AUDIO LINGUAL METHOD
This method was widely used in the United States and other
countries in the 1950’s and 1960’s. This method says that language is aprocess
of habbt formation.
THEORY OF
LEARNING
Behaviorism, including the following principles :
v Mistakes are bad and should be avoided, as they make bad habits.
v Languange skills are learned more effectively if they are presented
orally first, then in written form.
v Possive reinforcement help students to develop correct habits.
THE
OBJECTIVES OF THIS METHOD
v Accurate pronounciation and grammar.
v Ability to respond quickly and accurately in speech situations.
v Knowledge of sufficient vocabulary to use with grammar patterns.
PROCEDURES IN A AUDIOLINGUAL CLASS
v Student hears a model dialogue.
v Student repeats each line of dialogue.
v Certain key words or phrases may be changed in the dialogue.
v Key structures from dialogue serveas the basic for pattern drills
of different kinds.
v The student practices subtitutions in the pattern drills.
TAKS-BASED INTRUCTION ( TBI )
What is a task-based instruction?
¨ The activities that students carry out as part of their work as
students.
APPROACH OF TBI
¨ Such introduction is thought to facilitate language work to understand
each other and express their own meaning.
Principles of TBI
- The class activities have a perceived purpose and a clear outcome.
- A pre-task, in which students work through a similar task to one that they will later do individually, is a helpful way to have student see the logic involved in what they are being asked to do.
- The teacher breaks down into smaller step the logical thinking process necessary to complete the task.
- The teacher needs to seek ways of knowing how involved the students are in the process.
- The teacher does not consciously simplify her language is necessary to have students comprehend the current step in the pre-task.
Observations
¨ 1. The teacher tells the class that they are going to complete a time
table.
¨ 2. The teacher begins by having the class help her begin to fill out the
class schedule.
¨ 3. The teacher first has the student label the time periods and then
days.
¨ 4. The teacher asks if a particular answer is right.
¨ 5. The teacher asks, what about
Saturday ? Do we have school on Saturday ?
Conclusion
¨ The central purpose we are concerned with is language learning,
and task present this in the form of the problem-solving negotiation between
knowledge that the learner holds and new knowledge.
TOTAL PHYSICAL RESPONSE
INTRODUCTION
¢ There are several method being
practiced today that have in common an attempt to apply these observation to
foreign language instruction. One such method is krashen and terrel natural
approach, another method that fits within the comprehension approach is winitz
and reed’s self –instructional and
winitz ‘ The learn ables, and then the new method called the lexical
approach developed by Michael Lewis, and the fourth method is Total physical
response developed by James Asher.
¢ Asher found directly on child or
student proununciation contains a command. And then the child or studend well
respond to physically before the begin generating a response or utterance verb.
Background
¢ James Asher developed the total
physical response method as a result of his observation of the language
development of young children
¢ From his experiences, Asher outlined
three main hypotheses about learning second languages that are embodied in the
total physical response method
a)
The
brain is naturally predisposed to learn language through listening.
b)
that
effective language learning must engage the right hemisphere of the brain.
c)
That
language learning should not be involved any stress.
Principles
¢ Total physical response is an
example of the comprehension approach to language teaching.
¢ While the majority of class time in
total physical response is spent on listening comprehension, the ultimate goal
of the method is to develop oral fluency.
¢ Lessons in TPR are organized around
grammar, and in particular around the verb. Instructors issue commands based on
the verbs and vocabulary to be learned in that lesson.
¢ Total physical response is both a
teaching technique and a philosophy of language teaching.
Procedure
¢ The majority of class time in TPR
lessons is spent doing drills in which the instructor gives commands using the
imperative tense. Students respond to these commands with physical actions.
Initially, students learn the meaning of the commands they hear by direct
observation. After they learn the meaning of the words in these commands, the
teacher issues commands that use novel combinations of the words the students
have learned.
¢ Instructors limit the number of new vocabulary
items given to students at any one time. While drills using the imperative are
the mainstay of total physical response classes, teachers can use other
activities as well. Some typical other activities are role plays and slide
presentations.
Teaching
materials
¢ Total physical response lessons typically use a wide variety of
realia, posters, and props. Teaching materials are not compulsory, and for the
very first lessons they may not be used.
¢ As students progress in ability the teacher may begin to use
objects found in the classroom such as furniture or books, and later may use
word charts, pictures, and realia.
¢ There are a number of specialized TPR teaching products available,
including student kits developed by Asher and an interactive CD-ROM for
students to practice with privately.
CONCLUSION
Total physical
response should
be used in association with other
methods and techniques. Indeed,
practitioners of TPR typically follow this
recommendation, suggesting that for many
teachers TPR represents a useful set of
techniques
and this compatible with other approaches to
teaching.
Whole Language
What the meaning of Whole Language?
•
The Meaning of Whole Language
Whole language is a method of
teaching reading in which reading in combined with listening, speaking and
writing practice.
Background
•
The Whole Language was found by BERGERON
(1990).
•
The Whole Language movement argues that
language should be taught as a “whole”.
•
The Whole Language was created in the
1980’s by a group of U.S. Educators.
The Theoretical Basis and Principles of the
Whole Language
Theoretical Basis
v The teacher should guide the students to study every part of the passage
and the relationships among the parts.
The Basis Principles
v Language teaching should begin with dealing with the whole and then
transit to the parts gradually.
v The students communicate with each other and exchange ideas in the language they learn.
v The teacher should direct the students to use the language with positive
aims.
The Application of the Whole Language
Theory to the Teaching of English Reading.
1. Teaching the Language as a Whole
The teaching emphasis
lies on the meaningful whole language activities.
2. Student-Centeredness
The teacher can ask the
students to discuss the text in groups.
3. Teaching Language in Context
The teacher can ask the
students to create and design the situational context and do some writing.
4. Literature-basedness
Teaching the
broad-sense of “literature” regarded as inappropriate.
5. Focus on Talk
Teaching emphasizes the ability of oral expression, the ability of communication,
the ability of thinking and the ability of analysis.
6. Integration with Writing
The teacher encourages the students to write frequently on the text they learn.
7. Informal Assessment
They observe the behavior of the students in class.
The Characteristics of Whole Language
Classroom
v Classroom are not silent
v Classroom feature learning centers for reading, writing, art, music,
science and social studies.
v Books, magazines, newspapers, maps, pamphlets, etc, abound.
v Listening stations with tape recorders and audio materials are
prominent.
v Children’s writing, art and other projects receive center stages.
v Lessons are active and varied.
The Advantages and Disadvantages Theory of
Whole Language
The Advantages
v Easier and more possible for the students to understand the whole text.
v It blends the practices of listening, speaking, reading and writing into
an organic unity.
It adopts informal assessment
The Disadvantages
v The teaching of grammatical rules lack systematization.
v The word spelling and pronunciation rules are important links in the
reading ability, but the whole language theory pays little attention to them.
