EFL Learning Skills

Introduction: Since there has been the institution of teaching language, there has been speculation on how to effectively impart information to the pupil. The focus of this account will emphasis effective English as a Foreign Language, or EFL approaches and lessons. Contemporary study of EFL has broken down effective teaching into a multi-skilled approach to teach another language. By applying these skills to in-class activities, much can be learned about effective teaching. By constructing specialized activities to incorporate this approach of multi-faceted learning skills, the result will be an applicable teaching method. This essay will look at how applying different learning skills to EFL classroom activities, may add insight to effective

The value of considering teaching approaches is it will help structure the lesson around a coherent assembly of activities. The main topic of the lesson that was apt was on Cultural Awareness. Being that this is a more intangible concept compared to grammar or vocabulary, a clear teaching approach will benefit the abstract nature of the topic. The teaching approach selected for this topic was the Affective Humanistic Approach, which stresses, “respect, communication, self-actualization, and a comfortable classroom atmosphere”. The reason this approach lends itself to the topic so well is that many themes in the Affective Humanistic Approach are similar to the idea of Cultural Awareness. The idea was to structure the lesson around values and benefits of Cultural Awareness, like openness, communication, and a positive air in the classroom. The lesson was able to find its corresponding approach, which helped organize effective EFL

First the students were asked to get into groups. The students were told to think of a country they are interested in and then discuss the country’s culture with a partner. This activity was using the approach of “Elicitation”, which is defined as getting students to give insight and answers to the teacher, after a simply prompt. This means that rather the teacher giving text, the student will have been given a one sentence instruction and then needs to elaborate in their point-of-view. The student’s level of proficient was at a waystage, where they were able to elaborate on their respective points. The only down side of this exercise was that have a knowledge of countries was geography, and not language learning. Despite all the students picking a culture, future classes could be unfamiliar with outside