This book is intended as a reference for students whose English language skills are important. Therefore, the author expects constructive criticism and suggestions for the perfection of the contents of this book.
FOREIGN LANGUAGE TEACHING
Principal Views of Language Teaching
11. Characteristics of the teaching/learning process: students are taught to translate from one language to another. Although Brown claims that reminding students to be older, that "the younger the better" is a myth.
Methodology, Approcah, Method, Procedure and
BEHAVIORISM LEARNING THEORY
- Learning Theory by Waston (1878-1958)
- Learning Theory by Clark Leaonard Hull
- Learning Theory by Edwin Ray Guthrie (1886-1959) `
- Learning Theory by Burrhusm Frederic Skinner
- Application of Behavioristic Theory in Learning
According to behaviorism theory, learning is a change in behavior as a result of the interaction between stimulus and response. Clark Hull also uses the variable of the relationship between stimulus and response to explain the meaning of learning.
COGNITIVISM LEARNING THEORY
Learning Theory by Jerome Bruner (1915-2016)
According to Bruner, a person's cognitive development can be improved by arranging the topic and presenting it according to developmental stages of the person. As stated above, Brunner believes that language development has a significant influence on children's cognitive development.
Learning Theory by David Ausubel (1918-2008)
The cognitive structure of the individual is the main factor that affects the meaning of acquiring new knowledge. Another method used to show the importance of the content of the field of study is the information processing approach to task analysis.
Application of Cognitive Theory in Learning
The above three numbers of cognitive flow generally have the same view, which refers to the active involvement of students in learning. Active learning of students, or the approach of active learning of students in the management of teaching and learning activities, which recognizes the central role of the student's role in the learning process, is a solid foundation for shaping the expected man of the future.
Constructing of Knowledge
Learning process according to constructivist theory In this section we will discuss the learning process from a constructivist perspective and from the learning aspects, the teacher's role, learning tools and learning evaluation. Learning activities are seen more in relation to the process than in relation to acquiring knowledge from loose facts.
Knowledge Construction by Lev Vygotsky
The Zone of Proximal Development (ZPD) is the most important and fundamental concept in Vygotsky's constructivist learning theory. Moll The Zone of Proximal Development defines the functions that have not yet matured but are in the process of maturing. Yuliani defines the "Zone of Proximal Development as immature functions or abilities that are still in the process of maturation".
The pressure in the learning process is more on the process and not on the learning results.
Comparison of Behavioristic Learning and
The social environment that benefits children is the most capable adults or children who can explain everything according to the needs of the children who are learning. Curriculum is presented starting from the whole to the parts, and is closer to the broader concepts 2. The cognitive-constructivist view which suggests that learning is an attempt by students to make sense of their experiences through assimilation and accommodation that leads in the formation of their cognitive structures, enabling them to lead towards this goal.
The learning process as an attempt to give meaning to students through the process of assimilation and accommodation will form a knowledge construction that leads to updating its cognitive structure.
HUMANISM LEARNING THEORY
David A. Kolb's View on Learning
This ability arises and is possessed by a person at the earliest stage of the learning process. The second step in the learning event is that a person will increasingly be able to actively observe the events he experiences. This ability arises and is owned by a person at the second stage of the learning process.
The third stage in the learning event is that one has begun to try to make abstractions, develop a theory, concept or law and.
Peter Honey and Alan Mumford's Views on
Although the observed events appear different, they have the same components that can be used as a basis for common rules. In contrast to the pragmatic type of people, they have practical qualities, they do not like to elaborate with theories, concepts, proposals, etc. For them, practical aspects are important, something that is real and can be implemented.
For them, something is good and useful if it can be practiced and be useful for human life.
Jurgen Habermas's view on learning
Theories, concepts, propositions are indeed important, but if they cannot be put into practice, those theories, concepts, propositions and others are useless. Emancipatory learning emphasizes efforts so that one acquires a high understanding and awareness of the occurrence of cultural changes or transformations in one's social environment. With this insight, knowledge and skills and the right attitude are needed to support this cultural transformation.
This understanding and awareness of cultural transformation is what Habermas considers the highest stage of learning because cultural transformation is the highest goal of education.
Benjamin Samuel Bloom (1913-1999) and David
Lorin Anderson, a former student of Bloom's, revisited the cognitive domain of the learning taxonomy in the mid-nineties and made some changes, perhaps the two most prominent being 1) changing the names of the six categories from nouns to verbs. and 2) rearrange them slightly (Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock, 2000; Pohl, 2000). Appropriate learning outcome verbs for this level include: cite, define, describe, identify, label, list, match, name, outline, cite, recall, report, reproduce, retrieve, show, state, tabulate and tell. Appreciation is based on the internalization of a set of specified values, while clues to these values are expressed in the overt behavior of the learner and are often identifiable.
Dave's psychomotor domain is the simplest and generally easiest to use in the company's development environment.
Application of Humanistic Theory in
It is important for students to learn about the grammar or form of the target language. To do this, students need to learn about the grammar rules and vocabulary of the target language. The students answer questions in the target language based on their understanding of the reading passage.
Students are given one set of words and asked to find antonyms in the passage.
Direct Method
In fact, the syllabus used in the Direct Method is based on situations (for example, one unit would consist of language that people would use at a bank, the other of the language they use when shopping) or topics ( such as geography, money or the weather). The teacher asks the students a number of questions in the target language, which they must understand in order to answer correctly. All items are in the target language; furthermore, no explicit grammar rule would be applied.
Then the teacher gave the students directions like the following: 'Find the mountain range in the west.
Audio-Lingual Method
Students remember the dialogue through imitation; In dialogue, students usually take on the role of one person and the teacher takes on the other. The teacher starts with the part at the end of the sentence (and works backwards from there) to keep the intonation of the sentence as natural as possible. Students are asked to repeat the teacher's model as accurately and as quickly as possible.
Students repeat the line given by the teacher and replace the cue in the line in its appropriate place.
Community Language Learning Method
The teacher helps them express what they want to say by giving them the target language translation in chunks. After each utterance in the native language or use of a gesture, the teacher translates what the student says or does into the target language. Each student is given the opportunity to translate his or her statements and the teacher writes the native language equivalent below the target language words.
A third option is for students to say the words while the teacher reads the transcript.
Communicative Language Teaching Method
Meaning therefore does not reside exclusively in the text, but rather arises through negotiation between the reader and writer. This review has been provided if you would like to try any of the techniques or materials associated with CLT. For students with lower proficiency in the target language, it may not be possible to use authentic language materials like this.
An information gap existed - the students in the groups did not know what the picture contained.
TEACHING SPEAKING
Techniques of Teaching Speaking
The group members can either be assigned by the teacher or the students can decide for themselves, but the groups should be rearranged in each discussion activity so that the students can work with different people and learn to be open to different ideas. In simulations, students can bring objects to class to create a realistic environment (what do objects mean in this simulation?). In addition, students can interview each other and "introduce" their partner to the class.
For this activity, students can work in pairs and each pair will be given two different pictures, for example one picture of boys playing football and another picture of girls playing tennis.
Problem of Teaching Speaking
Some of the students may have conflicting mode; they prefer to get prolonged exposure to achieve the speaking class goal. On the contrary, students with a bad attitude will find it more difficult to achieve the speaking class goal. The effectiveness of teaching speaking comes not only from internal aspects of the students, but also influenced by external factors.
When teaching English as a second language, students have free access to the target language outside and inside the language classroom.
TEACHING LISTENING
- Techniques of Teaching Listening
- Problem of Teaching Listening
- Introduction
- Techniques of Teaching Writing
- The Process of Writing
It should be an integral part of the listening activity as far as the students are concerned, but can be utilized by the teacher as pre-listening material. Listening for the gist – This means listening to understand the main idea, so students should try to understand the topic or theme of the listening track. For example, students can read the transcript before listening to pick up the context of the listening.
Because of the relative length of the responses required, they are best provided in writing.
TEACHING READING
Methods in Teaching Reading
Assess: Assess students' work by asking the following question: Do I have enough clear examples? Record them in the K column of the student chart until the students can remember no more. List some thoughts about what students want or expect to learn, generally or specifically.
Use whatever facilitates the students' retention of the material and works best for the students.
Three General Strategies for Reading
Approach : The learner uses a single target language vocabulary item or structure that the learner knows is incorrect, but which shares enough semantic features in common with the desired item to satisfy the speaker. Based strategies: The learner has several possibilities to deal with communicative problems using his IL system. Learning theory that focuses on the processes involved in learning rather than on the observed behaviour.
Psycholinguistics: The scientific study of language in relation to the human brain and mind Restructuring: The student develops an alternative.
