What is Meant By Speaking A Second Language
No language skill is so diffucult to assess with precision as speaking ability, and for this reason it seemed wise to defer our consideration of oral production test until last.
Like writing, speaking is a complex skill requiring the simultaneous use of a number of different abillities which often develop at different rates. Either four or five components are generally recognized in analyses of the speech process:
1. Pronunciation (including the segmental features-vowels and cosonants-and the stress and intonation patterns)
2. Grammar
3. Vocabulary
4. Fluency (the ease and speed of the flow of speech)
To these should probably be added (5) comprehension, for oral communication certainly requires a subject to respond to speech as well as to initiate it.
When we refer to a student skill in speaking a second language, our fundamental concern is with his ability to communicate informally on every day subject with sufficient ease and fluency to hold the attention of his listener. Thus in our test of speaking abiliti we are primarily, if not solely, interested in the foreign student control of the signaling system of English-his pronunciation, grammar, and vocabulary-and not with the idea content or formal organization of the message he conveys.
The major problem in measuring speaking ability
It is probable that performance on these test is positively related to general ability to converse in a foreign language, altough, as will be explained directly, we still lack very reliable criteria for testing out this assumption. General fluency, too is fairly easy to assess, at least in gross terms it usually takes only a few minutes of listening to determine wether a foreign speaker is able to approximate the speed and ease with which native speakers of the language typically produce their utterances. It is only when we come to the crucial matter of pronunciation that we are confronted with a really serious problem of evaluation.
Monday, November 7, 2011
Thursday, November 3, 2011
Teaching speaking using Audiolingual method
Teaching speaking using Audiolingual method
Drills and pattern practice are typical of the Audiolingual method. (Richards, J.C. et-al. 1986) These include
Repetition : where the student repeats an utterance as soon as he hears it
Inflection : Where one word in a sentence appears in another form when repeated
Replacement : Where one word is replaced by another
Restatement : The student re-phrases an utterance
Examples:
Inflection : Teacher : I ate the sandwich. Student : I ate the sandwiches.
Replacement : Teacher : He bought the car for half-price. Student : He bought it for half-price.
Restatement : Teacher : Tell me not to shave so often. Student : Don’t shave so often!
The following example illustrates how more than one sort of drill can be incorporated into one practice session :
“Teacher: There’s a cup on the table … repeat
Students: There’s a cup on the table
Teacher: Spoon
Students: There’s a spoon on the table
Teacher: Book
Students: There’s a book on the table
Teacher: On the chair
Students: There’s a book on the chair
etc.”
There are more example that applying the audio lingual method in the class room. The students would perform the dialogue. Their voices would be recorded by the teacher.
1. First activity
a. Planning
1) Making lesson plan based on the teaching-learning activity
2) Preparing the test instrument (a series of dialogues consists of four different dialogues)
3) Preparing teaching facilities (board marker, eraser, and tape recorder)
4) Preparing hand-rolled paper and assessments sheets.
5) Preparing students’ attendance list
b. Acting
1) Teacher introduced herself to students.
2) Teacher called the students’ name.
3) Teacher explained her aim in conducting an action research in the classroom.
4) Teacher introduced the dialogues.
5) Students read the dialogues
6) Teacher asked students to work in pairs, read the dialogues and performed the dialogues.
7) Teacher recorded the test, analyzed the result of the test and gave scores to the students.
2. Second Activity
In second activity, the writer would present Audio-lingual teaching as the method in teaching speaking. In order to make the teaching learning process effective, it was necessary for each member of the class to participate. The following procedures are:
a. Planning
1) Choosing the teaching material: introducing
2) Arranging a lesson plan based on the teaching material.
3) Preparing the test instrument
(1) hand-out consists of a series of dialogues.
(2)Pictures that was appropriate to the teaching material
4) Preparing teaching facilities (board marker, eraser and tape recorder)
5) Preparing observation sheets
6) Preparing students’ attendance list
b. Acting
1) Teacher showed some pictures to the students
2) Teacher distributed the copies of dialogues to each students
3) Teacher read the dialogue
4) Students listened and repeated the teacher
5) Teacher drilled the students
6) Teacher divided the class into group of four (each group consists of four persons).
7) Students practiced the dialogue until they memorized the dialogues
8) Students performed the dialogue in front of the class
3. The last activity
In the last activity, the students performed the dialogue that given in the two previous meeting. The teacher recorded he students’ voices. The following procedures are:
a. Planning
1) Making lesson plan based on the teaching learning activity
2) Preparing the test instrument (a series of dialogues)
3) Preparing teaching facilities (board marker, eraser, and tape recorder)
4) Preparing hand-rolled paper and assessment sheets
5) Preparing students’ attendance list
b. Acting
1) Teacher distributed the handout to students
2) Teacher introduced the dialogues
3) Students read the dialogues
4) Teacher called students’ name
5) Students performed the dialogue
6) Teacher recorded the test and noted the score for each category
Scoring Technique
In this study, only gave scores on fluency quality of communication, pronunciation, and effort to communicate. The students would be called out in turn and giving dialogues relating to the material. In giving scores, based to Walter Bartz (Bartz cited in Valette, 1983:150) there are four items that was important to be scored: fluency, quality of communication, amount of communication, and effort to communicate.
Drills and pattern practice are typical of the Audiolingual method. (Richards, J.C. et-al. 1986) These include
Repetition : where the student repeats an utterance as soon as he hears it
Inflection : Where one word in a sentence appears in another form when repeated
Replacement : Where one word is replaced by another
Restatement : The student re-phrases an utterance
Examples:
Inflection : Teacher : I ate the sandwich. Student : I ate the sandwiches.
Replacement : Teacher : He bought the car for half-price. Student : He bought it for half-price.
Restatement : Teacher : Tell me not to shave so often. Student : Don’t shave so often!
The following example illustrates how more than one sort of drill can be incorporated into one practice session :
“Teacher: There’s a cup on the table … repeat
Students: There’s a cup on the table
Teacher: Spoon
Students: There’s a spoon on the table
Teacher: Book
Students: There’s a book on the table
Teacher: On the chair
Students: There’s a book on the chair
etc.”
There are more example that applying the audio lingual method in the class room. The students would perform the dialogue. Their voices would be recorded by the teacher.
1. First activity
a. Planning
1) Making lesson plan based on the teaching-learning activity
2) Preparing the test instrument (a series of dialogues consists of four different dialogues)
3) Preparing teaching facilities (board marker, eraser, and tape recorder)
4) Preparing hand-rolled paper and assessments sheets.
5) Preparing students’ attendance list
b. Acting
1) Teacher introduced herself to students.
2) Teacher called the students’ name.
3) Teacher explained her aim in conducting an action research in the classroom.
4) Teacher introduced the dialogues.
5) Students read the dialogues
6) Teacher asked students to work in pairs, read the dialogues and performed the dialogues.
7) Teacher recorded the test, analyzed the result of the test and gave scores to the students.
2. Second Activity
In second activity, the writer would present Audio-lingual teaching as the method in teaching speaking. In order to make the teaching learning process effective, it was necessary for each member of the class to participate. The following procedures are:
a. Planning
1) Choosing the teaching material: introducing
2) Arranging a lesson plan based on the teaching material.
3) Preparing the test instrument
(1) hand-out consists of a series of dialogues.
(2)Pictures that was appropriate to the teaching material
4) Preparing teaching facilities (board marker, eraser and tape recorder)
5) Preparing observation sheets
6) Preparing students’ attendance list
b. Acting
1) Teacher showed some pictures to the students
2) Teacher distributed the copies of dialogues to each students
3) Teacher read the dialogue
4) Students listened and repeated the teacher
5) Teacher drilled the students
6) Teacher divided the class into group of four (each group consists of four persons).
7) Students practiced the dialogue until they memorized the dialogues
8) Students performed the dialogue in front of the class
3. The last activity
In the last activity, the students performed the dialogue that given in the two previous meeting. The teacher recorded he students’ voices. The following procedures are:
a. Planning
1) Making lesson plan based on the teaching learning activity
2) Preparing the test instrument (a series of dialogues)
3) Preparing teaching facilities (board marker, eraser, and tape recorder)
4) Preparing hand-rolled paper and assessment sheets
5) Preparing students’ attendance list
b. Acting
1) Teacher distributed the handout to students
2) Teacher introduced the dialogues
3) Students read the dialogues
4) Teacher called students’ name
5) Students performed the dialogue
6) Teacher recorded the test and noted the score for each category
Scoring Technique
In this study, only gave scores on fluency quality of communication, pronunciation, and effort to communicate. The students would be called out in turn and giving dialogues relating to the material. In giving scores, based to Walter Bartz (Bartz cited in Valette, 1983:150) there are four items that was important to be scored: fluency, quality of communication, amount of communication, and effort to communicate.
Wednesday, November 2, 2011
The Audio-lingual Method
According to Brown (1994:57) explains that the Audio-lingual Method
was widely used in the United States and other countries in the 1950’s and 1960’s.
It is still used in some programs today. This method is based on the principles of
behaviour psychology. It adapted many of the principles and procedures of the
Direct Method, in part as a reaction to the lack of speaking skills of the reading
approach. This new method incorporated many of the features of the earlier Direct
Method, but the disciplines added the concepts of teaching “linguistics patterns”
in combination with “habit forming”.
He also explains that this method was one of the first to have its roots
”firmly grounded in linguistics and psychological theory” (Brown,1994:57),
which apparently added to its credibility and probably had some influence in the
popularity it enjoyed over a ling period of time. It also had a major influence on
the language teaching methods that were to follow and can still be seen in major
or minor manifestations of language teaching methodology even to this day.
The Principles of Audio-lingual Method
The Audio-lingual method, like the direct method, is also an oral approach.
However, it is very different in that rather than emphasizing vocabulary
acquisition through exposure to its use in situations, the Audio-lingual method
drills students in the use of grammatical sentence patterns. In its development,
principles from behavioral psychology were incorporated. It was thought that the
way to acquire the sentence patterns of the target language was through
conditioning helping learners to respond correctly to stimuli through shaping and
reinforcement.
Bushra Noori (2001) describes the principles of the Audio-lingual
method as follows: (1) instructions are given in the target language (2) language
forms occur within a context (3) students’ native language interferes as little as
possible with the students’ attempts to acquire the target language (4) teaching is
directed to provide students with a native –speaker like model (5) analogy
provides a better foundation for language learning than analysis (6) errors are
carefully avoided because they lead to the formation of bad habits (7) positive
reinforcement helps the student to develop correct habits (8) students are
encouraged to learn to respond to verbal and non-verbal stimuli (9) the teacher is
regarded as an orchestra leader conducting , guiding and controlling the
students’ behaviour in the target language (10) learning foreign language is
treated on par with the native language.
Meanwhile, Brown (1994:57) also enumerates the principles of the Audiolingual
method are as follows: (1) New material is presented in dialog form (2)
There is dependence on mimicry, memorization of set phrases, and over learning
(3) Structures are sequenced by means of contrastive analysis and taught one at
time (4) Structural patterns are taught using repetitive drills (5) There is little or
no grammatical explanation. Grammar is taught by inductive analogy rather than
deductive explanation (6) Vocabulary is strictly limited and learned in context (7)
There is much use of tapes, language labs, and visual aids (8) Great importance is
attached to pronunciation (9) Very little use of the mother tongue by teachers is
permitted (10) Successful responses are immediately reinforced (11) There is great effort to get students to produce error-free utterances (12) There is tendency
to manipulate language and disregard content.
was widely used in the United States and other countries in the 1950’s and 1960’s.
It is still used in some programs today. This method is based on the principles of
behaviour psychology. It adapted many of the principles and procedures of the
Direct Method, in part as a reaction to the lack of speaking skills of the reading
approach. This new method incorporated many of the features of the earlier Direct
Method, but the disciplines added the concepts of teaching “linguistics patterns”
in combination with “habit forming”.
He also explains that this method was one of the first to have its roots
”firmly grounded in linguistics and psychological theory” (Brown,1994:57),
which apparently added to its credibility and probably had some influence in the
popularity it enjoyed over a ling period of time. It also had a major influence on
the language teaching methods that were to follow and can still be seen in major
or minor manifestations of language teaching methodology even to this day.
The Principles of Audio-lingual Method
The Audio-lingual method, like the direct method, is also an oral approach.
However, it is very different in that rather than emphasizing vocabulary
acquisition through exposure to its use in situations, the Audio-lingual method
drills students in the use of grammatical sentence patterns. In its development,
principles from behavioral psychology were incorporated. It was thought that the
way to acquire the sentence patterns of the target language was through
conditioning helping learners to respond correctly to stimuli through shaping and
reinforcement.
Bushra Noori (2001) describes the principles of the Audio-lingual
method as follows: (1) instructions are given in the target language (2) language
forms occur within a context (3) students’ native language interferes as little as
possible with the students’ attempts to acquire the target language (4) teaching is
directed to provide students with a native –speaker like model (5) analogy
provides a better foundation for language learning than analysis (6) errors are
carefully avoided because they lead to the formation of bad habits (7) positive
reinforcement helps the student to develop correct habits (8) students are
encouraged to learn to respond to verbal and non-verbal stimuli (9) the teacher is
regarded as an orchestra leader conducting , guiding and controlling the
students’ behaviour in the target language (10) learning foreign language is
treated on par with the native language.
Meanwhile, Brown (1994:57) also enumerates the principles of the Audiolingual
method are as follows: (1) New material is presented in dialog form (2)
There is dependence on mimicry, memorization of set phrases, and over learning
(3) Structures are sequenced by means of contrastive analysis and taught one at
time (4) Structural patterns are taught using repetitive drills (5) There is little or
no grammatical explanation. Grammar is taught by inductive analogy rather than
deductive explanation (6) Vocabulary is strictly limited and learned in context (7)
There is much use of tapes, language labs, and visual aids (8) Great importance is
attached to pronunciation (9) Very little use of the mother tongue by teachers is
permitted (10) Successful responses are immediately reinforced (11) There is great effort to get students to produce error-free utterances (12) There is tendency
to manipulate language and disregard content.
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