Teaching Techniques
Larsen-Freeman, in her book Techniques and Principles in Language Teaching (1986:45-47) provides expanded descriptions of some common/typical techniques closely associated with the Audio-lingual Method. The listing here is in summary form only.
1. Dialog Memorization
Students memorize an opening dialog using mimicry and applied role-playing
2. Backward Build-up (Expansion Drill)
Teacher breaks a line into several parts, students repeat each part starting at the end of the sentence and "expanding" backwards through the sentence, adding each part in sequence
3. Repitition Drill
Students repeat teacher's model as quickly and accurately as possible.
4. Chain Drill
Students ask and answer each other one-by-one in a circular chain around the classroom.
5. Single Slot Substitution Drill
Teacher states a line from the dialog, then uses a word or a phrase as a "cue" that students, when repeating the line, must substitute into the sentence in the correct place.
6. Multiple-slot Substitution Drill
Same as the Single Slot drill, except that there are multiple cues to be substituted into the line.
7. Transformation Drill
Teacher provides a sentence that must be turned into something else, for example a question to be turned into a statement, an active sentence to be turned into a negative statement, etc.
8. Question-and-answer Drill
Students should answer or ask questions very quickly.
9. Use of Minimal Pairs
Using contrastive analysis, teacher selects a pair of words that sound identical except for a single sound that typically poses difficulty for the learners - students are to pronounce and differentiate the two words.
10. Complete the Dialog
Selected words are erased from a line in the dialog - students must find and insert.
11. Grammar Games
Various games designed to practice a grammar point in context, using lots of repetition.
Leela Mohd. Ali (1989) explains that New vocabulary and structures are presented through dialogues. Dialogues are learned through imitation and repetition. Drills/pattern drills are presented in the dialogue. The correct responses of pupils are positively reinforced. Grammar rules are not provided. Cultural information is contextualized in the dialogues or is presented by the teacher. Students' reading and written work is based upon the oral work they did earlier.
Dr Mora (2008) tells the hints for using ALM drills in L2 teaching as follows:
1. The teacher must be careful to insure that all of the utterances which students will make are actually within the practiced pattern. For example, the use of the AUX verbs have should not suddenly switch to have as a main verb.
2. Drills should be conducted as rapidly as possibly so as to insure automaticity and to establish a system.
3. Ignore all but gross errors of pronunciation when drilling for grammar practice.
4. Use of shortcuts to keep the pace o drills at a maximum. Use hand motions, signal cards, notes, etc. to cue response. You are a choir director.
5. Use normal English stress, intonation, and juncture patterns conscientiously.
6. Drill material should always be meaningful. If the content words are not known, teach their meanings.
7. Intersperse short periods of drill (about 10 minutes) with very brief alternative activities to avoid fatigue and boredom.
8. Introduce the drill in this way:
a. Focus (by writing on the board, for example)
b. Exemplify (by speaking model sentences)
c. Explain (if a simple grammatical explanation is needed)
d. Drill
9. Don’t stand in one place; move about the room standing next to as many different students as possible to spot check their production. Thus you will know who to give more practice to during individual drilling.
10. Use the "backward buildup" technique for long and/or difficult patterns.
--tomorrow
--in the cafeteria tomorrow
--will be eating in the cafeteria tomorrow
--Those boys will be eating in the cafeteria tomorrow.
11. Arrange to present drills in the order of increasing complexity of student response. The question is: How much internal organization or decision making must the student do in order to make a response in this drill. Thus: imitation first, single-slot substitution next, then free response last.
Monday, October 31, 2011
Sunday, October 30, 2011
english as second language
English language program have become more important in today’s Indonesian schooling because of globalization. All educations levels in our country study English as a second language and make it compulsory subjects to be followed by all learners. English also becomes one of the 3 compulsory subjects in national examination. Every English teacher uses a variety of methods in teaching English as a second language. Whether all the methods that have been used can be absorbed by students? To answer these questions and show the results of all the learning processes that have been implemented, every teacher should provide an assessment of all the methods that have been used in the teaching and learning activities. Assessment is the gathering of information about something, Such as student performance. Through the assessment We can find out what the students know (knowledge), find out what the students can do, and how well They can do it (skills; performance), We can also find out how students go about the task of doing Their work (process) and To find out how students feel about Their Work (motivation, effort).
Assessment of student achievement in a second language presents an important challenge for the field of educational learning. Despite these challenges are legitimate familiarity attention of the students' second language, the challenges are more complex, especially in the context of large-scale assessments intended to hold schools accountable for what students know and can be done on the basis of their performance on assessments.
A well designed Assessment procedures is important to meet the needs of language students acquire English as their second language. Judgments are involved in many steps in a continuum of services for students: early identification, the placement of students into appropriate instructional programs, in monitoring student progress made in this program, the students transfer to a different level in the program depending on their English language skills, in moving students from special programs and into mainstream classes, and follow the progress of the students in the mainstream. Continuum is entirely dependent on every step in, using the interpretation of the right choice, and assessment procedures are relatively complex.
Recently, there has been a growing interest among mainstream educators in performance assessment due to concerns that multiple-choice tests, usually the only option available from test publishers, fail to assess higher order skills and other skills essential for functioning in school or work settings (Haney & Madaus, 1989; Neill & Medina, 1989; O'Neil, 1992: Wiggins, 1989). Multiple-choice tests are not authentic because they do not represent activities students typically perform in classrooms. In addition, multiple-choice tests do not reflect current theories of learning and cognition and are not based on abilities students actually need for future success (Herman, 1992). Another concern is that standardized tests cannot be used to closely monitor student progress in the school curriculum throughout the year since they are only administered once or twice annually. These concerns are no less valid for educators of language students.
Based on (Baron, 1992a; Stiggins, 1987; Tierney, Carter, & Desai, 1991) assessment defined into: alternative assessment, performance assessment, and portfolio assessment. What kind of assessment That We Will use to assessing the student's achievement, this paper Will discuss the portfolio assessment to assessing the student's achievement. Portfolios present a practical approach to assembling student work, interpreting evidence of student performance, and assessing student performance relative to instructional objectives. Diagnosis and placement, student strengths and needs are with regard to major Examined. Portfolio assessment may also be used to meet other purposes, Such as reassignment or reclassification, as determined by teachers or other school staff. Although assessment of student progress in the content areas and description Merits critical analysis, examples of performance assessment procedures provided here are limited to the monitoring of Home and/or native language development.
Assessment of student achievement in a second language presents an important challenge for the field of educational learning. Despite these challenges are legitimate familiarity attention of the students' second language, the challenges are more complex, especially in the context of large-scale assessments intended to hold schools accountable for what students know and can be done on the basis of their performance on assessments.
A well designed Assessment procedures is important to meet the needs of language students acquire English as their second language. Judgments are involved in many steps in a continuum of services for students: early identification, the placement of students into appropriate instructional programs, in monitoring student progress made in this program, the students transfer to a different level in the program depending on their English language skills, in moving students from special programs and into mainstream classes, and follow the progress of the students in the mainstream. Continuum is entirely dependent on every step in, using the interpretation of the right choice, and assessment procedures are relatively complex.
Recently, there has been a growing interest among mainstream educators in performance assessment due to concerns that multiple-choice tests, usually the only option available from test publishers, fail to assess higher order skills and other skills essential for functioning in school or work settings (Haney & Madaus, 1989; Neill & Medina, 1989; O'Neil, 1992: Wiggins, 1989). Multiple-choice tests are not authentic because they do not represent activities students typically perform in classrooms. In addition, multiple-choice tests do not reflect current theories of learning and cognition and are not based on abilities students actually need for future success (Herman, 1992). Another concern is that standardized tests cannot be used to closely monitor student progress in the school curriculum throughout the year since they are only administered once or twice annually. These concerns are no less valid for educators of language students.
Based on (Baron, 1992a; Stiggins, 1987; Tierney, Carter, & Desai, 1991) assessment defined into: alternative assessment, performance assessment, and portfolio assessment. What kind of assessment That We Will use to assessing the student's achievement, this paper Will discuss the portfolio assessment to assessing the student's achievement. Portfolios present a practical approach to assembling student work, interpreting evidence of student performance, and assessing student performance relative to instructional objectives. Diagnosis and placement, student strengths and needs are with regard to major Examined. Portfolio assessment may also be used to meet other purposes, Such as reassignment or reclassification, as determined by teachers or other school staff. Although assessment of student progress in the content areas and description Merits critical analysis, examples of performance assessment procedures provided here are limited to the monitoring of Home and/or native language development.
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