Teaching English Overseas: EFL Teaching Methods

By: Rida Afrilyasanti

teaching english overseas

In the teaching of English as a foreign language (TEFL) it is very important to use English in the classroom as the target language and as the teaching language. However, there are still times in which the use of students’ first language can be effective, for instance in strengthen students’ understanding on a certain key concept. Teachers have to be very careful though. Somehow, your students will think that the use of L1 is allowed in their English class as you begin teaching in their L1. That can be challenging because learning language means make your students get accustomed to use and have as much as exposure of target language. Furthermore, if you are a native speaker and you begin teaching using your students’ first language, you will lose your value. You students, moreover, will think that it is okay t use their L1 because you can also understand it. Most EFL students have already studied English for years in their L1, but still can’t speak fluently.  The more the teachers use a student’s L1 the more they lose their value as a native speaker and in most cases.

There are at least three main methodologies on the teaching of English as a foreign language (TEFL); those are Presentation, Practice, and Production.

1. Presentation

In presentation, the target language (English) is presented to EFL students normally through indicating, eliciting and or cueing of the students. This is done in order to see if the students know it, commonly some know part of it or all of it. Then, of no one does, the teacher will provide the language. Presentation features more “teacher talk” than the other stages of the lesson. Teacher commonly uses as much as 65-90% of the time. This method is somehow known as a traditional teaching method as it is more teachers centered.

2. Practice

In this stage, EFL students practice the target language in one to three activities that progress from very structured (students are given activities that provide little possibility for error) to less-structured (as they master the material). It provides “student talk time.” This practice should involve student talk at as much as 90% of the time. Students, using this method, are the center of the class.

3. Production

This is the stage in which the EFL students take the target language and use it in conversations that they structure. In production, students are given opportunities to use the target language (English) to talk about themselves or daily lives, activities, or situations. EFL students get very little chance to actually use the language they learn (as their community does not give any chance for them to really apply the target language they learnt) and the EFL classroom must be structured to create that opportunity.