In the first chapter discusses the first language acquisition.

Language acquisition is
that humans have the ability to capture, produce and use words for understanding
communication. Basically a small child can get the language through the mother tongue or a
word that is often heard every day. Then the child can imitate. And if the child's ignorance of
something he would ask his mother. This is where children start learning the language.

In the second chapter discusses the second language acquisition. The context for learning a
second Language is different from a very young child acquiring a first language. Because this
is based on characteristics and environment on the characteristics differentiated by the level
of the child to obtain the language. From which the child's knowledge of other languages can
make a false guess.

Individual Differences In Second Language Learning

Look back at the notes you took about your language learning experience and that of your
colleagues and friends. You will probably find some cases that confirm hypotheses about
what variables are associated with success or the lack of it-in second language learning. You
may find others that seem m challenge those hypotheses. In this chapter, we have learned that
research on individual differences is complex and that the results of research are not always
easy to interpret. This is partly because of the lack of clear definitions and methods for
measuring individual characteristics. It is also due to the fact that the characteristics are not
independent of one another: learner variables interact in complex ways. The complexity
grows when we realize fiat individual learners will react to different learning conditions in
different ways. Researchers are beginning to explore the nature of these complex interactions,
but it remains difficult to predict how a particular individual’s characteristics will influence
his or her success as a language learner. None the less, in a classroom, the goal of the
sensitive teacher is to take learners' individual differences into account and to create a
learning environment in which more learners can be successful in learning a second language.

Describing teacher
Summary

This analysis revealed overall consistency in classroom environments when teachers

taught the curriculum to different classrooms of students. Across different classes of students
and across lessons, teachers tended to exhibit the same level of control, seemed to omit or
adapt the same curriculum components, and generally taught in a similar fashion.
Additionally, each unique grouping of students, although slightly different in terms of class
“personality,” generally responded similarly to the constraints of the classroom set up by the
teachers. We label this consistency across lessons and across classrooms of students
undifferentiated teaching.

Grammar Translation Method

The Grammar Translation Method is not new, It has had different names, but
language teachers have used it for many years. At one time it was called Classical Method
since it was first used in the teaching of the classical languages, such as Latin & Greek.

Earlier this century, this method was used for the purpose of helping students read and
appreciate foreign language literature. It was also hoped that, through the study of the
grammar of the target language, students would become more familiar with the grammar of
their native language and that this familiarity would help them speak and write their native
language better.

Finally it was thought that foreign language learning would help them grow
intellectually; it was recognized that students would probably never use the target language,
but the mental exercise of learning it would be beneficial anyway.

Students translate a reading passage from the target language into their native
language. The reading passage provides the focus for several classes : Vocabulary, and
Grammatical structures in the passage are studied in subsequent lessons. The passage may be
excerpted from some work from the target language literature or a teacher may write a
passage carefully designed to include particular grammar rules and vocabulary.

Students answer question in the target language based on their understanding of

reading passage. Students are given one set of words and are asked to find antonyms in the
reading passage. Asking students to find synonyms for a particular set words would do a
similar exercise. Or students might be asked to define a set word words based on their
understanding of them as they occur in the reading passage.

Direct method

Since the Grammar Translation Method was not very effective in preparing students
to use the target language communicatively, the Direct Method became popular. The Direct
Method has one very basic rule : No translation is allowed. In fact, the DM receive its name
from the fact that meaning is to be concerned directly with the target language, without going
through the process of translating into students’ native language.
 Students take turns reading sections of a passage, play, or dialog out loud at the end of
each students’ turn the teacher uses gestures, pictures, realias, examples or other means to
make the meaning of the section clear. The exercises are conducted only in the target
language. Students are asked question and answer in full sentences so that they practice with
new words and grammatical structures. They have opportunity to ask question as well as
answer them.

The teacher of this class has students self correct by asking them to make a choice
between what they said and an alternate answer. He supplied the student would have included
the grammar rule they need to fill the blanks for example and practice with earlier parts of the
lesson.

THE AUDIO-LINGUAL METHOD

The audio-lingual method is the method that used the creativity of the teacher. As I
know this method used object like puppets, dolls, or the teacher will make a role-play and the
students will repeat the dialogue and the difficult words many times until they can repeat the
words without any single mistake.

The audio-lingual method is actually found by the US military and known as “Army
method”. Characteristic of these courses were a great deal of oral activity, pronunciation, and
pattern drills and conversation practice with virtually none of the grammar and translation
found in traditional classes.

THE SILENT WAY

In the 1950s, Caleb Gattegno, an educational designer of reading and mathematics

programs, developed a method of language teaching called the Silent Way. It is based on the
premise that the teacher should be silent as much as possible in the classroom but the learner
should be encouraged to produce as much language as possible (Richard and Rodgers, 2001:
81). When the teacher is silent, it means that he is giving the students opportunities to
practice the target language in the class as stated by Gattegno (1976: 80), silence is
considered the best vehicle for learning, because in silence students concentrate on the task to
be accomplished and the potential means to its accomplishment. Repetition (as opposed to
silence) “consumes times and encourages the scattered mind to remain scattered”.

The approach provides the students to discover or create what is to be learned, not
remember and repeat it. The Silent Way uses color charts and the colored Cuisenaire rods,
small pieces of wood which vary in length and color. By using the wall charts coloring the
different letters, each sound of the functional vocabulary is always represented by the same
color. When the teacher uses a pointer to indicate the words on the charts, the students can
work out their pronunciation by looking at the colors.

Desuggestopedia

This method developed out of believe that human brain could process great quantities
of material given the right conditions of learning like relaxation. In order to give the feeling
of relaxation to the students, the classroom is filled with posters or something like that to
make it bright and colorful. Besides, there is also music playing in the classroom and
becomes the central to this method. Soft music leads to increase in alpha brain wave and a
decrease in blood pressure and pulse rate resulting in high intake of large quantities of
materials. The students are encouraged to be as “childlike” as possible.

Total Physical Response

Total Physical Response (TPR) is a language teaching method built around the
coordination of speech and action; it attempts to teach language through physical (motor)
activity. Developed by James Asher, a professor of psychology at San Jose State University,
California, it draws on several traditions, including developmental psychology, learning
theory, and humanistic pedagogy, as well as on language teaching procedures proposed by
Harold and Dorothy Palmer in 1925. In a developmental sense, Asher sees successful adult
second language learning as a parallel process to child first language acquisition. He claims
that speech directed to young children consists primarily of commands, which children
respond to physically before they begin to produce verbal responses. Asher feels that adults
should recapitulate the processes by which children acquire their native language.

Asher shares with the school of humanistic psychology a concern for the role of
affective (emotional) factors in language learning. A method that is undemanding in terms of
linguistic production and that involves gamelike movements reduces learner stress, he
believes, and creates a positive mood in the learner, which facilitates learning.

Approach: Theory of language and learning

TPR reflects a grammar-based view of language. Asher states that “most of the grammatical
structure of the target language and hundreds of vocabulary items can be learned from the
skillful use of the imperative by the instructor” (1977: 4). He views the verb, and particularly
the verb in the imperative, as the central linguistic motif around which language use and
learning are organized.