Language Systems and How To Teach Them
In TEFL, understanding the four language systems—grammar, vocabulary, phonology, and discourse—is essential for effective language instruction. This module explores the key principles behind each system, their roles in communication, and how they are taught in an ESL classroom. You will examine techniques for presenting, practicing, and reinforcing language structures, including how to elicit rules, correct errors, and develop student autonomy in language learning.
Key Learning Objectives
By the end of this module, you will be able to:
✔ Define the four language systems and their role in communication.
✔ Identify challenges learners face in mastering each system.
✔ Use effective techniques to present, practice, and consolidate grammar and vocabulary.
✔ Implement strategies for teaching pronunciation and phonology.
✔ Teach discourse features such as cohesion, coherence, and register.
Core Elements
1. Overview of the Four Language Systems
Language is composed of four key systems that students must master:
• Grammar – The rules that govern sentence structure.
• Vocabulary (Lexis) – Words and their meanings, forms, and usage.
• Phonology – The sounds of English, including pronunciation, stress, and intonation.
• Discourse – How language is used in context (spoken and written communication).
Each system requires specific teaching strategies to ensure effective learning.
2. Teaching Grammar
Grammar teaching involves two main approaches:
• Inductive approach – Learners discover rules through guided examples.
• Deductive approach – The teacher explains the rule before learners practice.
Effective techniques include:
• Eliciting grammar rules rather than stating them.
• Using concept-checking questions (CCQs) to test understanding.
• Error correction strategies: immediate correction vs. delayed feedback.
3. Teaching Vocabulary (Lexis)
Vocabulary learning goes beyond memorization. It involves:
• Word formation (roots, prefixes, suffixes).
• Word relationships (synonyms, antonyms, collocations).
• Contextual meaning (words used in different situations).
Teaching techniques:
• Semantic maps and word association activities.
• Collocation exercises to teach natural usage.
• Using authentic materials to reinforce vocabulary in context.
4. Teaching Phonology
Key phonological features include:
• Individual sounds (phonemes) – Learners must distinguish similar sounds.
• Word and sentence stress – Important for natural-sounding speech.
• Intonation patterns – Rising and falling tones convey meaning.
Teaching techniques:
• Minimal pairs to practice distinguishing sounds (e.g., ship vs. sheep).
• Drilling techniques (choral and individual repetition).
• Phonemic charts for visualizing English sounds.
5. Teaching Discourse
Discourse focuses on how ideas are connected in speech and writing. This includes:
• Cohesion – Using linking words (e.g., however, therefore).
• Coherence – Structuring ideas logically.
• Register and formality – Adapting speech for different contexts.
Effective teaching techniques:
• Text analysis tasks – Students identify cohesive devices in reading passages.
• Discourse completion exercises – Learners practice structuring responses naturally.
Scenario-Based Reflection Task
You are teaching a grammar lesson on the past perfect. After presenting examples, you ask students to explain the rule, but they remain silent.
Task:
1. Identify two possible reasons why students are struggling.
2. Suggest two techniques to help students engage with the rule.
3. How could you modify your approach to improve comprehension?
Scenario-Based Reflection Answers
1. Possible reasons:
• The examples were too abstract for students to recognize the pattern.
• The rule was too complex to elicit without support.
2. Techniques:
• Provide a timeline or visual aid to illustrate the concept.
• Use guided questions to lead students toward discovering the rule.
3. Modifications:
• Offer simpler example sentences before increasing complexity.
• Use peer discussion to allow students to formulate the rule together.
Lesson Planning Task
Create a 15-minute lesson plan for introducing a new set of vocabulary words related to travel (e.g., itinerary, destination, backpacking, layover).
Lesson Planning Model Answer
Objective: Introduce and practice travel-related vocabulary.
Procedure:
1. Warmer: Show travel-related pictures; elicit student experiences.
2. Presentation: Introduce 6 key words with example sentences and images.
3. Practice: Students work in pairs to create dialogues using new words.
4. Production: Each pair presents a short travel scenario using vocabulary.
Case Study Task
Alex is a new TEFL teacher in China. He notices his students are shy and hesitant to speak English. Some never participate.
Task:
1. What challenges might Alex be facing?
2. Suggest two techniques to increase student engagement.
Case Study Analysis
Challenges:
• Marta may have a high focus on accuracy, leading to hesitation.
• She may lack confidence in speaking.
Techniques:
• Encourage fluency-based activities (e.g., timed speaking tasks).
• Reduce pressure by focusing on communication over accuracy in conversation practice.
Self-Evaluation Test
1. What does TEFL stand for?
• (A) Teaching English to Fluent Learners
• (B) Teaching English as a Foreign Language
• (C) Teaching English with Fun and Learning
2. Which environment best suits large classes of teenagers?
• (A) Private Tutoring
• (B) Public Schools
• (C) Business English Classes
Self-Evaluation Test Answers
1. (B) Inductive approach
2. (A) Cohesion
Final Reflection Task
Think about a language learning experience you’ve had. Reflect on:
1. What made it effective or ineffective?
2. How can you apply this insight as a TEFL teacher?
Key Takeaways
✔ TEFL is teaching English to non-native speakers abroad.
✔ TEFL teachers must adapt to different learner types and environments.
✔ Effective teaching requires clear communication, structured lessons, and student engagement.
✔ Lesson planning should incorporate practice activities to reinforce learning.
✔ Classroom challenges require flexibility and creative problem-solving.