Community language learning advises teachers to consider their students as ‘whole person’. Whole person learning means that teachers consider not only their students’ intelect, but also have some understanding of the relationship among students’ feeling, physical reactions, interactive reactions, and desire to learn.
Some of the activities are:
1. The teacher greets the students, introduce himself, and has the students to introduce themselves to build a relationship.
2. The teacher tells the students what they are going to do that evening and explains the first activity procedure and sets a time limit so the students have an idea what will happen in each activity and feel more secure.
3. Students use language for communication through a conversation.
4. The teacher stands behind the students as due to his superior knowledge. The students’ learning is facilitated, the threat is increased if the teacher remain the front of the class room.
5. The teacher translates what the students want to say in chunks to give them what they need to be succesful and be sensitive to students’ level of confidence.
6. The teacher tells them that they have only a few minutes remaining for the conversation; that make students more secure to know the limits of an activity.
7. Students are invited to talk about how they felt during the conversation. Sharing about their learning experience allows learner to get to know one another and built community.
8. The teacher accepts what each student says in order to create an accepting atmosphere where learners feel free to lower their defense and learning experience becomeless threatening.
9. The teacher understands what the students say. The teacher counsels the students ; doesn’t for advise but rather shows them that he is really listening to them and understand what they are saying.
10. The students listen to the tape and give the Indonesian translation. Students feel more secure when they understand everything because the native language is used to make the meaning clear.
11. The teacher ask the students to form a semicircle in front of the blackboard so they can see easily because it’s the teacher responsibility to clear structuring activities to succeed the completion of the activity.
12. The teacher reassures the students that they will have time later on to copy the sentences. Learning at the beginning stages is facilitated if students attend to one task at a time.
13. The teacher ask the students to give the Indonesian equivalents as he points to different phrases in the transcript. The teacher encourage the students’ initiative and independence.
14. The teacher reads the transcript three times when the students relax and listen because students need quiet reflection time in order to learn.
15. The students learn to listen carefully to see if what they say matches what the teacher is saying. Student need to learn to discriminate, for example, in perceiving the similiarities and differences among the target language forms.
16. Students work together in group of three. In groups, students can begin to feel a sense of community and can learn from each other as well as the teacher.
17. The teacher corrects by repeating correctly the sentence the students have created. The teacher should work in a non threatening way with what the learner has produced.
18. The students read their sentences one to another member of the class it can built trust and can help to reduce the threat of the new learning situation.
19. The teacher plays the tape two more times while the students listen. Retention will best take places somewhere in between novelty and familiarity when the material is too new or conversely, too familiar.
Suggestopodia
There are two basic kinds of suggestion: direct and indirect. Direct suggestions are directed to conscious processes, i.e., what one says that can and will occur in the learning experience, suggestions which can be made in printed announcements, orally by the teacher, and/or by text materials. Direct suggestion is used sparingly, for it is most vulnerable to resistance from the set-up. Indirect suggestion is largely unconsciously perceived and is much greater in scope than direct suggestion.
It is always present in any communication and involves many levels and degrees of subtlety. It speaks as the second plane of communication and considers it to encompass all those communication factors outside our conscious awareness, such as voice tone, facial expression, body posture and movement, speech tempo, rhythms, accent, etc. Other important indirect suggestive effects result from room arrangement, decor, lighting, noise level, institutional setting - for all these factors are communicative stimuli which result in terms non-specific mental reactivity. And their, like the teacher and materials can reinforce the set-up, preserve the status quo, or can serve in the desuggestive-suggestive process. In other words, everything in the communication/learning environment is a stimulus at some level, being processed at some level of mental activity.
The more we can do to orchestrate purposefully the unconscious as well as the conscious factors in this environment, the greater the chance to break through or “de-suggest” the conditioned, automatic patterns of our inner set-up and open the access to the great potential of our mental reserves.
Sources, History, Initial Results
The artful use of suggestion as a means of facilitating the learning and communication process is, of course, and has always been, a part of nearly all effective teaching and persuasive communication. Not until the past twenty years, however, has the phenomenon of suggestion begun to be methodically researched and tested as to how it can and does affect learning. In This early research, investigated individual cases of extraordinary learning capacities etc., and theorised that such capacities were learnable and teachable. He experimented with a wide range of techniques drawn from both traditional and esoteric sources, including hypnosis and yoga, and was able to accelerate the learning process quite dramatically.
A positively suggestive authority is one of the most effective means which we as teachers / doctors can use, if we use it sensitively, wisely and purposefully.
The authority we are speaking of here has nothing to do with authoritarianism, traditional “strictness” or “toughness”. The creator defines it as “the non-directive prestige which by indirect ways creates an atmosphere of confidence and intuitive desire to follow the set example”. Authority, in its positive, suggestive sense, is communicated through our “global” presence, through all our non-verbal as well as verbal signals. Students can sense when we embody the values and attitudes we “talk about”. And when there is congruency in the many levels of our communication, we become believable, compelling, worthy of respect.
Intonation is strongly connected with the rest of the suggestive elements. The intonation in music and speec In suggestopedia we do not talk about infantilization in the clinical sense of the word, nor of infantility. Infantilization in the process of education is a normal phenomenon connected with authority (prestige). Infantilization in suggestopedia must be understood roughly as memories of the pure and naive state of a child to whom someone is reading, or who is reading on his own. He is absorbing the wonderful world of the fairytales. This world brings him a vast amount of information and the child absorbs it easily and permanently.
An important moment in suggestopedia. The artistic organisation of the suggestopedic educational process creates conditions for concert pseudopassivity in the student. In this state the reserve capabilities of the personality are shown most fully. The concert pseudopassivity (concentrative psychorelaxation) overcomes the antisuggestive barriers, creating a condition of trust and infantilization in the student, who in a naturally calm state accompanied by a state of meditation without special autogenic training can absorb and work over a huge quantity of information. In this state both brain hemispheres are activated”.
It is always present in any communication and involves many levels and degrees of subtlety. It speaks as the second plane of communication and considers it to encompass all those communication factors outside our conscious awareness, such as voice tone, facial expression, body posture and movement, speech tempo, rhythms, accent, etc. Other important indirect suggestive effects result from room arrangement, decor, lighting, noise level, institutional setting - for all these factors are communicative stimuli which result in terms non-specific mental reactivity. And their, like the teacher and materials can reinforce the set-up, preserve the status quo, or can serve in the desuggestive-suggestive process. In other words, everything in the communication/learning environment is a stimulus at some level, being processed at some level of mental activity.
The more we can do to orchestrate purposefully the unconscious as well as the conscious factors in this environment, the greater the chance to break through or “de-suggest” the conditioned, automatic patterns of our inner set-up and open the access to the great potential of our mental reserves.
Sources, History, Initial Results
The artful use of suggestion as a means of facilitating the learning and communication process is, of course, and has always been, a part of nearly all effective teaching and persuasive communication. Not until the past twenty years, however, has the phenomenon of suggestion begun to be methodically researched and tested as to how it can and does affect learning. In This early research, investigated individual cases of extraordinary learning capacities etc., and theorised that such capacities were learnable and teachable. He experimented with a wide range of techniques drawn from both traditional and esoteric sources, including hypnosis and yoga, and was able to accelerate the learning process quite dramatically.
A positively suggestive authority is one of the most effective means which we as teachers / doctors can use, if we use it sensitively, wisely and purposefully.
The authority we are speaking of here has nothing to do with authoritarianism, traditional “strictness” or “toughness”. The creator defines it as “the non-directive prestige which by indirect ways creates an atmosphere of confidence and intuitive desire to follow the set example”. Authority, in its positive, suggestive sense, is communicated through our “global” presence, through all our non-verbal as well as verbal signals. Students can sense when we embody the values and attitudes we “talk about”. And when there is congruency in the many levels of our communication, we become believable, compelling, worthy of respect.
Intonation is strongly connected with the rest of the suggestive elements. The intonation in music and speec In suggestopedia we do not talk about infantilization in the clinical sense of the word, nor of infantility. Infantilization in the process of education is a normal phenomenon connected with authority (prestige). Infantilization in suggestopedia must be understood roughly as memories of the pure and naive state of a child to whom someone is reading, or who is reading on his own. He is absorbing the wonderful world of the fairytales. This world brings him a vast amount of information and the child absorbs it easily and permanently.
An important moment in suggestopedia. The artistic organisation of the suggestopedic educational process creates conditions for concert pseudopassivity in the student. In this state the reserve capabilities of the personality are shown most fully. The concert pseudopassivity (concentrative psychorelaxation) overcomes the antisuggestive barriers, creating a condition of trust and infantilization in the student, who in a naturally calm state accompanied by a state of meditation without special autogenic training can absorb and work over a huge quantity of information. In this state both brain hemispheres are activated”.
The Audio Lingual VS Silent Way Method
As we enter the classroom, the first thing we notice is that the students are attentively listening as the teacher is presenting a new dialog, a conversation between two people. The students know they will be expected to eventually memorize the dialog the teacher is introducing. All of the teacher’s instructions are in English. Sometimes she uses actions to convey meaning, but not one word of the students’ native language is uttered. Then the teacher says: ok class listen carefully.
Two people are walking along a sidewalk in town are named Sally and Bill. Listen to their conversation:
Sally: Good morning, Bill.
Bill : Good morning.
Sally: How are you?
Bill : Fine, thanks, And you?
Sally: Fine. Where are you going?
Bill : I’m going to the post office.
Sally: I am too. Shall we go together?
Bill : Sure. Let’s go.
Listen one more time. This time try to understand all that I am saying,’ Now she has the whole class repeat each of the lines of the dialog after her model. They repeat each line several times before moving on to the next line. When the class comes to the lines, I’m going to the ppost office,’ they stumble a bit in their repetition. The teacher, at this point,, stops the repetition and uses a backward build-up drill (expansion drill). The purpose of this drill is to break down the troublesome sentence into smaller parts. The teacher starts with the end of the sentence and has the class repeat just the last two words, and the class repeats this expanded phrase. Little by little the teacher builds up the phrases until the entire sentence is being repeated.
TEACHER: Repeat after me: Post office
CLASS : Post Office
TEACHER: To the post office
CLASS : To the post office
TEACHER: Going to the post office
CLASS : Going to the post office
TEACHER: I’m going to the post office
CLASS : I’m going to the post office
Through this step-by-step procedure, the teacher is able to give the students help in producing the troublesome line. Having worked on the line in small pieces, the students are also able to take note of where each word or phrase begins and ends in the sentence.
In effect; the class is experiencing a repetition drill where the task is to listen carefully and attempt to mimic the teacher’s model as accurately as possible. Next the class and the teacher switch roles in order to practice a little more, the teacher saying Bill’s lines and the class saying Sally’s. Then the teacher divides the class in half so that each half gets to try to say on their own either Bill’s or Sally’s lines. To further practice the lines of this dialog, the teacher has all the boys in the class take Bill’s part and all the girl take Sally’s.
She then initiates a chain d ill with four of the lines from dialog. A chain drill gives students an opportunity to say the lines individually. The teacher listens and can tell which students are struggling and will need more practice. A chain drill also lets students use the expressions in communication with someone else, eventhough the communication is very limited. The teacher addresses the student nearest her with, Good morning ,Jose.’ He, in turn, responds,’ Good morning, teacher.’ She says. ‘How are you?’ ‘Jose answers, ‘Fine, thanks. And you?’ The teacher replies, ‘Fine.’ He understands through the teacher’s gestures that he is to turn, says her lines in reply to him. When she has finished, she greets the student on the other side of her. This chain continues until all of the students have a chance to ask and answer the question. Then the teacher moves next to the second major phase of the lesson. She continues to drill the students with language from the dialog, but these drill require more than simple repetition.
The first drill the teacher leads is a single-slot substitution drill in which the student will repeat a sentence from the dialog and replace a word or phrase in the sentence with the word or phrase the teacher gives them. This word or phrase is called the clue. The teacher begins by reciting a line from the dialog, ‘I am going to the post office,’ Following this she shows the students a picture of a bank and says the phrase, ‘The bank. ‘She pauses, then says, ‘I’am going to the bank. ‘From her example the students realize that they are supposed to take the cue phrase, (‘the bank.‘), which the teacher supplies, and put it into its proper place in the sentence. Now she gives them their first cue phrase, ‘The drugstore. ‘Together the students respond, ‘I am going to the drugstore. The students chorus, ‘I am going to the park,’ Other cues she offers in turn are ‘the cafe,’ ‘The supermarket,’ ‘the bus station,’ ‘the football field,’ ‘and ‘the library.’ Each cue is accompanied by a picture as before. After the students have gone through the drill sequence three times, the teacher no longer provides a spoken cue phrase instead she simply shows the pictures one at a tim, and the students repeat the entire sentence, putting the name of the place in the picture in the appropriate slot in the sentence. This substitution drill is slightly more difficult for the student since they have to change the form of the verb ‘be’ , ‘to’ ,’is’, ‘or’, ‘are’, depending on which subject pronoun the teacher gives them.
Instead, after going through the drill a few times suplying oral cues, the teacher points to a boy in the class and the students understand they are to use the pronoun’he’ in the sentence. Finally, the teacher increases the complexity of the task by leading the students in a multiple-slot substitution drill. This is essentially the same type of drill as the single-slot the teacher just used. However with this drill, students must recognize what part of speech the cue word is and where it fits into the sentence. The student must make a decision concerning where the cue word or phrase belongs in the sentence also supplied by the teacher. The teacher in this class starts off by having the students repeat the original the dialog. ‘I am going to the post office’. Then she gives them the cue’she.’ The students understand and produce, ‘She is going to the post office,’ the next cue the teacher offers is ‘to the park.’ The student hesitate at first; then they respond by correctly producing, ‘She is going to the park.’ She continues in this manner, sometimes providing a subject pronoun, other times naming a location.
The substitution drills are followed by a transformation drill. This type of drill asks students to change one type of sentence into another-an affirmative sentence into a negative or an active sentence into a passive., for example, ‘I say, “She is going to the post office.” You make a question by saying, “Is she going to the post office?”
The teacher models two more examples of this transformation, then asks, ‘Does everyone understand? OK, lets begin. “They are going to the bank.” “The class replies in turn, ‘Are they going to the bank?’ They transform approximately fifteen of these patterns, and then the teacher decides they are ready to move on to a question-and-answer drill. The teacher holds up one of the pictures she used earlier, the picture of a football field, and asks the class. ‘Are you going to the football field?’ she answer, ‘ Yes, I’m going to the football field.,’ She poses the next question while holding up a picture of a park, ‘Are you going to the park?’ And again answer herself, ‘Yes, I’m going to the park.’ She holds up a third picture, the one of a library?’ She poses a question to the class, ‘Are you going to library?’ They respond together, going to the library.’
‘Very Good,’ the teacher says. Through her action and examples, the students have learned that they are to answer the questions following the patterns she has modeled. The teacher drill them with this pattern for the next few minutes. Since the students can handle it, she poses the question to selected individuals rapidly, one after another. The students are expected to respond very quikly, without pausing. She works a little longer on this question-and-answer drill, sometimes providing her students with situations that require a negative answer and sometimes encouragement to each student. She holds up pictures and poses question one right after another,but the students seem to have no trouble keeping up with her. The only time she changes the rhythm is when a student seriously mispronounces a word. When this occurs she restates the word and work briefly with student until his pronunciation is closer to her own.
REVIEWING THE TECHNIQUES
IF you agree with the above answer, you may wish to implement the following techniques; of course, if you do not agree, there may be techniques describe below that you are already using or can adapt to your approach.
DIALOG MEMORIZATION
Dialogs or short conversation between two people are often used to begin a new lesson. Students memorize th dialog through mimicry; student usually take the role of one person in the dialog, and the teacher the other. Another way of practicing the two roles is for half of the class to take one role and the other half to take the other. In the Audio-Lingual Method, certain sentence patterns and grammar points are included within the dialog. These patterns and points are later practiced in drills based on the lines of the dialog.
BACKWARD BUILD-UP (EXPANSION) DRILL
This drill is used when a long line of a dialog is giving students trouble. The teacher speaks down the line into several parts. Then, following the teacher’s cue, the students expand what they are repeating part by part until they are able to repeat the entire lines. The teacher begins with the part at the end of the sentence (works backward from there) to keep the into keep the intonation of the line as natural as possible.
REPETITION DRILL
Students are asked to repeat the teacher’s model as accurately and as quickly as possible. This drill is often used to teach the lines of the dialog.
CHAIN DRILL
A chain driil gets its name from the chain of conversation that forms around the room as students, one-by-one, ask and answer question of each other. The teacher begins the chain by gretting a particultural student or asking him a question. A chain drill allows some controlled communication, eventhough it is limited. A chain drill also gives the teacher an oppoturnities to check each student’s sprech.
SINGLE-SLOT SUBSTITUTION DRILL
The teacher says a line, usually from the dialog then she says a word or a phrase-caalled cue. The major purpose of this drill is to give the students practice in finding and filling in the slots of a sentence.
MULTIPLE-SLOT SUBSTITUTION DRILL
This drill is similiar to the single-slot substitution drill. The difference is that the teacher gives cue phrase, one at time, that fit into different slots in the dialog line.
TRANFORMATION DRILL
The teacher gives students a certain kind of sentence pattern, an affirmative sentence for example. Other example of transformation to ask of student are changing a statement into a question, an active sentence into a passive one, or direct speech into reported speech.
QUESTION-and-ANSWER DRILL
This drill gives student practice with answering questions. The students should answer the teacher’s questions very quickly. This gives students practice with the question patterns.
USE OF MINIMAL PAIRS
The teacher pairs of words which differ in only one sound. For example: ‘ship/sheep’. Student ask to they teacher read it and difference two words. The teacher selects the sounds to work on after she has done a contrastive analysis, a comparison between the students’ native language an dthe language they are studying.
COMPLETE THE DIALOG
Selected words are erased from a dialog students have learned. Students complete the dialog by filling the blanks with the missing words.
GRAMMAR GAME
Games like the supermarket alphabet game described in this chapter are used in the Audio Lingual Method. The games are designed to get students to practice a grammar point within a context and it is rather limited in this game.
Two people are walking along a sidewalk in town are named Sally and Bill. Listen to their conversation:
Sally: Good morning, Bill.
Bill : Good morning.
Sally: How are you?
Bill : Fine, thanks, And you?
Sally: Fine. Where are you going?
Bill : I’m going to the post office.
Sally: I am too. Shall we go together?
Bill : Sure. Let’s go.
Listen one more time. This time try to understand all that I am saying,’ Now she has the whole class repeat each of the lines of the dialog after her model. They repeat each line several times before moving on to the next line. When the class comes to the lines, I’m going to the ppost office,’ they stumble a bit in their repetition. The teacher, at this point,, stops the repetition and uses a backward build-up drill (expansion drill). The purpose of this drill is to break down the troublesome sentence into smaller parts. The teacher starts with the end of the sentence and has the class repeat just the last two words, and the class repeats this expanded phrase. Little by little the teacher builds up the phrases until the entire sentence is being repeated.
TEACHER: Repeat after me: Post office
CLASS : Post Office
TEACHER: To the post office
CLASS : To the post office
TEACHER: Going to the post office
CLASS : Going to the post office
TEACHER: I’m going to the post office
CLASS : I’m going to the post office
Through this step-by-step procedure, the teacher is able to give the students help in producing the troublesome line. Having worked on the line in small pieces, the students are also able to take note of where each word or phrase begins and ends in the sentence.
In effect; the class is experiencing a repetition drill where the task is to listen carefully and attempt to mimic the teacher’s model as accurately as possible. Next the class and the teacher switch roles in order to practice a little more, the teacher saying Bill’s lines and the class saying Sally’s. Then the teacher divides the class in half so that each half gets to try to say on their own either Bill’s or Sally’s lines. To further practice the lines of this dialog, the teacher has all the boys in the class take Bill’s part and all the girl take Sally’s.
She then initiates a chain d ill with four of the lines from dialog. A chain drill gives students an opportunity to say the lines individually. The teacher listens and can tell which students are struggling and will need more practice. A chain drill also lets students use the expressions in communication with someone else, eventhough the communication is very limited. The teacher addresses the student nearest her with, Good morning ,Jose.’ He, in turn, responds,’ Good morning, teacher.’ She says. ‘How are you?’ ‘Jose answers, ‘Fine, thanks. And you?’ The teacher replies, ‘Fine.’ He understands through the teacher’s gestures that he is to turn, says her lines in reply to him. When she has finished, she greets the student on the other side of her. This chain continues until all of the students have a chance to ask and answer the question. Then the teacher moves next to the second major phase of the lesson. She continues to drill the students with language from the dialog, but these drill require more than simple repetition.
The first drill the teacher leads is a single-slot substitution drill in which the student will repeat a sentence from the dialog and replace a word or phrase in the sentence with the word or phrase the teacher gives them. This word or phrase is called the clue. The teacher begins by reciting a line from the dialog, ‘I am going to the post office,’ Following this she shows the students a picture of a bank and says the phrase, ‘The bank. ‘She pauses, then says, ‘I’am going to the bank. ‘From her example the students realize that they are supposed to take the cue phrase, (‘the bank.‘), which the teacher supplies, and put it into its proper place in the sentence. Now she gives them their first cue phrase, ‘The drugstore. ‘Together the students respond, ‘I am going to the drugstore. The students chorus, ‘I am going to the park,’ Other cues she offers in turn are ‘the cafe,’ ‘The supermarket,’ ‘the bus station,’ ‘the football field,’ ‘and ‘the library.’ Each cue is accompanied by a picture as before. After the students have gone through the drill sequence three times, the teacher no longer provides a spoken cue phrase instead she simply shows the pictures one at a tim, and the students repeat the entire sentence, putting the name of the place in the picture in the appropriate slot in the sentence. This substitution drill is slightly more difficult for the student since they have to change the form of the verb ‘be’ , ‘to’ ,’is’, ‘or’, ‘are’, depending on which subject pronoun the teacher gives them.
Instead, after going through the drill a few times suplying oral cues, the teacher points to a boy in the class and the students understand they are to use the pronoun’he’ in the sentence. Finally, the teacher increases the complexity of the task by leading the students in a multiple-slot substitution drill. This is essentially the same type of drill as the single-slot the teacher just used. However with this drill, students must recognize what part of speech the cue word is and where it fits into the sentence. The student must make a decision concerning where the cue word or phrase belongs in the sentence also supplied by the teacher. The teacher in this class starts off by having the students repeat the original the dialog. ‘I am going to the post office’. Then she gives them the cue’she.’ The students understand and produce, ‘She is going to the post office,’ the next cue the teacher offers is ‘to the park.’ The student hesitate at first; then they respond by correctly producing, ‘She is going to the park.’ She continues in this manner, sometimes providing a subject pronoun, other times naming a location.
The substitution drills are followed by a transformation drill. This type of drill asks students to change one type of sentence into another-an affirmative sentence into a negative or an active sentence into a passive., for example, ‘I say, “She is going to the post office.” You make a question by saying, “Is she going to the post office?”
The teacher models two more examples of this transformation, then asks, ‘Does everyone understand? OK, lets begin. “They are going to the bank.” “The class replies in turn, ‘Are they going to the bank?’ They transform approximately fifteen of these patterns, and then the teacher decides they are ready to move on to a question-and-answer drill. The teacher holds up one of the pictures she used earlier, the picture of a football field, and asks the class. ‘Are you going to the football field?’ she answer, ‘ Yes, I’m going to the football field.,’ She poses the next question while holding up a picture of a park, ‘Are you going to the park?’ And again answer herself, ‘Yes, I’m going to the park.’ She holds up a third picture, the one of a library?’ She poses a question to the class, ‘Are you going to library?’ They respond together, going to the library.’
‘Very Good,’ the teacher says. Through her action and examples, the students have learned that they are to answer the questions following the patterns she has modeled. The teacher drill them with this pattern for the next few minutes. Since the students can handle it, she poses the question to selected individuals rapidly, one after another. The students are expected to respond very quikly, without pausing. She works a little longer on this question-and-answer drill, sometimes providing her students with situations that require a negative answer and sometimes encouragement to each student. She holds up pictures and poses question one right after another,but the students seem to have no trouble keeping up with her. The only time she changes the rhythm is when a student seriously mispronounces a word. When this occurs she restates the word and work briefly with student until his pronunciation is closer to her own.
REVIEWING THE TECHNIQUES
IF you agree with the above answer, you may wish to implement the following techniques; of course, if you do not agree, there may be techniques describe below that you are already using or can adapt to your approach.
DIALOG MEMORIZATION
Dialogs or short conversation between two people are often used to begin a new lesson. Students memorize th dialog through mimicry; student usually take the role of one person in the dialog, and the teacher the other. Another way of practicing the two roles is for half of the class to take one role and the other half to take the other. In the Audio-Lingual Method, certain sentence patterns and grammar points are included within the dialog. These patterns and points are later practiced in drills based on the lines of the dialog.
BACKWARD BUILD-UP (EXPANSION) DRILL
This drill is used when a long line of a dialog is giving students trouble. The teacher speaks down the line into several parts. Then, following the teacher’s cue, the students expand what they are repeating part by part until they are able to repeat the entire lines. The teacher begins with the part at the end of the sentence (works backward from there) to keep the into keep the intonation of the line as natural as possible.
REPETITION DRILL
Students are asked to repeat the teacher’s model as accurately and as quickly as possible. This drill is often used to teach the lines of the dialog.
CHAIN DRILL
A chain driil gets its name from the chain of conversation that forms around the room as students, one-by-one, ask and answer question of each other. The teacher begins the chain by gretting a particultural student or asking him a question. A chain drill allows some controlled communication, eventhough it is limited. A chain drill also gives the teacher an oppoturnities to check each student’s sprech.
SINGLE-SLOT SUBSTITUTION DRILL
The teacher says a line, usually from the dialog then she says a word or a phrase-caalled cue. The major purpose of this drill is to give the students practice in finding and filling in the slots of a sentence.
MULTIPLE-SLOT SUBSTITUTION DRILL
This drill is similiar to the single-slot substitution drill. The difference is that the teacher gives cue phrase, one at time, that fit into different slots in the dialog line.
TRANFORMATION DRILL
The teacher gives students a certain kind of sentence pattern, an affirmative sentence for example. Other example of transformation to ask of student are changing a statement into a question, an active sentence into a passive one, or direct speech into reported speech.
QUESTION-and-ANSWER DRILL
This drill gives student practice with answering questions. The students should answer the teacher’s questions very quickly. This gives students practice with the question patterns.
USE OF MINIMAL PAIRS
The teacher pairs of words which differ in only one sound. For example: ‘ship/sheep’. Student ask to they teacher read it and difference two words. The teacher selects the sounds to work on after she has done a contrastive analysis, a comparison between the students’ native language an dthe language they are studying.
COMPLETE THE DIALOG
Selected words are erased from a dialog students have learned. Students complete the dialog by filling the blanks with the missing words.
GRAMMAR GAME
Games like the supermarket alphabet game described in this chapter are used in the Audio Lingual Method. The games are designed to get students to practice a grammar point within a context and it is rather limited in this game.
Total Physical Respone
Language is the key determinant to success and has a central role, particularly in the development of intellectual, social, and emotional person and in study all fields of study. Language is expected to help someone in this case I am talking about is the learners to know themselves, their culture and the culture of others, put forward ideas and feelings, participate in the community who use the language, find and use analytical skills and imaginative in that.
There are several different methods commonly used by a teacher or instructor in the student participants to enhance learning methods such as discussions, lectures, etc. Inquiry. I would like to introduce one method, namely method of TPR (Total Physical Response) as a technique of presentation in teaching, especially in foreign language learning, whether English, Japanese, French, and others.
Learning method is a science that talk about ways to deliver learning materials, so mastered by learners in other words the science of the teachers teach and students learn.
1.The meaning of TPR (Total Physical Response)
According to Richards J in his book, Approaches and Methods in Language Teaching, TPR is defined:
"A language teaching method built around the coordination of speech and action; it Attempts to teach language through physical (motor) activity."
So the method of TPR (Total Physical Response) is a language learning method developed in coordination command (command), speech (speech) and motion (action); and tried to teach language through physical activity.
Meanwhile, according to Larsen and Diane in the Technique and Principles in Language Teaching, TPR or also known as "the comprehension approach" or approach that is a method of understanding a foreign language approach to instruction or command.
2.the activity in PBM TPR Method (Teaching and Learning).
In the process of learning and teaching by using TPR method is a lot of activities that can be done by teachers and students, among others:
a.the exercise by using the command (Imperative Drill), is the main activity conducted in the classroom teacher from TPR method. Exercise is useful to obtain the physical movement and activities of students.
b.Dialog or conversation (conversational dialogue).
c.playing roles (Role Play), can focus on everyday activities such as in schools, restaurants, markets, etc..
d.presentation with OHP or LCD
e.Activity reading (Reading) and writing (Writing) to increase vocabulary (vocabularies) and also trained on the composition of sentences based on tenses and so forth.
3.Teory of learning TPR
TPR language learning theory was first adopted by Asher was reminiscent of some of the views of psychologists, such as Arthur Jensen who had proposed a 7-step model describing fatherly verbal learning development of children. This model is very similar to Asher views about child language acquisition. 3 Asher presents an influential learning hypotheses are:
1.Terdapat bio-specific default program for learning the language that describes an optimal flow for the first and second language development.
Brain 2.Lateralisasi describe different learning function on the left and right brain.
3.Stres affect learning and what activities will be studied by learners, lower stress, the capacity of learning to be better.
Thus the TPR method of learning that may sound familiar in your ear. TPR method is not a new method if better methods of learning among others. However, it is better in my opinion, if an instructor or teacher to use this method because this method is very useful in increasing the motivation of children, especially in language learning.
There are several different methods commonly used by a teacher or instructor in the student participants to enhance learning methods such as discussions, lectures, etc. Inquiry. I would like to introduce one method, namely method of TPR (Total Physical Response) as a technique of presentation in teaching, especially in foreign language learning, whether English, Japanese, French, and others.
Learning method is a science that talk about ways to deliver learning materials, so mastered by learners in other words the science of the teachers teach and students learn.
1.The meaning of TPR (Total Physical Response)
According to Richards J in his book, Approaches and Methods in Language Teaching, TPR is defined:
"A language teaching method built around the coordination of speech and action; it Attempts to teach language through physical (motor) activity."
So the method of TPR (Total Physical Response) is a language learning method developed in coordination command (command), speech (speech) and motion (action); and tried to teach language through physical activity.
Meanwhile, according to Larsen and Diane in the Technique and Principles in Language Teaching, TPR or also known as "the comprehension approach" or approach that is a method of understanding a foreign language approach to instruction or command.
2.the activity in PBM TPR Method (Teaching and Learning).
In the process of learning and teaching by using TPR method is a lot of activities that can be done by teachers and students, among others:
a.the exercise by using the command (Imperative Drill), is the main activity conducted in the classroom teacher from TPR method. Exercise is useful to obtain the physical movement and activities of students.
b.Dialog or conversation (conversational dialogue).
c.playing roles (Role Play), can focus on everyday activities such as in schools, restaurants, markets, etc..
d.presentation with OHP or LCD
e.Activity reading (Reading) and writing (Writing) to increase vocabulary (vocabularies) and also trained on the composition of sentences based on tenses and so forth.
3.Teory of learning TPR
TPR language learning theory was first adopted by Asher was reminiscent of some of the views of psychologists, such as Arthur Jensen who had proposed a 7-step model describing fatherly verbal learning development of children. This model is very similar to Asher views about child language acquisition. 3 Asher presents an influential learning hypotheses are:
1.Terdapat bio-specific default program for learning the language that describes an optimal flow for the first and second language development.
Brain 2.Lateralisasi describe different learning function on the left and right brain.
3.Stres affect learning and what activities will be studied by learners, lower stress, the capacity of learning to be better.
Thus the TPR method of learning that may sound familiar in your ear. TPR method is not a new method if better methods of learning among others. However, it is better in my opinion, if an instructor or teacher to use this method because this method is very useful in increasing the motivation of children, especially in language learning.
The Silent Way
Silent Way originated in the early 1970s and was the brainchild of the late Caleb Gattegno. The last line of Benjamin Franklin’s famous quote about teaching and learning can be said to lie at the heart of Silent Way. The three basic tenets of the approach are that learning is facilitated if the learner discovers rather than remembers or repeats, that learning is aided by physical objects, and that problem-solving is central to learning. The use of the word "silent" is also significant, as Silent Way is based on the premise that the teacher should be as silent as possible in the classroom in order to encourage the learner to produce as much language as possible. As far as the presentation of language is concerned, Silent Way adopts a highly structural approach, with language taught through sentences in a sequence based on grammatical complexity, described by some as a "building-block" approach.
The structural patterns of the target language are presented by the teacher and the grammar "rules" of the language are learnt inductively by the learners. kuesioner rods (small colored blocks of varying sizes originally intended for the teaching of mathematics) are often used to illustrate meaning (the physical objects mentioned above). New items are added sparingly by the teacher and learners take these as far as they can in their communication until the need for the next new item becomes apparent. The teacher then provides this new item by modeling it very clearly just once. The learners are then left to use the new item and to incorporate it into their existing stock of language, again taking it as far as they can until the next item is needed and so on.
This is perhaps best illustrated by an example. Let us say that the teacher has introduced the idea of pronouns as in "Give me a green rod". The class will then use this structure until it is clearly assimilated, using, in addition, all the other colors. One member of the class would now like to ask another to pass a rod to a third student but she does not know the word "her", only that it cannot be "me". At this point the teacher would intervene and supply the new item: "Give her the green rod" and the learners will continue until the next new item is needed (probably "him"). This minimalist role of the teacher has led some critics to describe Silent Way teachers as "aloof" and, indeed, this apparently excessive degree of self-restraint can be seen as such.The prominent writer on language teaching, Earl W. Stevick, has described the role of the teacher in Silent Way as "Teach, test, get out of the way". The apparent lack of real communication in the approach has also been criticized, with some arguing that it is difficult to take the approach beyond the very basics of the language, with only highly motivated learners being able to generate real communication from the rigid structures illustrated by the rods. The fact that, for logistical reasons, it is limited to relatively small groups of learners is also seen as a weakness.
The structural patterns of the target language are presented by the teacher and the grammar "rules" of the language are learnt inductively by the learners. kuesioner rods (small colored blocks of varying sizes originally intended for the teaching of mathematics) are often used to illustrate meaning (the physical objects mentioned above). New items are added sparingly by the teacher and learners take these as far as they can in their communication until the need for the next new item becomes apparent. The teacher then provides this new item by modeling it very clearly just once. The learners are then left to use the new item and to incorporate it into their existing stock of language, again taking it as far as they can until the next item is needed and so on.
This is perhaps best illustrated by an example. Let us say that the teacher has introduced the idea of pronouns as in "Give me a green rod". The class will then use this structure until it is clearly assimilated, using, in addition, all the other colors. One member of the class would now like to ask another to pass a rod to a third student but she does not know the word "her", only that it cannot be "me". At this point the teacher would intervene and supply the new item: "Give her the green rod" and the learners will continue until the next new item is needed (probably "him"). This minimalist role of the teacher has led some critics to describe Silent Way teachers as "aloof" and, indeed, this apparently excessive degree of self-restraint can be seen as such.The prominent writer on language teaching, Earl W. Stevick, has described the role of the teacher in Silent Way as "Teach, test, get out of the way". The apparent lack of real communication in the approach has also been criticized, with some arguing that it is difficult to take the approach beyond the very basics of the language, with only highly motivated learners being able to generate real communication from the rigid structures illustrated by the rods. The fact that, for logistical reasons, it is limited to relatively small groups of learners is also seen as a weakness.
The Audio-Lingual Method
INTRODUCTION
The Audio-Lingual Method, like the Direct Method we have just examined, is also an oral-based approach. It is very different in that rather than emphasizing vocabulary acquisition through exposure to its use in situations, the Audio-Lingual Method drills students in the use of grammatical sentence patterns. Later in its development, principles from behavioral psychology (skinner 1957) were incorporated. It was thought that the way to acquire the sentence patterns of the target language was through conditioning-helping learners to respond correctly to stimuli through shaping and reinforcement. Learners could overcome the habits of their native language and from the news habits required to be target language speakers.
EXPERIENCE
as we enter the classroom, the first thing we notice is that the students are attentively listening as the teacher is presenting a new dialog, a conversation between two people. The students know they will be expected to eventually memorize the dialog the teacher is introducing. All of the teacher’s instructions are in English. Sometimes she uses actions to convey meaning, but not one word of the students native language is uttered. After she acts out the dialog, she says:
‘ All right, class. I am going to repeat the dialog now. Listen carefully, but no talking please. Listen to the conversation:
SALLY Good morning, Bill
BILL Good morning, Sally
SALLY How are you?
BILL Fine, thanks. And you?
SALLY Fine. Where are you going?
BILL I’m going to the post office
SALLY I am too. Shall we go together?
BILL Sure. Let’s go
Listen one more time. Now she has the whole class repeat each of the lines of the dialog after her model. The teacher, at this point, stops the repetition and uses a backward build-up drill (expansion drill). The teacher starts with the end of the sentence and has the class repeat just the last two words. Little by little the teacher builds up the phrases until the entire sentence is being repeated.
TEACHER Repeat after me: post office
CLASS Post office
TEACHER To the post office
CLASS To the post office
TEACHER Going to the post office
CLASS Going to the post office
TEACHER I’m going to the post office
CLASS I’m going to the post office
Through this step-by-step procedure, the teacher is able to give the students help in producing the troublesome line. Having worked on the line in small pieces, the students are also able to take note of where each word or phrase begins and ends in the sentence. Finally, the teacher selects two students to perform the entire dialog for the rest of the class. Not everyone has a chance to say the dialog in a pair today, but perhaps they will some time this week.
The teacher moves next to the second major phase of the lesson. She continues to drill the students with language from the dialog, but these drills require more than simple repetition. The first drill the teacher leads is a single-slot substitution drill in which the students will repeat a sentence from the dialog and replace a word or phrase in the sentence with the word or phrase the teacher gives them. This word or phrase is called the cue.
A similar procedure is followed for another sentence in the dialog, ‘ How are you? ‘ The subject pronouns ‘he’, ‘she’, ‘they’, and ‘you’ are used as cue words. This substitution drill is slightly more difficult for the students since they have to change the form of the verb ‘be’ to ‘is’ or ‘are’, depending on which subject pronouns since the teacher gives them.
Finally, the teacher increases the complexity of the task by leading the students in a multiple-slot substitution drill. However with this drill, students must recognize what part of speech the cue word is and where it fits into the sentence.
The substitution drills are followed by a transformation drill. This type of drill asks students to change one type of sentence into another – an affirmative sentence into a negative or an active sentence into passive, for example. In this class, the teacher uses a substitution drill that requires the students to change a statement into a yes/no- question. The teacher offers an example, ‘I say, “She going to the post office.” You make a question by saying, “Is she going to the post office.
The teacher holds up one of the pictures she used earlier, the picture of a football field, and asks the class, ‘Yes, I’m going to the football field.’ She poses the next question while holding up a picture of a park, ‘Are you going to the park?’ And again answers herself, ‘Yes, I’m going to the park.’ She holds up a third picture, the one of a library. She poses a question to the class, ‘Are you going to the library?’ They respond together, ‘Yes, I am going to the library.
The teacher drills them with this pattern for the next few minutes. Since the students can handle it, she poses the question to selected individuals rapidly, one after another. The students are expected to respond very quickly, without pausing.
The lesson ends for the day. Both the teacher and the students have worked hard. The students have listened to and spoken only English for the period. The teacher is tired from all her action, but she is pleased for she feels the lesson has gone well. The students have learned the lines of the dialog and to respond without hesitation to her cues in the drill pattern.
In lessons later this week the teacher will do the following :
1. Review the dialog.
2. Expand upon the dialog by adding a few more lines, such as ‘I am going to the post office. I need a few stamps.’
3. Drill the new lines and introduce some new vocabulary items through the new lines, for example:
‘I am going to the supermarket. I need a little butter.’
‘… library. … few books,’
‘drugstore. … little medicine.’
4. Work on the difference between mass and count nouns, contrasting ‘a little/a few’ with mass and count nouns respectively. No grammar rule will ever be given to the students. The students will be led to figure out the rules from their work with the examples the teacher provides.
5. A contrastive analysis (the comparison of two languages, in this case, the students native language and the target language, English) has led the teacher to expect that the students will have special trouble with the pronunciation words such as ‘little,’ which contain /i/. the students do indeed say the word as if it contained /iy/. Then, when she feels they are ready, she drills them in saying the two sounds – first by themselves, and later in words, phrases, and sentence.
6. Sometimes towards the end of the week the teacher writes the dialog on the blackboard. She asks the students to give her the lines and she writes them out as the students say them. In another exercise, the students are given sequences of words such as I, go, supermarket and be, need, butter and they are asked to write complete sentences like the ones they have been drilling orally.
7. On Friday the teacher leads the class in the ‘supermarket alphabet game.’ The game starts with a student who needs a food item beginning with the letter ‘A.’ The student says, ‘I am going to the supermarket. I need a few apples.’ The next student says, ‘I am going to the supermarket. He needs a few apples. I need a little bread (or “a few bananas” or any other food item you could find in the supermarket beginning with the letter “B”).’ The third student continues, ‘I am going to the supermarket. He needs a few apples. She needs a little bread. I need a little cheese.’ The game continues with each player adding an item that begins with the next letter in the alphabet. Before adding his own item, however, each player must mention the items of the other students before him. If the student has difficult thinking of an item, the other students or the teacher helps.
8. A presentation by the teacher on supermarket in the united States follows the game. The teacher tries very hard to get meaning across in English. The teacher answers the students questions about the differences between supermarkets in the United States and open – air markets in Mail. They also discuss briefly the differences between American and Malian football. The students seem very interested in the discussion. The teacher promise to continue the discussion of popular American sports next week.
THINKING ABOUT THE EXPERIENCE
Although it is true that this was a very brief experience with the Audio Lingual method, let’s see if we can make some observations about the behavior of the teacher and the techniques she used. From these we should be able to figure out the principles underlying the method. We will make out observations in order, following the lesson plan of the class we observed.
Observation Principles
1. The teacher introduces a new dialog Language forms do not occur by themselves; they occur most naturally within a context
2. The language teacher uses only the target language in the classroom. Actions, pictures, or realia are used to give meaning otherwise. The native language and the target language have separate linguistic systems.
3. The language teacher introduces the dialog by modeling it two times; at other times, she corrects mispronunciation by modeling the proper sounds in the target language. One of the language teacher’s major roles is that of a model of the target language. Teachers should provide students with a good model. By listening to how it is supposed to sound.
4. The students repeat each line of the new dialog several times. Language learning is a process of habit formation. The more often something is repeated.
5. The students stumble over one of the lines of the dialog. The teacher uses a backward build up drill with this line. It is important to prevent learners from making errors. Errors lead to the formation of bad habits.
6. The teacher initiates a chain drill in which each student greets another. The purpose of language learning is to learn how to use the language to communicate.
7. The teacher uses single-slot and multiple slot substitution drills. Particular parts of speech occupy particular ‘ slots ‘ in sentences.
8. The teacher says, ‘ very good ‘, when the students answer correctly. Positive reinforcement helps the students to develop correct habits.
9. The teacher uses spoken cues and pictures Students should learn to respond to both verbal and nonverbal
10. The teacher conducts transformation and question-and-answer drills. Each language has a finite number of patterns. Pattern practice helps students to form habits which enable the students to use the patterns.
11. When the students can handle it, the teacher poses the questions to them rapidly. Students should ‘ overlearn ’, i.e. learn to anwer automatically without stopping to think.
12. The teacher provides the students with cues; she calls on individuals; she smiles encouragement; she holds up pictures one after another. The teacher should be like an orcherstra leader-conducting, guilding, and controlling the students behavior in the target language.
13. New vocabulary is introduced through lines of the dialog; vocabulary is limited. The major objective of language teaching should be for students to acquire the structural patterns.
14. Students are given no grammar rules; grammatical points are taught through examples and drills. The learning of a foreign language should be the same as the acquisition of the native language. The rules necessary to use the target language will be figured out or induced from examples.
15. 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 major challenge of foreign language teaching is getting students to overcome the habits of their native language.
16. The teacher writes the dialog on the blackboard toward the end of the week. Speech is more basic to language than the written form. The ‘ natural order ‘- the order children follow when learning their native language-skill acquisition is listening, speaking, reading, and writing.
17. The supermarket alphabet game and a discussion of American supermarkets and football are included. Language cannot be separated from culture. Culture is not only literature and the arts; but also the everyday behavior of the people who use the target language.
REVIEWING THE PRINCIPLES
At this point we should turn to the ten questions we have answered for each method we have considered so for.
1. What are the goals of teachers who use the Audio-Lingual Method?
Teachers want their students to be able to use the target language communicatively. In order to do this, they believe students need to overlearn the target language, to learn to use it automatically without stopping to think.
2. What is the role of the teacher? What is the role of the students?
The teacher is like an orchestra leader, directing and controlling the language behavior of her students. Students are imitators of the teacher’s model or the tapes she supplies of model speakers.
3. What are some characteristics of the teaching/learning process?
New vocabulary and structural patterns are presented through dialogs. Grammar is induced from the examples given: explicit grammar rules are not provided. Cultural information is contextualized in the dialogs or presented by the teacher.
4. What is the nature of student-teacher interaction? What is the nature of student-student interaction?
There is student-to-student interaction in chain drills or when students take different roles in dialogs, but this interaction is teacher-directed. Most of the interaction is between teacher and students and is initiated by the teacher.
5. How are the feelings of the students dealt with?
There are no principles of the method that relate to this area.
6. How is the language viewed? How is the culture viewed?
The view of language in the Audio-Lingual Method has been influenced by descriptive linguists. The system is comprised of several different levels: phonological, morphological, and syntactic. Culture consists of the everyday behavior and lifestyle of the target language speakers.
7. What areas of language are emphasized? What language skills are emphasized?
Vocabulary is kept to a minimum while the students are mastering the sound system and grammatical patterns. A grammatical pattern is not the same as a sentence. The natural order of skills presentation is adhered to: listening, speaking, reading, and writing. The oral/aural skills receive most of the attention. Pronunciation is taught from the beginning, often by students working in language laboratories on discriminating between members of minimal pairs.
8. What is the role of the students’ native language?
The habits of the students’ native language are thought to interfere with the students attempts to master the target language. A contrastive analysis between the students native language and the target language will reveal where a teacher should expect the most interference.
9. How is evaluation accomplished?
The answer to this question is not obvious because we did not actually observe the students in this class taking a formal test. Students might be asked to distinguish between words In a minimal pair, for example, or to supply an appropriate verb form in a sentence.
10. How does the teacher respond to student errors?
Student errors are to be avoided if at all possible through the teacher’s awareness of where the students will have difficulty and restriction of what they are taught to say.
REVIEWING THE TECHNIQUES
If you are agree with the above answers, you may wish to implement the following techniques; of course, even if you do not agree, there are may be techniques described below that you are already using or can adapt to your approach.
Dialog memorization
Dialogs or short conversation between two people are often used to begin a new lesson. Students memorize the dialog through mimicry; students usually take the role of one person in the dialog, and the teacher the other. After the dialog has been memorized, pairs of individual students might perform the dialog for the rest of the class.
In the Audio-Lingual Method, certain sentence patterns and grammar points are included within the dialog. This patterns and points are later practiced in drills based on the lines of the dialog.
Backward build-up (expansion) drill
This drill is used when a long line of a dialog is giving students trouble. The teacher breaks down the line into several parts. Then, following the teacher’s cue, the students expand what they are repeating part by part until they are able to repeat the entire line.
Repetition drill
Students are asked to repeat the teacher’s model as accurately and as quickly as possible. This drill is often used to teach the lines of the dialog.
Chain drill
A chain drill gets its name from the chain of conversation that from around the room as students, one-by-one, ask and answer questions of each other. The first student greets or asks a question of the second student and the chain continues. A chain drill also gives the teacher an opportunity to check each student’s speech.
Single-slot substitution drill
The teacher says a line, usually from the dialog. Next, the teacher says a word or a phrase-called the cue. The students repeat the line the teacher has given them, substituting the cue into the line in its proper place. The major purpose of this drill is to give the students practice in finding and filling in the slots of a sentence.
Multiple-slot substitution drill
This drill is similar to the single-slot substitution drill. The difference is that the teacher gives cue phrase, one at a time, that fit into different slots in the dialog line. The students must recognize what part of speech each cue is, or at least, where it fits into the sentence, and make any other changes, such as subject-verb agreement.
Transformation drill
The teacher gives students a certain kind of sentence pattern, an affirmative sentence for example. Other examples of transformations to ask of students are changing a statement into a question, an active sentence into a passive one, or direct speech into reported speech.
Question-and-answer drill
This drill gives students practice with answering questions. The students should answer the teacher’s questions very quickly. Although we did not see it in our leson here, it is also possible for the teacher to cue the students to ask questions as well.
Use of minimal pairs
The teacher woks with pairs of words which differ in only one sound; for example, ‘ship/sheep’. Students are first asked to perceive the difference between the two words and later to be able to say the two words. The teacher selects the sounds to work on after she has done a contrastive analysis, a comparison between the students’ native language and the language they are studying.
Complete the dialog
Selected words are erased from a dialog students have learned. Students complete the dialog by filling the blanks with the missing words.
Grammar game
Games like the supermarket alphabet game described in this chapter are used in the A udio-Lingual Method. Students are able to express themselves, although it is rather limited in this game. Notice there is also a lot of repetition in this game.
CONCLUSION
We’ve looked at both the techniques and the principles of the Audio-Lingual Method. Try now to make the bridge between this book and your teaching situation.
Good luck..
hohohohohoo
The Audio-Lingual Method, like the Direct Method we have just examined, is also an oral-based approach. It is very different in that rather than emphasizing vocabulary acquisition through exposure to its use in situations, the Audio-Lingual Method drills students in the use of grammatical sentence patterns. Later in its development, principles from behavioral psychology (skinner 1957) were incorporated. It was thought that the way to acquire the sentence patterns of the target language was through conditioning-helping learners to respond correctly to stimuli through shaping and reinforcement. Learners could overcome the habits of their native language and from the news habits required to be target language speakers.
EXPERIENCE
as we enter the classroom, the first thing we notice is that the students are attentively listening as the teacher is presenting a new dialog, a conversation between two people. The students know they will be expected to eventually memorize the dialog the teacher is introducing. All of the teacher’s instructions are in English. Sometimes she uses actions to convey meaning, but not one word of the students native language is uttered. After she acts out the dialog, she says:
‘ All right, class. I am going to repeat the dialog now. Listen carefully, but no talking please. Listen to the conversation:
SALLY Good morning, Bill
BILL Good morning, Sally
SALLY How are you?
BILL Fine, thanks. And you?
SALLY Fine. Where are you going?
BILL I’m going to the post office
SALLY I am too. Shall we go together?
BILL Sure. Let’s go
Listen one more time. Now she has the whole class repeat each of the lines of the dialog after her model. The teacher, at this point, stops the repetition and uses a backward build-up drill (expansion drill). The teacher starts with the end of the sentence and has the class repeat just the last two words. Little by little the teacher builds up the phrases until the entire sentence is being repeated.
TEACHER Repeat after me: post office
CLASS Post office
TEACHER To the post office
CLASS To the post office
TEACHER Going to the post office
CLASS Going to the post office
TEACHER I’m going to the post office
CLASS I’m going to the post office
Through this step-by-step procedure, the teacher is able to give the students help in producing the troublesome line. Having worked on the line in small pieces, the students are also able to take note of where each word or phrase begins and ends in the sentence. Finally, the teacher selects two students to perform the entire dialog for the rest of the class. Not everyone has a chance to say the dialog in a pair today, but perhaps they will some time this week.
The teacher moves next to the second major phase of the lesson. She continues to drill the students with language from the dialog, but these drills require more than simple repetition. The first drill the teacher leads is a single-slot substitution drill in which the students will repeat a sentence from the dialog and replace a word or phrase in the sentence with the word or phrase the teacher gives them. This word or phrase is called the cue.
A similar procedure is followed for another sentence in the dialog, ‘ How are you? ‘ The subject pronouns ‘he’, ‘she’, ‘they’, and ‘you’ are used as cue words. This substitution drill is slightly more difficult for the students since they have to change the form of the verb ‘be’ to ‘is’ or ‘are’, depending on which subject pronouns since the teacher gives them.
Finally, the teacher increases the complexity of the task by leading the students in a multiple-slot substitution drill. However with this drill, students must recognize what part of speech the cue word is and where it fits into the sentence.
The substitution drills are followed by a transformation drill. This type of drill asks students to change one type of sentence into another – an affirmative sentence into a negative or an active sentence into passive, for example. In this class, the teacher uses a substitution drill that requires the students to change a statement into a yes/no- question. The teacher offers an example, ‘I say, “She going to the post office.” You make a question by saying, “Is she going to the post office.
The teacher holds up one of the pictures she used earlier, the picture of a football field, and asks the class, ‘Yes, I’m going to the football field.’ She poses the next question while holding up a picture of a park, ‘Are you going to the park?’ And again answers herself, ‘Yes, I’m going to the park.’ She holds up a third picture, the one of a library. She poses a question to the class, ‘Are you going to the library?’ They respond together, ‘Yes, I am going to the library.
The teacher drills them with this pattern for the next few minutes. Since the students can handle it, she poses the question to selected individuals rapidly, one after another. The students are expected to respond very quickly, without pausing.
The lesson ends for the day. Both the teacher and the students have worked hard. The students have listened to and spoken only English for the period. The teacher is tired from all her action, but she is pleased for she feels the lesson has gone well. The students have learned the lines of the dialog and to respond without hesitation to her cues in the drill pattern.
In lessons later this week the teacher will do the following :
1. Review the dialog.
2. Expand upon the dialog by adding a few more lines, such as ‘I am going to the post office. I need a few stamps.’
3. Drill the new lines and introduce some new vocabulary items through the new lines, for example:
‘I am going to the supermarket. I need a little butter.’
‘… library. … few books,’
‘drugstore. … little medicine.’
4. Work on the difference between mass and count nouns, contrasting ‘a little/a few’ with mass and count nouns respectively. No grammar rule will ever be given to the students. The students will be led to figure out the rules from their work with the examples the teacher provides.
5. A contrastive analysis (the comparison of two languages, in this case, the students native language and the target language, English) has led the teacher to expect that the students will have special trouble with the pronunciation words such as ‘little,’ which contain /i/. the students do indeed say the word as if it contained /iy/. Then, when she feels they are ready, she drills them in saying the two sounds – first by themselves, and later in words, phrases, and sentence.
6. Sometimes towards the end of the week the teacher writes the dialog on the blackboard. She asks the students to give her the lines and she writes them out as the students say them. In another exercise, the students are given sequences of words such as I, go, supermarket and be, need, butter and they are asked to write complete sentences like the ones they have been drilling orally.
7. On Friday the teacher leads the class in the ‘supermarket alphabet game.’ The game starts with a student who needs a food item beginning with the letter ‘A.’ The student says, ‘I am going to the supermarket. I need a few apples.’ The next student says, ‘I am going to the supermarket. He needs a few apples. I need a little bread (or “a few bananas” or any other food item you could find in the supermarket beginning with the letter “B”).’ The third student continues, ‘I am going to the supermarket. He needs a few apples. She needs a little bread. I need a little cheese.’ The game continues with each player adding an item that begins with the next letter in the alphabet. Before adding his own item, however, each player must mention the items of the other students before him. If the student has difficult thinking of an item, the other students or the teacher helps.
8. A presentation by the teacher on supermarket in the united States follows the game. The teacher tries very hard to get meaning across in English. The teacher answers the students questions about the differences between supermarkets in the United States and open – air markets in Mail. They also discuss briefly the differences between American and Malian football. The students seem very interested in the discussion. The teacher promise to continue the discussion of popular American sports next week.
THINKING ABOUT THE EXPERIENCE
Although it is true that this was a very brief experience with the Audio Lingual method, let’s see if we can make some observations about the behavior of the teacher and the techniques she used. From these we should be able to figure out the principles underlying the method. We will make out observations in order, following the lesson plan of the class we observed.
Observation Principles
1. The teacher introduces a new dialog Language forms do not occur by themselves; they occur most naturally within a context
2. The language teacher uses only the target language in the classroom. Actions, pictures, or realia are used to give meaning otherwise. The native language and the target language have separate linguistic systems.
3. The language teacher introduces the dialog by modeling it two times; at other times, she corrects mispronunciation by modeling the proper sounds in the target language. One of the language teacher’s major roles is that of a model of the target language. Teachers should provide students with a good model. By listening to how it is supposed to sound.
4. The students repeat each line of the new dialog several times. Language learning is a process of habit formation. The more often something is repeated.
5. The students stumble over one of the lines of the dialog. The teacher uses a backward build up drill with this line. It is important to prevent learners from making errors. Errors lead to the formation of bad habits.
6. The teacher initiates a chain drill in which each student greets another. The purpose of language learning is to learn how to use the language to communicate.
7. The teacher uses single-slot and multiple slot substitution drills. Particular parts of speech occupy particular ‘ slots ‘ in sentences.
8. The teacher says, ‘ very good ‘, when the students answer correctly. Positive reinforcement helps the students to develop correct habits.
9. The teacher uses spoken cues and pictures Students should learn to respond to both verbal and nonverbal
10. The teacher conducts transformation and question-and-answer drills. Each language has a finite number of patterns. Pattern practice helps students to form habits which enable the students to use the patterns.
11. When the students can handle it, the teacher poses the questions to them rapidly. Students should ‘ overlearn ’, i.e. learn to anwer automatically without stopping to think.
12. The teacher provides the students with cues; she calls on individuals; she smiles encouragement; she holds up pictures one after another. The teacher should be like an orcherstra leader-conducting, guilding, and controlling the students behavior in the target language.
13. New vocabulary is introduced through lines of the dialog; vocabulary is limited. The major objective of language teaching should be for students to acquire the structural patterns.
14. Students are given no grammar rules; grammatical points are taught through examples and drills. The learning of a foreign language should be the same as the acquisition of the native language. The rules necessary to use the target language will be figured out or induced from examples.
15. 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 major challenge of foreign language teaching is getting students to overcome the habits of their native language.
16. The teacher writes the dialog on the blackboard toward the end of the week. Speech is more basic to language than the written form. The ‘ natural order ‘- the order children follow when learning their native language-skill acquisition is listening, speaking, reading, and writing.
17. The supermarket alphabet game and a discussion of American supermarkets and football are included. Language cannot be separated from culture. Culture is not only literature and the arts; but also the everyday behavior of the people who use the target language.
REVIEWING THE PRINCIPLES
At this point we should turn to the ten questions we have answered for each method we have considered so for.
1. What are the goals of teachers who use the Audio-Lingual Method?
Teachers want their students to be able to use the target language communicatively. In order to do this, they believe students need to overlearn the target language, to learn to use it automatically without stopping to think.
2. What is the role of the teacher? What is the role of the students?
The teacher is like an orchestra leader, directing and controlling the language behavior of her students. Students are imitators of the teacher’s model or the tapes she supplies of model speakers.
3. What are some characteristics of the teaching/learning process?
New vocabulary and structural patterns are presented through dialogs. Grammar is induced from the examples given: explicit grammar rules are not provided. Cultural information is contextualized in the dialogs or presented by the teacher.
4. What is the nature of student-teacher interaction? What is the nature of student-student interaction?
There is student-to-student interaction in chain drills or when students take different roles in dialogs, but this interaction is teacher-directed. Most of the interaction is between teacher and students and is initiated by the teacher.
5. How are the feelings of the students dealt with?
There are no principles of the method that relate to this area.
6. How is the language viewed? How is the culture viewed?
The view of language in the Audio-Lingual Method has been influenced by descriptive linguists. The system is comprised of several different levels: phonological, morphological, and syntactic. Culture consists of the everyday behavior and lifestyle of the target language speakers.
7. What areas of language are emphasized? What language skills are emphasized?
Vocabulary is kept to a minimum while the students are mastering the sound system and grammatical patterns. A grammatical pattern is not the same as a sentence. The natural order of skills presentation is adhered to: listening, speaking, reading, and writing. The oral/aural skills receive most of the attention. Pronunciation is taught from the beginning, often by students working in language laboratories on discriminating between members of minimal pairs.
8. What is the role of the students’ native language?
The habits of the students’ native language are thought to interfere with the students attempts to master the target language. A contrastive analysis between the students native language and the target language will reveal where a teacher should expect the most interference.
9. How is evaluation accomplished?
The answer to this question is not obvious because we did not actually observe the students in this class taking a formal test. Students might be asked to distinguish between words In a minimal pair, for example, or to supply an appropriate verb form in a sentence.
10. How does the teacher respond to student errors?
Student errors are to be avoided if at all possible through the teacher’s awareness of where the students will have difficulty and restriction of what they are taught to say.
REVIEWING THE TECHNIQUES
If you are agree with the above answers, you may wish to implement the following techniques; of course, even if you do not agree, there are may be techniques described below that you are already using or can adapt to your approach.
Dialog memorization
Dialogs or short conversation between two people are often used to begin a new lesson. Students memorize the dialog through mimicry; students usually take the role of one person in the dialog, and the teacher the other. After the dialog has been memorized, pairs of individual students might perform the dialog for the rest of the class.
In the Audio-Lingual Method, certain sentence patterns and grammar points are included within the dialog. This patterns and points are later practiced in drills based on the lines of the dialog.
Backward build-up (expansion) drill
This drill is used when a long line of a dialog is giving students trouble. The teacher breaks down the line into several parts. Then, following the teacher’s cue, the students expand what they are repeating part by part until they are able to repeat the entire line.
Repetition drill
Students are asked to repeat the teacher’s model as accurately and as quickly as possible. This drill is often used to teach the lines of the dialog.
Chain drill
A chain drill gets its name from the chain of conversation that from around the room as students, one-by-one, ask and answer questions of each other. The first student greets or asks a question of the second student and the chain continues. A chain drill also gives the teacher an opportunity to check each student’s speech.
Single-slot substitution drill
The teacher says a line, usually from the dialog. Next, the teacher says a word or a phrase-called the cue. The students repeat the line the teacher has given them, substituting the cue into the line in its proper place. The major purpose of this drill is to give the students practice in finding and filling in the slots of a sentence.
Multiple-slot substitution drill
This drill is similar to the single-slot substitution drill. The difference is that the teacher gives cue phrase, one at a time, that fit into different slots in the dialog line. The students must recognize what part of speech each cue is, or at least, where it fits into the sentence, and make any other changes, such as subject-verb agreement.
Transformation drill
The teacher gives students a certain kind of sentence pattern, an affirmative sentence for example. Other examples of transformations to ask of students are changing a statement into a question, an active sentence into a passive one, or direct speech into reported speech.
Question-and-answer drill
This drill gives students practice with answering questions. The students should answer the teacher’s questions very quickly. Although we did not see it in our leson here, it is also possible for the teacher to cue the students to ask questions as well.
Use of minimal pairs
The teacher woks with pairs of words which differ in only one sound; for example, ‘ship/sheep’. Students are first asked to perceive the difference between the two words and later to be able to say the two words. The teacher selects the sounds to work on after she has done a contrastive analysis, a comparison between the students’ native language and the language they are studying.
Complete the dialog
Selected words are erased from a dialog students have learned. Students complete the dialog by filling the blanks with the missing words.
Grammar game
Games like the supermarket alphabet game described in this chapter are used in the A udio-Lingual Method. Students are able to express themselves, although it is rather limited in this game. Notice there is also a lot of repetition in this game.
CONCLUSION
We’ve looked at both the techniques and the principles of the Audio-Lingual Method. Try now to make the bridge between this book and your teaching situation.
Good luck..
hohohohohoo
The Direct Method
Introduction
The Direct Method has one very basic rule: No translation is allowed. In fact, the Direct Method receives its name from the fact that meaning is to be conveyed directly in the target language through the use of demonstration and visual aids, with no recourse to the students native language ( Diller 1978 ).
We will now try to come to an understanding of the Direct Method by observing an English teacher using it in a scuola media ( lower secondary school ) class in Italy. The class we observe is at the end of its first year of English language instruction in a Scuola media.
Experience
The teacher is calling the class to order as we find seats toward the back of the room. He has placed a big map of the United States in the front of the classroom. The teacher points to the part of the map the sentence describes after each has read his sentence. The passage begins:
We are looking at a map of the United States. Canada is the country to the north of the United States, and Mexico is the country to the south of the United States. Between Canada and the United States are the Great Lakes. Between Mexico and United States is the Rio Grande River. On the East Coast is the Atlantic Ocean, and on the West Coast is the Pacific Ocean. In the East is a mountain range called the Appalachian Mountains. In the West are the Rocky Mountains.
A students ask what a mountain range is. The teacher turns to the blackboard and draws a series of inverted cones to illustrate a mountain range. The student nods and says, ‘ I understand ‘. Another student asks what another ‘ between ‘ means. The teacher replies, ‘ you are sitting between Maria Pia and Giovanni. Paolo is sitting between Gabriella and Cettina. Now do you understand the meaning of ‘ between ‘? The student answers, ‘ yes, i understand ‘.
The question and answer session continues for a few more minutes. Finally, the teacher invites the students to ask question. Hands go up, and the teacher calls on students to pose questions one at a time to which the class replies. Later another student asks, ‘ what is the ocean in the West Coast? ‘. The teacher again interrupts before the clas ha a chance to reply, saying, ‘ What is the Ocean in the West Coast?..or on the West Coast? ‘. The student hesitates, then says, ‘ On the West Coast ‘.
‘ Correct ‘, says the teacher. ‘ Now repeat your question ‘.
‘ What is the ocean on the West Coast? ‘
The class replies in chorus, ‘ The ocean on the West Coast is the Pacific ‘.
After the students have asked about ten questions, the teacher begins asking questions and making statements again. The teacher next instructs the students to turn to an exercise in the lesson which asks them to fill in the blank. They read a sentence out loud and supply the missing word as they are reading. Finally, the teacher asks the students to take out their notebooks, and he gives them a dictation. The passage he dictates is one paragraph long and is about the geography of the United States.
During the remaining two classes this week, the class will :
1. Review the features of United States geography
2. Following the teacher’s directions, label blank maps with these geographical features. After this, the students will give directions to the teacher, who will complete a map on the blackboard
3. Practice the pronunciation of ‘ river ‘, paying particular attention to the / I / in the first syllable ( and contrasting it with / iy / ) and to the pronunciation of /r /
4. Write a paragraph about the major geographical features of the United States.
5. Discuss the proverb ‘ time is money ‘. Students will talk about this is in order to understand that people in the United States value punctuality. They will compare this attitude with their own view of time.
Thinking about the experience
Let us make some observations on our experience. These will be in the column on the left. The principles of the Direct Method that can be inferred from our observations will be listed in column on the right.
Observations Principles
1. The student read aloud a passage about United States geography. Reading in the target language should be taught from the beginning of language instruction; however, the reading skill will be developed through practice with speaking. Culture consists of more than the fine arts.
2. The teacher points to a part of the map after each sentence is read. Objects present in the immediate classroom environment should be used to help students understand the meaning.
3. The teacher uses the target language to ask the students if they have a question. The native language should not be used in the classroom.
4. The teacher answers the students questions by drawing on the blackboard or giving examples. The teacher should demonstrate, not explain or translate. It is desirable that students make a direct association between the target language and meaning.
5. The teacher asks questions about the map in the target language, to which the students reply in a complete sentence in the target language. Students should learn to think in the target language as soon as possible. Vocabulary is acquired more naturally if students use it in full sentence, rather than memorizing word lists.
6. Students ask questions about the map. The purpose of language learning is communication
7. The teacher works with the students on the pronunciation of ‘ Appalachian ‘. Pronunciation should be worked on right from the beginning of language instruction.
8. The teacher corrects a grammar error by asking the students to make a choice. Self-correction facilitates language learning.
9. The tacher asks questions about the students; students ask each other questions. Lesson should contain some conversational activity-some opportunity for students to use language in real contexts.
10. The students fill in blanks with prepositions practiced in the lesson. Grammar should be taught inductively. There may never be an explicit grammar rule given.
11. The teacher dictates a paragraph about United States geography. Writing is an important skill, to be developed from the beginning of language instruction.
12. All of the lessons of the week involve United States geography. The syllabus is based on situations or topics, not usually on linguistic structures.
13. A proverb is used to discuss how people in the U. S view punctually. Learning another language also involves learning how speakers of that language live.
Reviewing the principles
Now let us consider the principles of the Direct Method as they are arranged in answer to the ten question posed earlier:
1. What are the goals of teachers who use the Direct Method?
Teachers who use the Direct Method intend that students learn how to communicate in the target language.
2. What is the role of the teacher? What is the role of the students?
Although the teacher directs the class activities the student role is less passive than in the Grammar-Translation Method. The teacher and the students are more like partners in the teaching/learning process.
3. What are some characteristics of the teaching/learning process?
Teachers who use the Direct Method believe students need to associate meaning and the target language directly. In fact, the syllabus used in the Direct Method is based upon situations or topics. Grammar is taught inductively, that is, the students are presented with examples and they figure out the rule or generalization from the examples. An explicit grammar rule may never be given. Students practice vocabulary by using new words in complete sentences.
4. What is the nature of student-teacher interaction? What is the nature of student-student interaction?
The initiation of the interaction goes both ways, from teacher to students and from student to teacher, although the latter is often teacher directed. Students converse with one another as well.
5. How are the feelings of the students dealt with?
There are no principles of the method which relate to this area.
6. How is language viewed? How is culture viewed?
Language is primarily spoken, not written. They also study culture consisting of the history of the people who speak the target language.
7. What areas of language are emphasized? What language skills are emphasized?
Vocabulary is emphasized over grammar. Thus the reading and writing exercises are based upon what the students practice orally first. Pronunciation also receives attention right from the beginning of a course.
8. What is the role of the student native language?
The students’ native language should not be used in the classroom.
9. How is evaluation accomplished?
In the Direct Method, students are asked to use the language, not to demonstrate their knowledge about the language. They are asked to do so using both oral and written skills.
10. How does the teacher respond to student errors?
The teacher, employing various techniques, tries to get students to self-correct whenever possible.
Reviewing the techniques
are there answers to the ten questions with which you agreed? Then the following techniques may also be useful. Of course, even if you did not agree with all the answers, there may be some techniques of the Direct Method you can adapt to your own approach to teaching.
Reading aloud
Students take turns reading sections of passage, play, or dialog out loud. At the end of each student’s turn, teacher uses gestures, pictures, realia, examples, or other means to make the meaning of the section clear.
Question and answer exercise
This exercise is conducted only in the target language. Students are asked questions and answer in full sentences so that they practice new words and grammatical structures.
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 supplied. Another possibility is for the teacher to repeat what the student said, stopping just before the error. The student knows that the next word was wrong.
Fill-in-the-blank exercise
This technique has already been discussed in the Grammar-Translation Method, but differs in its application in the Direct Method. The students would have induced the grammar rule they need to fill in the blanks from examples and practice with earlier parts of the lesson.
Dictation
The teacher reads the passage tree times. The first time the teacher reads it t normal speed, while the students just listen. The second time he reads the passage phrase by pharase, pausing long enough to allow students to write down what they have heard. The last time the teacher again reads at a normal speed, and students check their work.
Map drawing
The class included one example of a technique used to give listening comprehension practice. The students were given a map with the geographical features unnamed. The student then instructed the teacher to do the same thing with a map he had drawn on the blackboard. Each student could have a turn giving the teacher instructions for finding and labeling one geographical feature.
Paragraph writing
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. They could have done this from memory, or they could have used the reading passage in the lesson as a model.
Conclusion
Now that you have considered the principles and the techniques of the Direct Method somewhat, see what you can find of use for your own teaching situation.
Aulia latifa
3 SA03
10607015
The Direct Method has one very basic rule: No translation is allowed. In fact, the Direct Method receives its name from the fact that meaning is to be conveyed directly in the target language through the use of demonstration and visual aids, with no recourse to the students native language ( Diller 1978 ).
We will now try to come to an understanding of the Direct Method by observing an English teacher using it in a scuola media ( lower secondary school ) class in Italy. The class we observe is at the end of its first year of English language instruction in a Scuola media.
Experience
The teacher is calling the class to order as we find seats toward the back of the room. He has placed a big map of the United States in the front of the classroom. The teacher points to the part of the map the sentence describes after each has read his sentence. The passage begins:
We are looking at a map of the United States. Canada is the country to the north of the United States, and Mexico is the country to the south of the United States. Between Canada and the United States are the Great Lakes. Between Mexico and United States is the Rio Grande River. On the East Coast is the Atlantic Ocean, and on the West Coast is the Pacific Ocean. In the East is a mountain range called the Appalachian Mountains. In the West are the Rocky Mountains.
A students ask what a mountain range is. The teacher turns to the blackboard and draws a series of inverted cones to illustrate a mountain range. The student nods and says, ‘ I understand ‘. Another student asks what another ‘ between ‘ means. The teacher replies, ‘ you are sitting between Maria Pia and Giovanni. Paolo is sitting between Gabriella and Cettina. Now do you understand the meaning of ‘ between ‘? The student answers, ‘ yes, i understand ‘.
The question and answer session continues for a few more minutes. Finally, the teacher invites the students to ask question. Hands go up, and the teacher calls on students to pose questions one at a time to which the class replies. Later another student asks, ‘ what is the ocean in the West Coast? ‘. The teacher again interrupts before the clas ha a chance to reply, saying, ‘ What is the Ocean in the West Coast?..or on the West Coast? ‘. The student hesitates, then says, ‘ On the West Coast ‘.
‘ Correct ‘, says the teacher. ‘ Now repeat your question ‘.
‘ What is the ocean on the West Coast? ‘
The class replies in chorus, ‘ The ocean on the West Coast is the Pacific ‘.
After the students have asked about ten questions, the teacher begins asking questions and making statements again. The teacher next instructs the students to turn to an exercise in the lesson which asks them to fill in the blank. They read a sentence out loud and supply the missing word as they are reading. Finally, the teacher asks the students to take out their notebooks, and he gives them a dictation. The passage he dictates is one paragraph long and is about the geography of the United States.
During the remaining two classes this week, the class will :
1. Review the features of United States geography
2. Following the teacher’s directions, label blank maps with these geographical features. After this, the students will give directions to the teacher, who will complete a map on the blackboard
3. Practice the pronunciation of ‘ river ‘, paying particular attention to the / I / in the first syllable ( and contrasting it with / iy / ) and to the pronunciation of /r /
4. Write a paragraph about the major geographical features of the United States.
5. Discuss the proverb ‘ time is money ‘. Students will talk about this is in order to understand that people in the United States value punctuality. They will compare this attitude with their own view of time.
Thinking about the experience
Let us make some observations on our experience. These will be in the column on the left. The principles of the Direct Method that can be inferred from our observations will be listed in column on the right.
Observations Principles
1. The student read aloud a passage about United States geography. Reading in the target language should be taught from the beginning of language instruction; however, the reading skill will be developed through practice with speaking. Culture consists of more than the fine arts.
2. The teacher points to a part of the map after each sentence is read. Objects present in the immediate classroom environment should be used to help students understand the meaning.
3. The teacher uses the target language to ask the students if they have a question. The native language should not be used in the classroom.
4. The teacher answers the students questions by drawing on the blackboard or giving examples. The teacher should demonstrate, not explain or translate. It is desirable that students make a direct association between the target language and meaning.
5. The teacher asks questions about the map in the target language, to which the students reply in a complete sentence in the target language. Students should learn to think in the target language as soon as possible. Vocabulary is acquired more naturally if students use it in full sentence, rather than memorizing word lists.
6. Students ask questions about the map. The purpose of language learning is communication
7. The teacher works with the students on the pronunciation of ‘ Appalachian ‘. Pronunciation should be worked on right from the beginning of language instruction.
8. The teacher corrects a grammar error by asking the students to make a choice. Self-correction facilitates language learning.
9. The tacher asks questions about the students; students ask each other questions. Lesson should contain some conversational activity-some opportunity for students to use language in real contexts.
10. The students fill in blanks with prepositions practiced in the lesson. Grammar should be taught inductively. There may never be an explicit grammar rule given.
11. The teacher dictates a paragraph about United States geography. Writing is an important skill, to be developed from the beginning of language instruction.
12. All of the lessons of the week involve United States geography. The syllabus is based on situations or topics, not usually on linguistic structures.
13. A proverb is used to discuss how people in the U. S view punctually. Learning another language also involves learning how speakers of that language live.
Reviewing the principles
Now let us consider the principles of the Direct Method as they are arranged in answer to the ten question posed earlier:
1. What are the goals of teachers who use the Direct Method?
Teachers who use the Direct Method intend that students learn how to communicate in the target language.
2. What is the role of the teacher? What is the role of the students?
Although the teacher directs the class activities the student role is less passive than in the Grammar-Translation Method. The teacher and the students are more like partners in the teaching/learning process.
3. What are some characteristics of the teaching/learning process?
Teachers who use the Direct Method believe students need to associate meaning and the target language directly. In fact, the syllabus used in the Direct Method is based upon situations or topics. Grammar is taught inductively, that is, the students are presented with examples and they figure out the rule or generalization from the examples. An explicit grammar rule may never be given. Students practice vocabulary by using new words in complete sentences.
4. What is the nature of student-teacher interaction? What is the nature of student-student interaction?
The initiation of the interaction goes both ways, from teacher to students and from student to teacher, although the latter is often teacher directed. Students converse with one another as well.
5. How are the feelings of the students dealt with?
There are no principles of the method which relate to this area.
6. How is language viewed? How is culture viewed?
Language is primarily spoken, not written. They also study culture consisting of the history of the people who speak the target language.
7. What areas of language are emphasized? What language skills are emphasized?
Vocabulary is emphasized over grammar. Thus the reading and writing exercises are based upon what the students practice orally first. Pronunciation also receives attention right from the beginning of a course.
8. What is the role of the student native language?
The students’ native language should not be used in the classroom.
9. How is evaluation accomplished?
In the Direct Method, students are asked to use the language, not to demonstrate their knowledge about the language. They are asked to do so using both oral and written skills.
10. How does the teacher respond to student errors?
The teacher, employing various techniques, tries to get students to self-correct whenever possible.
Reviewing the techniques
are there answers to the ten questions with which you agreed? Then the following techniques may also be useful. Of course, even if you did not agree with all the answers, there may be some techniques of the Direct Method you can adapt to your own approach to teaching.
Reading aloud
Students take turns reading sections of passage, play, or dialog out loud. At the end of each student’s turn, teacher uses gestures, pictures, realia, examples, or other means to make the meaning of the section clear.
Question and answer exercise
This exercise is conducted only in the target language. Students are asked questions and answer in full sentences so that they practice new words and grammatical structures.
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 supplied. Another possibility is for the teacher to repeat what the student said, stopping just before the error. The student knows that the next word was wrong.
Fill-in-the-blank exercise
This technique has already been discussed in the Grammar-Translation Method, but differs in its application in the Direct Method. The students would have induced the grammar rule they need to fill in the blanks from examples and practice with earlier parts of the lesson.
Dictation
The teacher reads the passage tree times. The first time the teacher reads it t normal speed, while the students just listen. The second time he reads the passage phrase by pharase, pausing long enough to allow students to write down what they have heard. The last time the teacher again reads at a normal speed, and students check their work.
Map drawing
The class included one example of a technique used to give listening comprehension practice. The students were given a map with the geographical features unnamed. The student then instructed the teacher to do the same thing with a map he had drawn on the blackboard. Each student could have a turn giving the teacher instructions for finding and labeling one geographical feature.
Paragraph writing
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. They could have done this from memory, or they could have used the reading passage in the lesson as a model.
Conclusion
Now that you have considered the principles and the techniques of the Direct Method somewhat, see what you can find of use for your own teaching situation.
Aulia latifa
3 SA03
10607015
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