Scribd Logo
Upload

Welcome to Scribd!

  • 53 views

    English Language Teaching Method

    Uploaded by

    Nadia Novernia Cristy Katuuk
    Language teaching methods can be eclectic, combining elements from various approaches to suit the needs and preferences of both teachers and learners. The choice of method often depends on factors such as the learners' proficiency level, learning objectives, and the cultural context of language acquisition.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    English Language Teaching Method

    Uploaded by

    Nadia Novernia Cristy Katuuk
    53 views8 pages
    Language teaching methods can be eclectic, combining elements from various approaches to suit the needs and preferences of both teachers and learners. The choice of method often depends on factors such as the learners' proficiency level, learning objectives, and the cultural context of language acquisition.

    Original Title

    English Language teaching method

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Language teaching methods can be eclectic, combining elements from various approaches to suit the needs and preferences of both teachers and learners. The choice of method often depends on factors such as the learners' proficiency level, learning objectives, and the cultural context of language acquisition.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    53 views8 pages

    English Language Teaching Method

    Uploaded by

    Nadia Novernia Cristy Katuuk
    Language teaching methods can be eclectic, combining elements from various approaches to suit the needs and preferences of both teachers and learners. The choice of method often depends on factors such as the learners' proficiency level, learning objectives, and the cultural context of language acquisition.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 8

    ENGLISH LANGUAGE TEACHING METHOD

    Writte by :

    Name : Nadia Novernia Cristy katuuk

    FACULTY OF HUMANITIES

    ENGLISH DEPARTEMENT

    SAMRATULANGI UNIVERSITY
    Introduction

    The increasingly diverse environment of today’s classrooms provides a rich opportunity for
    teachers and students to engage in effective learning. With a growing number of English
    Language Learners worldwide, there is a critical need for general education and resource
    teachers to know how to effectively build and implement literacy programs that are inclusive of
    students’ language and culture. Understanding that culture goes beyond the knowledge of ethnic
    attire, music, food, and language; it includes the total being, comprised of the totality of the
    student’s background, heritage, ancestry, educational, political, and life. The importance of
    teaching ESL students is critical in the current climate with increasing accountability by way of
    student performance on standardized tests. ESL students are expected to be on grade level
    proficiency within three years and teachers are held accountable for their learning (Curtin, 2005).
    There are a variety of terms that have been used for non-native English speakers, ranging from
    LEP (Limited English Proficient), ESL students (English as a Second Language), Bilingual
    students and English Language Learners (ELL). For practical purposes, we use the term ESL
    students for a student whose mother tongue is not English. As educators, we understand that ESL
    students have to double their efforts in school, to not only learn new information but also learn
    the academic language of the school. Freeman and Freeman (2011, p.19) state, “ESLs face
    double the work of native English speakers. They must learn English, and they must learn
    academic content through English. In addition, they often live in neighborhoods where the
    schools are underfunded and are staffed by inexperienced teachers.” On the same note, teachers
    of ESL students face double work of teaching core competencies enlisted in the curriculum to
    meet the benchmarks and teach English to non-native speakers.
    Discussion

    The Grammar Translation Methods


    The Grammar translation method is also called a classical method. This method came out when
    the western people world wanted to learn "foreign" languages such as Latin and Greek. The
    focus of GTM was on grammatical rules, the memorization of vocabulary and of various
    declensions and conjugations, translations of texts, and doing written exercises. According to
    book of diana larsen, class which applies the Grammar translation.
    Method would possibly be like this:
    1. Classes are taught in the mother tongue, with little active use of the target language.
    2. Much vocabulary is taught in the form of lists of isolated words.
    3. Long elaborate explanations of the intricacies of grammar are given.
    4. Grammar provides the rule for putting words together, and instruction often focuses on the
    form and inflection of words.
    5. Reading of difficult classical texts is begun early.
    6. Little attention is paid to the content of texts, which are treated as exercises in grammatical
    analysis.

    The Direct Method


    The basic principle of the Direct Method was that second language learning should be more like
    first language learning. The method would comprise a great deal of oral interaction, spontaneous
    use of language, no translation between first and second languages, and little or no analysis of
    grammar rules. Here are the principles of the direct method based on Brown’s arguments:
    1. Classroom instruction was conducted exclusively in the target language.
    2. Only everyday vocabulary and sentences were taught.
    3. Oral communication skills were built up in a carefully traded progression organized around
    questions-and-answer exchanges between teachers and students in small intensive classes.
    4. Grammar was taught inductively.

    5. New teaching points were taught through modeling and practice.


    6. Concrete vocabulary was taught through demonstration, objects, pictures; abstract vocabulary
    was taught through association of ideas.

    7. Both speech and listening comprehension were taught.


    8. Correct pronunciation and grammar were emphasized.

    Audio Lingual Methods


    The audio-lingual method (ALM) was widely used in the United States and other countries in
    the 1950's and 1960's. Some programs still use it nowadays. The structural view of language is
    the view behind this method. The emphasis was on mastering the building blocks of language
    and learning the rules for combining them.ALM is greatly influenced by Behaviorism. The basic
    principles of this are:
    1. language learning is habit-formation,
    2. mistakes are bad and should be avoided, as they make bad habits.
    3. language skills are learned more effectively if they are presented orally first, then in written
    form
    4. analogy is a better foundation for language learning than analysis
    5. the meanings of words can be learned only in a linguistic and cultural context Accurate
    pronunciation and grammar, ability to respond quickly and accurately in speech situations,
    knowledge of sufficient vocabulary to use with grammar patterns are some prominent objectives
    of ALM.

    Communicative language teaching

    Communicative language teaching makes use of real-life situations that necessitate


    communication. The teacher sets up a situation that students are likely to encounter in real life.
    Unlike the audio-lingual method of language teaching, which relies on repetition and drills, the
    communicative approach can leave students in suspense as to the outcome of a class exercise,
    which will vary according to their reactions and responses. The real-life simulations change from
    day to day. Students' motivation to learn comes from their desire to communicate in meaningful
    ways about meaningful topics.explaining Firth's view that "language is interaction; it is
    interpersonal activity and has a clear relationship with society. In this light, language study has to
    look at the use (function) of language in context, both its linguistic context (what is uttered
    before and after a given piece of discourse) and its social, or situational, context (who is speaking,
    what their social roles are, why they have come together to speak).

    Silent way

    The silent way is a methodology of teaching language based on the idea that teachers should be
    as silent as possible during a class but learners should be encouraged to speak as much as
    possible with basic principles

    1 The learner needs to discover or create

    2. Learning is made easier by the use of physical objects such as Cuisenaire rods

    3. Learning is made easier by problem-solving using the target language

    Desuggestopedia

    Suggestopedia is an effective comprehensible input based method with a combination of


    desuggestion and suggestion to achieve super learning. The most important objective of
    suggestopedia is to motivate more of students’ mental potential to learn and which obtained by
    suggestion. Desuggestion means unloading the memory banks, or reserves, of unwanted or
    blocking memories. Suggestion then means loading the memory banks with desired and
    facilitating memories.Key Features of desuggestopedia

    1.Comfortable environment: In suggestopedia method, the classroom is not the same as common
    classrooms

    2.The use of music:One of the most uniqueness of this method is the use of Baroque music
    during the learning process.
    3.Peripheral Learning :The students learn English not only from direct instruction but also from
    indirect instruction.

    4.Free Errors :In the teaching learning process, students who make mistakes are tolerated, for
    example in pronouncing the word.

    5.Homework is limited : Students reread materials given in the classroom once before they go to
    sleep at night and once in the morning before they get up.
    Conclusion

    as Larsen-Freeman says when introducing the Grammar- Translation Method, one of the
    oldest language teaching methods to be reviewed in the book, "Earlier in this century, this
    method was used for the purpose of helping students read and appreciate foreign language
    literature"). Written with the beginning teacher or a teacher who would like to move into the area
    of TESL (Teaching English as a Second Language), or the teacher educator in mind, the book
    introduces the idea that it would be helpful to think about Methods and Principles as thoughts-in-
    action links. The thoughts would correspond with Principles and action with techniques. Larsen-
    Freeman also deals with how similar techniques can get instantiated differently which would be
    due to the differences in principles behind them. She illustrates how a technique can lead
    students to very different conclusions about their learning: when students have to look at a
    picture and repeat after the teacher word for word and get everything flawlessly, and when they
    look at the same picture and do not have to strive to get the correct dialogue that their teacher
    modelled earlier, and creating novel sentences along the way. But, whatever the conclusions may
    be, Larsen-Freeman emphasizes that thoughts (which are in essence Methods or Principles) lead
    to actions (which are techniques) which in turn lead to learning outcomes in the classroom. In
    addition, she hopes that her exposition of thought-in-action links would persuade teachers to try
    and teach differently from the way they had been taught: to try a different technique in the
    classroom.
    References

    Essential reading: Blake, N. (1996): A History of the English Language. London, Macmillan

    Noels, K.A,. Pelletier, L.G., Clement,R., Vallerand, R,J. (2003). Why are you learning second
    language? motivational orientation and self-determination theory. Language Learning, 53 (S1).
    Pp. 33-64.
    Nunan, D. (2003). Practical English Language Teaching. New York: McGraw-Hill Companies
    Harmer, J. (1988). How to teach English. Essex, England: Longman
    Harmer, Jeremy . (2007). The Practice of English Language Teaching Fourth Edition. Essex,
    England: Pearson Education Ltd.

    Link videos : https://youtu.be/Vm7-xJNm0UM

    You might also like