PAPER OF TEFL (TEACHING ENGLISH AS FOREIGN LANGUANGE) A “METHOLOGICAL “ HISTORY OF LANGUANGE TEACHING

PAPER OF TEFL (TEACHING ENGLISH AS FOREIGN LANGUANGE)  A “METHOLOGICAL “ HISTORY OF LANGUANGE TEACHING

CHAPTER I

INTRODUCTION

A.      Background

The educational propensities which have portrayed second and outside dialect instructing have been bountiful and shifted. Dialect educating over the years have seen the traveling every which way of dialect showing patterns from the ascent of logical' oral methodologies toward the start of the twentieth century to the elaboration of what has come to be called informative dialect instructing.

The history has been defined mostly as far as assorted showing techniques, every one of which has endeavored to discover more viable and productive methods for encouraging dialects and every one of which has been founded on various perspectives of what dialects are and of how they are best instructed.

What's more, the point of this material is accurately to audit such a methodological history of dialect instructing; confining ongoing ways to deal with dialect educating against the setting of a general chronicled outline which develops from the Grammar-Translation Method  to the post-informative period.

How to instruct an outside dialect influences showing improvement, as well as its outcomes. There are numerous conditions and factors which decide or adjust the showing procedure, yet a decent hypothetical body is key to direct every factor and to accomplish the general objective.

The point of this material is help to us to think about the distinctive patterns and to reach legitimate determinations around a compelling FL instructing approach. It isn't sufficient to know the FL, however to join that learning with a cognizant reflection on the best way to complete a fruitful instructing knowledge. This will lead us to build up another hypothetical arrangement of establishments. The same number of components become an integral factor, certain criteria to create them must be available.

B.       Problem Statment

Based on the background above, the author formulates research questions as follow:

1.      What are approach, method, and technique?

2.      What does mean of “Changing Winds and Shifting Sands”?

3.      How about the Grammar Translation Method?

4.      How about Gouin and the Series Method?

5.      How about the Direct Method?

6.      How about the Audiolingual Method?

7.      How about Cognitive Code Learning?

8.      What are the types of “Designer” Methods of the Spirited?

9.       What is Functional Syllabuses?

C.      The Objectif of the Study

1.      To know approach, method, and technique?

2.      To know “Changing Winds and Shifting Sands”?

3.      To know the Grammar Translation Method?

4.      To know Gouin and the Series Method?

5.      To know the Direct Method?

6.      To know the Audiolingual Method?

7.      To know Cognitive Code Learning?

8.      To know the types of “Designer” Methods of the Spirited?

9.      To know Functional Syllabuses?

CHAPTER II

DISCUSSION

A.    APPROACH, METHOD AND TECHNIQUE

In the middle of 1980s, the language teaching profession was involved in search of was popularly called methods. According to experts, Edward Anthony (1963) approach is a set of assumptions dealing with the nature of language, learning and teaching. Method is an overall plan for systematic presentation of language based upon selected approach. While technique is specific activities manifested in the classroom that are consistent with a method a therefore in harmony with an approach as well.

Another expert, Richards and Rodgers said that method was an umbrella term for the specification and interrelation of the theory and practice. Approach is defines assumptions, beliefs, and theories about the nature of language and language learning. More specifically the design is the relationship between the theory of teaching in the classroom related to material and activities. Procedures are techniques and exercises that support the application of approaches and designs.

B.     CHANGING WINDS AND SNIFTING SANDS

Albert Marckwardt (1972: 5) saw these “changing winds and shifting sands” as a cyclical pattern in which a new method emerged about every quarter of a century. Each new method broke from the old but took with it some of the positive aspects of previous practices.

C.    THE GRAMMAR TRANSLATION METHOD

Foreign language learning in schools was synonymous with the learning of Latin or Greek in western world. By the book second edition of Teaching and Principles in Language Teaching, Diane Larsen – Freeman (2000: p.11) the grammar-translation method has different names. At one time it was called by Classical method since it was first used in the teaching of the classical languages, Latin and Greek (Chastain 1988). Classical method focus on grammatical rules, memorization of vocabulary and of various declensions and conjugations, translations of texts, and written exercises.

Classical method was come to be known as the Grammar Translation Method in nineteenth century. The major characteristics of Grammar Translation by Prator and Celce-Murcia (1979: p. 3) are:

1.         Classes are taught in the mother tongue, with little active use of the target language

2.         Much vocabulary is taught in the form of lists of isolated words.

3.         Long, elaborate explanations of the intricacies of grammar are given.

4.         Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words.

5.         Reading of difficult classical texts is begun early.

6.         Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis.

7.         Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue.

8.         Little or no attention is given to pronunciation.

D.    GOUIN THE SERIES

Since late 1800s Frainc Gouin as a French teacher of Latin have been acquaint history of modern foreign language. Frainc Gouin as a founder of language teaching method. He set development of language teaching method for public his book title with The Art of Learning and Studying Foreign Language.

He having partition to learn German half and lived in Hamburg for one year. In the wake of returning home, Gouin had three years of age nephew. Amid those years, experienced the great phase of tyke dialect procurement in which he went from saying for all intents and purposes nothing at all turning into a veritable chatterbox French.

In this way, Gouin start concocting an instructing strategy that would take after from three bits of knowledge. What's more, therefore arrangement technique was made a strategy showed student specifically and thoughtfully. A progression of associated sentence that is simple. The principal exercise of an outside dialect would along these lines show following arrangement of fifteen sentence:

I walk towards the door. I draw near to the door. I draw nearer to the door. I get to the door. I stop at the door.

The fifteen sentence havae an unconventionally large number of gramatical properties items, word orders and complexity. Yet Gouin was succesful with such lesson because the languange was so easily understood,stored,recalled and related to reality.

E.     THE DIRECT METHOD

In nineteen of century the direct method also known as naturalistic principle of language learning. This is reffered to as advocated to natural. The natural principle have been applied by the expert and their think about this method, such as:

1.      According L Sauveur (1826-1907) claimed without translation or the use of the learner’s native tongue if important was passed on directly through demonstration and action. His objective for this method is employing question as a method for exhibitingand elicting language. His method to reffered natural method.

2.      Based on Frankle with the direct method classroom will capable effectively   because the way to focus on explanation of grammar rules in classroom teaching and teacher must support immediate and unconstrained applied the foreign language in the classroom. Learner as induce to grammar rule, the teacher help the student to supplanted text book and speaker is methodical to pronunciation

The direct method widely in France and Germany also in United State. In the private school applied the direct method was achievement with the excuse payment client for had encouragement  and the teacher used native. But this method failed in secondary school education because this method required native speaker.

 Since 1920s applied the direct method in non-commercial schools in Europe had consequently decline but, the European of popularity of the direct method in the early part of twentieth century. The goal of trying to teach conversation skills was considered impractical in view of restricted time available for foreign language teaching in schools. The experience with uses the technique of the direct Method provide will helping student:

1.      Reading aloud

Student take turn to reading section passage and at the end the teacher uses the gesture

2.      Question and answer exercise

Student question and answer by the teacher, give a feedback each other to conducted only in target language

3.      Getting student to self-correct

The teacher in the class has the student self correct by asking them to make a choice between what they said an alternative supplied

4.      Conversation practice

Student have to understand to able answer correctly

5.      Fill in the blank exercise

Student need to fill in the blink for practice earlier parts of the learn

6.      Dictaqtion

The teacher read passage three times. First the teacher read in the normal speed while student lesson. Second, the teacher read phrase by phrase and passing long enough to allow student write what they heard. The last is the teacher read in the normal speed again while student check their work.

7.      Map drawing

The class included the example of technique used to give student listen comprehension practice

8.      Paragraph writing

The teacher ask the student to write paragraph in their own word. This could have done this from memory and they could have uses the reading lesson as a model.

F.     THE AUDIO-LINGUAL METHOD

1.      The Background Audio-lingual Method

The audio-lingual method is adaptation from the army. When United State into World War II had significant influence on language teaching in America. Who have been personal fluent German, French, Italian, Chinese, and Malay capable to provide in U.S goverment. So that’s why The government commissioned in America Universities to need expand foreign language training program.

Leonard Bloomfield at Yale have been develop training programs as part their linguistic research and anthropologist mastery of American Indian language and other language. Technique Bloomfield also know as informant method. The informant means by native speaker is who served and vocabulary and who provided sentence for imitation and linguist, who served the learning experience.

For the next ten years the “Army Method” and it’s suitability for applied in regular language program. But the linguist who expand the ASTP were not interested early in language teaching because is the same with the direct method.

In 1939, the University of Michigan develop the first English language in USA for training teacher English as foreign language and in teaching as second for foreign language. The emergence of the audio-lingual method resulted from the increase attention given to foreign language teaching in United State toward end of the 1950s. Audioligualism claimed that have transformed language teaching from an art to a science, which would enable learner to achieve mastery of a foreign language effectively and efficiently.

2.      Approach, Design and Procedure

2.1  Approach

Following Anthony, approach to theories about nature of language a language that serve as the source of practice and principle in language teaching. Aspect the approach audio-lingual method:

a.       Theory of  language

In theory of language has three different theoretical view of language and nature of language proficiency explicit or implicit inform current approaches. First, structural view is a system of structurally related elements for coding meaning. Second, functional view is a vehicle for the expression of functional meaning. Third, interactional view is a vehicle for the realization of interpersonal relation and performance of social transactional between individuals.

b.      Theory of  learning

Cognitive code proponents,for example, have attempted to link a more sophisticated model structuralism to a more mentalist and less behaviouristic brand of learning theory. Approach does not specific procedure. Theory does not dictate a particular set of teaching techniques and activities.

2.2  Design

a.       The general and specific objectives of the method

Short range objectives: training in listening comprehension, accurate pronunciation, and recognition of speech symbols as graphic signs, ability to reproduce these symbols in writing. Long term objective: language as the native speaker uses it

b.      A syllabus model

Linguistic, structure based approach to language teaching listening, speaking, reading and writing.

c.       Types of learning and teaching activities and teaching activities

Dialogues and drills

d.      Learner roles

They can be directed by skilled training techniques the produce correct responses

e.       Teacher roles

Teacher dominated method

f.       The role of instructional material

They are teacher connected

2.3  Procedure

a.       Classroom techniques, practice, and behaviours observed when the method is used

Extensive oral instruction, immediate and accurate speech, the modelling of all learning by the teacher.

G.      COGNITIVE CODE LEARNING

In 1966 John B. Carroll, a psychologist who had taken a close interest in foreign language teaching, wrote Cognitive code learning theory methodology, (Carroll 1966) began to inject more deductive rule learning into language classes. In an amalgamation of Audiolingual and Grammar Translation techniques, classes retained the drilling typical of ALM but added healthy doses of rule explanations and reliance on grammatical sequencing of material.

Cognitive code learning was not so much a method as it was an approach that emphasized a conscious  awareness of rules and their applications to second language learning. It was a reaction to the stricly behavioristic practices of the ALM, and ironically, a return to some of the practices of Grammar Translation. As teachers and materials depelopers saw that incessant parroting of pontentially rote material was not creating communicatively proficient learners, a new twist was needed, and cognitive code learning appeared to provide just such a twist. Unfortunately, the innovation was short-lived, for as surely as rote drilling bored students, overt cognitive attention to the rules, paradigms, intricacies, and exceptions of a language overtaxed the mental reserves of language student.

CHAPTER III

CLOSING

3.1 Conclusion

In proses teaching language have crucial things; approaches, methods and techniques (approach, method, and techniques). These are crucial for teachers to apply in proses teaching and learning activities.

There are many methodologies in language learning such as' the grammar translation method, Gouin and the series method, the direct method, the audiolingual method, cognitive code learning, designer methods, and others -other. These methods have been expand and applied by theacher to this day.

3.2 Suggestions

As for suggestions that writers can realize that knowlegde about  methodical teaching languange is important as we are to be a teacher or educator. We must to develop and explore the potential that exists in us. To know the potential can be done one of  them by studying this paper. Hopefully this paper can be useful for us in the future.

REFERENCES

 Brown, H. Douglas. (2007). Teaching by Principle and Interactive Approach to language pedagogy (3^rd Edition). New York: Longman Inc.

Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2^nd Edition) . Oxford: Oxford University Press.

Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press.

Kelly, L.(1969) Twenty-five centuries of languange teaching. Rowley, MA:Newbury House Publishers

Anthony, E.(1963). Approach,method and technique. English Languange Teaching, 17, 63-67