“Silent Way” and the “Natural Approach” Methods
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Diplomarbeit
DIPLOMARBEIT Titel der Diplomarbeit: “The Role of Pronunciation in Secondary-School TEFL: Current Views and an Evaluation of Teaching Materials” Verfasser: Thomas Hasenberger angestrebter akademischer Grad: Magister der Philosophie (Mag. phil.) Wien, 2012 Studienkennzahl lt. Studienblatt: A 190 344 333 Studienrichtung lt. Studienblatt: Lehramtsstudium UF Englisch UF Deutsch Betreuerin: Ao. Univ.-Prof. Mag. Dr. Ute Smit Acknowledgements First, I would like to thank my supervisor Prof Ute Smit for her support and all the constructive recommendations and suggestions she provided during the writing process. The research work and analyses presented in this thesis would certainly not have been possible without her guidance and enthusiastic encouragement. Moreover, I owe all my former teachers, some of whom are now my colleagues, my gratitude for everything I have learnt from them and for what they have done for me. In particular, I would like to mention Elke Amon, Ursula Bucher, Viktoria Fürhacker, Waltraud Haschke, Christian Pribitzer, Astrid Schernhammer, Alma Semmler and Eva Zillinger, whose dedication and professionalism I have always admired. I also wish to thank my English colleagues, especially Anisa Cogram, Sue Saunders and Simon Richter, and my former students in Kent for the linguistic and cultural insights I gained while working as a Foreign Language Assistant, which formed the basis for this thesis. Furthermore, I am indebted to my friends and colleagues at school as well as at the Austrian and British Red Cross, who have frequently challenged and enriched my ideas. Above all, I would like to express my heartfelt thanks to my parents for always supporting me in my plans and enabling me to study at university. -
Comparing Focus on Forms and Task-Based Language Teaching in the Acquisition of Russian As a Foreign Language
Comparing Focus on Forms and Task-Based Language Teaching in the Acquisition of Russian as a Foreign Language Elena Markina ADVERTIMENT. La consulta d’aquesta tesi queda condicionada a l’acceptació de les següents condicions d'ús: La difusió d’aquesta tesi per mitjà del servei TDX (www.tdx.cat) i a través del Dipòsit Digital de la UB (diposit.ub.edu) ha estat autoritzada pels titulars dels drets de propietat intel·lectual únicament per a usos privats emmarcats en activitats d’investigació i docència. No s’autoritza la seva reproducció amb finalitats de lucre ni la seva difusió i posada a disposició des d’un lloc aliè al servei TDX ni al Dipòsit Digital de la UB. No s’autoritza la presentació del seu contingut en una finestra o marc aliè a TDX o al Dipòsit Digital de la UB (framing). Aquesta reserva de drets afecta tant al resum de presentació de la tesi com als seus continguts. En la utilització o cita de parts de la tesi és obligat indicar el nom de la persona autora. ADVERTENCIA. La consulta de esta tesis queda condicionada a la aceptación de las siguientes condiciones de uso: La difusión de esta tesis por medio del servicio TDR (www.tdx.cat) y a través del Repositorio Digital de la UB (diposit.ub.edu) ha sido autorizada por los titulares de los derechos de propiedad intelectual únicamente para usos privados enmarcados en actividades de investigación y docencia. No se autoriza su reproducción con finalidades de lucro ni su difusión y puesta a disposición desde un sitio ajeno al servicio TDR o al Repositorio Digital de la UB. -
A Search for More Effective Ways of Teaching Second/ Foreign Languages Mohammed Farman Ullah Bhuiyan
International Journal of English, Literature and Social Science (IJELS) Vol-4, Issue-5, Sep – Oct 2019 https://dx.doi.org/10.22161/ijels.45.58 ISSN: 2456-7620 Methodologies and Approaches in ELT: A Search for More Effective Ways of Teaching Second/ Foreign Languages Mohammed Farman Ullah Bhuiyan Uttara University, Bangladesh Abstract— The recurring quest for the best way to teach foreign language leads the language teachers, the researchers and more importantly the applied linguists to introduce new approaches or methods to attain their goals. They often ask what is the most effective method or approach among the existing ones and then they try to launch a new one which is thought to be better than the preceding ones. The study aims to examine the existing methods implemented to teach foreign language and to reach to a proposition that there are some methods or approaches worth implementing in foreign language classrooms. Even when the “best” out of the methods or approaches tends to be inconvenient or impractical for our own teaching situations, I propose pragmatic eclecticism to be applied in teaching foreign language. This article also aims to evaluate the effectiveness of the methods or approaches by keeping some certain aims and objectives in mind. I will try to show that some methods or approaches meet these aims or objectives which can help learners achieve the targeted goal whereas the other methods or approaches fail to meet. In this regard, this article provides a critical assessment of the adopted methods and approaches in the field of English language teaching, and claims that we must use every useful element of the methods and approaches rather than obsession with one of them. -
Total Physical Response Storytelling and the Teaching of Grammar Rules in Second Language Instruction Angela M
Regis University ePublications at Regis University All Regis University Theses Summer 2006 Total Physical Response Storytelling And The Teaching Of Grammar Rules In Second Language Instruction Angela M. Dettenrieder Regis University Follow this and additional works at: https://epublications.regis.edu/theses Part of the Education Commons Recommended Citation Dettenrieder, Angela M., "Total Physical Response Storytelling And The eT aching Of Grammar Rules In Second Language Instruction" (2006). All Regis University Theses. 762. https://epublications.regis.edu/theses/762 This Thesis - Open Access is brought to you for free and open access by ePublications at Regis University. It has been accepted for inclusion in All Regis University Theses by an authorized administrator of ePublications at Regis University. For more information, please contact [email protected]. Regis University School for Professional Studies Graduate Programs Final Project/Thesis Disclaimer Use of the materials available in the Regis University Thesis Collection (“Collection”) is limited and restricted to those users who agree to comply with the following terms of use. Regis University reserves the right to deny access to the Collection to any person who violates these terms of use or who seeks to or does alter, avoid or supersede the functional conditions, restrictions and limitations of the Collection. The site may be used only for lawful purposes. The user is solely responsible for knowing and adhering to any and all applicable laws, rules, and regulations relating or pertaining to use of the Collection. All content in this Collection is owned by and subject to the exclusive control of Regis University and the authors of the materials. -
The Critical Analysis on Silent Way Method in EFL Classroom, the Researcher Recommended Some Point to Be Studied by the Future Researchers
THE CRITICAL ANALYSIS ON SILENT WAY METHOD IN EFL CLASSROOM THESIS Submitted by: RAUDHATUL JANNAH Student of Faculty of Educational and Teacher Training Departmentof English Language Education Reg. no: 140203011 FACULTY OF EDUCATION AND TEACHER TRAINING AR-RANIRY STATE ISLAMIC UNIVERSITY DARUSSALAM – BANDA ACEH 2018 M / 1440 H ACKNOWLEDGMENT In the name of Allah, the Most Gracious and the Most Merciful. Alhamdulillah, all praises be to Allah the Lord of universe with His mercies and blessings, the researcher could finish this thesis as one of the requirements for Bachelor degree at English Language Education Department and Teacher Training Faculty of Ar-Raniry Islamic State University (UIN Ar-Raniry) Banda Aceh. Shalawat and salam are also presented to prophet Muhammad (peace be upon him) who delivered the truth to human being and guide His ummah to the right path. First of all, I would like to express my respect and my deepest gratitude and sincerest appreciation to Drs. Ayyub AR, M.Ag as the main supervisor and Alfiatunnur, S.Pd., M.Ed as co supervisor, for all their guidance, encouragement, energy, thoughts, suggestions and time during the process of completing this thesis. Next, the researcher’s deepest appreciation is addressed to Dr. Mustafa AR, M.A., Ph.D as my academic advisor, the head of English Language Education Department, Dr. T. Zulfikar, S.Ag., M.Ed, all staffs and lecturers in Department of English Language Education who have shared the knowledge and given the motivation and suggestions to me with care and patience. i Furthermore, I would like to express my greatest thanks to my beloved father Razali (the late) and mother Jamaliah who have always motivated and supported me with all their pray, love, guidance in finishing my thesis, without her love and pray, this thesis not have been possible, thanks a lot for all, may Allah bless them with happiness and strengths in this life and hereafter. -
The Journal of Social Sciences Research ISSN(E): 2411-9458, ISSN(P): 2413-6670 Special Issue
The Journal of Social Sciences Research ISSN(e): 2411-9458, ISSN(p): 2413-6670 Special Issue. 5, pp: 529-534, 2018 Academic Research Publishing URL: https://arpgweb.com/journal/journal/7/special_issue Group DOI: https://doi.org/10.32861/jssr.spi5.529.534 Original Research Open Access Grammar-Translation and Direct Methods in Teaching English in the Educational Institution with Specific Conditions of Study Olena B. Shenderuk* Foreign Languages Department, Academy of the State Penitentiary Service, Chernihiv, Ukraine Olha L. Tamarkina Foreign Language Department, Biotechnological Faculty, Sumy National Agrarian University, Sumy, Ukraine Tetiana P. Pernarivska Department of Modern European Languages, University of State Fiscal Service of Ukraine, Irpin, Ukraine Abstract Knowledge of foreign languages to a great extent depends on a teacher‟s methods and methodological approaches. Among the number of certain methods we choose grammar-translation and direct methods. In spite of the fact that these methods were popular last century, they are still widely used nowadays. The usage of them presented their fundamental advantages and some disadvantages, used in our practice. This paper was written on the basis of theoretical aspects‟ research of the problem, on analysis and synthesis of scientific literature and on personal experience of teaching English during nearly one year in Chernihiv Academy of the State Penitentiary Service (Ukraine). During this period of time we were observing the problem of teaching English with the help of grammar- translation and direct methods by the students and cadets who were taught with the help of these methods. Studying the problem of grammar-translation and direct methods in teaching English is acute because of increasing role of English, on the one side, and demands which are promoted to future law specialists, on the other hand. -
Comparing Between Total Physical Response and Silent Way to Develop Speaking Students’ Ability at Second Grade Sman 1 Liliriaja Kab
i COMPARING BETWEEN TOTAL PHYSICAL RESPONSE AND SILENT WAY TO DEVELOP SPEAKING STUDENTS’ ABILITY AT SECOND GRADE SMAN 1 LILIRIAJA KAB. SOPPENG By A. MUH. SYAFRI IDRIS Reg.Num. 12. 1300.131 ENGLISH PROGRAM TARBIYAH AND ADAB DEPARTMENT STATE ISLAMIC COLLEGE (STAIN) PAREPARE 2016 i ii COMPARING BETWEEN TOTAL PHYSICAL RESPONSE AND SILENT WAY TO DEVELOP SPEAKING STUDENTS’ ABILITY AT SECOND GRADE SMAN 1 LILIRIAJA KAB. SOPPENG By A. MUH. SYAFRI IDRIS Reg.Num. 12. 1300.131 Submitted to the English Program of Tarbiyah and Adab Department of State Islamic College of Parepare in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd) ENGLISH PROGRAM OF TARBIYAH AND ADAB DEPARTMENT STATE ISLAMIC COLLEGE (STAIN) PAREPARE 2016 ii iii COMPARING BETWEEN TOTAL PHYSICAL RESPONSE AND SILENT WAY TO DEVELOP SPEAKING STUDENTS’ ABILITY AT SECOND GRADE SMAN 1 LILIRIAJA KAB. SOPPENG Skripsi As Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd.) English Program Submitted By A. MUH. SYAFRI IDRIS Reg.Num. 12. 1300.131 to ENGLISH PROGRAM OF TARBIYAH AND ADAB DEPARTMENT STATE ISLAMIC COLLEGE (STAIN) PAREPARE 2016 iii iv iv v v vi vi vii ACKNOWLEDGMENT Al-hamdulillāhi rabbil ‘ālamin, First of all, the researcher would like to express his best regard to God Allah swt. the lord of this world, the master of judgment day, and the creator of this universe who has been giving beautiful life, long life, so he can do his obligation as worshipper in this world. Secondly, his shalawat and salam to our prophet Muhammad saw. who have replace flag paganism with flags Islam in this earth and also who brought us from uneducational person to be educational person. -
Focus on Form in Task-Based Language Teaching Michaelh
FOCUS ON FORM IN TASK-BASED LANGUAGE TEACHING MICHAELH. LoNG University of Hawai,i at Manoa oiven adequate opportunities, older children, adorescents, and adults can and do ream much ofan L2 grammar incidenurry, whilc focusing on mcaning, or communicarion. Research shows, however, rhar a on meuu,g alonc (a) locus is insuflicienr to achieve full native-rike compctence, and (b) can be improved upon, in terms of both mte and urtimatc attainment, by periodic anention to language as object. ln crassroom senings, this is best achieved not by a retum to discrete-point grammar teaching, or what I call/bcus on fbrns, where cruses sgrnd most of their time working on isolared linguisric structures in a sequence predetermined extematty by a syllabus designer or texlbook writer. Rather. during an otherwise meaning-focused lesson, and using a variety ofpedagogic procedures, learnen, attention is briefly shifted to linguistic code features, in conlext, when studens experience problems as they work on communicative task, i.e., in a sequence detcrmincd by their own internal syllabuses, current processing capacity, and leamability constraints. This is what I calllocus onform.Focus on form is one ofseveral methodological principles in Task-Based Language Teaching. The absence of either a widely accepted theory of language leaming or a solid empirical base for classroom practice has rendered language teaching wlnerable to some drastic pendulum swings offashion over the years, the coming and going ofvarious unconventional and unlamented "wonder Methods" being -
The Role of the Lexical Approach in EFL López Buendía, Susan Helen
i UNIVERSIDAD NACIONAL DE EDUCACIÓN Enrique Guzmán y Valle Alma Máter del Magisterio Nacional FACULTAD DE CIENCIAS SOCIALES Y HUMANIDADES Escuela Profesional de Lenguas Extranjeras MONOGRAFÍA The role of the lexical approach in EFL Examen de Suficiencia Profesional Res. Nº1462 -2019-D-FCSYH Presentada por: López Buendía, Susan Helen Para optar al Título Profesional de Licenciado en Educación Especialidad: A.P. Inglés A.S. Francés Lima, Perú 2019 iii To my beloved parents. iv Index of contents Cover....................................................................................................................................... i Paper of the signature of the Jury .......................................................................................... ii Dedication ............................................................................................................................. iii Index of contents................................................................................................................... iv Introduction.......................................................................................................................... ..v Chapter I. Historical overview of English language Teaching ........................................7 1.1 Definition of English as a foreign language.................................................................7 1.2 Traditional approaches and methods ............................................................................8 1.3 New millennium, new trends......................................................................................11 -
Teaching Unplugged: the Revitalization of Elt?
TEACHING UNPLUGGED: THE REVITALIZATION OF ELT? by Jason Parry A research essay submitted to the Faculty of Graduate and Postdoctoral Affairs In partial fulfillment of the requirements for the degree of Master of Arts Applied Linguistics and Discourse Studies Carleton University Ottawa, Ontario December, 2012 ©2012, Jason Parry Table of Contents Preface............................................................................................................................................ iv Research Questions .................................................................................................................. viii Chapter One: The Hunt for a Perfect Method in Language Teaching ............................................ 1 Approach, Method, and Technique ............................................................................................. 1 The Swing of the Pendulum ........................................................................................................ 1 The Plea for a Historical Perspective in ELT ............................................................................. 7 Conclusion ................................................................................................................................ 11 In the next chapter:.................................................................................................................... 14 Chapter Two: Current Approaches to English Language Teaching ............................................. 15 Communicative Language Teaching (CLT) -
The Effectiveness of Total Physical Response to Improve Students’ Vocabulary Mastery
INOVISH JOURNAL, Vol. 5, No. 2, December 2020 e-ISSN: 2528-3804 p-ISSN: 2621-7295 THE EFFECTIVENESS OF TOTAL PHYSICAL RESPONSE TO IMPROVE STUDENTS’ VOCABULARY MASTERY Bigar Rahasia Siswa1, Rini Fitria2, Cut Dara Ilfa Rahila3 1Lecturer of The Faculty of Office Administration of PMM Politeknik Muhammadiyah Magelang Jl. Tentara Pelajar, Kwirah, Tamanagung, Kec. Muntilan, Magelang, Jawa Tengah 56413 Phone: (0293) 587151 e-mail: [email protected] 2Lecturer of STAIN Bengkalis STAIN Bengkalis Jl. Lembaga, Senggoro, Bengkalis. Riau 28711 Phone/fax. (+62766) 8001050 e-mail: [email protected], [email protected] 1Lecturer of IAIN Takengon IAIN Takengon Jalan. Aman Dimot/Yos Sudarso No.10 Takengon Bar., Lut Tawar, Aceh Tengah Telp. (+6243) 23268, Fax. (+6243) 22422 e-mail: [email protected] ABSTRACT Abstract: The research is aimed to know whether there is a significant difference of student’s vocabulary mastery between those who are taught by using Total Physical Response and those who are taught by using Direct Method. The researcher took the ninth-grade student of Mambaúl Hikmah Islamic Boarding School Magelang as the population. There were 80 students. We used total random sampling and divided the student into two groups, group A as the Experimental group was taught using “Total Physical Response”and group B as the control group was taught by using “Direct Method”. The methods used to collect the data are documentation pre-test and post-test answer sheet. There were two tests given in this research. They were pre-test and post-test. To analyze the data the researcher used comparative analysis. -
Total Physical Response (TPR) 54 Stories, Rhymes, Songs and Chants 57 the Natural Approach 61
Designing language teaching — on becoming a reflective professional Albert Weideman University of the Free State ISBN 1-86854-436-2 © AJ Weideman 2002 ii Contents Acknowledgements 1 Introduction 1 2 Traditional approaches 8 The grammar translation method 10 The Direct method 15 The Audio-lingual method 19 Conclusion 25 27 3 Communicative language teaching: origins and mainstream Authentic texts 28 Information gap technique 31 Communicative language teaching: the mainstream 34 45 4 Psychological emphases in Communicative language teaching ‘L’ and ‘P’ emphases in CLT 45 Play and drama techniques 46 Discussion exercises 50 Total physical response (TPR) 54 Stories, rhymes, songs and chants 57 The Natural approach 61 5 Eclecticism revisited 63 Eclecticism: the disadvantages 63 Eclecticism: the positive side 67 The acquisition of transactional competence 70 6 Alternative combinations 82 Giving learners a say 82 A Community Language Learning (CLL) experience 83 Further combinations 90 So? 92 7 Design considerations in language teaching 94 Requirements for a communicative approach 94 A stress index for language methods 97 Language teaching that makes learning possible 103 Teaching with integrity 105 References 108 iii Designing language teaching Introduction 1 UMANS CANNOT LIVE WITHOUT COMMITMENT. IN ALL OF THEIR workaday lives, they make commitments in order to live. The H most prominent example of commitment, probably, comes in setting up durable, loving relationships, such as marriage, with others. But even when we participate in other, less durable relationships, such as keeping an appointment with someone whom we might perhaps meet only once, we make a commitment. Human action is based on it. Teaching is no different, nor is language teaching an exception.