1
Assignment
Submitted by: Farhad Ali
Submitted to Dr Syed Sajjad Ali
Bs: Eight
1.0 INTRODUCTION TO TEFL:
1.1 What is TEFL?
1.2 Foreign Language vs Second Language.
1.3 TEFL in Pakistan.
1.4 Language Acquisition and Language Learning.
1.5 Overview of language learning theories.
1.1 What is TEFL?
TEFL stands for Teaching English as a Foreign Language. It refers to the practice of teaching
English to non-native speakers in a foreign country or setting. The term TEFL is often used
interchangeably (in a way that can be exchanged without making any difference) with terms like
TESOL (Teaching English to Speakers of Other Languages),TESL (Teaching English as a Second
Language), and ESL (English as a Second Language).
The goal of TEFL is to help non-native speakers of English to develop their communicative
skills in English, including speaking, listening, reading, and writing. This can include teaching
basic communication skills to beginners, as well as more advanced language skills to students who
are preparing for academic or professional settings.
TEFL can be taught in a variety of settings and contexts, including private language schools,
universities, community colleges, and online language learning platforms. In many cases, TEFL
teachers are native speakers of English who have completed a TEFL certification course or have
gained relevant teaching experience abroad.
1.2 Foreign Language vs Second Language: Foreign language and second language are both
terms used to describe a language apart from the native language of a person. However, there
is a difference between the two.
2
A 'foreign language' refers to a language that is not commonly spoken in the region where the
person resides or is not part of the culture. For example, someone who is learning Spanish in
China would consider Spanish as a foreign language because it is not a commonly spoken language
in that region.
A ‘second language’ refers to a language that a person learns in addition to their native or first
language. For example, someone who grows up speaking sindhi as a first language and learns Urdu
as a language of communication or study would consider Urdu as their second language.
The distinction between these terms is important because learners have different motivations,
expectations, and levels of proficiency with these languages. Foreign language learners may learn
the language out of interest, to prepare for travel, or to learn about a culture. Meanwhile, second
language learners may need the language to communicate in daily life, in their studies or for work
purposes.
Furthermore, the learning strategies and methods for foreign language and second language
learners may also differ because learners of a second language tend to have more exposure and
opportunities to practice the language than foreign language learners.
1.3 TEFL in Pakistan: In Pakistan, there is a growing demand for qualified TEFL teachers due
to the increased importance of English as a global language in academia and the workplace, and
the desire of many Pakistanis to improve their English proficiency. As a result, many reputable
institutions offer TEFL courses and programs to individuals who are interested in becoming
English language teachers or improving their language teaching skills.
Some of the most well-known TEFL programs in Pakistan include the British Council TEFL
certificate, the American TESOL Institute TEFL certificate, and the Cambridge CELTA
(Certificate in English Language Teaching to Adults) certificate. These programs offer a
combination of theory and practical training, as well as job placement services to help graduates
find employment opportunities in language schools, universities, and private companies.
Apart from the TEFL training, Pakistan offers an enriching (to improve the quality of something
by adding something else) teaching experience for TEFL teachers due to its cultural diversity.
Teachers have the chance to work with students from various age groups and backgrounds, gain
valuable teaching experience and enhance their language teaching skills.
3
Overall, TEFL is an attractive career option in Pakistan for those interested in teaching English as
a foreign language and experiencing its culture.
1.4 Language Acquisition vs Language Learning: Language acquisition and language learning
are two different processes by which people acquire a new language.
Language acquisition is the process in which humans naturally learn language through constant
exposure to the language, without any formal teaching or instruction. This process usually
takes place in childhood when children learn their first language through complete involvement
in their environment. Children gradually learn to communicate through sounds, words, and
sentences by listening, repeating, and interacting with others.
Language learning, on the other hand, involves teaching or studying a language in a structured
and formal setting, such as a classroom. This process involves explicit (clear and exact)
instruction on vocabulary, grammar rules, and language usage. The goal of language learning is to
acquire knowledge about the language and be able to use it in written or oral forms.
The main difference between language acquisition and language learning is that language
acquisition is a natural process of learning a language without any instruction or conscious
effort, while language learning requires active instruction, studying and practice.
Language acquisition occurs more successfully when the learner is immersed in the language, and
when regular exposure to the language and interaction with native speakers takes place. On the
other hand, language learning gives learners guidance and structure on the language’s grammar,
vocabulary and structure.
In summary, while language acquisition is an unconscious process that occurs naturally, language
learning is a more conscious process that requires instruction, practice and conscious effort from
the learner.
1.5 Overview of language learning theories: Language learning theories aim to explain the
processes that underlie (to be a hidden cause of) language acquisition and development. There
are several major theories that have been proposed to explain how individuals learn a language,
below are some of the most influential theories:
1.5.1 Sociocultural theory: This theory emphasizes the importance of social interaction and
cultural experiences for language acquisition. It posits (to suggest something as a basic fact or
4
principle) that language acquisition is a result of learners’ participation in social activities with
others who are more advanced in the language.
1.5.2 Innatist theory: This theory proposes that humans are born with an innate (An innate quality
or ability is one that you were born with, not one you have learned) ability to acquire language.
Innatist theories emphasize the role of the brain, in particular, the role of the language acquisition
device (LAD), which is said to be responsible for the innate knowledge of grammar.
1.5.3 Cognitive theory: This theory looks at how an individual processes information and how
language is stored and retrieved (to find and bring back something). Cognitive theory explains the
need for explicit instruction, repetition and meaningful learning to help with language
acquisition.
1.5.4 Behaviorist theory: This theory believes that language learning is a result of conditioning
(the process of training a person mentally so that they do) and reinforcement. Behaviourist theories
emphasize that language learning occurs when learners are exposed to a language and rewarded
for producing correct responses while being punished for incorrect responses.
2.0 TRADITIONAL LANGUAGE TEACHING METHODS:
2.1 Grammar Translation Method (GTM) is a traditional teaching method that focuses on the
explicit teaching of grammar rules and vocabulary through translation exercises. The main goal of
GTM is to help students develop reading and writing skills in the target language. Here are some
characteristics of GTM:
2.1.1 Focus on grammar: GTM emphasizes the teaching of grammar rules and structures, often
through deductive (reaching an answer by thinking carefully about the known facts) methods
where students are given rules and then apply them to practice exercises.
2.1.2 Translation: GTM uses translation as a way of teaching vocabulary and grammar. Students
are expected to translate sentences or texts from the target language to their native language and
vice versa.
2.1.3 Memorization: GTM relies heavily on the memorization of vocabulary and grammar rules.
Students are expected to memorize lists of vocabulary and grammar rules, which are often
presented in isolation.
5
2.1.4 Textbook-centered: GTM is often textbook-centred, with the textbook being the primary
source of language input and exercises.
2.1.5 Teacher-centered: GTM is a teacher-centred method where the teacher is the authority figure
and the source of knowledge. The teacher lectures and explains the grammar rules and structures,
and students are expected to follow along and take notes.
While GTM was widely used in the past, it is now considered outdated and ineffective for
developing communicative competence in the target language. Critics argue that GTM focuses too
much on form and not enough on meaning and that it does not prepare students for real-life
communication situations. More communicative teaching methods have gained popularity in
recent years for their focus on authentic communication and student-centred learning.
2.2 The Direct Method also known as the Natural Method, is a teaching method that emphasizes
teaching language through immersion (the fact of becoming completely involved in something) in
the target language and using it in real-life communication situations. The main goal of the Direct
Method is to develop communicative competence in the target language. Here are some
characteristics of the Direct Method:
2.2.1 Immersion: The Direct Method emphasizes immersion in the target language, with little or
no use of the student's native language. The teacher communicates with the students in the target
language and encourages them to do the same.
2.2.2 Real-life communication: The Direct Method focuses on teaching language for real-life
communication situations. The teacher provides students with opportunities to use language in
context and to practice communicating in real-life situations.
2.2.3 Vocabulary in context: Vocabulary is taught in context, with a focus on meaning rather than
form. The teacher uses real-life situations and context to teach new vocabulary, and students are
encouraged to use new vocabulary in context.
2.2.4 Grammar through examples: Grammar is taught through examples, with a focus on
meaning rather than form. The teacher uses real-life situations and context to teach grammar, and
students are encouraged to use grammar in context. For example, the teacher wants to teach the
past tense of the verb "to be". Instead of giving students a list of rules and exceptions, the teacher
would provide examples of the past tense of "to be" in context. For instance:
6
"I was at the party last night" (affirmative)
"You were not at the party last night" (negative)
"Were they at the party last night?" (question)
The teacher would then elicit (produce) the meaning of the past tense of "to be" from the context
and provide further examples to help students understand and practice the grammar. The teacher
might also use visual aids such as pictures or gestures to reinforce the meaning and form of the
past tense.
Throughout the lesson, the teacher would encourage students to use the past tense of "to be" in
context and in real-life communication situations. Students would have plenty of opportunities to
practice grammar through communicative activities such as role-plays, interviews, and
discussions.
2.2.5 Visual aids: Visual aids such as pictures, gestures, and body language are used to help
students understand the meaning and to facilitate communication.
The Direct Method is considered effective for developing communicative competence and for
promoting authentic communication in the target language. However, critics argue that it can be
difficult to implement in large classes and that it can be challenging for teachers to provide enough
support for students who are struggling. Additionally, the Direct Method can be time-consuming,
as it requires a significant amount of preparation and planning.
THE AUDIO-LINGUAL METHOD (ALM) is a teaching method that emphasizes the
development of oral language skills through intensive (involving a lot of effort) practice and
drilling (an activity that practices a particular skill and often involves repeating the same thing
several times). The main goal of ALM is to help students develop automaticity (the quality of being
performed unconsciously) in the target language, which means the ability to produce language
quickly and accurately without conscious effort. Here are some characteristics of ALM:
1, Focus on oral skills: ALM emphasizes the development of oral language skills, such as listening
and speaking. The method is often used for teaching spoken languages, such as English.
2, Intensive practice: ALM involves intensive practice and drilling of language patterns and
structures. Students repeat language patterns and structures many times to develop automaticity.
7
3, Pattern practice: ALM uses pattern practice to help students internalize (accept) language
patterns and structures. The teacher provides a model of a language pattern, and the students repeat
it many times until they can produce it automatically.
4, Error correction: ALM places a strong emphasis on error correction. The teacher provides
immediate feedback on students' errors and helps them to correct them.
5, Memorization: ALM relies heavily on the memorization of language patterns and structures.
Students are expected to memorize dialogues and phrases, which they can then use in real-life
communication situations.
COOPERATIVE LANGUAGE TEACHING METHOD Cooperative Language Teaching
(CLT) is a teaching method that emphasizes the use of group work and collaboration in language
learning. It is based on the belief that language learning is best achieved through interaction and
negotiation of meaning between learners.
In CLT, learners work together in pairs or small groups to complete tasks and activities that require
the use of the target language. This method encourages learners to use the language in meaningful
ways and to communicate with each other in order to accomplish a shared goal.
CLT is also characterized by a learner-centered approach, in which the teacher serves as a facilitator
rather than the primary source of information. The teacher's role is to provide guidance and support
to learners as they work together to learn and use the language.
Some common techniques used in CLT include role-plays, games, problem-solving activities, and
discussions. These activities are designed to promote communication and collaboration among
learners and to help them develop their language skills in a natural and meaningful way.
Overall, the goal of CLT is to create an engaging and interactive learning environment that
encourages learners to use the language in authentic and communicative ways.
TASK BASED LANGUAGE TEACHING METHOD VS COOPERATIVE LANGUAGE
TEACHING METHOD:
While Task-based language teaching (TBLT) and Cooperative Language Teaching (CLT) share
some similarities in terms of their focus on interaction and communication among learners, they
are two distinct teaching methods.
8
TBLT is based on the use of authentic and meaningful tasks as the basis for language learning,
while CLT emphasizes the use of group work and collaboration in language learning. In TBLT,
language is taught and learned through the completion of tasks that require the use of the target
language. In contrast, CLT encourages learners to use the language in meaningful ways and to
communicate with each other in order to accomplish a shared goal.
One of the key differences between the two methods is that TBLT places a greater emphasis on
task design and implementation, whereas CLT places more emphasis on learner-centered
instruction and collaboration. In TBLT, the teacher plays an important role in designing and
implementing tasks that are challenging but achievable, and that provide learners with a clear goal
to work towards. In CLT, the teacher serves as a facilitator who provides guidance and support to
learners as they work together to learn and use the language.
Another difference is that TBLT tends to focus more on the development of specific language
skills, such as speaking or writing, while CLT places a greater emphasis on overall communicative
competence.
Ultimately, both TBLT and CLT are effective teaching methods that can help learners to develop
their language skills in engaging and interactive ways. The choice of which method to use will
depend on a range of factors, including the learning goals of the students, the teaching context, and
the preferences and teaching style of the teacher.
ECLECTIVE LANGUAGE TEACHING METHOD The eclectic language teaching method is
an approach to language teaching that draws from a variety of different methods and techniques to
create a customized approach to language instruction. Instead of relying on a single method or
approach, the eclectic method allows teachers to select the most effective elements from a variety
of different approaches and combine them in a way that is tailored to the needs of the learners.
Some of the methods and techniques that may be incorporated into an eclectic language teaching
approach include:
1, The communicative approach: This approach focuses on teaching learners to communicate
effectively in real-life situations, emphasizing the use of authentic language in context.
2, The task-based approach: This approach involves designing language learning activities that
require learners to use language in order to complete a task or solve a problem.
9
3, The grammar-translation method: This method involves teaching grammar rules and
vocabulary through translation exercises and rote memorization.
4, The audio-lingual method: This method focuses on developing learners' listening and speaking
skills through the use of repetition and drills.
By drawing on these and other methods and techniques, an eclectic language teacher can create a
well-rounded approach to language teaching that meets the needs of individual learners and adapts
to different learning styles and preferences.
4. LANGUAGE SKILLS TEACHING Teaching language skills can involve several aspects
depending on the specific skill such as reading, writing, listening and speaking that needs to be
developed. Here are some general strategies that can be used:
2.0 READING SKILLS: Encourage students to read extensively in the target
language. This can be done through assigning readings, discussing the content, and having
students summarize or write about what they have read. Moreover, Teaching reading skills
in a target language requires a structured approach that includes the following steps:
2.1 Pre-reading activities: Before students start reading a text, engage them in pre-
reading activities such as brainstorming vocabulary related to the topic, predicting what
the text is about, and activating their prior knowledge of the subject matter.
2.2 Reading strategies: Teach students reading strategies that they can use to
comprehend the text, such as skimming, scanning, and using context clues to understand
unfamiliar words.
2.3 Reading aloud: Start by reading the text aloud to the students, or have them listen
to an audio recording of the text. This helps them develop their listening comprehension
skills and improves their pronunciation.
2.4 Guided reading: Guide students through the text, asking questions to check their
comprehension and encourage critical thinking. You can also provide support with
vocabulary and syntax, helping students understand the text's structure and meaning.
10
2.5 Post-reading activities: Engage students in post-reading activities such as
summarizing the text, discussing its main ideas and themes, and analyzing its language and
style.
2.6 Extensive reading: Encourage students to read extensively in the target language
by providing them with a range of reading materials, such as books, articles, and online
resources. This helps them develop their reading fluency, vocabulary, and comprehension
skills.
2.7 Feedback and evaluation: Provide feedback on students' reading skills and
evaluate their progress regularly. This helps you identify areas where they need more
support and helps students understand their strengths and weaknesses in the target
language.
3.0 WRITING SKILLS Provide students with opportunities to practice writing in the
target language. This can involve activities such as journaling, writing prompts, and peer
review. What’s more, Teaching writing skills in a target language involves a structured
approach that includes the following steps:
3.1 Pre-writing activities: Before students start writing, engage them in pre-writing
activities such as brainstorming ideas, organizing their thoughts, and outlining their writing
plan. Writing strategies: Teach students writing strategies that they can use to organize their
writing, such as creating a clear introduction, supporting their ideas with evidence, and
using transitional phrases to connect their ideas.
3.2 Model writing: Provide students with models of well-written pieces of writing in
the target language. This helps them understand the language structure and style and
provides them with examples to emulate.
3.3 Guided writing: Guide students through the writing process, providing feedback
on their ideas, language use, and organization. You can also help students with specific
language features, such as verb tense or sentence structure.
3.4 Peer editing and feedback: Encourage students to give feedback on each other's
writing. This helps them develop their critical thinking and analytical skills and provides
them with different perspectives on their writing.
11
3.5 Revision and editing: Teach students the importance of revising and editing their
writing. This includes checking for grammar and punctuation errors, clarifying ideas, and
improving sentence structure and language use.
3.6 Publication and sharing: Provide opportunities for students to publish and share
their writing with others, such as through class presentations, blogs, or writing contests.
This helps them develop their communication skills and confidence in the target language.
4.0 LISTENING SKILLS Play audio recordings in the target language and have
students listen for specific details or complete comprehension tasks. You can also have
students engage in conversations with native speakers to practice their listening and
comprehension skills. Moreover, Teaching listening skills in a target language involves a
structured approach that includes the following steps:
4.1 Pre-listening activities: Before students start listening to a recording, engage them
in pre-listening activities such as introducing the topic, activating their prior knowledge,
and predicting what they will hear.
4.2 Listening strategies: Teach students listening strategies that they can use to
improve their comprehension, such as identifying key words, paying attention to the
context, and predicting what comes next.
4.3 Model listening: Provide students with models of well-executed listening
strategies. This helps them understand the strategies they are learning and provides them
with examples to emulate.
4.4 Guided listening: Guide students through the listening process, providing
feedback on their comprehension, language use, and pronunciation. You can also help
students with specific language features, such as intonation or stress.
4.5 Post-listening activities: Engage students in post-listening activities such as
summarizing what they heard, discussing its main ideas and themes, and analyzing its
language and style.
4.6 Extensive listening: Encourage students to listen extensively in the target language
by providing them with a range of listening materials, such as audio recordings, podcasts,
12
and videos. This helps them develop their listening fluency, vocabulary, and
comprehension skills.
4.7 Feedback and evaluation: Provide feedback on students' listening skills and
evaluate their progress regularly. This helps you identify areas where they need more
support and helps students understand their strengths and weaknesses in the target
language.
5.0 SPEAKING SKILLS Encourage students to speak in the target language as much
as possible. Provide them with opportunities to practice conversation, role-playing, and
other speaking activities. Teaching speaking skills in a target language involves a structured
approach that includes the following steps:
5.1 Pre-speaking activities: Before students start speaking, engage them in pre-
speaking activities such as brainstorming vocabulary related to the topic, organizing their
thoughts, and practicing pronunciation.
5.2 Speaking strategies: Teach students speaking strategies that they can use to
communicate effectively, such as using appropriate vocabulary and grammar, using body
language and gestures, and asking questions to clarify understanding.
5.3 Model speaking: Provide students with models of well-executed speaking skills in
the target language. This helps them understand the language structure and style and
provides them with examples to emulate.
5.4 Guided speaking: Guide students through the speaking process, providing
feedback on their language use, pronunciation, and communication skills. You can also
help students with specific language features, such as intonation or stress.
5.5 Peer speaking and feedback: Encourage students to practice speaking with each
other and give feedback on each other's language use, pronunciation, and communication
skills. This helps them develop their communication skills and confidence in the target
language.
5.6 Role-playing and simulations: Provide opportunities for students to practice
speaking in simulated situations, such as ordering food in a restaurant, giving a
presentation, or participating in a debate. This helps them develop their language fluency,
vocabulary, and communication skills in a realistic context.
13
5.7 Feedback and evaluation: Provide feedback on students' speaking skills and
evaluate their progress regularly. This helps you identify areas where they need more
support and helps students understand their strengths and weaknesses in the target
language.
5. CLASSROOM MANAGEMENT SKILLS IN TEFL Effective classroom management
is crucial in TEFL (Teaching English as a Foreign Language) classes to create a positive and
productive learning environment. Here are some key classroom management skills that can help
you maintain discipline, engage students, and maximize learning outcomes:
1, Establish clear expectations: Set clear and reasonable expectations for behavior and academic
performance from the beginning. Communicate these expectations to students in a positive and
constructive manner. Make sure students understand what is expected of them in terms of behavior,
participation, assignments, and respect for others.
2, Build rapport and positive relationships: Develop a positive rapport with your students by
showing genuine interest in their lives, cultures, and experiences. Learn their names and use them
when addressing students. Create a supportive and inclusive classroom environment where
students feel valued, respected, and safe to express themselves.
3, Use effective communication: Use clear and concise language when giving instructions or
explanations. Speak slowly and clearly, particularly when working with students who have lower
language proficiency levels. Encourage active listening and provide opportunities for students to
ask questions or seek clarification.
4, Engage students actively: Incorporate a variety of interactive and engaging activities into your
lessons to keep students involved and interested. Use pair or group work, role plays, games, and
multimedia resources to create a dynamic and interactive learning environment. This helps prevent
boredom and keeps students focused on learning.
5, Manage transitions smoothly: Smooth transitions between activities or lesson components
help maintain a positive and organized learning environment. Clearly signal when an activity is
ending and the next one is beginning. Provide students with clear instructions on what they should
do during transitions to minimize disruptions.
6, Use positive reinforcement: Praise and reward students for their efforts, achievements, and
positive behavior. Positive reinforcement can be verbal, such as offering words of encouragement
14
or acknowledging good work in front of the class. You can also use non-verbal forms of
reinforcement, like stickers or tokens, to recognize students' contributions.
7, Address behavioral issues promptly: Be proactive in managing disruptive behavior. Set clear
consequences for misbehavior and ensure students are aware of them. When addressing behavioral
issues, do so privately and respectfully, focusing on the behavior rather than the student. Use
techniques like active listening, problem-solving, and conflict resolution to help students
understand the impact of their actions and find positive alternatives.
8, Differentiate instruction: Recognize that students have different learning styles, abilities, and
needs. Differentiate your instruction to accommodate these differences and provide support or
extensions as necessary. Provide additional assistance or challenge to students based on their
individual abilities to keep them engaged and motivated.
9, Time management: Plan your lessons carefully and allocate sufficient time for each activity.
Be aware of the pace of the lesson and adjust accordingly to ensure that you can cover the necessary
content without rushing or leaving students bored. Use time management strategies like setting
timers or breaking tasks into smaller segments to help students stay focused and make the most of
their learning time.
10, Reflect and adapt: Regularly reflect on your classroom management techniques and their
effectiveness. Seek feedback from colleagues, mentors, or students themselves. Adapt your
strategies as needed based on the dynamics of each class and the unique needs of your students.
Continuous improvement is essential for effective classroom management.
Remember, building a positive classroom environment takes time and effort. Be patient, flexible,
and open to learning from your students as you refine your classroom management skills in the
TEFL context.
