Direct method
The goals of the teachers who use direct method intend that student learn how to communicate in the target language. Although the teacher directs the class activities, the student role is less passive than in grammar translation method. In order to do this, when the teacher introduces a new target language word or phrase, he demonstrate its meaning through the use of realia, pictures, or pantomime; he never translates it into the students ‘native language’. Students speak in the target language a great deal and communicate as if they were in real situations.
The initiation of the interaction goes both ways, from the teachers to students and from the students to the teacher, although the latter in often teacher directed. The also study culture consisting of the history of the people who speak the target language. Vocabulary is emphasized over grammar. Although work on all for skills occurs from the start, oral communication is seen as basic. The student native language should not be used in the classroom.
The teacher, employing various techniques, tries to get students to self-correct whenever possible. The teacher reads the passage three times and students take turns reading sections of passage, play, or dialog out loud. Students are asked questions and never in full sentences so that they practice new words and grammatical structures.
The teacher of this class has the students self-correct by asking them to make a choice between what they said and an alternative answer he supplied. The teacher asks student a number of questions in the target language.
Fill in the blank exercise has already been discussed in the grammar translation method, but differs in its application in direct in the direct method. The class included one examples of a technique used to give listening comprehension practice. The teacher in this class asked the students to write a paragraph in their own words on the major geographical features of the United States.
Jumat, 26 Maret 2010
Comparison between audio lingual and silent way
Comparison between audio lingual and silent way
Audio Lingual Method
• The Teachers introduce a new dialog
• The language teacher uses only the target language in the classroom
• The language teacher introduces the dialog by modeling it two times
• the students repeat each line of the new dialog several times
• The students stumble over one of the lines the dialog
• the teacher initiates a chain drill in which each student greets another
• the teacher uses single-slot and multiple-slot substitution drills
• the teacher says, 'Very Good' when the students answer correctly
• the teacher uses spoken cues and picture cues
• the teacher conducts transformation
• when the students can handle it, the teacher poses the question to them rapidly
• the teacher provides the students with cues; she calls on individuals; she smiles encouragement; she holds up pictures one after another
• new vocabulary is introduced through lines of the dialog; vocabulary is limited
• students are given no grammar rules; grammatical points are taught through examples and drills
• the teacher does a contrastive analysis of the target language and the students ‘native language in order to locate the places where she anticipates her students will have trouble
• the teacher likes the dialog on the blackboard toward the end of the week
• the supermarket alphabet game and a discussion of American supermarkets and football are included
Silent Way
• The teacher points to five blocks of color without saying anything
• the teacher points again to the five blocks of color
• the teacher does not model the new sounds,but rather uses gestures to show the students how to modify the Portuguese sounds
• Students take turns tapping out the sounds
• one students says 'A esquerda,' to help another
• The teacher works with gestures nd sometimes instructions in the students native language, to help the students to produce the target language sounds as accurately as possible
• the students learn the sounds of new blocks of color by tapping out the names of their classmates
• the teacher points to a rod and then to three blocks of color on the sound-color chart
• the teacher points to the words 'a' and 'rod' on the word chart
• the teacher sits down at the table and is silent. After a minute, a girl points to a rod and says, 'a rod'
• the teacher points to a particular rod and taps out ‘a blue rod’ on the sound-color chart
• on the students tries to say ‘a pink rod’ and has trouble
• the first student tries to say ‘a pink rod’ again
• another student has trouble pronouncing part of the phrase ‘a pink rod’
• after locating the error for the student, the teacher does not supply the correct language until all self-correction option have failed
• the teacher mouths the correct sound, but does not vocalize it
Audio Lingual Method
• The Teachers introduce a new dialog
• The language teacher uses only the target language in the classroom
• The language teacher introduces the dialog by modeling it two times
• the students repeat each line of the new dialog several times
• The students stumble over one of the lines the dialog
• the teacher initiates a chain drill in which each student greets another
• the teacher uses single-slot and multiple-slot substitution drills
• the teacher says, 'Very Good' when the students answer correctly
• the teacher uses spoken cues and picture cues
• the teacher conducts transformation
• when the students can handle it, the teacher poses the question to them rapidly
• the teacher provides the students with cues; she calls on individuals; she smiles encouragement; she holds up pictures one after another
• new vocabulary is introduced through lines of the dialog; vocabulary is limited
• students are given no grammar rules; grammatical points are taught through examples and drills
• the teacher does a contrastive analysis of the target language and the students ‘native language in order to locate the places where she anticipates her students will have trouble
• the teacher likes the dialog on the blackboard toward the end of the week
• the supermarket alphabet game and a discussion of American supermarkets and football are included
Silent Way
• The teacher points to five blocks of color without saying anything
• the teacher points again to the five blocks of color
• the teacher does not model the new sounds,but rather uses gestures to show the students how to modify the Portuguese sounds
• Students take turns tapping out the sounds
• one students says 'A esquerda,' to help another
• The teacher works with gestures nd sometimes instructions in the students native language, to help the students to produce the target language sounds as accurately as possible
• the students learn the sounds of new blocks of color by tapping out the names of their classmates
• the teacher points to a rod and then to three blocks of color on the sound-color chart
• the teacher points to the words 'a' and 'rod' on the word chart
• the teacher sits down at the table and is silent. After a minute, a girl points to a rod and says, 'a rod'
• the teacher points to a particular rod and taps out ‘a blue rod’ on the sound-color chart
• on the students tries to say ‘a pink rod’ and has trouble
• the first student tries to say ‘a pink rod’ again
• another student has trouble pronouncing part of the phrase ‘a pink rod’
• after locating the error for the student, the teacher does not supply the correct language until all self-correction option have failed
• the teacher mouths the correct sound, but does not vocalize it
The Grammar Translation Method
The Grammar - Translation Method
Intoduction
The grammar translation method is not new. It has been used by language teachers for many years and then was called the classical Method since it was first used in the teaching of the classical languages. Latin and Greek (Chaistain 1988). Student would become more familiar with the grammar of their native language and that this familiarity would help them speak and write their native language better. The class is a high-intermediate level English class at university in Colombia. there are forty two students in the class. Two hour classes are conducted three times a week.
Experience
They have to make inferences based on their understanding of the passage. The other type of question requires the students to relate the passage to their own experience. They are told that some of these are review words and that others are new to them. The students are instructed to give the spanish word for each of them and find the opposites of these words in the passage.
English words that look like spanish words are called cognates. The English 'try', she says for example, often corresponds to the spanish endings -dad and -tad. At the end there is a list of vocabulary items that appeared in the passage. the list is divided into two parts : the first contains words and the second, idioms. The students asks the teacher to memorize the sapnish translation for the first twenty words and to write a sentence in English using each words.
Observation
1. reading
2. translate
3. use native language
4. reading comprehension
5. teacher selects a different student to supply the correct answer or the teacher herself gives the right answer
6. translate new words
7. rule for the-use
8. apply the rule
9. memorize vocabulary
10. state the grammar rule
11. present tense,past tense,past participle.
Principles
1. Literary language is superior to spoken language. Students study of the target culture is limited to its literatur and fine arts
2. important goal is to be able to translate each language into the other.
3. target language is not a goal
4. the primary skills to be developed are reading and writing
5. language equivalents for all target language words
6. through attention to similarities between the target language and the native language
7. learn about the form of the Target language
8. Deductive application of an explicit grammar rule is a useful pedagogical technique
9. language learning provides good mental exercise
10. Conscious of the grammatical rules of the target language
11. Wherever possible, verb conjugation and other grammatical paradigsm should be commited to memory
Reviewing The Principals
1. What are the goals of teachers who use the grammar translation method?
The grammar translation method purpose of learning a foreign language is to be able to read a literature written in the target language. Students learn about the grammar rules and vocabulary of the target language.
2. What is the role of the teachers? What is the role of the students?
Teacher is the authority in the classroom. Students they can learn what she knows
3. What are some characteristics of the teaching/learning process?
Translate from one language to another
4. What is the nature of student-teacher interaction? What is the nature of students-student interaction?
Most of the interaction is from the teacher to the students
5. How is the language viewed? How is culture viewed?
Literary language to spoken language
6. How are the feelings of the student dealt with ?
There are no principles of the method which relate to this area
7. What areas of language are emphasized ? What language skills are emphasized ?
There is much less attention given to speaking and listening.
8. What is role of the students ‘ Native Language ’ ?
The Language that is used in class is mostly the student’ native language
9. How is evaluation accomplished ?
Written tests in which students are asked to translate from their native language to the target language
10. How does the teacher respond the student errors ?
If students make errors or don’t know answer, the teacher supplies them with the correct answer
Intoduction
The grammar translation method is not new. It has been used by language teachers for many years and then was called the classical Method since it was first used in the teaching of the classical languages. Latin and Greek (Chaistain 1988). Student would become more familiar with the grammar of their native language and that this familiarity would help them speak and write their native language better. The class is a high-intermediate level English class at university in Colombia. there are forty two students in the class. Two hour classes are conducted three times a week.
Experience
They have to make inferences based on their understanding of the passage. The other type of question requires the students to relate the passage to their own experience. They are told that some of these are review words and that others are new to them. The students are instructed to give the spanish word for each of them and find the opposites of these words in the passage.
English words that look like spanish words are called cognates. The English 'try', she says for example, often corresponds to the spanish endings -dad and -tad. At the end there is a list of vocabulary items that appeared in the passage. the list is divided into two parts : the first contains words and the second, idioms. The students asks the teacher to memorize the sapnish translation for the first twenty words and to write a sentence in English using each words.
Observation
1. reading
2. translate
3. use native language
4. reading comprehension
5. teacher selects a different student to supply the correct answer or the teacher herself gives the right answer
6. translate new words
7. rule for the-use
8. apply the rule
9. memorize vocabulary
10. state the grammar rule
11. present tense,past tense,past participle.
Principles
1. Literary language is superior to spoken language. Students study of the target culture is limited to its literatur and fine arts
2. important goal is to be able to translate each language into the other.
3. target language is not a goal
4. the primary skills to be developed are reading and writing
5. language equivalents for all target language words
6. through attention to similarities between the target language and the native language
7. learn about the form of the Target language
8. Deductive application of an explicit grammar rule is a useful pedagogical technique
9. language learning provides good mental exercise
10. Conscious of the grammatical rules of the target language
11. Wherever possible, verb conjugation and other grammatical paradigsm should be commited to memory
Reviewing The Principals
1. What are the goals of teachers who use the grammar translation method?
The grammar translation method purpose of learning a foreign language is to be able to read a literature written in the target language. Students learn about the grammar rules and vocabulary of the target language.
2. What is the role of the teachers? What is the role of the students?
Teacher is the authority in the classroom. Students they can learn what she knows
3. What are some characteristics of the teaching/learning process?
Translate from one language to another
4. What is the nature of student-teacher interaction? What is the nature of students-student interaction?
Most of the interaction is from the teacher to the students
5. How is the language viewed? How is culture viewed?
Literary language to spoken language
6. How are the feelings of the student dealt with ?
There are no principles of the method which relate to this area
7. What areas of language are emphasized ? What language skills are emphasized ?
There is much less attention given to speaking and listening.
8. What is role of the students ‘ Native Language ’ ?
The Language that is used in class is mostly the student’ native language
9. How is evaluation accomplished ?
Written tests in which students are asked to translate from their native language to the target language
10. How does the teacher respond the student errors ?
If students make errors or don’t know answer, the teacher supplies them with the correct answer
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