REFLECTIVE
JOURNAL
There are some methods of English teaching, the
methods are for make a good class, for the students don’t feel bored and easy
to understand the lesson teacher teaches them.
The methods are
Grammar Translation Method, Direct Method, Total Physical Respond Method, Audio-lingual Method, Silent Way, Suggestophedia, Community Language Learning Method and Communicative Language Teaching.
Grammar Translation Method, Direct Method, Total Physical Respond Method, Audio-lingual Method, Silent Way, Suggestophedia, Community Language Learning Method and Communicative Language Teaching.
I try to explain all methods.
The
Grammar-Translation method is a foreign language teaching method derived from
the classical or sometimes called traditional method of teaching Greek and
Latin. The method requires students to translate whole texts word for word and
memorize numerous grammatical rules and exceptions as well as enormous
vocabulary lists. The goal of this method is to be able to read and translate
literary masterpieces and classics.
The Direct Method was a way of teaching a foreign language to someone in which you only use the foreign language.
The Direct Method also a method of creating a statement of cash
flows during a given reporting period. The method uses actual cash flow
information from the company's operations segment, instead of using accrual
accounting values.
Total Physical Response (TPR) is a language
teaching method built around the coordination of speech and action; it attempts
to teach language trough physical (motor) activity. Developed by James Asher, a
professor of psychology at San Jose State University, California, it draws o
several traditions, including developmemtal psychology, learning theory, and
humanistic pedagogy, as well as on language teaching procedures proposed by
Harold and Dorothy Palmer in 1925.
Audio lingual method is a style of teaching
used in teaching foreign languages. It is based on behaviorist ideology which
based on the principle that language learning is habit formation. New material
is presented in the form of a dialogue. The method is dependence on mimicry
memorization of set phrase and over learning. The skill that emphasized in
audio lingual method are listening, speaking, reading and writing. Vocabulary
is strictly limited and learned in context.
Audio lingual method is combination of
structural linguistic theory, contrastive analysis, aural-aural procedure and
behaviorist psychology.
The goal of this method is to use target
language communicatively with/by over learn or to learn to use target language
automatically without stopping to think or students can answer automatically
without stopping to think.
The silent way is the name of method of
language teaching devised by Caleb Gattecno. It is based on the premise that
the teacher should be silent as much as possible in the classroom but the
learner should be encouraged to produce as much language as possible. Elements
of silent way, particularly the use of
color charts and the colored of cuisenaire rods, grew out of Gottecno’s
previous experience as an educational designer of reading and mathematics
programs.
Suggestopedia is a teaching method, which
focuses on how to deal with the relationship between mental potential and
learning efficacy and it is very appropriate to use in teaching speaking for
young language learners (Xue, 2005). This method was introduced by George Lazanov
a Bulgarian psychologist and educator in 1975. Maleki (2005) believed that we
are capable of learning much more than we think, provided we use our brain
power and inner capacities. In addition, DePorter (2008) assumed that human
brain could process great quantities of material if given the right condition
for learning in a state of relaxation and claimed that most students use
only 5 to 10 percent of their mental
capacity. Lazanov created suggestopedia for learning that capitalized on
relaxed states of mind for maximum retention material.
The Community Language Learning is the methods
which are use by the teachers to consider their students as “whole persons”.
Whole-person learning means that teachers consider not only their students’
feeling and intellect, but also have some understanding of the relationship
among students’ feeling, physical reactions and instinctive protective
reactions and desire to learn. The teachers who use this method want their
students to learn how to use the target language communicatively. They focus
not only on the language but also on the being supportive of learners in their
learning process. In the class, the teachers become counselor. It doesn’t mean
the teachers trained their students in psychology. In this method, the teachers
use tape recorder, transcription, reflection on experience, reflective
listening, human computer, and small group tasks to see our ‘whole person’.
With use tape recorder, they can learn about conversation easily. The teacher
give them some ‘chunks’ on the transcript, they must repeat it with her or him.
In this method, the teachers use small groups to help the students can get more
practice with the target language and allow them to get to know each other
better (http:// tanpopofight. blogspot.
com/2010/05/what-is-community-language-learning. html).
The last method is
Communicative Language Teaching (CLT). CLT starts from a theory of language
as communication that developed in the 1970s. Hymes' concept of
‘communicative competence’ contrasted with Chomsky’s concept of ‘linguistic
competence’. CLT draws on Halliday’s
account of language as ‘functional’, e.g. instrumental (using language to get
things); representational (to communicate information); expressive (to express
feelings).
A method i prefer than the others is silent
way, because it’s simple and comfortable for teacher and easy to do. Like The educational psychologist and philosopher Jerome Bruner
distinguishes two traditions of teaching - that which takes place in the
expository mode and that which takes place in the hypothetical mode. In the
expository mode "decisions covering the mode and pace and style of
exposition are principally determined by the teacher as expositor; the student
is the listener." In the hypothetical mode "the teacher and the
student are in a more cooperative position. The student is not a bench-bound
listener, but is taking part in the "play the principal role in
it" (Bruner 1966: 83),
Silent way also has other advantages than the
others method, The Silent Way belongs to the latter
tradition, which views learning as a problem-solving, creative, discovering
activity, in which the learner is a principal actor rather than a bench-bound
listener. Bruner discusses the benefits derived from "discovery
learning" under four headings: (a) the increase in intellectual potency,
(b) the shift from extrinsic to intrinsic rewards, (c) the learning of
heuristics by discovering, and (d) the aid to conserving memory (Bruner 1966:
83). As we shall see, Gattegno claims similar benefits from learners taught via
the Silent Way.
But, Communicative language teaching (CLT), is
best considered an approach rather than a method. It is an approach to the
teaching of second and foreign languages that emphasizes interaction as both
the meansand the ultimate goal of learning a language. It is also referred to
as ”communicative approach to the teaching of foreign languages” or simply the
“communicative approach”.
In CLT, we also integrate both macroskills and
subskills and teach the language that learners will actually use.
The subskills:
·
The subskills are a central part of learning any language.
·
The subskills can be integrated into a CLT approach.
·
The subskills require an understanding of language in context.
The Macroskills:
·
The teaching of the macroskills – listening, speaking, reading and writing.
tends to be fluency-oriented (Richards J. & T. S. Rogers (2001) Approaches and methods in language teaching. 2nd ed. (Cambridge: CUP.)
tends to be fluency-oriented (Richards J. & T. S. Rogers (2001) Approaches and methods in language teaching. 2nd ed. (Cambridge: CUP.)
From
this journal, I hope I will can practice my knowledge that I got on TEFL I
subject.
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