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Teach English in Dayanjia Zhen - Yantai Shi

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There are a number of methods and approaches for teaching language to non-native speakers. This paper will attempt to compare four popular methodologies: The Grammar-Translation Approach, The Direct Approach, The Audio-lingual Method, and PPP (with ESA as an alternative to PPP). The Grammar-Translation Approach: u Classes using this approach are taught in the student’s mother tongue, with little active use of the target language. Vocabulary is taught in the form of isolated word lists. Grammar instruction provides the rules for putting words together. Study involves the reading of texts, which are treated as exercises in grammatical analysis; little or no attention is given to pronunciation. The Direct Approach :Lessons begin with a dialogue using modern conversational style in the target language. Material is first presented orally with actions or pictures. The mother tongue is never used and no translation. Grammar is taught inductively-rules are generalized from the practice and experience with the target language. The culture associated with the target language is also taught inductively. Culture is considered an important aspect of learning the language. The Audio-lingual Method is based on the principles of behavior psychology, which states that conditioning is the result of a three-stage procedure; stimulus, response, and reinforcement. A variation on Audio-lingualism is the procedure referred to as PPP, which stands for Presentation, Practice and Production. In this method the teacher introduces a situation which contextualizes the language to be taught. Then the language is presented. The students practice the language using accurate reproduction techniques such as choral repetition. The PPP method is teacher-centered, it failed to describe the many ways in which teachers can work when using course books or when adopting a task-based approach. In response to these criticisms, many people have offered variations on PPP and alternatives to it. “E” stands for Engage. The point is that unless students are engaged emotionally with what is going on, their learning will be less effective. “S” stands for Study, and describes any teaching and learning element where the focus is on how something is constructed, whether it is relative clauses, specific intonation patterns, the construction of a paragraph or text, the way a lexical phrase is made and used, or the collocation possibilities of a particular word. “A” stands for Activate and this means any stage at which students are encouraged to use all and/or any of the language they know. Communicative activities, for example, are designed to activate the students’ language knowledge. ESA allows for three basic lesson procedures. In the first, ‘straight arrows,’ the sequence is ESA, much like PPP. A ‘boomerang’ procedure, on the other hand, follows a more task-based approach. Here the order is EAS, so that the teacher gets the students engaged before asking them to do something like a written task, a communication game, or role play. Based on what happens, after the activity has finished, study some aspect of language which they lacked or which they used incorrectly. In summary, comparative teaching is wildly being used in class, in vocabulary, grammar, and even in specific language drill, like listening or speaking, it is a good way to help students understand and absorb the language skills they learned in the class, we teachers should apply this methodology more often and use different types of ways to help students get hold of language.


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