The Cons And Disadvantages Of The Audiolingual Method In Foreign Education

The video shows the actual performance of students at the five stages of oral English Language Acquisition. The stage one enactment of the Silent Period (can last 0 to 6 months (Syrja (2011 p. 35)) shows two male students. One student with proficiency answering the teacher’s questions about the other student and the other student is silent. The stage two Early Production Stage (can last six months to 1 year

There are many different strategies that an instructor can use in ELL classrooms or in classrooms in which ELL students have been mainstreamed. As always, instructors are called upon to constantly modify their curriculum and instruction in order to meet the needs of each individual learner. This is made more possible if the instructor has more knowledge of different teaching methods and strategies. There are many possible research sources that offer ideas, methods and strategies for everyday use in an ELL classroom. Several of the more common or functional strategies will be discussed here.

Lancaster’s class communicate in a variety of ways ranging from talking using body language and mouthing words to all out yelling across the room, this behavior is evident in all of her classes. Standard English is not always used in this class between students, but between Lancaster and her students she prefers to use Standard English to communicate, but if she is in the middle of conducting and cannot talk she will use hand gestures to communicate. Also, conducting is her form of talking to tell her students to get louder, quieter, hold out notes, or stop playing or singing all together. In her class, no ESL students are enrolled, while there may be bilingual students, all of her students speak fluent English. Evans as a school offers foreign language classes that all students must attend for at least two years, but no “bilingual” courses are

In conclusion, instruction lesson takes time and planning to meet the needs of English language learners. The effectiveness of the strategies used in the classroom can make a difference in meeting the challenge of teaching the ELLs.

And therefore utilizes six variables as an integral part of the teaching procedure that include Errorless teaching, Most-to-least Prompts, Variable Ratio of Reinforcement, Mix and Vary instructional Demands, Intersperse Easy and Hard Demands and lastly Fluency , using discrete trail teaching as well as Natural Environment Teaching for carrying out effective and efficient teaching ( Lesson 5, ppt, Slide-15)

The four effective practices are interdependent of one another. These concepts are the key points that provide a solution in helping English learners become fluent English speakers and be able to understand difficult lessons and high standards. The first strategy the article points out is Access, and it is used more frequently than the others. Echevarria and colleagues (2015) demonstrate that when teachers use differentiated teaching strategies, it will allow students to understand the concepts being taught more easily. For example, using multimedia to provide visual learning, or using sentence frames that will allow English Learners to be able to participate in oral

To address Luisa’s speaking in academic and social contexts, the English class must provide Luisa with consistent opportunities to hear English being spoken fluently. To promote fluent speaking in a second language, interaction is also key to learning. During the time when the ELL student is unable or limited in producing language, the instructor must create an environment where the ELL is able to build receptive language through repetition, gestures, and choral reading. One strategy to assist in developing the speaking component for Luisa is Scripting. Scripting is a strategy that prepares the ELL with sample language interactions or situational dialogues appropriate for upcoming events. These dialogues are known as scripts and they are presented and practiced with the ELL prior to the student encountering the situation in which the script will be used. The use of Scripting will complement the English class structure and the nature of the academic content as the class inherently focus on the productive and receptive language skills. As students encounter literature and poetry, the teacher can easily model fluent English during

Communicating what we want to say, how we want to say it is the goal of expressing ourselves linguistically. For English Language Learners (and their teachers), the ability to do that successfully in their new language presents a challenge. In the content areas of instruction, it is especially important to draw out the information that a student already knows in their native language – even when they do not have the linguistic ability to express themselves in English – in order to assess their level of understanding and engage prior knowledge. Using non-linguistic representations provides a way of bridging that gap between actual understanding and the ability to express that

Teachers modify their lesson plans to help their students reach mastery. Overall, it appears that teachers are successful when they understand their students and are able to incorporate elements of specialized needs into the lesson and to think about potential student misunderstandings before they occur. All information for this analysis is taken from case number 0001 under the ENL category. The video takes place in a 7th grade English as a Second Language (ESL) class. It is evident that the teacher understands the needs of each of her students and incorporated this knowledge into the lesson to ensure differentiation. Specifically, the teacher adjusts instruction to help meet the needs of the students by asking each individual to read from a worksheet so she is able to facilitate learning within a social setting. The teacher engaged the usually quiet children by asking probing questions which in turn enriched their problem solving skills. In addition, she helped each student correct their pronunciation in such a way that they would not feel embarrassed or attacked because she was aware of their reservations about reading out loud. Unbeknownst to the class, the teacher took the children’s cultural needs into consideration as well. In the overview of the video the teacher noted

The viewpoint of teacher C supports the ideas suggested by Atkinson (1987). He suggests that a satisfactory compromise when giving instructions is to give the instructions in the target language and ask for students’ repetition in their native language. This may ensure that everyone understands what he or she is required to do in the

There are plenty of teaching methods that are used to teach a language, they developed over the years and centuries, in this essay two well-known teaching methods will be discussed, their principles, their advantages, and their drawbacks, these methods are Grammar Translation Method and The Direct Method.

It is not uncommon to say that grammar instruction plays an important role in language teaching. Regarding the status and importance of grammar teaching, a variety of opinions have been made. Batstone (1994) states that “language without grammar would be chaotic: countless words without the indispensable guidelines for how they can be ordered and modified” (p. 4). More vividly, Wang (2010) makes two similes. She compares grammar to the frame of a house, which is a decisive factor to ensure the solidness of it. Additionally, she regards grammar as a walking stick, whose function is to help and support students to learn English. Thus, the nature of grammar instruction manifests its own significance as it helps students

There are various instructional approaches but one that is widely employed by many teachers is the direct instruction approach. This is the classic teaching style that many people remember during K-12 grade school. The teacher would stand in front of the class lecturing while writing on the black board. That is why direct instruction is also known as “Chalk and Talk” (Evans, 2006). Direct instruction is not out of date and is still appropriate in many situations today. The following will discuss direct instruction and a few scenarios in which this teaching approach is appropriate.

Larsen-Freeman (2001) as cited in Mart (2013), describes grammar as a system of meaningful structures and patterns that are governed by particular pragmatic constraints. This clearly indicates that grammar plays a crucial role in learning the target language. Grammar instruction is one of the most difficult issues that people have encountered in language learning and teaching. Therefore, the best way to overcome this issue is by

The goal of this method is to help the students to be able to communicate in the target language. In order to achieve this purpose, the Audio-Lingual Method contains the following characteristics. Firstly, contextualized dialogs are utilized to present new vocabulary and structures in class. Secondly, the conversations are learned through drills which are considered as an integral part of the Audio-Lingual Method. In my own teaching, backward build-up drill, repetition drill and substitution drill contribute importantly the success of students’ learning. Next, grammar rules are induced from examples. By this approach, students personalize and use the grammatical points naturally like the way they acquire the native language. Based on above features, it is believed that the Audio-Lingual Method has a part in the communicative development of students in the target language.