Method of teaching

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

1. The class activities have a perceived purpose and a clear outcome.
2. 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.
3. The teacher breaks down into smaller step the logical thinking process necessary to complete the task.
4. The teacher needs to seek ways of knowing how involved the students are in the process.
5. 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.