of activities. Notably, when students
provided incorrect answers, teachers corrected inaccuracies in a kind manner
by shaking their heads. Additionally, by encouraging learners to listen to one
another, they enabled them to correct one another (Richards & Rodgers, 2001)
as pointed in Omar & Amel (2021).
● Communicative Language Teaching (CLT) Approach
Because it highlights the value of meaningful conversation and engagement in
language learning, CLT can be seen as an approach. This approach places a
strong emphasis on using language as a communication tool, student-centered
learning, and genuine language use. One of the most well-known learning
theories of CLT is "People learn language best when using it to do things
rather than through studying how language works and practicing rules," which
means Brown in Omar & Amel (2021) suggests specific practices for use in
the CLT classroom. Task-based language learning exercises are frequently
used in CLT, where students complete worthwhile tasks like ;
★ Informаtion Gаp Activities
The actions derives from the reality that people frequently ask others
for information that they do not have acquired. In order for them to
communicate when they are asking each other for information. The
usage of media, such as a list, picture, or series of pictures, frequently
facilitates this activity.
★ Jigsаw аctivities
The purpose of this activity is to divide the pupils into groups. Every
group possesses specific information. Each group is tasked with
informing the other groups of the information they possess. The
interaction process resembles jigsaw puzzles when information is
exchanged.
★ Task completion activities
This activity requires students to use their own language resources to
finish tasks including games, puzzles, and map reading. Through this
activity, students are able to use their own language resources to
complete tasks.
★ Opiniоn shаring
This is the аctivity in which students are engаge to compаre vаlues,
opinions, beliefs, and ideas from their perspective about the topics
which are given by the teacher.
★ Informаtiоn trаnsfer аctivities
This аctivity engаge studеnts to takе informаtion thаt is prеsentеd in
one form, and represent in a different form. For exаmple, students аre
given tаsk to read a travel experience. After thаt, they are аsked to
draw a mаp of it.
★ Reаsoning gаp-аctivities
This task requires students to use processes of inference, practical
reasoning, conclusion, and other techniques to extract new information
from source material. Developing a teacher's schedule based on a
certain class schedule, for instance.
● Participatory Approach
Participatory teaching can be defined as a teaching method that involves
students in the learning process in order to understand and learn (Slavin,
2011). This approach actively engages students in their own learning process,
encouraging collaboration and interaction amongst peers (Cobb, 1994;
Greeno, 1998; as cited in Neda Fatehi Rad and Rahman Sahragad (2019).
Research indicates numerous benefits, including improved attitudes towards
learning, enhanced social relations, and increased self-esteem. Studies by
Fatehi Rad and Sahragad (2019) demonstrate the successful implementation of
participatory techniques like role-playing, problem-solving activities, and
group work, leading to improved oral language skills, grammar, vocabulary,
and overall comprehension.
● Task Based Learning Approach
The source by Soleh (2020), As defined by Richards and Schmidt (2010),
task-based learning is a method that involves students in productive
conversation and interaction while enabling them to acquire grammar through
actual language use. Task-based learning (TBL) is a communicative approach
that emphasizes authentic language use through meaningful tasks. It
encourages learners to actively engage in communication and interaction,
fostering the development of language skills and knowledge. According to
Hashemi et al. (2012), TBL follows a three-phase structure: pre-task
(preparation and motivation), during-task (task completion and teacher
support), and post-task (reflection and extension activities). Furthermore,
Willis and Willis (2007) stated implementing TBL offers several advantages,
including increased student autonomy, natural language use, exposure to
diverse vocabulary and structures, and a learner-centered approach.
Ultimately, TBL promotes engaging and effective language learning
experiences.
● Electic Approach
An eclectic approach is an approach which integrates the good side of various
teaching techniques. It has some salient features, such as providing much
exposure toward the target language with less pressure, integrating the good
sides of various teaching techniques, using real-life situation to make learning
more comprehensible, considering the students' needs, teaching and
introducing contextual grammar and vocabulary, and integrating all language
skills (Fachrurazy, 2011; Kumar, 2013) cited in Kurniasih and Henny
Rahmawati (2018).
Kurniasih and Henny Rahmawati (2018) accommodated the principles of
eclectic approach in the process of designing the writing materials, such as
integrating some language skills in one unit, using contextual examples,
providing grammar focus and vocabulary exercise, and employing various
techniques. As the results, the writing skills are developed by considering
students' needs, levels, suggestions, and feedback from experts. It also made
used of the principles of Eclectic approach to lower their anxiety.