1. TEACHING ENGLISH AS A FOREIGN LANGUAGE TEFL 2 ------------------------------ Sri Wahyuni, S.Pd., M.Pd. English Department Faculty of Languages and Arts Semarang State University

2. Description The course is designed to provide students with knowledge about approaches and methods of foreign language teaching and experience in applying them in peer teaching. It also exposes students to some theoretical foundations related to foreign language teaching-learning.

3. Obejctives At the end of the course, students are expected to understand approaches and methods of foreign language teaching, to have experience in applying the methods in peer teaching, to understand strategies to enhance foreign language learning

4. Strategies The course adopts various strategies: Lecture and discussion Individual and group work Demonstration Peer teaching

5. Prerequisite TEFL I Minimum grade D

6. References Brown, H. Douglas. 2000. Principles of Language Learning and Teaching. New York: Addison Wesley Freeman, Diane Larsen. 2000. Techniques and Principles in Language Teaching. Oxford: Oxford University Press. Harmer, Jeremy. 2008. The Practice of English Language Teaching. Edinburgh: Pearson Education Limited Richards, Jack C. and Theodore S. Rodgers. 2001. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press. Harmer, Jeremy. 1998. How to Teach English. Edinburg: Longman

7. Assignment Assignment 1: Making summary of the teaching materials Assignment 2: Making videos of a ninety- minute teaching practice (Final-term Project)

8. Assessment Attendance: 10% Participation: 20% Mid-term test (peer teaching): 30% Final-term test/project: 40%

9. TEFL COVERS: Principles in Language Teaching Approaches and Methods Techniques in Language Teaching Actions (Microteaching lesson)

10. Microteaching lesson To prepare student teachers (teacher trainees) engaged in an actual classroom. To facilitate teacher trainees to practice their instructional methods with their peers. The peers and the teacher trainer give detailed feedback on the trainee’s performance

11. Micro/peer teaching…continued To give future instructors “confidence, support, and feedback. Microteaching may occur spontaneously and in an informal manner. Microteaching is a major component of the practicum course and has a well-defined structured.

12. Micro/Peer Teaching…continued The trainees are assessed on their willingness to present a microteaching lesson and on their willingness to support and provide feedback to their fellow classmates. Microteaching lesson has definite guidelines for the roles of 1) the microteaching presenter, 2) the peer observers, 3) The teacher trainer.

13. Guidelines for presenters The presenter must be prepared to teach for ten to fifteen minutes The presenters must be mentally prepared to teach on the scheduled day The presenter must use English to teach.

14. Guidelines for peer observers The students who do not present on a given day must play the part of EFL students and provide feedback to the presenter.

15. Guidelines for providing feedback 1. Focus on BEHAVIOR rather than on the person 2. Focus on OBSERVATION rather than inferences (conclusions) 3. Focus on DESCRIPTION rather than on judgment 4. Focus on “MORE” or “LESS” rather that “EITHER/OR” 5. Focus on SPECIFIC rather than abstract behavior 6. Focus on SHARING IDEAS rather than giving advice 7. Focus on ALTERNATIVES rather than solutions 8. Focus on BENEFITING THE RECIPIENT not the person giving feedback

16. Guidelines for teacher trainer 1. Providing thematic suggestions 2. Providing an evaluation checklist 3. Giving as many students as possible a chance to provide feedback 4. Correcting teacher talk errors

17. The practicum class 1.Warm-up (review of methodology course) 2.Preparation The presenters join groups of 5/6 classmates to help them prepare the presentation.  Writing step by step description of the teaching technique.  Writing a script of teacher talk.  Making an outline

18. The practicum class…continued 3. Group Microteaching  The presentation groups stay together, but each presenter moves to a different group.  The presenters teach their new group for 5-10 minutes.  The remaining time is allotted for feedback from the new group.

19. The practicum class…continued 4. Whole class microteaching  One presenter is called upon to microteach the students.  During the presentation, the whole class takes notes on the strengths and weaknesses of the activities.  After a 10-minute microteaching lesson is over, the teacher trainer gives comment on the strengths, weaknesses and teacher talk as well.

20. The nature of approaches and methods in language teaching

21. Approach Theories about the nature of language and language learning that serve as the source of practices and principles in language teaching. 1. Theory of language 2. Theory of language learning

22. Theory of language Structural View Functional View Interactional View

23. Theory of Language Learning Process-oriented theories build on learning processes, such as habit formation, induction, inferencing, hypothesis testing, and generalization. Condition-oriented theories emphasize the nature of the human and physical context learning takes place.

24. Design: In order for an approach to lead to a method, it is necessary to develop a design for instructional system. Design is the level of method analysis in which we consider: 1. Objective 2. Content choice and organization/syllabus 3. Types of learning & teaching activities

25. Design continued.. 4. The roles of learners 5. The roles of teachers 6. The role of instructional materials

26. Procedure refers to the last level of conceptualization and organization within a method It encompasses the actual moment to moment techniques, practices, and behaviors that operate in teaching a language according to a particular method. It describes how a method realizes its approach and design in classroom behavior. It concerns with how these tasks and activities are integrated into lessons and used as the basis for teaching and learning

27. 3 dimensions to a method at the level of procedure the use of teaching activities (drills, dialogues, information gap activities, etc) to present new language and to clarify and demonstrate formal, communicative, or other aspects of the target language the ways in which particular teaching activities are used for practicing language, the procedures and techniques used in giving feedback to learners concerning form or content of their utterances or sentences.

28. MICRO SKILLS The skill of reinforcement The skill of basic questioning The skill of variability The skill of explaining The skill of introductory procedures and closure The skill of advanced questioning

29. The skill of reinforcement Research related to reinforcement Reinforcement in learning theory Reinforcement and pupil attention and motivation Reinforcement and pupil classroom behavior Reinforcement and pupil learning and achievement Verbal reinforcement Token reinforcement Praise linked with token reinforcement Proximity and contact reinforcement Vicarious reinforcement Peer reinforcement Self-reinforcement

30. The use of reinforcement in the classroom Objectives Principles of usage Variety Individualization Contingency Credibility Peer support Components of the skill Verbal reinforcing (words, sentences) Gestural reinforcing (facial, bodily) Activity reinforcing Proximity reinforcing (standing alongside, advancing toward, sitting on a desk near a group, cooperating in a group activity, walking nearby, gently guiding) Contact reinforcing Token reinforcing (food and lollies, gold stars, ticks) Modes of usage Group reinforcement Delayed reinforcement Qualified reinforcement

31. Acquiring the skill of reinforcement Recognizing the skill components Application with a peer group Implementation and evaluation in microteaching Implementation in practice teaching

32. The skill of basic questioning Research related to basic questioning structuring phrasing and focusing distributing redirecting pausing teaching reacting prompting levels of elicited by teacher questions

33. The use of basic questioning in the classroom Objectives Principles of usage pre-composition purposefulness consideration of pupils warmth and interest components structuring phrasing-clarity and brevity focusing re-directing distributing pausing reacting prompting changing the level of cognitive demand Further issues to consider over-questioning repeating questions answering one’s own questions repeating pupil answers questioning for chorus answering

34. The use of basic questioning in the classroom Recognizing the skill components Applications with a peer group Implementation and evaluation in microteaching Implementation in practice teaching

35. The skill of variability Research Related to Variability Teacher manner and personal style Media and Materials of Instruction Variation of Media and Materials and Pupil Attention Variation of Media and Materials ad Sensory Modes of Learning Variation of Media and Materials and Pupil Learning The Educational Use of Audiovisual Media Variations in Teacher-Pupil Interaction and in Classroom Activities

36. The skill of explaining Theory and research related to explaining Types of explanation Comprehending an explanation Planning an explanation Presenting an explanation

37. The use of explaining in the classroom Objectives Principles of usage

38. Acquiring the skill of explaining Recognizing the skill component Implementation in practice teaching

39. The skills of introductory procedures and closure Theory & research related to introductory procedure and closure Gaining attention Arousing motivation Structuring Making links Reviewing Evaluating

40. The use of introductory procedures and closure in the classroom Objectives Principles of usage

41. Acquiring the skills of introductory procedure and closure Recognizing the skill components Applications with a peer group Implementation and evaluation in microteaching

42. The skill of advanced questioning Research related to advanced questioning Varying the level of cognitive demand Sequencing questions Probing Pausing Encouraging pupil-pupil interchange

43. The use of advanced questioning in the classroom Objectives Principles Components

44. Acquiring the skill of advanced questioning Recognizing the skill components Applications with a peer group Implementation and evaluation in ion microteaching Implementation in practice teaching

45. The Use of Variability in the Classroom Objectives Principles Purposefulness Meaningfulness Smoothness Pre-planning Components Variations in the Teacher’s Manner or Style (Voice Variations, Focusing, Pausing, Eye Contact, Gesturing, Movement) Variations in the Media and Materials of Instruction (visual variations, aural variations, tactile variations)

46. MICROTEACHING LESSON PLANNING Standard competence Basic competence Indicator Teaching material Teaching media Teaching methods Evaluation

47. ACTIVITIES Opening Explaining Variation Reinforcement Classroom management Motivation Discussion Questioning Small group discussion Teaching methods Teaching media and references Closing