INDAWN SYAHRI

1. ENGLISH TEACHING METHODS INDAWN SYAHRI

2. Reviews • What are the principles that the teachers of English have to recognize? • Why they have to be aware of the principles? • What are the implications to the teaching of English?

3. TEACHINNG OBJECTIVES METHODOLOGY TEACHING EVALUATION CONTENTS

4. RELATED TERMS • METHODOLOGY: The study of pedagogical practices in general including theoretical underpinnings and related research. • APPROACH: Theoretical positions and beliefs about the natures of language, the nature of language learning, and the applicability of both to pedagogical settings. • METHOD: A generalized set of classroom specifications for accomplishing linguistic objectives. It is an umbrella term for the specification and interrelation of theory and practice. • CURRICULUMS/SYLLABUS: Designs for carrying out a particular language program. Features include a primary concern with the specification of linguistic and subject-matter objectives, sequencing, and materials to meet the needs of a designated group of learners in a defined context. • TECHNIQUE: Any of a wide variety of exercises, activities, or devices used in the language classroom for realizing lesson objectives.

5. ELT METHODS • THE GRAMMAR TRANSLATION METHOD • THE DIRECT METHOD • THE AUDIOLINGUAL METHOD (ALM) • COMMUNITY LANGUAGE LEARNING (CLL) • SUGGESTOPEDIA • THE SILENT WAY • TOTAL PHYSICAL RESPONSE (TPR) • THE NATURAL APPROACH • COMMUNICATIVE LANGUAGE TEACHING (CLT) • CONTEXTUAL TEACHING AND LEARNING (CTL)

6. THE GRAMMAR TRANSLATION • Classes are taught in L1, little active use of the TL. • Much vocabulary is taught in form of lists of isolated words. • Long elaborate explanations of the intricacies of grammar are given. • Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words. • Reading of difficult classical texts is given early. • Little attention is paid to content of texts, treated as exercises in grammatical analysis. • Often the only drills are exercises in translating disconnected sentences from the TL into L1. • Little or no attention is given to pronunciation.

7. THE DIRECT METHOD • Instruction is conducted exclusively in the TL. • Only everyday vocabulary and sentences are taught. • Oral communication skills are built up in a carefully traded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes. • Grammar is taught inductively. • New teaching points are taught through modeling and practice. • Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary is taught by association of ideas. • Both speech and listening comprehension are taught. • Correct pronunciation and grammar are emphasized.

8. Questions What are the differences between Grammar Translation Method and the Direct Method?

9. THE ALM • New material is presented in dialog form. • There is dependence on mimicry, memorization of set phrases, and over-learning. • Structures are sequenced by means of contrastive analysis and taught one at a time. • Structural patterns are taught using repetitive drills. • There is little or no grammatical explanation. • Vocabulary is strictly limited and learned in context. • There is much use of tapes, language labs, and visual aids. • Great importance is attached to pronunciation. • Very little use of L1 by teachers is permitted. • Successful responses are immediately reinforced. • There is a great effort to get students to produce error-free utterances. • There is a tendency to manipulate language and disregard content.

10. CLL • Counseling-learning “ model of education, Charles Curren (1972) inspired by Carl Roger assumes learners in classroom are regarded as a “group” rather than a “class” which needs certain therapy and counseling. • The members to interact in an interpersonal relationship in which students and teacher join together to facilitate learning in a context of valuing and prizing each individual in the group. • The anxiety is lessened by means of supportive community. • The teacher’s presence is not perceived as a threat, but rather as a true counselor, to center his or her attention on the clients and their needs • The group of clients first establish in their L1 are seated in a circle with the counselor on the outside of the circle. • When one of the clients says something in L1 to the group and the counselor translates in the TL, then the client repeats that English sentence as accurately as possible. Another client responds, the counselor translates; the client repeats it; and the conversation continues.

11. Questions What are the differences between ALM and CLL?

12. SUGGESTOPEDIA • It assumes that the human brain could process great quantities of material if simply given the right condition for learning, among which are a state of relaxation and giving over of control to the teacher (Georgi Lozanov, 1979). • Music is central to this method.

13. THE SILENT WAY • Learning is facilitated in the learner discovers and creates rather than remembers and repeats what is to be learned. • Learning is facilitated by mediating physical objects. • Learning is facilitated by problem solving involving the material to be learned. • In a language classroom the Silent Way typically utilized as materials a set of Cuisinere rods – small colored rods of varying lengths – and a series of colorful wall charts. • The rods were used to introduce vocabulary (colors, numbers, adjectives [long, short, etc]) verbs [give, take, pick up, drop], and syntax (tense, comparative, pluralization, word order, etc)

14. Questions What are the differences Suggestopedia Method and the Silent Way?

15. TPR • Principles of child language acquisition are important. Children, in learning their L1, appear to do a lot of listening before they speak, their listening is accompanied by physical responses (Asher, 1977). • Motor activity is a right-brain function that should precede left-brain language processing. • TPR heavily utilized the imperative mood, even into more advanced proficiency level. • Commands are an easy way to get learners to move about and to loosen up: Open the window, Close the door, Stand up, Sit down, Pick up the book, Give it to John, and so on. • No verbal response is necessary

16. THE NATURAL APPROACH • The natural approach advocated the use of TPR activities at the beginning level of language learning when “comprehensible input” (Krashen, 1982) is essential for triggering the acquisition of language. • It is aimed to obtain the basic personal communication skills, that is, everyday language situations – conversations, shopping, listening to the radio, etc. • The initial task of the teacher is to provide comprehensible input assuming that learners need not to say anything during the “silent period” until they feel ready to do so. • Learners are presumably moved through three stages: (1) the preproduction stage is the development of listening comprehension skills, (2) the early production stage is usually marked with errors as the learners struggles with the language, and (3) extending production into longer stretches of discourse, involving more complex games, role plays, open-ended dialogs, discussion, and extended small group work.

17. CLT • An emphasis on learning to communicate through interaction in the TL. • The introduction of authentic texts into the learning situation. • The provision of opportunities for learners to focus, not only on language but also on the learning process itself. • An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning. • An attempt to link classroom language learning with language activation outside the classroom.

18. Which method is appropriate in your class? What about CLT?

19. COGNITIVE PRINCIPLES LINGUISTIC PRINCIPLES AFFECTIVE PRINCIPLES PRINCIPLES OF LANGUAGE LEARNING AND TEACHING TEACHER’S ROLES

20. COGNITIVEPRINCIPLES • AUTOMATICITY Overanalyzing language, thinking too much about forms, and consciously lingering on rules of language all tend to impede this graduation to automaticity. • MEANINGFUL LEARNING Leading toward better long-term retention than rote learning. • REWARD ANTICIPATION Human beings are universally driven to act or behave by the anticipation of sort of reward that will ensue as a result of the behavior. • INTRINSIC MOTIVATION The behavior stems from needs, wants, or desires within oneself, the behavior itself is self-rewarding; therefore, no externally administered reward is necessary at all. • STRATEGIC INVESTMENT Successful mastery of the FL will be due to a large extent to a learner’s own personal “investment” of time, effort, and attention of the FL in the form of an individualized battery of strategies for comprehending and producing the language

21. AFFECTIVE PRINCIPLES • LANGUAGE EGO As human beings learn to use a FL, they also develop a new mode of thinking, feeling, and acting – a second language identity. It intertwined with the FL, can easily create within the learner a sense of fragility, a defensiveness, and a raising of inhibitions. • SELF-CONFIDENCE The eventual success that learners attain in a task is at least partially a factor of their belief they they indeed are fully capable of accomplishing the task. • RISK-TAKING Successful language learners must be willing to become “gamblers” in the game of language, to attempt to produce and to interpret language that is a bit beyond their absolute certainty. • THE LANGUAGE-CULTURE CONNECTION Whenever you teach a language, you also teach a complex system of cultural customs, values, and ways of thinking, feeling, and acting.

22. LINGUISTIC PRINCIPLES • THE L1 EFFECT The L1 of learners will be a highly significant systems on which learners will rely to predict the TL system. • INTERLANGUAGE L2/FL learners tend to go through a systematic or quasi-systematic developmental process as they progress to full competence in the TL. • COMMUNICATIVE COMPETENCE Given that CC is the goal of a language classroom, then instruction needs to point toward all of its components, i.e., discourse, sociolinguistic, linguistic, strategic competences. Communicative goals are best achieved by giving due attention to language use and not just usage, to fluency and not just accuracy.

23. MOTIVATOR INFORMANT TEACHER’S ROLES CONDUCTOR DIAGNOSER CORRECTOR

24. How to select or modify the methods and put the principles into practice? The Self-developed English Teacher Teachers themselves who, with their colleagues, must become the primary shapers of their own development (Liberman, 1992)

25. CENTRAL FACTORS TO TEACHER SELF-DEVELOPMENT • Development takes time. • Development requires an ongoing commitment. • Development is enhanced through problem solving. • Development is also enhanced through exploration. • Development enhanced by paying attention to and reviewing the basics of EFL/ESL teaching. • Development is enhanced by searching out opportunities to develop. • Self-development of teaching beliefs and practices requires the cooperation of others.

26. THANK YOU