ENGLISH TEACHING METHODS PART 1

By English For Young - ENGLISH TEACHING METHODS 
A method is an overall plan for the orderly presentation language material. I order words it is a general plan for applying an approach.

Below is English teaching method for foreign language.

1.Grammar Translation Method ( GTM), this method focuses on translating grammatical forms, memorizing vocabulary, learning rues, and studying conjugations. Technique used is reading comprehension, composition, fill in the blank, teaching grammar deductively, antonym-synonym, etc.
2.Direct Method, this method more used target language andcharacteristics of the direct method regarding to language learning are :

• Grammar is taught by situation and through inductive process.
• The syllabus is based on situations and related to everyday vocabulary and structure.
• Grammar and vocabulary is taught orally.
• The mother language is never used.
• The preferred type of exercise is a series of questions in the target language based on the dialogue.
• Advance students read literature for comprehensionand pleasure
• Reading follows listening and speaking, and the reading texts are based on the materials of the two skills.
• Concrete meanings are made clear by presenting physical objects and abstract ones through association of ideas, not through translation.

3.Audio Lingual Method, this method is based on the principles of behavior psychology. This method adapted many principles and procedures of the direct method, in a part as a reaction to the lack of speaking skills of the reading approach. The aims of the method include some aspects of language learning. The linguistics aims of the ALM are :

• Language learners are able to comprehend the foreign language when it is spoken normal speed and concerned with ordinary matters,
• Language learners are able to speak in acceptable pronunciation and grammatical correctness,
• Language learners have no difficulties in comprehending, printed materials,
• Language learners are able to write with the acceptable standards of correctness on topics within their experience.(Surachmat, AM, 2011)

Hints for Audio- Lingual Drill in L2 teacher :

1. The teacher must be careful to insure that all of the utterances which students will make are actually within the practiced pattern.
2. Drills should be conducted as rapidly as possibly so as to insure automaticity and to establish a system.
3. Ignore all but gross errors or pronunciation when drilling for grammatical practice
4. Use of shortcuts to keep the pace of drills at a maximum. Use hand motions, signal cards, notes, etc to cue response.
5. Drill material should always be meaningful. If the content words are not known, teach their meanings.
6. Intersperse short periods of drill ( about 10 minutes)with very brief alternatives activities to avoid fatigue and boredom.
7. Don’t stand in one place; move about the room standing next to as many different students as possible to check their production. Thus you will know who to give more practice to during individual drilling.

4.Community Language Learning, this approach is patterned upon counseling technique and adapted to the peculiar anxiety and threat as well as the personal and language problems a person encounters in the learning of foreign languages. The learners is not thought of as a student but as a client. The procedure of Community Language Learning by Dieter Stroinigg (in Stevick 1980:185-6) are :

• The class begins with an informal meeting and everyone introduces himself o herself.
• The knower makesstatement of the goal and guidelines for the course.
• They form a circle so that everyone has visual contact with another and every one is within easy reach of the microphone of a tape recorder,
• A volunteer student initiates conversation with other students by giving a message in their mother tongue.
• The knowermakes a statement of the goal and guidelines for the course.
• They form a circle so that everyone has visual contact with one another and everyone is within easy reach of the microphone of a tape recorder.
• A volunteer student initiates conversation with other students by giving a message in their mother tongue.
• The knower goes and stand behind the student, whispers and equivalent translation of the message in thetarget language.
• The student repeats the message that has been translated into the target language and record his expressions in a tape recorder.
• Each student in a group hasa chance to express his/her message and record them.
• The knower always stands behind the students who are saying their statements and translate their messages in the target language.
• The tape recorder is rewound and replayed at intervals.
• Each student repeats his message in their target language.
• The knower chooses sentences to write on the blackboard that highlight some elements of language, such as grammar, vocabulary ( translation ) or pronunciation.
• The students may ask questions about any of the elements discussed.
• The knower encourages the students to copy sentences from the blackboard including the translation in their mother tongue. The copy becomes their textbook for home study.