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7/27/2019 W3-Teaching Approaches.ppt
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Teaching ApproachesWeek 3
4 PISMP
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Audio-Lingual Method
a style of teaching used in teaching foreignlanguages.
based on behaviourist theory, which
professes that certain traits of living things,and in this case humans, could be trained
through a system of reinforcementcorrect
use of a trait would receive positive feedback
while incorrect use of that trait would receivenegative feedback.
Adapted many of the principles and
procedures of the Direct Method
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Principles
New material is presented in the form of adialogue.
fosters dependence on mimicry,memorization of set phrases and over-
learning Structures are sequenced and taught one at
a time
patterns are taught using repetitive drills
Little or no grammatical explanations areprovided; grammar is taught inductively
Skills are sequenced: Listening, speaking,
reading and writing are developed in order
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Principles
Vocabulary is strictly limited and learned
in context
Importance is given to precise native-like
pronunciation
Use of the mother tongue by the teacher is
permitted, but discouraged among and by
the students Successful responses are reinforced,
great care is taken to prevent learner
errors
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Strategies The teacher must be careful to insure that all of the
utterances which students will make are actually withinthe practiced pattern.
Drills should be conducted as rapidly as possibly so asto insure automaticity and to establish a system.
Ignore all but gross errors of pronunciation when drilling
for grammar practice. Use of shortcuts to keep the pace o drills at a maximum.
Use hand motions, signal cards, notes, etc. to cueresponse. You are a choir director.
Use normal English stress, intonation, and juncture
patterns conscientiously. Drill material should always be meaningful. If the content
words are not known, teach their meanings.
Intersperse short periods of drill (about 10 minutes) withvery brief alternative activities to avoid fatigue and
boredom.
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Strategies Introduce the drill in this way:
a. Focus (by writing on the board, for example)
b. Exemplify (by speaking model sentences) c. Explain (if a simple grammatical explanation is needed)
d. Drill
Dont stand in one place; move about the room standing next to asmany different students as possible to spot check their production.Thus you will know who to give more practice to during individual
drilling. Use the "backward buildup" technique for long and/or difficult
patterns.
--tomorrow
--in the cafeteria tomorrow
--will be eating in the cafeteria tomorrow
--Those boys will be eating in the cafeteria tomorrow.
Arrange to present drills in the order of increasing complexity ofstudent response. The question is: How much internal organization ordecision making must the student do in order to make a response inthis drill. Thus: imitation first, single-slot substitution next, then freeresponse last.
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ExampleTeacher: There's a cup on the table ...
repeat
Students: There's a cup on the table
Teacher: Spoon
Students: There's a spoon on the table
Teacher: Book
Students: There's a book on the table
Teacher: On the chair
Students: There's a book on the chair
etc.
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Community Language Learning
Takes its principles from theCounselling-Learning approach
Developed by Charles A.Curran
Patterned upon counselling techniques Not based on the usual methods by
which languages are taught
Adapted and treat personal andlanguage problems a person
encounters in the learning of foreign
languages
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Principles
Learners not thought as students butas clients
Instructors not considered as teachersbut as language counselors; this does
not mean someone trained inpsychology; it means someone whocan understand the struggle students
face as they try to internalize anotherlanguage
Building a relationship with and amongstudents is very important
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Principles Language-counseling relationship
begins with the clients linguisticconfusion and conflict
Teacher should be sensitive tostudents level of confidence and give
them just what they need to besuccessful
Process is furthered by the language
counselors ability to establish a warm,understanding, and acceptingrelationship.
The process involves five stagesadaptation
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Strategies
Stage 1
- clients express ideas in their own
language
- counselor reflect these ideas in the
target language in a pleasant tone, in
simple language in phrases or five or
six words
- clients repeat, and counsellors correct
them if there are words is pronounced
or hesitation on a word or phrase.
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Strategies Stage 2
- as in stage 1
- Clients begins to speak the target language
directly to the group
- Counsellor aids only when necessary. This is
signs of positive confidence and hope Stage 3
- Clients speak directly to the group in the target
language. Presumably the group understands
his simple phrases
- Client is more confident, independent.
Translation is given only when a group
member needs it.
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Strategies Stage 4
- Client speaking freely and complexly in the
target language. Groups understandingpresumed
- Counselor intervenes in grammatical error,
mispronunciation, or when aid in complex
expression is needed Stage 5
- As in stage 4
- Counsellor intervenes not only to offer correctio
but to add idioms and more sophisticated
contructions
- At this stage, client can become counselor to
groups in stages 1,2 and 3
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Suggestopedia Method derived from Bulgarian psychologist
Georgi Lozanovs (1979)
Now called desuggestopedia to reflect on
importance placed on desuggesting limitations
onlearning
Method of learning that capitalized on relaxedstates of mind for maximum retention of material
Baroque music created the kind of relaxed
concentration that led to superlearning
- while listening to soft playing of baroque music,
one can take in tremendous quantities of material
due to an increase in alpha brain waves and a
decrease in blood pressure and pulse rate.
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Principles
Learning is facilitated in a cheerfulenvironment
Student can learn from what is present in
the environment If students trust and respect teachers
authority, they will accept and retaininformation better
Students bring certain psychologicalbarriers with them so teacher shouldattempt to desuggest these
Introduce dialogue that students can use
immediately
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Principles
Teacher should integrate indirect positive
suggestions into the learning situation
Teacher should present and explain the
grammar and vocabulary
One way that meaning is made clear is
through native language translation
Errors are corrected gently, not in a direct,confrontational manner
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Strategies
The classroom is bright andcolourful with posters hangingaround the room which may includegrammatical information
Teacher speaks confidently andgives the students the impressionthat learning the target language will
be easy and enjoyable Teacher briefly mentions a few
points about English grammar andvocabulary
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Strategies
Teacher reads dialogue with a musicalaccompaniment. Teacher matches
his/her voice to the rhythm and
intonation of the music. Teacher reads the script a second time
as the students listen. This time to
different music
Teacher leads the class in various
activities involving dialogue, question-
and-answer, repetition and translation
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The Silent Way
Developed by Caleb Gattegno,shares certain principles withCognitive Approach
Characterised by a problem-solvingapproach to learning
More learning by discovering foroneself various facts and principles
Teacher as a stimulator but not ahand-holder- was silent much of thetime, thus the name of the method
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Principles
Teaching should be subordinated tolearning
To teach means to serve the learning
process rather than to dominate it Learning is a process which we
initiate by ourselves by mobilising
our inner resources (our perception,awareness, cognition, imagination,
intuition, creativity, etc) to meet the
current challenge
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Principles
Learning is facilitated if learnerdiscovers or creates rather than
remembers and repeats what is to be
learned
Learning is facilitated by
accompanying physical objects
Learning is facilitated by problem
solving involving the material to be
learned
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Strategies This method begins by using a set of
coloured rods of varying lengths andverbal commands
The rods were used to introducevocabulary, verbs and syntax.
Teacher provides single-word stimuli, orshort phrases and sentences, once ortwice
Then students refined their understandingand pronunciations among themselves
with minimal corrective feedback from theteacher
The charts introduced pronunciationmodels, grammatical paradigms,
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Total Physical Response
The developer of TPR is James Asher Combines information and skills through
the use of the kinesthetic sensory system
Combination of skills allows the student toassimilate information and skills at a rapid
rate
Asher reasoned that the fastest, leat
stressful way to achieve understanding ofany target language is to follow directions
uttered by the instructor (without native
language translation)
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Principles
Meaning in the target language canoften be conveyed through actions
Students understanding of the target
language should be developedbefore speaking
The imperative is a powerful
linguistic device through which theteacher can direct student behaviour
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Principles
Students should not be made tomemorise fixed routines
Language learning is more effective
when it is fun
Spoken language should be
emphasized over written language
Teachers should be tolerant ofstudents errors when they first begin
speaking
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Strategies
Teacher says the commands as he
himself performs the action
Teacher says the command as boththe teacher and the students then
perform the action
Teacher says the command but only
students perform the action
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Strategies
Teacher tells one student at a time todo commands
The role of teacher and student are
reversed. Students give commandsto teacher and to other students
Teacher and student allow for
command expansion of producesnew sentences
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Communicative Approach
Communicative competence the goalof language teaching
Language and communication are
interdependent
Classroom goals are focused on all
of the components of communicative
competence
Fluency and accuracy are seen as
complementary principles underlying
communicative techniques
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Principles
The target language is a vehicle for
classroom communication, not just theobject of study
Wherever possible, authentic language-
language as it is used in a real context-should be introduced
Since the focus is on real language use, a
variety of linguistic forms are presented
together
Students should be given an opportunity
to express their ideas and opinions
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Principles One of teachers major responsibilities is to
establish situations likely to promotecommunication
The social context of the communicativeevent is essential in giving meaning to the
utterances The grammar and vocabulary that the
students learn follow from the function,situational context, and the roles of the
interlocutors Games are important because they have
certain features in common with realcommunicative events
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Strategies
Techniques and materials that can be
considered to use this approach:
Authentic materials Scrambled sentence
Language games
Picture strip story Role play
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Strategies
Learner-Centred Instruction
Cooperative and Collaborative
Learning Interactive Learning
Whole Language Education
Content-Based Instruction
Task-Based Instruction
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