1. Dr. Csilla Szabó NYME-SEK, FIKI, Department of English Studies
Keywords in TEFL
Dr. Csilla Szabó
NYME-SEK, FIKI, Department of English Studies

2. Approaches vs. methods Approach:
A theory about the nature of language and language learning
1. Structural view  ALM, TPR. Silent Way
2. Functional view  semantic and comm. dimension
3. Interactional view  lg is seen as a vehicle for social transaction bw individuals

3. method
approach
design
procedure

4. ELT methods 1. GTM (Grammar Translation Method)
Deductive, L1 is used for explanation
Literature-centred (TL literary texts are used – authentic!)
Central activity: translation
Memorisation of vocabulary lists
Errors are not tolerated

5. What can we use from GTM? Memorisation of words can be useful
Translation (should not be excluded from the classroom) – integrated skills
Reading authentic literature is always a plus
Coursebooks available: Budai László, Angol (TK), Tanuljunk Nyelveket

6. ELT methods 2. Direct Method (DM) In response to GTM
Inductive learning
Lg is for speaking – focus on oral skills
L1 is not allowed
Not about lg., the lg. itself
SS’s self correction
Pictures, sample sentences, dialogues
Vocab over grammar
Learning occurs naturally

7. What shall we keep from DM?
Inductive approach
More vocab than grammar
Lg is for communication – focus on oral skills
Coursebook available: ?

8. ELT methods 3. The Audio-lingual Method
Background: behaviourism / habit formation
Stimulus-response-reinforcement
Learning is inductive.
Habit formation by means of repetitions and other mechanical drills.
Natural order of skills. 1. Listening, 2. Speaking, 3. Reading, 4. Writing.
Culture is presented in dialogues (SS memorise them)
Meaning directly, no explicit rules
Focus on pronunciation (oral skills + writing)
L1 is not allowed – may lead to wrong habits in L2

9. What shall we keep from ALM?
Drills – necessary in the phase of accurate reproduction (meaningful, not mechanical!)
Focus on pronunciation (minimal pairs)
Lots of listening
Coursebooks: Streamline, Strategies

10. Methods: the Humanistic tradition I.
Silent Way (C. Gattegno)
Theoretical background: cognitive psychology
Lg = rule formation (not habit!) – inductive learning
T = facilitator, silent while teaching!
SS actively explore the lg.
Focus on vocab by visual aids, charts, colour rods
No formal testing
Errors are natural – SS self-correct
Cooperation and enjoyable classroom atmposhere

11. What shall we keep from Silent Way?
Discovery techniques
Great for certain areas
Word charts to recycle vocabulary
Cooperation and relaxed atmosphere
No coursebooks available

12. Methods: the Humanistic tradition I.
2. Suggestopedia (G. Lozanov)
No psychological barriers
SS feelings are respected
Infantilisation (T = parent)
Varying intonation to avoid boredom
Materials presented with music and rhythm
Physical features of classrom (cosy)
Pseudo-passive learning attitude
Minimal grammar, large vocabulary

13. What shall we keep from Suggestopedia?
Respect SS’ feelings
Focus on rhythm and intonation
Again, OK a few times a year
Less focus on grammar (see: English as lingua franca)
Relaxa-books, „villám angol”

14. Methods: the Humanistic tradition III:
3. CLL: Community Language Learning
True holistic/ „whole person” /non-defensive
S A R D
Security Attention & Aggression Retention & Reflection Discrimination

15. Self-reflection / recorded performance
Focus on culture
T = councellor
L1 is used to clarify meaning
Communication is the major goal/ but no pressure on SS, their feelings are central
Involve SS

16. What shall we keep from CLL?
Reflective listening = students need quiet reflection time in order to learn – it’s a good idea to record SS and let them analyse their own performance

17. Total Physical Response (TPR)
Innate Bio-program: - Listening first, “a blue-print” of lg + developnment of "a cognitive map" of the lg during listening process.
B) Brain Lateralisation: left and right hemisphere have different learning functions.With both hemispheres activated, learning is more effective.
C) Stress (an affective filter): The lower the stress is, the greater the learning

18. What shall we keep from TPR?
Learning via action – imperatives, focus on non-verbal elements of comm.
More reliance on objects and visuals
Stress-free environment
E.g. English Party /

19. CA/CLT Communicative Approach:
The goal of language teaching is to develop "communicative competence"
Form-meaning-function together – focus on meaning
Authentic materials
Errors are tolerated
Focus on motivation

20. Principles of CLT Meaning is paramount Contextualisation
Effective communication
Judicious use of L1
Drilling at the initial phase
Integrating all 4 skills + translation
Understandable pronunciation
High fluency + moderate accuracy

21. Techniques to achieve communicative competence: in the seminars