The direct method
The direct method, the natural method, came as a reaction for the Grammar- Translation method because Grammar-translation method was not powerful enough for preparing students in using the target language. That reflected the purpose of creating a method that have student ready to communicate in the second language. As the Grammar-Translation allows students to participate in and use the native language of students which why they rejected this approach. After I have studied this method, I have found that it focus on spoken language rather than written language and I like its concept because spoken language is important for me or for the most language learners. That is, spoken language is used more often than written and which
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One of Direct method advantages are that does not teach about languages but it teaches language itself and its use. It is also taught in similar way that first language is acquired, so it is follow the natural order of acquisition. Thus, students’ spoken language is given priority by using commonly day language. That would prompt students to study because what they are leaning is exist in really life. Moreover, this method has become well-known for those who want to communicate in real life speech because it emphasize on spoken rather than other …show more content…
They did not stop students and correct them if the learning session is ongoing because interpreting student could keep them behind and then they become afraid of making mistakes. Thus, they stop participating and they wouldn 't learn the target language. Teachers in the American Language institute prefer the direct method and they integrate it with another deductive method which have student ……. This method is applied by of the teacher i met they. She had student picked up some idioms and they did role play in groups. Each group had to come up with a scene involved in some idioms that they were required to perform in front of students. If the students did not mention the idioms correctly and accurately, she went over them when they finished. She also inquired student to count on how many idioms they got out of ten if they got them all that means their performance was great. Having student acting in a situation similar to the real one enhances students memory to recall in the same situation in the future. That is, they matched with a real events apparently would store in the long term memory. They also would be able to use it in the exact setting that requires them to use this kind of idioms. Involving expression that is related to our daily life speech would evoke students to learn more and more because of
...he assignment or did not try their best. Another one of the strategies that I have seen quite often is the disrupting student read-aloud. This has happened to me while teaching many times. I honestly most times thought that these children were causing a ruckus and interrupting because they had behavior issues. Now after reading this section I am much more aware that the instances I have encountered could have been just the child not understanding. After reading this article I feel like I have a fresh and new look on how to better spot children who are falling behind in their language proficiency.
racie Allen of the comedy team of Burns and Allen was once asked how one should speak French. She replied, “Well, you speak it the same way you speak English; you just use different words.” When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation, building background, and comprehensible input, we can indeed teach our future English language learners all the right moves with all the right words.
In line with the fact that speech acts of suggestion themselves have not been studied in the same capacity as other speech acts (Schmidt, et al., 1995), L2 pragmatics literature on suggestions is also quite limited. Only a small number of researchers have made attempts to explicitly address suggestions, how they are used in classroom interaction, and teacher-student conversations in conferences. Overall, a unanimous agreement exists among the available research (Bardovi-Harlig and Hartford, 1990, 1993; Bardovi-Harlig, 1996; Rintell, 1979; Bell, 1998; Matsumura, 2001) that L2 learners fall short of institutional expectations to use pragmatic strategies effectively because of a lack of the socio-cultural and sociolinguistic knowledge proposed as crucial to L2 learning by both Hymes (1972) and Kramsch (1993).
Since the 1940s, new solutions to successful English as a Second Language (ESL) instruction have been discovered many times. Like bestseller novels, the latest hit pop songs, and blockbuster films, second-language theories and methodologies enjoy a few months or years in the spotlight and then fade away into oblivion due to many instructors not taking the chance to truly experiment with these instructional methods. There was always a “tried-and-true” methodology from an expert theorist, who may or may not have had first-hand experience learning a second language, to fall on. Douglas Brown, a renowned professor of San Francisco State University, notes that languages were “not being taught primarily to learn oral communication, but to learn for the sake of being ‘scholarly’ or…for reading proficiency” (15). Theories of second-language acquisition did not start to pop up until the instructional objective became oral competence and comprehension. New and effective methodologies of ESL classrooms are necessary in order for learners to obtain and understand the language and its culture; teachers need to consider their teaching style, each student’s learning style, and the classroom behavior, interests, and culture.
Coming here at a young age, I was fortunate enough to learn how to speak, read, and write fluent English. I was taught various methods of learning English,
Because, the young learners is a kinesthetic students they will be happy when the teachers instruction them with body language. In my opinion, when teachers teach the students used this method students will be more effective in the class room. This method also can make students enjoy in their experience in learning, because students will be reduce their stress feeling when their study foreign language. As we known that, when students studied in classroom they feel fast to bored, and not interest to learn. However, when teacher teach students used a technique with song with this method students will be happy, forget the feel bored and more interest. According to Moon (2000) stated that Students are more likely to feel interest and invested in process learning and will more better care of the materials that given by the teacher. To conclude, this method will be applied in classroom for the young learners and make them
To keep in line with the model of the teaching games for understanding, for the participants to meet the aims and objectives of the session, I used constant freeze frames followed by questions as stated by Stolz and Pill (2013, P.57) asking questions help to “clarify the nature of game ‘understanding’ and ‘appreciation’, central to the distinctiveness of TGfU and its nuanced variations.’. by using this within the game based session allowed the session to be player centred by asking the correct questions to constantly check player learning. Within my main game based session I made sure that I asked particular questions on which led to the participants to change the rules to make it harder to easier, as well as to check make sure understanding was followed, Mehrabian (1968) suggested that “we gain 7 percent of information from words used, 38 percent from the way it was said and 55 percent from the way the speaker behaves”, of which the way I ask the questions gave the participants a much better understanding of the aim and objectives from the overall of the
The idea to include L1 as part of the language teaching system has been debated upon in recent years. The strong anti-L1 suggest on a complete prohibition of L1 in classrooms, while many others see L1 as a tool to better students’ learning of the TL. This section will highlight the pros and cons arguments for using the L1 in classrooms, along with further evidence supporting the advantages mother tongue bring to the language learning, and teaching process.
For decades, foreign language teachers wandered in a scientific abyss. Until 1983, there had been little real research dealing with the ways in which someone acquires a second language. Teachers mostly used the audiolingual classroom model that had been in place for the past twenty years (or, even worse, the literally ancient grammatical translation model that had been used by civilizations millennia old). Clearly, language teaching methodology was in a poor situation. In 1983, however, Krashen published the results of an unprecedented body of research and paved the way for a revolution in our field. His five-point hypothesis focused on the difference between the acquisition of and the learning of a second language. Krashen has his detractors, of course, not the least of whom are American school districts, which have been reluctant to implement his teachings. Most experts agree, however, that his ideas are the most meritorious of the theories in circulation now, and schools that refuse to incorporate them are doing their students a disservice.
Rothenberg, C., & Fisher, D. (2007). Teaching English language learners: A different approach. New York: Pearson.
It is also enhanced with illustrations, reflection and action parts which give an idea to the readers and offers a variety of perspectives on language teaching and learning process. The first section, the “Exploring skills” begins with the concept of language teaching methodology followed by chapters on listening, speaking, reading and writing. The second section “Exploring language” deals with four different features of language the sound system, vocabulary system, grammatical system and the discourse system which enriches the ideas and techniques and helps the learners to master these language items. The third section “Supporting the learning process” looks at the ways in which the learning process can be supported through strategies with the effective use of commercial course books, computer assisted language learning, learner autonomy, content based instruction and classroom based
They must participate in the activities of the lessons which keeps them alert and engaged in their learning. Another advantage of this method is that students are understanding what they learn. They don't connect it back to their native language but they are able to express their thoughts and ideas in correct English. The Direct Method works for all levels of learners. Whether it be level one beginning learners or higher level learners. It can be adapted for the whole range of learners. Since the main focus is the speaking and listening of the new language the students will become fluent speakers. They will have a lot of practice with pronunciation and expression as well. With this method, the teacher demonstrates the language instead of explaining the rules of the language and how to use
They can learn from others whether or not they have used words and forms that enable others to comprehend what they are trying to say, and they can request help with their incomplete vocabulary and grammatical knowledge. Harmer (2000) states that if the teacher corrects the students while they are involved in a passionate discussion, the effect might be destroying the conversation flow. Constant interruption from the teacher will destroy the purpose of the speaking activity. According to him, the general principle of watching and listening so that you can give feedback later is usually much more
Sekeli followed in her classroom were mentioned to be beneficial in researches done on the topic of maximizing English. To adapt to the students and to stay loyal to your L2 use as a teacher was proposed by Turnbull (2006). These are strategies that Mrs. Sekeli applied into her classroom. Some other strategies such as repetition, intonation and gesture were also mentioned by Turnbull (2006) and used by my cooperating teacher as well. Encouraging interaction was mentioned in Crichton’s (2009) study and was supported and executed in Mrs. Sekeli’s classroom, as mentioned above. This leads me to believe that the researchers’ claims are not only heavily beneficial but also realistic in a classroom setting as many of their strategies were being used by my cooperating
The process of language learning is very complicated and step by step. It can be forced in one or two touches. There are four language skills should be integrated in teaching and learning process (Harmer, 2003) as follows: