UNIVERSIDAD TECNICA PARTICULAR

DE LOJA

TEFL METHODOLOGY AND DIDACTICS

Students:

María Fernanda Alejandro Arboleda

Pacha Sairo Parra Tene

Course:

´´A´´

Cycle:

4to

Academic Year:

Abril – Agosto
 Methods & Approaches
Methods/approaches Advantages
1.1 The Direct  Students could pronounce
words correctly.
Method  Speech and listening
comprehension were taught.
 The focus is on oral practice.
Therefore, the pronunciation
improves.
 As there is direct relation
between thought and
expression.
1.2 Audiolingualism o It focuses on all focus skills;
the teacher focuses equally on
all the four skills-reding,
writing, listening and speaking
and teaches them separately.
o Importance of dialogue; in this
method, dialogue play a highly
dominate and important role.
o It possesses a high level of
pronunciation.
o Fluency in oral conversation
1.3 The Notional  They do not constitute a
teaching manual.
Functional Syllabus  The curriculum aims at
achieving a number of
objectives.
 It sets realistic learning tasks.
 It develops naturally from
existing teaching
methodology.
1.4 Immersion o Cognitive benefits.
o Communicative benefits.
learning
o It fosters higher levels of
tolerance amongst children.
o Student’s ability in other
languages increases rather
than decreases
1.5 The Silent Way  Students increase their
vocabulary.
 Students interact not only with
teachers but also with each
other.
 Students correct the errors
themselves and teacher view
these errors as the responses to
the teaching and give students
some hints and help.
 Silent way teacher speaks so
little, they are free to observe
Disadvantages
 Only everyday vocabulary and
sentences were taught.
 Limitations in learning practical
skills.
 Owing to over-emphasis on oral
practice, the other skills namely
reading and writing are ignored to
a great extent.
 Average and below average
students, especially from rural
background.
 Limited to certain learners; this
method may only work for
hardworking learners.
 Mechanical method; this method
can be a bit mechanical due to
memorization and pattern
practice.
 Only language form is considered
while meaning is neglected.
 Equal importance is not given to
all four skills.
 It does not include no clear
criteria.
 It does not represent the process
of communicative.
 It limited vocabulary.
 It limited cultural exposure.
 Immersion training is
prohibitively expensive.
 Greater commitment.
 If you focus too much on spoken,
then children may miss things like
grammar.
 Greater stress.
 Teachers must know their
teaching objectives clearly and
make use of the teaching aids
effectively.
 Students may be confused with
the symbols of the colored
wooden rods.
 It is difficult for teachers to
evaluate students’ progress in
their learning process.
 The silent of the teacher can
prevent students from hearing
 their students carefully and be
available them.
1.6 The Semantic o Communicative approach is
much more pupil-orientated,
Translation Method
because it is based on pupils
‘needs and interests.
o It seeks to use authentic
resources. An that is more
interesting and motivating for
children.
o It seeks to personalize and
localize language and adapt it
to interests of pupil,
Meaningful language is
always more easily retained by
learners.
o Children acquire grammar
rules as a necessary to speak
so is more proficient and
efficient.
1.7 Communicative  If focuses more on finding
equivalents at a word level
Language Teaching that is bound to the culture of
the source language strongly
and strictly.
 The meaning of English
words, phrases, sentences, and
more can be learned easily by
the students.
 This method does not require
many teaching and learning
materials due to which it is
cost-effective.
 It promotes the skills of
reading and comprehension
because the textbooks in the
main component of this
method.
many active models of correct
usage that they may find useful.
 It pays insufficient attention to the
context in which teaching and
learning take place.
 The Communicative Approach
often seems to be interpreted as;
''If the teacher understands the
students, we have good
communication'' but native
speakers of the target language
can have great difficulty
understanding students.
 The CLT approach focuses on
fluency but not accuracy. The
approach does not focus on error
reduction but instead creates a
situation where learners are left
using their own devices to solve
their communication problems.
Thus, they may produce
incoherent, grammatically
incorrect sentences.
 Communicative test may be more
difficult for teachers to assess as
there are no clear correct or
incorrect answer as there with
True/False questions.
 It is an unnatural method as it
does not follow the natural order
of learning which includes
listening, speaking, reading, and
writing.
 It neglects the oral approach to
language learning so they may not
be able to develop proper
expression in the foreign
languages.
 It does not offer pattern practice
due to which students may read a
write poorly despite knowing the
grammar rules.
 This method is also considered to
be mechanical and dull as it
promotes rote memorization.