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 (3rd Edition). New York: Longman Inc.
Larsen-Freeman,
D. (2000). Techniques and principles in language teaching (2nd
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
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