Soet Technique

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Language Teaching Techniques.

(Communication activities)

Cucu Sutarsyah

FKIP Universitas Lampung


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Teaching Techniques

An English teacher is epecte! toma"e their o#n teaching techni$uesan! a!apt "no#n techni$ues.

%his is more important than&ecoming 'amiliar #ith the manytechni$ues that have eiste!.

%here are many a!vantages in &eing'amiliar #ith a #i!e range o'teaching techni$ues


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Kno#ing a #i!e range o' teachingtechni$ues allo#s a teacher to "eep

lessons interesting &y provi!ingvariety.

I' a teacher can use variety o'

techni$ue to spen! time on the samematerial then it has a greater chanceo' &eing learne!.

elate! to the i!ea o' variety

provi!ing interest is the i!ea that themost important part o' any lesson isthe repetition o' previously met

lesson.


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Presentation o' ne# items is theleast important. I' they are notrepeate! until they learne! this

e*ort #ill &e #aste!. Kno#ing a range o' techni$ues

allo#s the teacher to "eep

repeating so that it #ill &e learne!. Kno#ing variety allo#s a teacher

choice.


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EVALUATING TEACHINGTECHNIQUES

%o !eci!e i' a teaching techni$ue isgoo! or &a! #e shoul! "no# thatteaching coul! have three e*ects+

It can result in use'ul learning

It can result in learning that has a

negative e*ect. A goo! teacher canalso &e a goo! ,unteacher-

It can have no e*ect at all


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%he rst 'eature o' a goo! techni$ue is that ithelps the learners reach a use'ul learning goal.It encourages the learner to process thematerial in a thought'ul #ay.

%he !epth o' processing theory o' learningsays that the most important 'actor in learningis the $uality o' the mental activity in the &rainat the moment that learning ta"es place

epeating material #ithout much thought isshallo# processing. %his means that thematerials shoul! ena&le learners thin" an!in'er.


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A goo! techni$ue can &e use! #ithslight changes #ith learners at#i!ely varying levels o' prociency. It

re$uires little teacher preparationan! result in a large o' learner/sactivity

Finally a goo! techni$ue is 'un 'or&oth teacher an! learners.


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TASKS FOR LANGUAGELEARNING

%he system o' tas" is &ase! on thei!ea that language learning li"e mostlearning involves woring on !assthat re$uires them to cope #ith items

or s"ills that are ne# to them or thatthey have partly mastere!

%he 'our "in!s o' tas"s are calle!

e"#erience !ass$share! tas"sgui!e! tas"s an! in!epen!ent tas"s.


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E%&ERIENCE TASK

Eperience tas" re$uires learners#or"ing #ith the language eitherspea"ing or #riting &ase! on wha!!he' ha(e seen an) )one or e(en*e+!,%his can help the learners

per'orm a normal language activity ina normal #ay #ith a high chance o'success.


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SHARE- TASK,

In share! tas" t#o or more learners #or"together solving language pro&lems such

as pro!ucing a piece o' #riting orans#ering rea!ing comprehension$uestions. A tas" #hich is too !i0cult 'oran in!ivi!ual to !o may &e !one

success'ully i' a group !oes it. %hey canshare i!eas s"ill or "no#le!ge to eachother.


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Gui)e) !as

In gui!e! tas" a learner #or" #ith apiece o' language eercises &ut somepart o' the #or" has &een !one &y

the teacher or course &oo". Foreample a learner ma"e acomposition #here the learner is

provi!e! &y voca&ulary or epressionuse! in the #riting


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IN-E&EN-ENT TASK

In!epen!ent tas" re$uires thelearners to #or" alone #ithout anyplanne! help. Learners can #or"

success'ully on in!epen!ent tas"#hen they have !evelope! someprociency in the language an! #hen

they have comman! o' helpingstrategies. %he tas" shoul! have the'ollo#ing 'eatures


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1. It provi!es a reasona&le challenge i.e. ithas some !i0culty

2. %he tas" is li"ely 'ace! &y the learnersoutsi!e the classroom

3n the other han! Pra&u (1456)!evelops three types o' tas"s+


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in'ormation7gap tas"

opinion7gap tas" an!

reasoning7gap tas".In this respect a gap is consi!ere!

'avora&le con!ition to language

eposure. 8ith a gap it ena&leslearners to interact as"ing an!giving in'ormation.


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LISTENING

Listening has a very important role toplay in the learning o' a secon!language

%his emphasis on listening is relate!to a correspon!ing !rop in theimportance given to spea"ing in the

early stages o' learning.


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.h' )e+a' s#eaing/

An approach that gives more importanceto listening is &ase! on !i*erent i!eas

Some people no# &elieve that learning a

language is not 9ust learning to tal" &utrather that learning a language is &uil!inga map o' meaning in the min!. %al"ing mayin!icate that the language #as learne!

%o !o this they 'eel the &est metho! is topractice meaning'ul listening.


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LANGUAGE LEARNING

8hat con!itions are necessary 'orlanguage learning to occur:

A comprehension approach can #or"as long as the material presente! 'orcomprehension consists o' (1)su0cient (2) language instances (6)

#hose meaning can &e in'erre! &ystu!ents (;) #ho are payingattention.

h !i i h &l l i


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%here are ve con!itions that ena&le learningto occur

The 0essage, %he learner/s attention is'ocuse! on the message

Un)ers!an)ing.%he learners must &e a&leto in'er the meaning o' most o' the message.

Quan!i!'.%here must &e su0cientopportunity 'or learners to un!erstan!messages

In!eres!.%he learners must #ant to payattention to the message

Low An"ie!'. %he learners #hen learningshoul! &e at the lo#est aniety having nottoo much stress. %here 'or learning shoul! &e'un en9oya&le


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%errell (1452) says

I am even convince! that lo#ering o'a*ective &arriers must &e theoverri!ing concern in classroomactivities i' ac$uisition is to &eachieve!.


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An a!vantage o' !elayingspea"ing is that

spea"ing #hen you are not rea!y can &e veryem&arrassing an! threatening activity. 3ther&enets o' !elaying spea"ing+

%he learner is not overloa!e! It is possi&le to learn much more o' the

language &y 9ust concentrating on listening

It is easy to move very $uic"ly to realistic

listening activities Learners #ill not 'eel shy or #orrie!.

It allo#s learners to &e in!epen!ent learners

It creates con!ition necessary 'or languageac$uisition.


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Features o' listening techni$ues (


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S&EAKING

Spea"ing activities are very o'tenuse! to master content matter.>roup #or"s in most school classes

are use! 'or the language activity.


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The #rinci#+es o* grou# wor1

Several 'actors #or" together toresult in group #or"

the learning goals o' group #or"

the tas"s

the #ay in'ormation is !istri&ute!

seating arrangement

social relationship


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The Goa+ o* Grou# wor1

to interact orally

most easily recor!e! an! o&serve!

use! in unprinciple! #ays


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Grou# wor can he+# +earning in!he *o++owing wa's+

?egotiation input

?e# language items

Fluency

Communication strategies Content


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T'#es o* grou# wor1

%he com&ining arrangement

%he co7operating arrangement

%he superior7in'erior arrangement In!ivi!ual arrangement


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