DESUGGESTOPEDIA
The methods present in this and the next chapters are illustrative of that which Celce-Murcia (1991) calls an affective-humanistic approach, an approach in which there is respect for students’ feelings. The originator of this method, Georgi Lozanov, believes as does Silent Ways’ Caleb Gattegno, that language learning can occur at a much faster rate than ordinarily transpires. Desuggestopedia , the application of the study of suggestion to pedagogy, has been developed to help students eliminate the feeling that they cannot be successful or the negative association they may have toward studying and, thus, to help them overcome the barriers to learning.
The Principles
Teacher hope to accelerate the process by which students learn to use a foreign language for everyday communication. In order to do this, more of the students’ mental powers must be tapped. This is accomplished by desuggesting the psychological barriers learners bring with them to the learning situaton and using techniques to activate the ‘paraconscious’ part of the mind, just below the fully-conscious mind.
The teacher is the authority in the claaroom. In order for the method to be succesful, the students must trust and respect her.
A Desuggestopedic course is conducted in a classroom whch is bright and cheerful. Posters displaying grammatical information about the target language are hung arround the room in order to take advantage of students’ peripheral learning. The posters are changed every few weeks to create a sense of novelty in the environment.
Vocabulary is emphasized. Claims about the success of the method often focus on the large number of words that can be acquired. Grammar is dealt with explicitly but minimally. In fact, it is believed that students will learn best if their conscious attention is focused not on the language forms, but on using the language. Speaking communicatively is emphasized. Students also read in the target language (for example, dialogs) and write (for example, imaginative compositions).
The Techniques And The Classroom Set-Up
Classroom set-up
The challenge for the teacher is to create a classroom environment which is bright and cheerful. This was accomplished in the classroom we visited where the walls were decorated with scenes from a country where the target language is spoken.
Peripheral learning
This technique is based upon the idea that we perceive much more in our environment than that to which we consciously attend. It is claimed that, by putting posters containing grammatical information about the target language on the classroom walls, students will absorb the necessary facts effortlessly.
Positive suggestion
It is the teacher’s responsibility to orchestrate the suggestive factors in a learning situation, thereby helping students break down the barriers to learning that they bring with them. Teachers can do this through direct and indirect means.
Choose a new identity
The students choose a target language name and a new occupation. As the course continues, the students have an opportunity to develop a whole biography about their fictional selves.
Role play
Students are asked to pretend temporarily that they are someone else and to perform in the target language as if they were that person. They are often asked to create their own lines relevant to the situation. In the lesson we observed, the students were asked to pretend that they were someone else and to introduce themselves as that person.
First concert (active concert)
The two concert are components of the receptive phase of the lesson. After the teacher has introduced the story as related in the dialog and has called students’ attention to some particular grammatical points that arise in it, she reads the dialog in the target language.
Second concert (passive concert)
In the second phase, the students are asked to put their scripts aside. They simply listen as the teacher reads the dialog at a normal rate of speed.
Primary activation
This technique and the one that follows are components of the active phase of the lesson. The students playfully reread the target language dialog out loud, as individuals or in groups.
Creative adaptation
The students engage in various activities designed to help them learn the new material and use it spontaneously. Activities particularly recomended for this phase include singing, dancing, dramatizations, and games.
Sabtu, 27 Maret 2010
COMPARISON OF THE AUDIO LINGUAL METHOD AND THE SILENT WAY
The Audio Lingual Method
This method based on the principles of behaviour psychology.
The Audio Lingual Method, like The Direct Method we have just examined, is also an oral-based approach.
Based on the principles that language learning is habit formation, the method fosters dependence on mimicry, memorization of set phrase and overlearning.
The language teacher uses only the target language in the classroom. Actions, pictures, or realia are used to give meaning otherwise.
Use of the mother tongue by the teacher is permitted , but discouraged among and by the students.
Skills are sequenced : listening, speaking, reading, and writing are developed in order.
Dialogs or short conversations between two people are often used to begin a new lesson
The view of language in the Audio-Lingual Method has been influenced by descriptive linguists.
Vocabulary is kept to a minimum while the students are mastering the sound system and grammatical patterns.
The purpose of The Audio-Lingual Method is to enable the students to communicate in target language automatically.
The Silent Way
One of the basic principles of the Silent Way is that ‘Teaching should be subordinated to learning’. This principle is in keeping with the active search for rules ascribed to the learner in the Cognitive Approach.
Studentshould be able to use the language for self-expression-to express their thought, perceptions, and feelings. In order to do this, they need to develop independence from the teacher, to develop their own inner criteria for correctness.
The teacher is a technician or enginer. ‘Only the learner can do the learning, ‘but the teacher , realying on what his students already know, cn give what help is necessary.
The role of the students is to make use of what they know, to free themselves of any obstacles that would interfere with giving their utmost attention to the learning task, and to actively engage in exploring the language.
Since the sounds are basic to any language, pronunciation is worked on from the beginning. It is important that students acquire the melody of the language. There is also a focus on the structures of the language, although explicit grammar rules may never be supplied. Vocabulary is somewhat restricted at first.
Meaning is made clear by focusing the students’ perceptions, not by translation. The students’ native language can, however, be used to give instructions when necessary, to help a student improve his or her pronunciation, for instance. The native language is also used (at least at beginning levels of proficiency) during the feedback sessions.
The Audio Lingual Method
This method based on the principles of behaviour psychology.
The Audio Lingual Method, like The Direct Method we have just examined, is also an oral-based approach.
Based on the principles that language learning is habit formation, the method fosters dependence on mimicry, memorization of set phrase and overlearning.
The language teacher uses only the target language in the classroom. Actions, pictures, or realia are used to give meaning otherwise.
Use of the mother tongue by the teacher is permitted , but discouraged among and by the students.
Skills are sequenced : listening, speaking, reading, and writing are developed in order.
Dialogs or short conversations between two people are often used to begin a new lesson
The view of language in the Audio-Lingual Method has been influenced by descriptive linguists.
Vocabulary is kept to a minimum while the students are mastering the sound system and grammatical patterns.
The purpose of The Audio-Lingual Method is to enable the students to communicate in target language automatically.
The Silent Way
One of the basic principles of the Silent Way is that ‘Teaching should be subordinated to learning’. This principle is in keeping with the active search for rules ascribed to the learner in the Cognitive Approach.
Studentshould be able to use the language for self-expression-to express their thought, perceptions, and feelings. In order to do this, they need to develop independence from the teacher, to develop their own inner criteria for correctness.
The teacher is a technician or enginer. ‘Only the learner can do the learning, ‘but the teacher , realying on what his students already know, cn give what help is necessary.
The role of the students is to make use of what they know, to free themselves of any obstacles that would interfere with giving their utmost attention to the learning task, and to actively engage in exploring the language.
Since the sounds are basic to any language, pronunciation is worked on from the beginning. It is important that students acquire the melody of the language. There is also a focus on the structures of the language, although explicit grammar rules may never be supplied. Vocabulary is somewhat restricted at first.
Meaning is made clear by focusing the students’ perceptions, not by translation. The students’ native language can, however, be used to give instructions when necessary, to help a student improve his or her pronunciation, for instance. The native language is also used (at least at beginning levels of proficiency) during the feedback sessions.
Kamis, 25 Maret 2010
The Direct Method
The Direct Method
The Direct Method has one very basic rule: No translation is allowed. In fact, the Direct Method receives its name from the fact that meaning is to be conveyed directly in the target language through the use of demonstration and visual aids with no recourse to the students’ native language (Diller 1978).
The teachers who use the direct method intend that students learn how to communicate in target language. Although the teacher directs the class activities, the student role is less passive than in Grammar-Translation Method. The teacher and the students are more like partners in the teaching/ learning process. Teachers who use the Direct Method believe students need to associate meaning and the target language directly. In order to do this, when the teacher introduces a new target language word or phrase, he demonstrates its meaning through the use of realia, pictures, or pantomime; he never translates it into the students’ native language. Students speak in the target language a great deal and communicate as if they were in real situations. In fact, the syllabus used in the Direct Method is based upon situations or topics. Grammar is taught inductively; that is, the students are presented with examples and they figure out the rule or generalization from examples. An explicit grammar rule may never be given. Students practice vocabulary by using new words in complete sentences. The initiation of the interaction goes both ways, from teacher to students and from student to teacher, although the latter is often teacher directed. There are no principles of the method which relate to this area. Language is primarily spoken, not written. Therefore, students study common, everyday speech in the target language. They also study culture consisting of the history of the people who speak the target language, the geography of the country or countries where the language is spoken, and information about the daily lives of the speakers of the language. Vocabulary is emphasized over grammar. Although work on all four skills (reading, writing, speaking, and listening ) occurs from the start, oral communication is seen as basic. Thus the reading and writing exercises are based upon what the students practice orally first. Pronunciation also receives attention right from the beginning of a course. The students’ native language should not used in classroom. In Direct Method, students are asked to use the language, not to demonstrate their knowledge about the language. They are asked to do using both oral and written skills. For example, the students might be interviewed orally by the teacher or might be asked to write a paragraph about something they have studied. The teacher, employing various techniques, tries to get students to self-correct whenever possible.
The Techniques of Direct Method
Reading Aloud
Students take turns reading sections of a passage, play, or dialog out loud. At the end of each student’s turn, the teacher uses gestures, pictures, realia, examples, or other means to make the meaning of the section clear.
Question and Answer Exercise
This exercise is conducted only in the target language. Students are asked questions and answer in full sentences so that they practice new words and grammatical structures. They have the opportunity to ask questions as well as answer them.
Getting Students to Self-Correct
The teacher of this class has the students self-correct by asking them to make a choice between what they said and an alternative answer he supplied. There are, however, other ways of getting students to self-correct.
Conversation Practice
The teacher asks students a number of questions in the target language, which the students have to understand to be able to answer correctly. In the class observed, the teacher asked individual students question about themselves. The question contained a particular grammar structure. Later, the students were able to ask each other their own questions using the same grammatical structure.
Fill In the Blank Exercise
This Technique has already been discussed in the Grammar-Translation Method, but differs in its application in the direct method. All the items are in the target language; furthermore, no explicit grammar rule would be applied. The students would have induced the grammar rule they need to fill in the blanks from examples and practice with earlier parts of the lesson.
Dictation
The teacher reads the passage three times. The first time the teacher reads it at normal speed, while the students just listen. The second time he reads the passage phrase by phrase, pausing long enough to allow students to write down what they have heard. The last time the teacher again reads at a normal speed, and students check their work.
Map Drawing
The class included one example of a technique used to give students listening comprehension practice. The students were given a map, then the teachers gave the students directions. The students then instructed the teacher to do the instructions.
Paragraph Writing
The teachers in this class asked the students to write a paragraph in their own words on the major of the study. They could have done this from memory, or they could have used the reading passage the lesson as a model.
The Direct Method has one very basic rule: No translation is allowed. In fact, the Direct Method receives its name from the fact that meaning is to be conveyed directly in the target language through the use of demonstration and visual aids with no recourse to the students’ native language (Diller 1978).
The teachers who use the direct method intend that students learn how to communicate in target language. Although the teacher directs the class activities, the student role is less passive than in Grammar-Translation Method. The teacher and the students are more like partners in the teaching/ learning process. Teachers who use the Direct Method believe students need to associate meaning and the target language directly. In order to do this, when the teacher introduces a new target language word or phrase, he demonstrates its meaning through the use of realia, pictures, or pantomime; he never translates it into the students’ native language. Students speak in the target language a great deal and communicate as if they were in real situations. In fact, the syllabus used in the Direct Method is based upon situations or topics. Grammar is taught inductively; that is, the students are presented with examples and they figure out the rule or generalization from examples. An explicit grammar rule may never be given. Students practice vocabulary by using new words in complete sentences. The initiation of the interaction goes both ways, from teacher to students and from student to teacher, although the latter is often teacher directed. There are no principles of the method which relate to this area. Language is primarily spoken, not written. Therefore, students study common, everyday speech in the target language. They also study culture consisting of the history of the people who speak the target language, the geography of the country or countries where the language is spoken, and information about the daily lives of the speakers of the language. Vocabulary is emphasized over grammar. Although work on all four skills (reading, writing, speaking, and listening ) occurs from the start, oral communication is seen as basic. Thus the reading and writing exercises are based upon what the students practice orally first. Pronunciation also receives attention right from the beginning of a course. The students’ native language should not used in classroom. In Direct Method, students are asked to use the language, not to demonstrate their knowledge about the language. They are asked to do using both oral and written skills. For example, the students might be interviewed orally by the teacher or might be asked to write a paragraph about something they have studied. The teacher, employing various techniques, tries to get students to self-correct whenever possible.
The Techniques of Direct Method
Reading Aloud
Students take turns reading sections of a passage, play, or dialog out loud. At the end of each student’s turn, the teacher uses gestures, pictures, realia, examples, or other means to make the meaning of the section clear.
Question and Answer Exercise
This exercise is conducted only in the target language. Students are asked questions and answer in full sentences so that they practice new words and grammatical structures. They have the opportunity to ask questions as well as answer them.
Getting Students to Self-Correct
The teacher of this class has the students self-correct by asking them to make a choice between what they said and an alternative answer he supplied. There are, however, other ways of getting students to self-correct.
Conversation Practice
The teacher asks students a number of questions in the target language, which the students have to understand to be able to answer correctly. In the class observed, the teacher asked individual students question about themselves. The question contained a particular grammar structure. Later, the students were able to ask each other their own questions using the same grammatical structure.
Fill In the Blank Exercise
This Technique has already been discussed in the Grammar-Translation Method, but differs in its application in the direct method. All the items are in the target language; furthermore, no explicit grammar rule would be applied. The students would have induced the grammar rule they need to fill in the blanks from examples and practice with earlier parts of the lesson.
Dictation
The teacher reads the passage three times. The first time the teacher reads it at normal speed, while the students just listen. The second time he reads the passage phrase by phrase, pausing long enough to allow students to write down what they have heard. The last time the teacher again reads at a normal speed, and students check their work.
Map Drawing
The class included one example of a technique used to give students listening comprehension practice. The students were given a map, then the teachers gave the students directions. The students then instructed the teacher to do the instructions.
Paragraph Writing
The teachers in this class asked the students to write a paragraph in their own words on the major of the study. They could have done this from memory, or they could have used the reading passage the lesson as a model.
Jumat, 12 Maret 2010
The Grammar-Translation Method
The Grammar-Translation Method
The grammar-translation method has been used by language teachers for many years, it was called the classical method since it was used in the teaching of the classical language, Latin and Greek (Chastain 1988). The study of the grammar of the target language, students would become more familiar with the grammar of their native language and that is familiarity would help them speak and write their native language better. For learn this method is by reading a literary language and students study of the target culture is limited to its literature and fine arts. In translate the important is can translate some language into the other. The language instructions to be able communicate. Reading comprehension is the primary skills to be developed are reading and writing. In Grammar-Translation Method speaking and listening just give a little and almost none to pronunciation. If there something wrong with the student, the teacher gives the right answers. In process of translate the student’s need it finds the equivalents of language for all target language words it is like the similarities of the words. In this method use the deductive application of an explicit grammar rule is a useful pedagogical technique.
The Principles
The Grammar-Translation Method is purpose of learning a foreign language is to be able to read literature written in target language. Students learn about the grammar rules and vocabulary of the target language. The teacher is the authority in the class room. Students can learn abut what the teacher knows. In translate from one language to another with the grammar deductively study. In this study use the grammar rules and example and also memorize and also memorize it to apply the rules. The students also memorize native-language equivalents for target language vocabulary words. The interaction of this method is most of from the teacher to the students. The literary language to spoken language and language that’s students study. The culture view is about literature and fine arts. The translating of meaning to the target language students uses mostly the student’s native language. To evaluate the work teacher give the written tests by translation from their native language to the target language and also about the target culture by apply grammar rules are also common. The teacher responds the students by supplies them with the correct answer.
The Techniques
We may choose to try some of the techniques of The Grammar-Translation Method from the review that follows. In translation of a literary passage students translate from the target language into their native language, its focus for several classes such as vocabulary and grammatical structures. Reading comprehension questions by relate the passage to their own experience. To exercise students should find the antonyms and synonyms for a particular set of words. Student’s works with the vocabulary of the passage are also possible. In Cognates students are also asked to memorize words that book like cognates but have meanings in target language that are different from those in the native language. Deductive application of rules is grammar rules are presented with examples and apply it to some different examples. Fill in the blanks is some exercise in sentences with words missing and fill in the blanks with new vocabulary items or items of a particular grammar type with different tenses. Students are given lists of `target language vocabulary words and their native language equivalents memorize them and also memorize grammatical rules and grammatical paradigms. For make up the sentences the students use the new words, by creating the compositions in a topic to write and prepare of the reading passage.
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