LANGUAGE TEACHING

Lecturer : Johari Afrizal S.Pd., M.Ed.

SALSABILA NADZIFA

176310461

6C

ENGLISH LANGUAGE DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS ISLAM RIAU
2020
 PREFACE

First of all, the writer wants to thank Allah Subhana Wata’ala, because of His bless and mercies,
the paper with title of ”Language Teaching” can be finished on time.

This paper is a requirement to fulfill the assignment from Mr. Johari Afrizal, S.Pd., M.Ed., the
Lecturer of TEFL subject.

This paper provides a glimpse of language teaching along with approaches and methods for its
implementation. Although this paper has many deficiencies in the arrangement and explanation,
the writer hopes that it can be used as a reference for the reader to understand the concept of
language teaching.

Pekanbaru, February 13, 2020

i
 TABLE OF CONTENTS

Preface………………………………………………………………………………….…..……..i

Table of Contents………………………………………………………………………...……….ii

Chapter I Introduction

1.1 Background of Paper………………………….………………………………………………1

1.2 Problem Formulation………………………………………………………………………….1

1.3 Purpose of Paper………………………………………………………………………………1

Chapter II Discussion

2.1 Definition of Language Teaching………………………………………………………….….2

2.2 Language Teaching Approaches……………………………………………………………...3

2.3 Language Teaching Methods………………………………………………………………....4

Chapter III Conclusion………………………………………………………………………….7

References…………………………………………………………………………………….......8

ii
 CHAPTER I

Introduction

1.1 Background of Paper

Students learn language as they use it to communicate their thoughts, feelings, and
experiences, establish relationships with family members and friends, and strive to make
sense and order of their world. They may come to school speaking more than one language,
or learn another language in school. It is important to respect and build upon each student’s
first language. Experience in one language will benefit the learning of other languages.

In their early years, children develop language informally. Long before they understand
explicit language rules and conventions, they reproduce and use language to construct and
convey new meaning in unique ways. Later, language learning occurs in specific contexts for
specific purposes, such as learning about particular topic, participating in the community, and
pursuing work and leisure activities. Through language teaching, especially for foreign
language, students are able to develop language fluency and proficiency.

1.2 Problem Formulation

1. What is the meaning of language teaching?

2. What are the types of approaches in language teaching?
3. What are the methods of language teaching?

1.3 Purpose of Paper

1. To know the definition and concept of language teaching.
2. To know the types of approaches in language teaching.
3. To know the methods of language teaching.

1
 CHAPTER II

Discussion

2.1 Definition of Language Teaching

Teaching may be defined as "showing or helping someone to learn how to do something, giving

instructions, guiding in the study of something, providing with knowledge, causing to know or
understand." According to Wardhaugh (1972:3), language is a system of arbitrary vocal symbols
used for human communication.

Language teaching is the teaching of any language; first language, second language or foreign
language.

1. Language is a tool for communication

2. Learning and teaching a language involves mastery of both skill and knowledge

3. Learners need to give serious consideration to the impact of feelings on language study

4. Learners vary considerably in their preferred approaches to learning.

Language teaching needs to be student centered instead of teacher centered. One reason it is
important to view language learning as student centered is that students are individuals who
differ in significant ways. First, students differ in their language knowledge and skills; one
student may read well and have a broad vocabulary but be almost incapable of speech, while
another student may have exactly the opposite profile of skills. Second, students differ in their
learning styles and strengths; a study method that is intolerably boring, confusing, or
intimidating for one student may prove comfortable and effective for another. Finally, students
differ greatly in their levels of motivation, their attitudes toward study in general, and their
feelings toward English study in particular.

Another argument for student-centered approaches is that students learn more effectively if they
are active participants in the learning process than if they only passively follow the teacher’s
instructions.

Students who take responsibility for their own learning will not only improve their language
skills more effectively throughout the course but have the agency and skills they need to
continue studying after the course ends. This is true if for no other reason than that much
language study and practice takes place when the teacher is not around to give instructions or to

2
check up on students. Students who actively take advantage of out-of-class study and practice
opportunities will make much more long-term progress than students who consider them a chore
to deal with as quickly as possible.

In the language teaching, learners categorized into four groups based on their learning styles:

 Visual learners: those who learn best by seeing

 Auditory learners: those who learn best by hearing
 Kinesthetic learners: those who learn best by moving and doing things
 Tactile learners: those who learn best through feeling and touching

2.2 Language Teaching Approaches

An approach is a way of looking at teaching and learning. Underlying any language teaching
approach is a theoretical view of what language is, and of how it can be learnt. An approach
gives rise to methods, the way of teaching something, which use classroom activities or
techniques to help learners learn.

1. Teacher-centered approaches to education: In many societies, the teacher’s social role is

much closer to that of the sage than that of the coach; teachers are respected in the
community primarily for their knowledge of their field, and their word is not to be
challenged. In such a society, a teacher-centered approach to education fits the culture
better than the student-centered approach we have argued for.
2. Emphasis on standardized education: The emphasis on the student as a unique individual
with a distinct learning style may seem rather foreign in some societies. Compared to the
United States, for example, many societies are more culturally uniform, have a more
standardized education system, and encourage individualism less.
3. Text-centered, grammar-focused approach to language: Some of your host-country
colleagues may have had little opportunity to develop their English skills, particularly
spoken fluency; in contrast, they may be very familiar with the formal features of
English, especially grammar and vocabulary. They may also tend to give lectures that
stick closely to the text because this allows them to prepare a limited body of material.
This text-centered, grammar-analysis approach to teaching plays to their strengths; a
highly communicative teaching approach might be unfamiliar and very difficult for some
of your colleagues to adopt.

3
2.3 Language Teaching Methods

A method is a plan for presenting the language material to be learned, and should be based upon
a selected approach. In order for an approach to be translated into a method, an instructional
system must be designed considering the objectives of the teaching/learning, how the content is
to be selected and organized, the types of tasks to be performed, the roles of students, and the
roles of teachers.

Deciding which is the best method is difficult because each has strengths and weaknesses, and
the nature of a student’s goals will determine which is best for that student. 

 The Direct Method

In this method the teaching is done entirely in the target language. The learner is not
allowed to use his or her mother tongue. Grammar rules are avoided and there is
emphasis on good pronunciation.

 Grammar-translation

Learning is largely by translation to and from the target language. Grammar rules are to
be memorized and long lists of vocabulary learned by heart. There is little or no emphasis
placed on developing oral ability.

 Audio-lingual

The theory behind this method is that learning a language means acquiring habits. There
is much practice of dialogues of every situations. New language is first heard and
extensively drilled before being seen in its written form.

 The structural approach

This method sees language as a complex of grammatical rules which are to be learned
one at a time in a set order. So for example the verb "to be" is introduced and practiced
before the present continuous tense which uses "to be" as an auxiliary.

 Suggestopedia

The theory underlying this method is that a language can be acquired only when the
learner is receptive and has no mental blocks. By various methods it is suggested to the
student that the language is easy - and in this way the mental blocks to learning are
removed.

4
 Total Physical Response (TPR)

TPR works by having the learner respond to simple commands such as "Stand up",
"Close your book", "Go to the window and open it." The method stresses the importance
of aural comprehension.

 Communicative language teaching (CLT)

The focus of this method is to enable the learner to communicate effectively and
appropriately in the various situations she would be likely to find herself in. The content
of CLT courses are functions such as inviting, suggesting, complaining or notions such as
the expression of time, quantity, location.

 The Silent Way

This is so called because the aim of the teacher is to say as little as possible in order that
the learner can be in control of what he wants to say. No use is made of the mother
tongue.

 Community Language Learning

In this method attempts are made to build strong personal links between the teacher and
student so that there are no blocks to learning. There is much talk in the mother tongue
which is translated by the teacher for repetition by the student.

 Immersion

This corresponds to a great extent to the situation we have at our school. ESL students are
immersed in the English language for the whole of the school day and expected to learn
math, science, humanities etc. through the medium of the target language, English.

 Task-based language learning

The focus of the teaching is on the completion of a task which in itself is interesting to
the learners. Learners use the language they already have to complete the task and there is
little correction of errors.

 The Natural Approach

This approach, propounded by Professor S. Krashen, stresses the similarities between

learning the first and second languages. There is no correction of mistakes. Learning
takes place by the students being exposed to language that is comprehensible or made
comprehensible to them.

5
 The Lexical Syllabus

This approach is based on a computer analysis of language which identifies the most
common (and hence most useful) words in the language and their various uses. The
syllabus teaches these words in broadly the order of their frequency, and great emphasis
is placed on the use of authentic materials.

6
 CHAPTER III

CONCLUSION

Language teaching is the teaching of any language; first language, second language or
foreign language. Language teaching needs to be student centered instead of teacher centered.
One reason it is important to view language learning as student centered is that students are
individuals who differ in significant ways.

Language teaching also needs to use an approach to make the learning process effective.
Language teaching approach is a theoretical view of what language is, and of how it can be
learnt. In order for an approach to be translated into a method, an instructional system must be
designed considering the objectives of the teaching/learning, how the content is to be selected
and organized, the types of tasks to be performed, the roles of students, and the roles of teachers.
Deciding which is the best method is difficult because each has strengths and weaknesses, and
the nature of a student’s goals will determine which is best for that student. 

7
 REFERENCES

https://www.edu.gov.mb.ca/k12/cur/ela/docs/s2_framework/lang_learning.pdf

http://esl.fis.edu/teachers/support/method.htm

https://www.altalang.com/beyond-words/what-is-the-best-language-teaching-method/

Khamkhien, A. 2010. Journal of Language Teaching and Research. Volume 1, Number 6.

H. Douglas Brown. PRINCIPLES of LANGUAGE LEARNING AND TEACHING.

PRINCIPLES OF LANGUAGE LEARNING AND THE ROLE OF THE TEACHER . 2017. TESOL
International Association.