TEFL COMPONENTS

LEARNERS
1. Reasons for Learning
2. Individual differences (age, gender,
intelligence, attitude, aptitude, motivation,
anxiety, beliefs/perception, learning styles,
learning strategies)
 I. Reasons for Learning Languages
1. School curriculum
2. Advancement
3. Target language community
4. English for Specific purposes
5. Culture
6. Miscellaneous
(Harmer, 1991: 1-2)
 A. Age

a. Young Children
b. Adolescent
c. Adult Learners
 Young Children
Ages are up to nine or ten.
Their ways of learning differ from others:
1. They respond to meaning even if they do not
understand individual words.
2. They often learn indirectly rather than
directly.
3. Their understanding comes not only from
explanation, but also from what they see,
hear, touch, and interact with.
4. They find abstract concepts, such as grammar
rules difficult to grasp.
5. They generally display an enthusiasm for
learning and a curiosity about the world
around them.
6. They have a need for individual attention and
approval from the teacher.
7. They are keen to talk about themselves and
respond well that uses themselves and their
own lives as main topics in the classroom.
8. They have a limited span of attention (easily
get bored and losing interest).
IN GENERAL,……………..

A GOOD PRIMARY CLASSROOM MIXED PLAY &

LEARNING IN AN ATMOSPHERE OF CHERRFUL &
SUPPORTIVE HARMONY.
 Adolescents
• Teenagers, often seen as problem students.
Their main characteristics in the ways they
learn:
1. Greater ability for abstract thought
2. Passionate commitment to what they are
doing once they are engaged
3. Most exciting students
4. Understand the need for learning
5. Responsible enough to do what is asked
Other general characteristics:
1. Adolescence is bound up with a pronounced
search form identity and a need for self-esteem.
2. Adolscents need to feel good about themselves
and valued.
3. It is reflected in the secondary student who
convincingly argued that a good teacher is
“someone who knows their names” (Harmer,
2007:26).
4. Teenage students often have an acute need for
peer approval.
 Adult Learners
1. They can engage with abstract thought.
2. They have a whole range of life experiences
to draw on.
3. They have expectations about the learning
process, and they have already have their
own set pattern of learning.
4. They tend to be more disciplined than other
age groups and crucially they are often
prepared to struggle on despite boredom.
5. They come into the classroom with a rich
range of experiences which allow teachers to
use a wide range of activities with them.
 B. Learner Differences
Variables contribute to individual differences
(Keith Johnson,2001: 116)
Three broad categories:
1. Cognitive
2. Affective
3. Personality
1. Cognitive: relate to mental makeup of the
person:
Intelligent
Aptitude
2. Affective: relate to feelings
Motivation
Attitude
3. Personality:
Good language learner
 Aptitude and Intelligence
Aptitude: something to do with talent. It is a
belief that some students are better at learning
languages than others. Students’ future
progress can be predicted on the basis of
linguistic aptitude test.

Intelligence is something to do with intellectual

powers (how clever you are) --- an important factor
for language learning.
 Good learner Characteristics
a. willing and accurate guesser
b. tries to get a message across even if specific
language is lacking
c. willing to make mistakes
d. constantly looks for patterns in the language
e. practises as often as possible
f. analyses his or her own speech and the speech
of others
g. attends to whether his of her performance
meets the standards he or she has learned
h. enjoys grammar exercises
i. begins learning in childhood
j. has an above-average IQ
k. has good academic skills
l. has a good self-image and lots of confidence
(Lightbown and Spada, 2006: 55)
 Language Learning Styles &
Language Learning Strategies

The two Language learning styles & learning strategies:

main factor that help determine how well the
students learn L2 and FL.

L2 : a language studied in a setting where that

language is the main vehicle of everyday
communication.
FL : a language studied in an environment where it is
not the primary vehicle for daily communication
 Learning Styles

General approach to learning a language (the overall

pattern that give general direction to learning
behavior)

4 aspects of learning style:

Sensory preference; Personality types; desired degree of
generality ; biological differences.
 Sensory Preferences
It’s refer to the physical , perceptual learning channels
with which student is most comfortable.

4 main areas
Visual : read & great deal from visual stimulation
Auditory: conversations & oral instruction (classroom interct)
Kinesthetic (movement oriented)
Tactile (touch oriented).

Enjoy with a lots of

movement (move around the
class)
 Personality Types (Psychological Types)

1. Extroverted VS Introverted
(Extrovt = external; the interaction with a lot of people)
(Intovt = internal; the interaction with few people but
very deep)

2. Intuitive Random VS Sensing Sequential

(Intuitive = think abstract /theoretical oriented, futuristic,
prefer to guide own leaning)
(Sensing = think facts, wants guidance and specific
instruction)
3. Thinking VS Feeling
(thinking = oriented the truth, even if it hurts some
people’s feeling; competent rather than praise easily)
(feeling = show the empathy, compassion through
words, they want to be respected for personal
contributions and hard work)
4. Closure oriented (Judging) VS Open (Perceiving)
(Closure = want to reach judgment quickly, want to
clarity as soon as possible, serious, enjoy specific
tasks with deadlines)
(Open = want to stay available for continuously new
perceptions, want to have a good time /dislike
headlines)
 Desired Degree of Generality
It refer to the leaner who focuses on the main idea or
big picture with the learner who concentrates on
details

Holistic Students
(they like socially interactive, avoid analysis of
grammatical details, they feel free to guess from the
context)
Analytic Students
(they tent to concentrate o grammatical details, they
don’t take the risks for guessing from the context
unless they are fairly sure of the accuracy of their
guesses).
 Biological Differences

Biorhythms = the times of day when students

feel good and perform their best.

Sustenance = the need for food or drink while

learning

Location = the nature of the environment:

temperature, sound, lighting
 Learning Strategies

EFL learning strategies: specific behavior /

thought process that students use to enhance
their own FL learning.

(enable students to become more independent,

autonomous, and lifelong learners)
 6 Main categories of FL Learning Strategies
Cognitive strategies = (enable the learner to
manipulate the language material in direct ways)
e.g.: through reasoning, analysis, outlines)
Metacognitive strategies = (employed for managing
the learners process overall)
Memory related strategies = (help learners link one
FL or concept to another, but do not necessarily
involve deed understanding )
Compensatory Strategies = (help the learners make
up for missing knowledge; guessing from context
listening & reading , using synonym
Affective strategies =(identifying one’s mood,
talking about feeling for good performance)

Social strategies = (help the learner work with

others and understand the target culture as
well as the language)
LANGUAGE LEVEL

ADVANCED

UPPER

STUDENTS INTERMEDIATE LOWER

ELEMENTARY
REAL
BEGINNER
FALSE
 Motivation
Definition:
• Internal drive which pushes someone to do
things in order to achieve something
• A state of cognitive arousal which provokes a
decision to act , as a result of which there is
sustained intellectual and/or physical effort so
that the person can achieve some previously
set goal (William and Burden, 1997 in Harmer,
2007:98)
 Intrinsic and Extrinsic Motivation
Comes from ‘inside’ versus ‘outside’
Inside:
• Comes from within an individual
• Enjoyed the learning process
• Desire to make themselves feel better
Outside:
- Comes from outside factors
- The need to pass exam
- Hope for financial reward
- Possibility of future travel
 Gender Differences
* Girls versus boys differ in language learning.
* Burstall found consistantly more integrative
motivation in girls.
Girls are more confident of parental support for
language learning.
Parents regard learning languages as suitable for
girls, while the boys are encouraged in direction
of subjects, like electronics and mechanics
(more ‘macho’) (Keith Johnson, 2001: 131-132)
 Attitude
1. Attitude towards the target language
speakers (is called reference or aspirational
group)
2. Attitude towards success (need achievement)
3. Attitude towards teachers
4. Attitude towards own country
(Keith Johnson, 2001: 132-135)
 Personality Variables
• Extroversion vs introversion
• Tolerance of ambiguity
• Empathy/ego permeability and sensitivity to
rejection
• Cognitive style and field dependence/
independence
(Keith Johnson, 2001: 139-143)
 TEACHER
The role of a TEACHER ---------- “FACILITATOR”
(describe a teacher is to facilitate learning process in a
classroom )
Effectiveness:
1. Controller --- the teacher act as controller in charge of the
class & the activity taking place (leading from the font)
2. Prompter ----- clue
3. Participant
4. Resource ----- suggestion
5. Tutor
 ACTIVITY How the teacher should
perform
Team Game Fairly, energetically

Role Play Supportivelly

Reading aloud Interestingly, dramatically

Whole class listening Clearly, efficiently