Language Presentations in the TEFL classroom 2. The book presentation: teacher training in Málaga.
This simply consists of the TEFL teacher providing TEFL students with exposure to the language, and the context in which it exists allows the students to deduce the meaning. This is in contrast to a language breakdown created in a task-based situation. This is invariably provided by most text books. Usually a situation is presented, with a picture to illustrate and a dialogue. Then it is followed by clarifying examples, such as this one taken from Murphy’s:
John isn't playing the guitar, now.
He is watching the television
But John has got a guitar.
He plays his guitar every day.
Is he playing his guitar? No, he isn't.
Does he play the guitar? Yes, he does.
Here, the concept (the students don't directly experience it) of the present simple as being a tense to express habitual activity becomes apparent because the students’ previous knowledge of present continuous is based on activities taking place at the time of speaking. So if we tell the students that John plays, but isn't playing the guitar, then the students have to make a mental effort to understand the meaning context. An important word here is "everyday". Without this word TEFL students can't interpret what the tense tries to express.
The draw back to this presentational approach in the lesson plan is that the student uses an intellectual process in order to grasp the target language - this means they don't enjoy some of the above advantages such as the intuitive grasp of language (as created by need) and the learning impact created by experiencing a language breakdown (see article 12). Also, compare this learning approach to the way the real world teaches us language; most of the time, experience is taking place, not logical mental effort.
The advantages that the book presentation offers are the following:
The disadvantages that the book presentation has are the following:
Posted on May 15th, 2017