Methodology of tefl: basic categories and aims. The methodology of TEFL seems to embody such basic categories on which there is general agreement among those who have studied the subject: methods, principles, techniques, aims and means of instruction. There is no unanimity regarding the term method either. A method is a model of instruction based on definite theoretical provisions, principle, techniques and aims of instruction A method is also a specific set of teaching techniques and materials generally backed by stated principles A method determines what and how much is taught selection , the order in which it is taught gradation , and how the meaning and form are conveyed presentation. Aim is a direction or guidance to establish a course or procedure to be followed. The teacher should formulate long-term goals, interim aims and short-term objectives. What changes he can bring about in his pupils at the end of the week, month, year, course, and each particular lesson. Hence, aims are planned results for pupils in learning a FL. The aims are stipulated by the syllabus and other official directives. They are: practical, instructional, educational and developing formative. Practical aims cover habits and skills which pupils acquire in using a foreign language. A habit is an automatic response to specific situations, acquired normally as a result of repetition and learning. A skill is a combination of useful habits serving a definite purpose and requiring application of certain knowledge. Educational aims help the pupils extend their knowledge of the world in which they live. Formative or developing aims help develop in learners sensual perception, motor, kinaesthetic, emotional and motivating spheres. Principles are basic underlying theoretical provisions which determine the choice of methods, techniques and other means of instruction. Technique in the methodology of TEFL is the manner of presentation, demonstration, consolidation and repetition. Means is something by the use or help of which a desired goal is attained or made more likely. The Principle of Conscious Approach is one of the leading principles because conscious learning plays an important role in language acquisition and helps to understand new concepts and express new ideas in the target language. This principle also implies comprehension of linguistic phenomena by the learner through the medium of vernacular and the arrangement in sentence patterns graded in difficulties with the emphasis on some essential points. Consequently, we should differentiate between teaching speaking and writing; teaching listening comprehension and speaking; teaching reading and writing; teaching prepared and unprepared speech, etc. To acquire skills in reading, readers and periodicals are used. To acquire grammar skills - books on grammar, reference guidebooks and guides to patterns and usage are recommended.. Visuality as applied in FLT is of two kinds: 1. The Principle of AccessibilityIn FLT this principle is realized in conformity with teaching strategies to the pupils' capacities so that they don't experience insurmountable difficulties. The teaching materials should meet requirements of linguistic and psychological factors: 1. This principle assumes particular importance in FLT because it is largely concerned with a constant growth of language and speech units, words, word-combinations, idioms, clich? The Principle of Individualization-This principle takes into account individual peculiarities of the learner, his background knowledge, what he knows, his spheres of interest, etc. Heuristics restores and stimulates curiosity, encourages students to work in accordance with their interests and set out for themselves goals that appeal to them. It lets students participate in designing new tasks, provides interactive situations and lets students evaluate themselves. One of the essential categories of FLT is the content or what to teach. It is impossible to determine the content of FLT without referring to linguistics - a science that deals with the study of languages as a definite system of codes. Thus, linguistics describes the standard use of the language, a set of rules, which cover this use. It also studies the usage, i. The selection of linguistic material, the so-called minimum vocabulary, minimum grammar is circumscribed by the syllabus for secondary schools. Some methodologists think that the content of FLT includes: a exercises of different types; b texts for oral and written work; c laboratory exercises; d topical selection of material What the learners need are useful ideas, suggestions, explanations, demonstrations and examples of learning strategies which are consistent with current achievements in the field of modern language teaching. Thus, an understanding of current theories of language learning and the achievement of related sciences give all grounds to define the content of FLT in the following terms: 1 linguistic component, covering language and speech material; 2 psychological component, which includes formation of habits and skills which enable the learners to use them for communicative purposes; 3 methodological component that is related to techniques and procedures derived from application of didactic principles.
