In learning, there is no domination neither learner nor teacher. Meanwhile commonly, an instructional setting is the most factors that can influence learner’s acquiring. To be a teacher, someone should master the technique that will be delivered to their students. In TEFL Classroom, there are three kinds of aspects that must be understood, they are techniques, methods, and approaches.
According to Anthony (cited in Richards and Rodgers, 2001:19) there are differences between them.
*Approach is level of theories; method is plan of language teaching which is consistent with the theories, and technique carry out a method. In other words, the arrangement of the three is that approach is axiomatic, method is procedural, and technique is implementation.
*An approach is a set of assumptions (Why), a method is how to carry out these assumptions and theories (how), techniques are steps to achieve certain goals.
*An approach is a set of theories and principles, a method is the way you apply these theories and principles, and a technique is the tools and the tasks you use to make your method succeed.
- Techniques:
Nowadays, there are some examples of techniques used by the teacher in EFL classroom. It is related to behaviorism, nativism, interactionism, and constructivism. Technique is the implementation of approach and method I teaching classroom. According to Mackey that we wish to teach, it includes gradation because we cannot teach the whole aspect of language; we have (1975: 157), all teaching, whether good or bad, must include some sort of election, some sort gradation, some sort presentation, and some sort repetition. It includes selection because we cannot teach the whole aspect of language; we have to select the part that we wish to teach. It includes selection because we cannot teach all of what we have selected at once; we have to put something one after another. It also includes presentation because we cannot teach the language without communicating it to other people; we have to present what we have selected to others. Finally it includes repetition because we cannot make other people learn the language without repeating the materials they are learning; we have to teach language skills with practice; all skills depend on practice.
For example:
Icebreaker Technique
An icebreaker is an excellent way to help students learn more about and familiarize themselves with each other before learning begins.
Cultural Collaboration Technique
Students learn English best when they hear it in the context of something they enjoy discussing, and most ELLs like to talk about their native cultures. During part of the workshop, the teacher can engage students by allowing them to communicate about their cultures in English.
The International Phonetic Alphabet Technique
This will help students learn there are significant differences between how a word is spelled and how it is pronounced. This technique also helps students who struggle with pronunciation problems when they don't have a teacher around to correct them.
*Modern teaching techniques that take advantage of multiple intelligences such as musical, visual and kinetic exercises to involve all areas of the brain in effective English teaching in the ESL EFL classroom.
-Methods:
Learning style is important for teacher. Commonly, a teacher who is friendly and communicative will make learners are more relax and easy to get the information. Deciding the method depend on how teachers use the nature of the language, it also use teacher’s creativity and experience.
It is related to interactionism, and constructivism
The Grammar Translation Method
The Grammar Translation Method goes back to the 17th, 18th, and 19th centuries when foreign language learning was associated with the learning of Latin and Greek.
Although one can say that the Grammar Translation Method's contribution to foreign language learning has been very meagre, it is still one of the most popular and favourite models of language teaching.
The Direct Method
The basic tenet of the Direct Method was that second language learning is similar to first language learning. Although it became very popular at the beginning of the twentieth century, the Direct Method started to decline for its being difficult to use.
The Audiolingual Method
With the attack on the concept of verbal behaviour (Chomsky 1959) , with the attention of linguists and language teachers to the deep structure of language (Chomsky 1965) , and with psychologists' taking account of the affective and interpersonal nature of learning (Hilgard 1963) the Audiolingual Method was doomed to failure . As a result of this, a new generation of methods emerged. David Nunan (1989) referred to these methods as designer methods which attempted to capitalize on the importance of psychological factors in language learning.
Suggestopedia
Lozanov, the founder of Sugggestopedia, believed that we are capable of learning much more than we think, provided we use our brain power and inner capacities. Relaxation and music played vital role in the method. With classical music in the background and with students sitting in comfortable seats vocabulary, readings, role-plays, and drama were presented. In this way students became suggestible.
Suggestopedia suffered from a major setback. What will happen if our classrooms are bereft of such amenities as comfortable seats and CD players? Evidence shows that this is indeed the case, and most classrooms lack such facilities.
Suggestopedia suffered from a major setback. What will happen if our classrooms are bereft of such amenities as comfortable seats and CD players? Evidence shows that this is indeed the case, and most classrooms lack such facilities.
The Silent Way
The Silent Way rested on cognitive rather than affective arguments, and was characterized by a problem-solving approach to learning. Gattengo believed that it is in learners' best interest to develop independence and autonomy and cooperate with each other in solving language problems. The name of the method comes from the fact that the teacher keep silent and refuses to explain everything to learners.
The Silent way came under attack on account of the teacher being distant and the classroom environment not being conducive to learning.
Communicative Language Teaching
The basic premises of this approach include:
1. Focusing on all of the components of communicative competence: grammatical, functional, pragmatic.
2. Viewing fluency and accuracy as complementary principles underpinning communicative techniques.
3. Using the language in unrehearsed contexts
Despite its great appeal, Communicative Language Teaching has not overcome the psychological barriers which cripple learners and hinder the learning process. Unfortunately, although it is currently in use, teachers quickly get bored and resort to the old the Grammar Translation Method.
The Bottom-Up Approach: Theoretical Description
The Bottom-Up Approach is based on motivation theory in second language learning. As Dornyei (2001: 116) notes, "… teacher skills in motivating learners should be seen as central to teaching effectiveness." Experience has proved that fear of speaking in public in a foreign language and lack of privacy eliminates motivation of language learning. Tuckman (1969, quoted in Argyle 1969) thinks that a group goes through four stages from its formation.
-Approaches:
Approach is a base how teacher decide the teaching technique. In this case there are view of the nature of language, namely: the structural view (language as a system of structurally related element), the functional view (language as vehicle for expression of functional meaning), and interactional view (language is a vehicle for the realization and social interaction between individuals.
Finally, it will produce different methods in language teaching. But assumptions about the nature language in themselves are not complete and need to be supported by theories about teaching and learning. From assumption about language learning, a method will be developed; there can be many methods within one approach.
Kinds:
The Integrated-Skill Approaches
An integrated approach to the use of literature offers learners strategies to analyse and interpret language in context in order to recognize not only how language is manipulated but also why. An integrated approach to the use of literature in the language classroom offers foreign language learners the opportunity to develop not only their linguistic and communicative skills but their knowledge about language in all its discourse types.
Functional approaches
The focus on communication inherent in the practice of functional exponents has contributed greatly to communicative language teaching in general. However, there is little doubt that functional approaches have contributed a great deal to the overall store of language teaching methodology. Most new course-books contain some kind of functional syllabus alongside a focus on grammar and vocabulary, thus providing learners with communicatively useful expressions in tandem with a structured syllabus with a clear sense of progression.
Reader- Response approach
The Reader-Response approach moves the focus of reading from the author and text to the reader. The approach treats the creation of meaning as inseparable from the act of reading. (For more on the Reader-Response approach, see Schultz 2001, 6–10.)
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