ENGLISH TEACHING METHODS PART 2

By English For Young - ENGLISH TEACHING METHODS part 2

a follow-up discussion from ENGLISH TEACHING METHODS PART 1

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.

5.Suggestopedia,the principles of this method are derived from observations based control experiments (Stevick,1976:42).

• The first principle is that people are able to learn at rates many times greater that what we commonly assume to be the limits of human performance.
• The second principles is that learning global, it involves the entire person.
• The third principle is that the people learn either consciously or unconsciously or both, either rationally or both.

The conceptof unconsciousness (paraconsciousness) comprises numerous unconscious form such as associating and coding( Lozanov,1982:148) give an example of the process with the process of reading.When we read something, we are not aware of the many unconscious components which constitute the activity, for example, the ideas which build up nations, the letters and the words which we happen to be reading. The last principle is the one that many people do not always agree with.

6.Total physical response (TPR) is method developed by James J. Asher, a professor of psychology at San Jose State University, California. TPR believe that language learners should understand the target language before speaking. Language learners can learn through observing actions as well as by performing the actions themselves (Larsen-Freeman,1986:114 and 2004). By observing actions and performing, they will understand the language they are learning. The meaning of words will be internalized by performing the actions in accordance with the commands. Even though performing and observing the actions is often associated with TPR, the tradition of teaching a foreign language through commands had been used long before the introductionof TPR.

The following introductory techniques of TPR are taken from Gracia (1996):

• The teacher utters and models the commands for the students. The students perform the commands by listening to the teacher and doing what he/she does.
• The teacher creates situations in which a student has to choose between two items. The students already knows one items well therefore, by the process of elimination, the other item is immediately recognized.
• With the introduction of a new word, the student has to choose from three items of which only one is known. If the person guesses the wrong one, another tryis needed. If the guess is correct, the reward is a word of praise from the teacher.
• The teacher introduces a new item by making very obvious to the student what to perform, either through gestures or other additional cues.
• The teacher introduces new materials by performing the commands on the cassette. The instructor record his own voice and then follows each direction as it is uttered, but sometimes makes an incorrect response which is corrected by the voice on tape.

7. Communicative Language Learning (CLL).

• The following principles are tips worth considering in communicative teaching suggested by Larsen-Freeman(1986:128-130).
• Whenever possible language as it is used in real context should be introduced.
• The target language is a vehicle for classroom communication, not just the object study.
• Students should work with language at the discourse level.
• Games are important because they have in common with real communicative events.
• Students should be given n opportunity to express their ideas and opinions.
• One the teacher’s major responsibilities is to establish situations likely promote communication.
• The social context of the communicative even essential in giving meaning to the utterances.
• Learning to use language forms appropriately is an important part of communicative competence.
• The teacher acts as an advisor during communicative activities.
• Students should be given opportunities to develop strategies for interpreting language as it is actually used native speakers

8. Natural approach, this method emphasized development of basic personal communication skills. Learners should be as relaxed a possible and the comprehensible input is essential for acquisitions to take a place.
9.The silent way, the principle of this method is :

• To work requires language learners to relate the linguistic sign to truth that they perceive with their senses (Stevick,1980:47)
• Language is not learned by repeating after model. Language learners need to develop their own” inner criteria “ for correctness (Larsen-Freeman, 1986:58)
• Meaning is made clear by focusing learners’ perceptions, not through translation (Larsen-Freeman, 1986:59)
• Reading is worked on form the beginning but follows from what language learners already know (Larsen-Freeman, 1986:59 and 2000).

REFFERENCE
Larsen-Freeman, Diane. 1986. Technique and Principles in Language Teaching. Oxforf. Ofxord University Press.

Surachmat A.M. 2008. TEFL part 1 & 2. Ciamis. FKIP Universitas Galuh.

Wa’Njogu, Kiare. Yale University