Selasa, 30 Maret 2010
Comparison The Audio-Lingual Method and The Silent Way
The audio-lingual method, like the Direct Method we have just examined, is also an oral-based approach.the Audio-lingual method drills students in the use of grammatical sentence patterns.it also, unlike the Direct Method, has a strong theoretical base in linguistics and psychology. The most important in Audio-Lingual Method Language learning based on habit formation. the more often something is repeated. the stronger the habit and the greater the learning. New vocabulary and structural patterns are presented through dialogs. The dialogs are learned through imitation and repetition.The purpose of this method is to form habit formation and speaking the target language automatically. Although people did learn languages through the Audio-lingual method, one problem with it was students inability to readily transfer the habits they had mastered in the classroom to communicative use outside it. The goals of this method is students should be able to use the language for self-expression-to express their thought, perceptions, and feelings.In order to do this, they need to develop independence from the teacher, to develop their own inner criteria for correctness. Students become independent by relying on themselves. The teacher, therefore, should give them only what they absolutely need to promote their learning. This situation is different with audio-lingual method where in the audio-lingual method the teacher has a role as a model for students.The learning process of the silent way is students begin their study of the language through its basic building blocks, its sounds. These are introduced through a language-specific sound-color chart. Relying on what sounds students already know from their knowledge of their native language, teachers lead their students to associate the sounds of the target language with particular colors. Later, these same colors are used to help students learn the spellings that correspond to the sounds and how to read and pronounce words properly.
Minggu, 28 Maret 2010
The direct method
The direct method of teaching foreign languages, sometimes also called the natural method, refrains from using the learners' native language and uses only the target language. It was established in Germany and France around 1900. Characteristic features of the direct method are :
* teaching vocabulary through pantomiming, real-life objects and other visual materials
* teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language)
* centrality of spoken language (including a native-like pronunciation)
* focus on question-answer patterns
* teacher-centeredness
Reviewing the Principles
The goal of this method intend the students learn how to communicate in target language.
The teacher and the students are more like partners in the teaching/learning process.
Teachers who use the Direct Method believe students need to associatiate meaning and the target language directly.
The initiation of the interaction goes both ways, students to teacher and teacher to students.
No principle of the method which related to this area.
Language is primarily spoken, not written.
Vocabulary is emphasized over grammar. Reading and writing exercises are based upon what the students practice orally first.
Native language should not be usu in classroom.
Students and teacher are asked to do so using both oral and written skills.
Employing various techniques, tries to get students to self-correct whenever possible.
Reviewing the Techniques :
1. Reading aloud
Students take turns reading sections of a passage, play, or dialog out loud.
2. Question and answer exercise
This exercise is conducted only in the target language.
3. Getting students to self correct
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.
4. Conversation practice
The teacher asks students a number of questions in the target language, which the students have to understand to be able to answer correctly.
5. Fill the blank exercise
The techniques has already been discussed in the Grammar Translation Method, but differs in application in the Direct Method.
6. Dictation
The teacher read the passage three times. The first the teacherbreads it at a normal speed, while the students just listen.
7. Map drawing
The class included one example of the technique used to give students listening comprehension practice.
8. Paragraf writing
The teacher in class asked asked the students to write a paragraph in their own words on the major geographicl features of the United States.
The teacher gives the students a topic to write about in the target language.
The students had an opportunity to examine the principles and some of the techniques of The Grammar Translation Method.
* teaching vocabulary through pantomiming, real-life objects and other visual materials
* teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language)
* centrality of spoken language (including a native-like pronunciation)
* focus on question-answer patterns
* teacher-centeredness
Reviewing the Principles
The goal of this method intend the students learn how to communicate in target language.
The teacher and the students are more like partners in the teaching/learning process.
Teachers who use the Direct Method believe students need to associatiate meaning and the target language directly.
The initiation of the interaction goes both ways, students to teacher and teacher to students.
No principle of the method which related to this area.
Language is primarily spoken, not written.
Vocabulary is emphasized over grammar. Reading and writing exercises are based upon what the students practice orally first.
Native language should not be usu in classroom.
Students and teacher are asked to do so using both oral and written skills.
Employing various techniques, tries to get students to self-correct whenever possible.
Reviewing the Techniques :
1. Reading aloud
Students take turns reading sections of a passage, play, or dialog out loud.
2. Question and answer exercise
This exercise is conducted only in the target language.
3. Getting students to self correct
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.
4. Conversation practice
The teacher asks students a number of questions in the target language, which the students have to understand to be able to answer correctly.
5. Fill the blank exercise
The techniques has already been discussed in the Grammar Translation Method, but differs in application in the Direct Method.
6. Dictation
The teacher read the passage three times. The first the teacherbreads it at a normal speed, while the students just listen.
7. Map drawing
The class included one example of the technique used to give students listening comprehension practice.
8. Paragraf writing
The teacher in class asked asked the students to write a paragraph in their own words on the major geographicl features of the United States.
The teacher gives the students a topic to write about in the target language.
The students had an opportunity to examine the principles and some of the techniques of The Grammar Translation Method.
grammar translation method
The grammar-translation method is not new. It has had different names, but it has been used by language teachers for many years. At one time it was called the Classical Method since it was first used in the teaching of the classical languages, Latin and Greek (Chastain 1988). This method was used for the purpose of helping students read and appreciate foreign language literature. Below is an expanded description of some of these techniques.
Experience
The class reading a passage in their text book, entitled 'The Boy's Ambition' from Mark Twain's Life on the Mississippi. Each students is called on to read a few lines from the passage. After they have finished reading, they are asked to translate into Spanish the few lines they have just read. The teacher helps them with new vocabulary items. Announcing the next activity, the teacher asks the students to turn the page in their text. There is a list of words there. The next section of the chapter deal with grammar. The students follow in their books as the teacher reads a description of two-word or phrasal verbs. These are listed following the description, and the students are asked to translate them into Spanish.
Techniques that used in this method are :
The Grammar-Translation Method is classical Method that used 'Native Language' when learning with this method, besides that in this method use deductive method, teacher teaches the students from patterns of sentences to give example. Vocabulary and grammar are emphasized. The purpose of Grammar-Translation method is to help students read and appreciate foreign language literature.
Experience
The class reading a passage in their text book, entitled 'The Boy's Ambition' from Mark Twain's Life on the Mississippi. Each students is called on to read a few lines from the passage. After they have finished reading, they are asked to translate into Spanish the few lines they have just read. The teacher helps them with new vocabulary items. Announcing the next activity, the teacher asks the students to turn the page in their text. There is a list of words there. The next section of the chapter deal with grammar. The students follow in their books as the teacher reads a description of two-word or phrasal verbs. These are listed following the description, and the students are asked to translate them into Spanish.
Techniques that used in this method are :
- Translation of a literary passage
- Reading comprehension questions
- Antonyms/synonims
- Cognates
- Deductive application of rule
- Memorization
- Use words in sentences
- Composition
The Grammar-Translation Method is classical Method that used 'Native Language' when learning with this method, besides that in this method use deductive method, teacher teaches the students from patterns of sentences to give example. Vocabulary and grammar are emphasized. The purpose of Grammar-Translation method is to help students read and appreciate foreign language literature.
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