MI

CAHN.CABATO

BSEDENGLI
SH-
2

Asfuturelanguageteachers,
iti
sourobligat
iontoknowthev ar
iousteachi
ngapproachesto
l
anguagesoast odecidewhichofthesecanbeef f
ecti
velyusedinourinst
ructi
on.Ki
ndlydo
somer esearchontheseapproachesusingonli
neandof f
li
nesourcesandt henaccompli
shthe
tabl
ebelow.Af t
erthat,r
efl
ectonit
.

Appr
oaches Descr
ipt
ionof Proponentoft
he Howi sthe Resear ch/
t
heApproach approach appr
oachappl i
ed Literat ur et hat
i
nthecl assr
oom prov esorshows
whent eachi
ng the
Engl
ish? effect ivenessof
theappr oach
Gr
ammar Thi sisthe Proposedby Student sstudy Ther esul tsof
Tr
anslat
ion classicwayof Prof.Kar lPlotz grammat i
cal thest udy
Method teaching (1819- 1881) , rulesingr ammar i
ndi cat edt hat
l
anguage.I t GTM i soneof translati
on Grammar
beganasa theol dest classesandt hen Transl at i
on
met hodt oteach teaching appl ythoser ul
es Met hodcoul d
Lat i
nandGr eek met hodsi nSLA. byt ranslati
ng i
ncr ease
andwas Thest r
ategies sent ences student s'
gener al
izedt o wer ebasedon bet weent he vocabul ar y
teachany l
ear ningt he targetandnat i
ve mast er yf rom
second stri
ctr ul
esof l
anguages.The 55. 31%t he
l
anguage.The grammaroft he mot hert ongueis aver agescor eof
Gr ammar - targetlanguage, usedt oteachthe l
ear ni ng
translati
on tocompar ethe classes.Many out comesofi n
Appr oachuses syntaxoft he student sare thef i
rstcy cleto
thest udents’ nativeandt arget taught 66. 97%i nt he
nat i
velanguage l
anguage, andto vocabul aryinthe secondcy cle
tot eachthe extractspeci fi
c form ofl i
stsof meani ngan
targetlanguage. sent encesor singlewor ds. i
ncr easeof
paragr aphst o 11. 66%i n
bet ranslated student sof
backandf ort
h. classXII PA4of
SMAN1
Kal ukku.
Di
rect Thedi rect Itwaspopularin Thedirect Ther esear ch
met hodi n thefir
stquarter methodf ocuses concl usi vely
teachinga ofthe20th onfulli
mmer sion showst hat
l
anguagei s century,
butwas i
nthecl assr
oom Direct
direct
ly mor esuccessful envi
ronment Inst ruct ioni s
establi
shingan i
npr iv
ate wherenotone mor eef fect i
ve
 i
mmedi at eand schoolst hanin wor doft he thanot her
audi ov isual l
argeschool s student s'nat
ive curri
cular
associ at i
on runbyt hest at
e. l
anguagei s programsand
bet ween Int
erestingly, spoken.The thattheposi ti
ve
exper i
enceand oneofi tsmai n focusi snoton effectsper si
st
expr essi on, proponent swas grammarbut throughhi gh
wor dsand theGer man i
nst eadon school.The
phr ases, idioms Maxi mil
ian l
ear ningthrough positi
veef fect
s
andmeani ngs, Berli
tz,whose l
isteningand occurwi th
rulesand schoolsi nthe speaki ng. student sofall
per formances form ofBer l
itz abili
tylevelsand
throught he Int
ernational social
teacher s' body existtothisday . backgr ounds.
andment al
skills, wit hout
anyhel poft he
l
ear ner s' mot her
tongue.
Readi
ng Thisi sav ery Inthel ate
Inal argecl ass,a Expl i
citl
y
speci f i
c 1920s, phy
r si
ci
eadian
ngst rategy teachi ngreading
appr oach Samuel T.Or t
on
canbeappl i
ed. strategies
desi gnedf ora partneredwi th
Becauset hey prov ides
speci f i
ct ypeof Teacher 's
mustr eadt he student swith
l
anguage College passagei nt he thet oolsneeded
l
ear ner .I nt he educat orAnna
reading tobecome
Readi ng Gill
i
ngham t
t o
echnique, awar eoft heir
Appr oach, creat eamet
st hod
udent smi ght thinking,provi
de
l
ear ni nga ofreadi ng
l
ear nal otof conf idencein
l
anguagei s i
nstr ucti
ont
v hat
ocabul ary. theirabili
tyto
empl oy edasa woul dbet t
er
Becausej ust thinkand
meanst oa suppor tthe
grammari s anal yzetextand,
higherend.Thi s needsofhit s
aught ,st udents most
appr oachhas patientswi th
concent rateon i
mpor t
antl
y,
bot hst ruct ural reading whatt heyar e makest hinki
ng
andf unct ional diff
iculti
es.
study i
ng.Si nce visibleand
under pinni ngs. thelesson- form audi ble.
i
sadef inedand
fi
xedt echni que,
ther eadi ng
met hodr equi r
es
l
ittl
et eachi ng
exper i
ence.
Audi
oli
ngual Thisapproachis Thedi rectorof I nAudi oLi ngual Allrevi
ewed
alsoknownas theinstitutewas Met hod, the researchon
“TheAr my CharlesFr ies teacherwant s ALM insole-
use
Met hod.
”Atthe whoappl iedthe theirst udent sto sit
uations
heightofthe pri
nciplesof beabl et ouse concludedALM
eventsinWorld st r
uct ural thet arget tobean
 WarI I,mi li
tary l
inguistst o l
anguage effective
per sonnel l
anguage communi cati
vel
y.teachi ng
neededt ol earn teaching.The AudioLi ngual met hod,
thel anguagesof resultisan Met hoduses especi all
yatthe
all
iesand approachwhi ch repeti
tion, begi nnerlevel
,
enemi esal ikeas advocat edaur al repl
acement ,
and i
rrespect iveof
theyswept trai
ningf ir
st, questionanswer sampl egroup
throught he then todr i
l
lspeaking char acteri
sti
cs
fi
eldsofEur ope pronunci ati
on skil
lespeciall
y orsi ze,orlengt
h
andAsi a.The trai
ning, student's orr egionofdata
appr oach, whi ch foll
owedby vocabul ar
y. collection.
blossomedi n speaking,
the50sand60s, readingand
i
sal labout wr i
ti
ng.
struct ural
pat terns.
Proponent s
believ et hata
l
anguagecanbe
reducedt oa
basi csetof
sounds.
Combi net hem
andy ouhav e
spokenwor ds.
Thosewor ds,
when
phonet ically
j
oined, become
phr asesand
l
at erbecome
sent ences.
Or
al-
Sit
uat
ion TheOr al Oneoft hemost TheOr al Ther esul t
sof
Appr oachor acti
v e Appr oachr eli
es thepost -test
Situat i
onal proponent sof ont heuseof i
ndi cat edt hat
Language theOr al situati
onst o thest udent s
Teachi ngi s Appr oachint he teachl anguage. whower e
basedona sixt
ieswast he Asi tuati
oni st he treatedwi thoral
struct ural view Australi
an useofsuchas l
iterat ure-based
ofl anguage. Geor gePittman. pictures,object s, i
nst ruct i
onhad
Speech, andorr eal
ia,to bet t
er
struct uresanda teach.St udent s achi ev ement
focusonaset areexpect edt o thant hose
ofbasi c l
istenandr epeat j
oi ninga
vocabul ar y whatt he conv entional
i
temsar eseen i
nst ructorsay s. i
nst ruct i
on.I ti
s
ast hebasi sof Thi smeanst hat prov edbyt he
l
anguage student shav e dat aof
teaching.This l
itt
lecontr
olov
er Exper iment al
wasav iew content
. classwher e
similartothat ther ei s
heldby signi ficant
Amer i
can differ ence
structural
i
sts, betweent he
suchasFr i
es. meanscor eof
pre-t est( 54. 89)
andmeanscor e
ofpost -t
est
(63.33) .Besi des,
ther esul toft -
testcal cul at i
on
showst hatt het-
testv alue( 2.23)
i
shi ghert hatt -
tablev alue
(2.052)atl ev el
ofsi gni ficance
0.05.Mor eov er
,
i
ncont r
ol cl ass,
ther ei sal so
signi ficant
differ ence
betweent he
meanscor eof
pre-t est( 61. 11)
andmeanscor e
ofpost -
test
(58.22) .In
addi tion, the
resul toft -test
calcul at i
on
showst hatt -
testv alue( -
2.07)i sl ower
thant -tabl e
value( 2.052)at
l
ev el of
signi ficance
0.05.I tcoul dbe
concl udedt hat
thespeaki ng
achi ev ementof
theexper i
ment al
groupwas
bett ert hant hat
obt ainedbyt he
 cont rol group.
Cogni
ti
ve Cogni tive Thef oundati
ons Act i
vit
ieswhi ch TheCogni tiv e
strategi es ofthecogni t
ive canbedescr ibed Appr oachhas
i
ncl ude theoryof ascogni tive manyusef ul
repet i
tion, l
anguage strategies appl i
cat ions.I t
organi zingnew acquisit
ionwere i
ncl udemaki ng coul dbeusedt o
l
anguage, setbyJean mi ndmaps, i
mpr ov e
summar i
zing Piaget,aFrench visuali
sat ion, chil
dcar eand
meani ng, developmental associ ation, educat ion.For
guessi ng psychologist
. mnemoni cs, exampl e, i
n
meani ngf r
om usingcl uesi n Loftusand
cont ext, using reading Palmer 'sst udy
i
mager yf or compr ehension, memor y ,
memor ization, under l
iningkey fi
ndi ngs
alloft hese wor ds, scanning suggest edt hat
strategi es andsel f-
testi
ng policeof fi
cer s
i
nv olve andmoni tori
ng. needt oav oid
delivering usingl eadi ng
mani pul ationof quest ionswhen
l
anguaget o i
nter viewi ng
i
mpr ov e witnesses, as
l
ear ning. thi
smayal ter
thememor yof
thewi tnesses
Aff
ect
ive Rathert han Roger sis Humani stic TheCogni tiv e
Humanist
ic viewing regardedast he l
anguage Appr oachhas
l
anguage founderof teachi ngi san manyusef ul
througha humani st i
c appr oachbased appl i
cat ions.I t
cogni ti
v espace, psy chol ogyand ont hepr inciple coul dbeusedt o
theaf fect ive devotedmuchof thatt hewhol e i
mpr ov e
humani st ic hisefforts being, emot ional chil
dcar eand
appr oach towardappl ying andsoci al,needs educat ion.For
focusedont he t heresul tsofhi s tobeengagedi n exampl e, i
n
valueofhuman psy chol ogical l
ear ning, notj ust Loftusand
beingsi nsoci ety researcht o themi nd.A Palmer 'sst udy
andcul tur e.The per son-cent ered teacheral way s memor y ,
appr oach teachingwher e respondst ot he fi
ndi ngs
emphasi zeson empat hy ,caring cont entof suggest edt hat
howv aluabl e aboutst udent s, l
ear ner s'wr it
ten policeof fi
cer s
thest udent sare, and wor k, notj ustthe needt oav oid
andhowt hey genuinenesson qualityoft he usingl eadi ng
areal llov edand t hepar toft he l
anguage. quest ionswhen
areal lequal . l
earning i
nter viewi ng
Language faci
li
tatorwer e witnesses, as
l
ear ningt akes foundt obet he thi
smayal ter
placeont wo keytraitsoft he thememor yof
planesof mostef fecti
ve thewi tnesses
consci ousness. t eacher.
Comprehensi
on- The Valerian Theappr oachi s Anadv ant ageof
Based compr ehensi on Post ov skywas basedoni deas the
appr oachi s thepr incipal andr esear chi n compr ehensi on
met hodol ogi es founderoft he l
ingui st icsand appr oachof
oflanguage compr ehension- speci fical l
y, l
anguage
l
ear ningt hat based l
anguage l
ear ningi sthe
emphasi ze (somet imes acqui si tionin factt hatwhen
under standi ng call
edmer el
y children. thelear ner
oflanguage compr ehension) Teacher sint he event ual ly
rathert han approacht o compr ehensi on under st andst he
speaki ng.Thi sis l
anguage appr oacht r
yt o meani ngandt he
i
ncont rastt o i
nstruct i
on,and helpst udent s correct
thebet ter- hiscol leagues under stand applicat ionof
known andot hers targetl anguage thewor ds, t
he
communi cat i
v e continuedt o i
nputbyusi ng l
anguagewi l
l
appr oach, under devel opt he phy sical objects soundmor e
whi chlear ningi s met hodaf t
erhis i
nt hecl assroom, effortlesswhen
thoughtt o deathi nt he realia, andot her heorshe
emer get hr ough 1970s. visual aids. speaksi tin
l
anguage cont rastt oot her
product ion, i
.e.a formsof
focusonspeech l
anguage
andwr iti
ng. l
ear ning, which
mayr esul tin
mor e.
AFTERLEARNI
NGABOUTTHEAPPRAOCHESTOLANGUAGETEAHCI
NG,
WRI
TEYOUR
REFLECTI
ONHERE…

-Amet hodoft eachingandl earningisref

erredtoasanappr oach.At heoreti
cal conceptofwhat
l
anguagei sandhowi tmaybel earnedisatthefoundati
onofeachl anguaget eachingmet hod.
Met hods,orthepr ocessoft eachingsomet hing,
arebornfrom approaches, whichempl oy
classroom act i
vi
tiesorprocedur estoaidlearner
sintheirl
earni
ng.Asaf utureinstruct
or,Ineed
togr aspthev ari
ousappr oachesandmet hodssot hatIcanmakei nformeddeci si
ons,andenj oy
l
ear ningalanguagemor e.Eacht eachingmet hodisbasedonacer tainwayofseei ngthe
l
anguageort hel earni
ngprocess, anditfr
equentlyusesspecifi
cprocedur esandmat eri
alsina
speci fi
edorder.