bihanu curriculum

History of language teaching has long begun in the middle ages and its development is a never ending course. The chronology of language teaching shows a continuum of teaching forms from traditional (teacher-centeredness) to modern (student-centeredness). It starts with Grammar-translation, a primary methodology when the study of Greek and Latin in public schools was significant back then. This form of language teaching concentrated on “memorizing the grammatical rules and lexical items of the target language” (Knight, 2001). It also occupied learners to translate the target language, hence keeping one into both their native language and the target language to and fro. Grammar-translation method presents a very traditional way of learning whereby learners studied grammar rules deductively, and thus explaining the use of drilling in classroom. Learners were directed to be focusing on solely writing and reading skills. In other words, the method seems to be monodirectional because there was not much of interaction and exchange of information and knowledge.

Soon Grammar-translation was challenged with the rise of Audio-lingualism whereby this method was viewed “as the first ‘scientific’ language teaching methodology” (Knight, 2001). This method, as much as Grammar-translation, focused on grammar of the target language through teachers’ drilling. It stood on the principle of behaviourist theory which proposes learners to receive a stimulus (input of the target language), respond towards it (by uttering the target language correctly) and have reinforcement upon the correct responses (Skinner, 1957). Audio-lingualism does not tolerate any error and drilling as well as repetition is fundamental in cultivating a language learning ‘habi...

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...le, “where do you…?”, “what type of…do you…?” and “how do you…?”. Students still need to choose at least six topics to make up the interview and with the list of phrases given by the teacher, students will be more directional in the task, hence, smoothing out the process of teaching/learning in the classroom. It seems impossible for low academic achievers to do multitasking (listening, writing and speaking at the same time) hence it will be much helpful if students are provided with a table that instructs them to fill in both similarities and differences. The “useful language” table will remain in the handout for students’ reference, thus as students use it, the phrases such as “me too” and “oh, I’m the opposite!” will signal their partner about things they have in common and uncommon. The signals will ease students to complete the similarity and difference table.