TEFL 1

APPROACHES

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Adjacency Pairs in a Turn Taking 1
a. Teacher shows a dialogue and does a repetitive drilling through the
following way.
T : Repeat please: “Good morning, Maria.” Ss : “Good morning, Maria.”
T : “Where are you going?” Ss : “Where are you going?”
T : Good. “I’m going to the library.” Ss : “I going to libary.”
T : Listen: “I’m going to THE library.” Ss : I going to THE libary.”
T : Listen again. “Li-BRA-ry.” Rrr. “Librrrary.” Ss : “Librrrary.”
T : To the library. SS : To the library.
T : “Going to the library.” Ss : “Going to the library.”
T : ”I’m going to the library.” Ss : ”I’m going to the library.”
T : Good! Now, the next part.
b. Both teacher and students then practice the other utterances through the
same way.
c. Students practice the dialogue by themselves in pairs work.
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 1. Oral Approach/ Situational Language Teaching
The selection, organization and presentation of language
items are based on situation (Materials enclosed in
curriculum and/or syllabus)
 Language teaching begins with the spoken language
-Material is taught orally
The classroom language is the target language
New language points are introduced and practiced
situationally
It addresses primarily the processes rather the conditions of
learning
fixing it in the memory by repetition
The fundamental is correct speech habits
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Accuracy in both pronunciation and grammar is crucial
Structures are always taught within sentences
Vocabulary is chosen according to how well it enables sentence
patterns to be taught
Presenting new sentence patterns & a drilled-based manner of
practicing them
 Guided repetition and substitution activities (in choir repetition,
dictation, drills, and controlled oral-based reading and writing
tasks)
The learner is required simply to listen and repeat what the
teacher says and to respond to questions and commands
Teacher using mine prompt words , gestures and gets students to
ask question , make statements or, give new examples of the
pattern
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Adjacency Pairs in a Turn Taking 2
T gives a topic about foods and baverages. She asks the students to converse
about their favourite foods and/or baverages in a group consists of 3
students.

A : I like pizza.
C : I like hamburgers. How about you? (looks toward B)
B : I like sushi... um... fish... ya... fish, sushi.
C : I like . . . um . . . noodle, which is... rrr... aha... spaghetti.
B : I like chocolate cake, you? (looks toward A)
A : I like donuts.
C : What you like? (hands the turn to B)
B : Cake? Chocolate cake, cheese also...I like cheese cake..., you?
(points C)
C : The same...rrrr.... no, I don’t like cheese cake, donuts, I like donuts.
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 2. Natural Approach
o conform to the principles of naturalistic language learning in
young children
o conform to the naturalistic principles found in successful second
language acquisition
o it places less emphasis on teacher monologues, direct repetition,
and formal questions and answers, and less focus on accurate
production of target language sentences
o emphasizes on exposure, or input; optimizing emotional
preparedness for learning; a prolonged period of attention to what
the language learners hear before they try to produce language;
and a willingness to use written and other materials as a source of
comprehensible input

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o The emphasizes on the central role of comprehension in the Natural
Approach links it to other comprehension-based approaches in
language teaching
o the use of spoken language
o the use of objects and actions in teaching the meaning of words and
structures
o the need to make language teaching follow the natural principles of
L1 learning
o emphasizes natural communication rather than formal grammar study
o The application is tolerant of students' errors.
o emphasizes the informal ACQUISITION of language rules
o focuses on unconscious fun learning to encourage students'
motivation to speak up

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Illustration 3
Teacher starts the TLP by
asking the students’ point of
view towards some
conditions happen in some
parts of Indonesia, among
others are natural disasters,
accidents, and polutions.
Teacher provides a picture
which shows a real condition
of a big river in Jakarta and
asks the students to discuss
it together in a group.
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3. Communicative Approach
• Focuses on language as a medium of communication
• Recognizes that all communication has a social purpose
• Communication embraces a whole spectrum of functions (e.g.
seeking information/ apologizing/ expressing likes and dislikes,
etc) and notions (e.g. apologizing for being late / asking where the
nearest post office is)
• Communicative ability is offered from early stage
• Classroom activities maximize opportunities for learners to use
target language in a communicative way for meaningful activities
• Use of target language as normal medium for classroom
management and instruction - reflects naturalistic language
acquisition.
• Communicative approach is much more student-orientated,
because dictated by students' needs and interests.
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• Classroom should provide opportunities for rehearsal of real-life situations
and provide opportunity for real communication
• Emphasis on creative role-plays/ simulations/ surveys/ projects/ play lets -
all produce spontaneity and improvisation - not just repetition and drills.
• More emphasis on active modes of learning, including pair work and group-
work - often not exploited enough by teachers fearful of noisy class.
• Communicative approach is not just limited to oral skills
• Grammar can still be taught, but less systematically
• Use of idiomatic/ everyday language
• Makes use of topical items with which studdents are already familiar in
their own language - motivates pupils arouses their interest and leads to
more active participation.
• Avoid age-old texts
• Materials must relate to students' own lives / must be fresh and real
• Communicative approach seeks to use authentic resources. More
interesting and motivating
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Illustration 4a
Teachers distributes the text and ask the students to find
out another difficult words then asks the students to
consult them to the dictionary to find out their
meanings.
Then, teacher explains some points covered in a text,
such as the purpose, the generic structure, the language
features and the grammar point.
Students complete some exercises which are in line
with the text provided before.

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a. Deductive Approach
A more traditional style of teaching in that the grammatical
structures or rules are dictated to the students first
 The students learn the rule and apply it only after they have
been introduced to the rule
If the structure to be presented is present perfect, the teacher
would begin the lesson by saying, "Today we are going to learn
how to use the present perfect structure"
The teacher is the center of the class and is responsible for all of
the presentation and explanation of the new material
The deductive approach can be effective with students of a
higher level, who already know the basic structures of the
language, or with students who are accustomed to a very
traditional style of learning and expect grammatical
presentations 12
Illustration 4b
a. Students have pictures illustrating the following actions.
Students write the number of the activity next to the correct picture.
1). Take a cooking lesson. 2). Take driving lessons. 3). Study English.
4). Take singing lessons. 5). Take a swimming class. 6). Study
computers.
b. Students listen to and practice the conversation.
Glenda: What are you doing over the break?
Valerine : I’m going to take a swimming class.
Glenda: Oh really? Where?
Valerine : At the Plaza Fitness Center.
Glenda: That sounds like fun.
c. Students practice the conversation again using different activities
from (a)

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b. Inductive Approach
Represent a more modern style of teaching where the new grammatical
structures or rules are presented to the students in a real language
context
The students learn the use of the structure through practice of the
language in context, and later realize the rules from the practical
examples
If the structure to be presented is the comparative form, the teacher
would begin the lesson by drawing a figure on the board and saying, "This
is Jim. He is tall." Then, the teacher would draw another taller figure next
to the first saying, "This is Bill. He is taller than Jim."
The teacher would then provide many examples using students and items
from the classroom, famous people, or anything within the normal daily
life of the students, to create an understanding of the use of the structure

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The teacher's role is to provide meaningful contexts to
encourage demonstration of the rule
The students evolve the rules from the examples of its use
and continued practice
Students can focus on the use of the language without
being held back by grammatical terminology and rules
that can inhibit fluency
It promotes increased student participation and practice
of the target language in the classroom, in meaningful
contexts
It is sometimes difficult for students who expect a more
traditional style of teaching to induce the language rules
from context
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Adjacency Pairs in a Turn Taking 5
Teacher elaborates
this sequential
pictures to
introduce the
students present
tense.
Teacher asks the
students to
describe the
activities enclosed
in the picture.

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5. Structural Approach
Stresses the importance of language as a system which covers
its structure and function.
Investigates the place that linguistic units such as sounds,
words, sentences have within this system
Focuses on morphology (the study of the smallest units in a
language and their different forms and the way they combine
in word formation, e.g.: unfriendly is formed from friend, the
adjective - forming suffix -ly and the negative prefix un-) &
syntax (the study of how words combine to form sentences
and the rules which govern the formation of sentences, e.g.:
this big house) which have grammatical function

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 Adjacency Pairs in a Turn Taking 6
Damura is a beautiful girl, as kind and lovely Teacher provides a
as the little green parrot that perches on
the nutmeg tree. But Damura's stepmother narrative text with
and stepsister mistreat her. They force her to some underlined-
rise before dawn, carry out all the chores, and words, phrasal verbs
sleep on the floor. One day, while down by the
river, Damura calls out to the creatures of the and idioms.
wild for help. Rising from the waters, an Then, she asks the
ancient crocodile answers the call. This
unusual fairy godmother, aptly named students to focus on
Grandmother Crocodile, outfits Damura in a them and describe
sarong of gold, with slippers to match, and
sends her to the palace to dance for the prince. them using their
Once he sees her, the prince knows that she own words.
will be his bride.

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6. Lexical Approach
Focuses on words in the form of:
1. words
2. sentences
3. meanings

The building blocks are not grammar, functions, notions,

or some other unit of planning and teaching, but lexis, that
is, words and word combinations.
The key principle of a lexical approach is that "language
consists of grammaticalized lexis, not lexicalized grammar."

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