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IPGM KAMPUS TUN HUSSEIN ONN
BATU PAHAT, JOHOR.
PROGRAM PENSISWAZAHAN GURU (PPG)
MOD PENDIDIKAN JARAK JAUH
KERJA KURSUS PENDEK
ELT METHODOLOGY
TSL 3103
NAMA : ALIATI KHAIRULNISYAK BINTI ISMAIL
NO.K/P : 801002-14-5984
KUMPULAN : PPG AMBILAN JUN 2011
OPSYEN : TSL 4
PENSYARAH : DR. RAFIAH BINTI ABDUL RAHMAN
0
1. INTRODUCTION
The overall goal of the Audio Lingual Method was to create communicative
competence in learners. However, it was thought that the most effective way to do
this was for students to "over learn" the language being studied through extensive
repetition and a variety of elaborate drills. The idea was to project the linguistic
patterns of the language (based on the studies of structural linguists) into the minds
of the learners in a way that made responses automatic and "habitual". To this end it
was held that the language "habits" of the first language would constantly interfere,
and the only way to overcome this problem was to facilitate the learning of a new set
of "habits" appropriate linguistically to the language being studied.
The objective of the audio lingual method is accurate pronunciation and
grammar, the ability to respond quickly and accurately in speech situations and
knowledge of sufficient vocabulary to use with grammar patterns. Particular
emphasis was laid on mastering the building blocks of language and learning the
rules for combining them. It was believed that learning structure, or grammar was the
starting point for the student.
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2.SAMPLE LESSON PLAN FROM TASK 1
ACTIVITY USING THE AUDIO-LINGUAL METHOD
Class / Time /
Subject
Content Impact / Note
5 Bijak
2.45-3.45 p.m.
English
Theme : World of Self, Family and Friends
Topic : Polite Request
Learning Standards:
1.1.4 Able to talk about a stimulus with
guidance.
1.2.1 Able to participate in daily conversations:
(b) make polite requests
Learning Objective:
By the end of this lesson, pupils should be able
to:
1) Listen to and repeat the polite request.
2) Make a polite request to borrow a
stationary from their friends.
Educational Emphasis: Contextual Learning
Activities:
Step 1 :
1. Teacher puts up a dialogue on the
whiteboard.
2. Show picture cards of ruler, eraser,
Enrolment: 32
Level:
Intermediate
2
pencil and sharpener.
Step 2 :
1. Teacher reads the dialogue and pupils
repeat after the teacher.
2. Pupils form a big circle and teacher starts
the conversation with the polite request
“May I borrow your ruler, please?”
3. The first pupils will answer, “Sure. Here
you are.”
4. The first pupil takes turn to give the polite
request and the second pupil will answer.
5. The conversation takes place until all the
pupils have given polite request and
answer.
6. Change the dialogue by using the picture
cards.
Step 3 :
1. Distribute worksheet to the pupils.
2. Pupils complete the missing words with
other objects (eraser, pencil, sharpener)
3. Teacher facilitates.
Step 4 :
1. Recap teaching point.
2. Give follow up work.
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2.1 Overview
In TASK 1, my partner and I are using Audio-Lingual Method activities in our
classroom. The activity is Dialog Memorization. Students are given a short dialog to
memorize then they must use mimicry and applied role playing to present the dialog.
Examples of dialogs are:
Dialog One
Person 1: Good morning, Amir.
Person 2: Good morning, Sally.
Person 1: How are you?
Person 2: Fine thanks, and you?
Person 1: Fine. Where are you going?
Person 2: I'm going to the post office.
Person 1: I am too. Shall we go together?
Person 2: Sure. Let's go.
Dialog Two
Person 1: Hi there, Samad.
Person 2: Hi there, Joel.
Person 1: Would you like to play a game?
Person 2: Sure I'll play with you.
Person 1: What would you like to play?
Person 2: I would like to play baseball.
Person 1: Okay let's play baseball.
Person 2: That sounds like fun.
4
The Objective of the lesson is to experiment with language and non-verbal
elements (example : gesture) to achieve an effect for a particular purpose and
audience. When we plan the activities, we also relate to the learning theory and it is
based on the Behaviourist Theory of Learning.
The rational of choosing the role-play activity is because it provides the
opportunity for the language that the teacher has presented in a context to be used
in another. For examples, pupils can act out the conversation in a supermarket or act
out as a hawker and a customer. The purpose of the activity is to provide fluency
practice and extend language use. It also makes the shy pupils in the class to talk.
On the other hand, pupils can use the same structure in different situation. For
example, pupils can make polite requests in other situations using the same context
of language. Another purpose of the activity is to develop social skills of interaction
and turn- taking. Pupils will speak politely and wait for their turn patiently during the
activity. Teacher also can tell them not to interrupt when their partner is talking.
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3. THE BEHAVIORIST THEORY
Behaviorism is a term that was coined by John Watson 1913. There are many
variations on behaviorist approaches, but B.F. Skinner's approach is probably the
most widely known among educators. Skinner developed the notion of operant
conditioning—persons operate on their environment.
Behaviorists regard language as a ‘very simple type of behavior’, which is a
‘manipulative habit’. (Watson, 1924) They focus on the observable and measurable
aspect of language. Children act as recipients in the course of learning. It is believed
that a child’s language acquisition is modeled by their caretakers.
Behaviorisms focuses on actions as habits. Audio lingual teaching of
language is meant to develop speaking habits by repeating sentence patterns over
and over. Behaviorisms has been tried and discredited as a theory to language
teaching and learning.
The Audio-Lingual Method, or the Army Method, is a style of teaching used in
teaching foreign languages, that based on behaviorist theory, which professes that
certain traits of living things, and this case humans, could be trained through a
system of reinforcement-correct use of a trait would receive positive feedback while
incorrect use of trait would receive negative feedback.
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4. DISCUSSION ON THE EXTENT OF THE TEACHING/LEARNING PROCESS
The rational of choosing the role-play activity in the lesson is because in the
behaviorists view, language is elicited by a stimulus and that stimulus then triggers a
response. The response in turn then produces some kind of reinforcement, which, if
positive, encourages the repetition of the response in the future or, if negative, its
suppression. When transposed to the classroom, this gives us the classic pattern
drill; Examples in our Lesson:-
Model: She went to the cinema yesterday.
Stimulus: Theatre.
Response: She went to the theatre yesterday.
Reinforcement: Good!
In its purest form audiolingualism aims to promote mechanical habit-formation
through repetition of basic patterns. Accurate manipulation of structure leads to
eventual fluency. Spoken language comes before written language. Dialogues and
drill are central to the approach. Accurate pronunciation and control of structure are
important.
In my opinion, role-playing is important in teaching languages because it is
one of the games that pupils like. Games have been advocated to help language
learning. Pupils will find learning is fun by playing language games. As a teacher in
a rural area in Jasin, Melaka, I found that my pupils cannot say the words and speak
English fluently. I deal with pupils who have limited exposure to English. They speak
Malay most of the time every day. Average pupils form the majority in school.
7
The activity was designed for the pupils in the average level. None of them
come from English spoken family. They only speak English in school and when they
are at home, they watch English programmes on the television or listening to English
songs on the radio. Some of them, who have the internet connection at home, may
have more exposure.
In order that pupils can pronounce words clearly, they need to practice it
intensively. Maybe, many students in the school do not know how pronounce the
words clearly. They do not know how to learn it. In the classroom, firstly the teacher
should be communicative. Therefore, the students can learn how to pronounce the
words clearly from their teacher. In teaching English especially pronunciation, the
teacher should teach his/her students by using good strategy or method.
The audio-lingual method is one of method that is good for teaching
pronunciation. The emphasis of audio-lingual method is on speaking and listening. In
speaking, of course the pupils need to have accurate pronunciation to be able to
speak well. The audio-lingual method is very effective to teach pronunciation,
because teaching by using audio-lingual method, the students can learn the correct
pronunciation from the teacher and memorize the pronunciation which is heard by
them. “How can pupils memorize it?” Here is the answer, the teacher will give a
repetition and drill in teaching the students. The types of learning technique of audio-
lingual method are repetition and drill. This method is very good for teaching young
learners and also good for high school students.
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5. CONCLUSION
The way we speak immediately conveys something about ourselves to the
people around us. Learners with good pronunciation in English are more likely to be
understood even if they make errors in other areas, whereas learners whose
pronunciation is difficult to understand will not be understood, even if their grammar
is perfect! Such learners may avoid speaking in English, and thus experience social
isolation, employment difficulties and limited opportunities for further study. We also
often judge people by the way they speak, and so learners with poor pronunciation
may be judged as incompetent, uneducated or lacking in knowledge, even though
listeners are only reacting to their pronunciation.
In order that we can pronounce words clearly, we need to practice it
intensively. Maybe, many students in the school do not know how pronounce the
words clearly. They do not know how to learn it. In the classroom, firstly the teacher
should be communicative. Therefore, the students can learn how to pronounce the
words clearly from their teacher.
By referring to the Behaviorist Theory of Learning, I found that good
reinforcement is needed to encourage the pupils to learn English. Students should
be active respondents; people are most likely to learn when they actually have a
chance to behave. Also, student learning must be evaluated; only measurable
behavior changes can confirm that learning has taken place. We can also observe
them in term of their attitude towards the language. The suitable method and
theories as well as the awareness of the pupils’ background are really important to
help teachers planning good lessons.
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6. REFLECTION
Alhamdulillah , thanks to The Almighty because of the bless , I manage to complete
this short course work of Academic English Assignment right on time.
First of all, I would like to thanks my lecturer , Dr Rafiah Binti Abdul Rahman
for her clear explanation and advise in order to help me produce a good assignment.
I also would like to thank my friends who had gave their opinions and share their
knowledge or information with me.
While doing this work, I do not face too many problems. However, I have to
work hard to find addition points so my essays are not too boring and lack of
information. I’m not just surf the internet to find the information but I also discuss with
my friends. Honestly by doing this course work I also learn how to practice it.
Through this assignment I realize that learning through play and drills are
important for the pupils. It can make our lesson fun and enjoyable and can make the
pupils remember the lesson well. Thus, this assignment helps me to remember and
recall back all the things that I have learn before.
Lastly, I hope what I have done for this assignment is the best. Thank you to
everyone who had helps me.
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7. REFRENCES
1. Chitravelu, N., Sithamparam, S., &Teh S.C. (1999) ELT Methodology
Principles and Practice(4thedn)Penerbit Fajar Bakti Sdn. Bhd.
2. D is for Drills - Scott Thornburyhttp://scottthornbury.wordpress.com/tag/audiolingualism/
3. Harmer, J. (2007) The Practice of English language Teaching. (4th edn).Hallow: Longman
4. S.I.L.org WaysToApproachLanguageLearning/TheAudio Lingua lMethod
http://www.sil.org/lingualinks/LANGUAGELEARNING/
WaysToApproachLanguageLearning/TheAudioLingualMethod.htm#context
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8 COLLABORATION FORM
STUDENT’S NAME : ALIATI KHAIRULNISYAK BINTI ISMAILGROUP / UNIT : PROGRAM PENSISWAZAHAN GURU (PPG)
AMBILAN JUN 2011 ( TESL 4 )SEMESTER : TWO
SUBJECT : TSL 3103 ELT METHODOLOGYLECTURER’S NAME : DR RAFIAH BINTI ABDUL RAHMAN
DATE ISSUES TO DISCUSS COMMENTLECTURER’S
SIGNATURE
18.2.2012 Receive the coursework task
by lecturer.
Task to be submit on 9th
April 2012.
22.2.2012 Understanding the need of the
coursework and have
discussion with classmates.
Draw the schedule of
work
10.3..2012 Briefing by lecturer about the
principles of a
method/approach in language
teaching context and the 20
minutes lesson plan.
Take note and start to
plan with peer.
24.3.2012 Submit the Task 1 ( Group
work ) and briefing by lecturer
on the Individual Task.
Received and record by
lecturer.
7.4.2012 Submit Task 2 ( Individual
Task )
Received and record by
lecturer.
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