Whole language by eka syakina dewi
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This document discusses whole language teaching methods. It lists various whole language teaching strategies like reading aloud, journal writing, and sustained silent reading. It also discusses different types of language skills like semantic, syntactic, and pragmatic skills. The document notes that whole language classrooms are print-rich environments where students learn from models and work at their own pace. Whole language is contrasted with more skills-based phonics instruction and requires teachers to understand its components before implementing it in the classroom.
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Whole language
The Whole Language theory emphasizes teaching foreign languages in a natural, holistic way without dividing the language into separate components like grammar and vocabulary. It focuses on authentic activities like reading real texts and writing for a genuine audience. Learning is student-centered, with the teacher as a facilitator rather than expert. The goal is for students to use the language in meaningful, real-world contexts. While popular in the 1980s, critics argue it rejects principles of traditional ESL teaching by not directly teaching language skills.
Final whole language approach
Whole language is a philosophy of literacy instruction that emphasizes making meaning from text and expressing ideas in writing. It takes a constructivist approach where students build their own understanding from experiences. Key principles include a focus on meaning over decoding, accepting different learner needs, teaching skills in context rather than isolation, and assessing individual growth. The whole language approach grew out of Chomsky's theory of language acquisition and emphasizes reading as a psycholinguistic guessing game relying on holistic word examination rather than strict phonics rules.
Whole language
The document discusses the whole language approach to teaching language. It is focused on teaching language as a whole rather than in fragmented pieces. There are eight components of the whole language approach including reading aloud, journal writing, sustained silent reading, shared reading, guided reading, guided writing, independent reading, and independent writing. The whole language classroom is characterized by things for students to read and edit, learning from models, working at an appropriate ability level, shared responsibility, active meaning making, risk-taking, and feedback from teachers and peers. Teachers continuously assess students through observing their writing, listening, discussions, speaking, and play.
Whole language method sutriyani
The document discusses the whole language approach, an educational method developed in the 1980s that presents language as a unified whole. It aims to make students more active in the learning process by emphasizing activities like individual and small group reading and writing. The teacher acts as a facilitator and supporter of collaborative learning under this approach. Strengths include engaging students and allowing application across subjects, though it can be time-consuming and require mastery of the method.
whole language
The whole language approach involves the simultaneous teaching of listening, speaking, reading and writing skills through exposure to meaningful content. It was developed by Noam Chomsky and Kenneth Goodman in the 1960s. Key principles include teaching English as spoken by native speakers with no separate phonics instruction, and emphasizing experience and exposure over parts of individual skills. The method uses big books with predictable text and rhyme/repetition to aid word recognition, allowing students to fill in missing words and complete rhymes.
Whole language
The whole language approach to teaching reading emerged from Noam Chomsky's ideas about language acquisition and was popularized by Ken Goodman in 1967. Whole language emphasizes that children should focus on meaning and strategy when learning to read and write rather than individual letters and sounds. It is a constructivist approach where students construct their own understanding from experiences with language. Key principles include reading and writing for real purposes, meaning-centered instruction, and emphasis on motivation and engagement with literature.
Whole language approach sutriyani
The document discusses the whole language approach, an educational method developed in the 1980s that presents language as a unified whole. It aims to make students more active in the learning process by emphasizing activities like individual and small group reading and writing. The teacher acts as a facilitator and supporter of collaborative learning under this approach, which provides an interactive way for students to learn but also requires a long time to master and implement effectively.
whole language review power point
Whole language is an educational philosophy developed in the 1980s that views language as a whole and aims to help students learn to read and write naturally. It has several key principles: using authentic literature; focusing on real events and texts of high interest; integrating reading, writing, and other skills; and encouraging student-centered and collaborative learning. Teachers act as facilitators rather than following lesson plans, and support collaborative learning. Learners are collaborators who evaluate themselves and direct their own learning. Materials used include real-world texts and materials brought or produced by students. Classrooms emphasize literature, process writing, cooperative learning, and positive student attitudes.
Recommended
Whole language
The Whole Language theory emphasizes teaching foreign languages in a natural, holistic way without dividing the language into separate components like grammar and vocabulary. It focuses on authentic activities like reading real texts and writing for a genuine audience. Learning is student-centered, with the teacher as a facilitator rather than expert. The goal is for students to use the language in meaningful, real-world contexts. While popular in the 1980s, critics argue it rejects principles of traditional ESL teaching by not directly teaching language skills.
Final whole language approach
Whole language is a philosophy of literacy instruction that emphasizes making meaning from text and expressing ideas in writing. It takes a constructivist approach where students build their own understanding from experiences. Key principles include a focus on meaning over decoding, accepting different learner needs, teaching skills in context rather than isolation, and assessing individual growth. The whole language approach grew out of Chomsky's theory of language acquisition and emphasizes reading as a psycholinguistic guessing game relying on holistic word examination rather than strict phonics rules.
Whole language
The document discusses the whole language approach to teaching language. It is focused on teaching language as a whole rather than in fragmented pieces. There are eight components of the whole language approach including reading aloud, journal writing, sustained silent reading, shared reading, guided reading, guided writing, independent reading, and independent writing. The whole language classroom is characterized by things for students to read and edit, learning from models, working at an appropriate ability level, shared responsibility, active meaning making, risk-taking, and feedback from teachers and peers. Teachers continuously assess students through observing their writing, listening, discussions, speaking, and play.
Whole language method sutriyani
The document discusses the whole language approach, an educational method developed in the 1980s that presents language as a unified whole. It aims to make students more active in the learning process by emphasizing activities like individual and small group reading and writing. The teacher acts as a facilitator and supporter of collaborative learning under this approach. Strengths include engaging students and allowing application across subjects, though it can be time-consuming and require mastery of the method.
whole language
The whole language approach involves the simultaneous teaching of listening, speaking, reading and writing skills through exposure to meaningful content. It was developed by Noam Chomsky and Kenneth Goodman in the 1960s. Key principles include teaching English as spoken by native speakers with no separate phonics instruction, and emphasizing experience and exposure over parts of individual skills. The method uses big books with predictable text and rhyme/repetition to aid word recognition, allowing students to fill in missing words and complete rhymes.
Whole language
The whole language approach to teaching reading emerged from Noam Chomsky's ideas about language acquisition and was popularized by Ken Goodman in 1967. Whole language emphasizes that children should focus on meaning and strategy when learning to read and write rather than individual letters and sounds. It is a constructivist approach where students construct their own understanding from experiences with language. Key principles include reading and writing for real purposes, meaning-centered instruction, and emphasis on motivation and engagement with literature.
Whole language approach sutriyani
The document discusses the whole language approach, an educational method developed in the 1980s that presents language as a unified whole. It aims to make students more active in the learning process by emphasizing activities like individual and small group reading and writing. The teacher acts as a facilitator and supporter of collaborative learning under this approach, which provides an interactive way for students to learn but also requires a long time to master and implement effectively.
whole language review power point
Whole language is an educational philosophy developed in the 1980s that views language as a whole and aims to help students learn to read and write naturally. It has several key principles: using authentic literature; focusing on real events and texts of high interest; integrating reading, writing, and other skills; and encouraging student-centered and collaborative learning. Teachers act as facilitators rather than following lesson plans, and support collaborative learning. Learners are collaborators who evaluate themselves and direct their own learning. Materials used include real-world texts and materials brought or produced by students. Classrooms emphasize literature, process writing, cooperative learning, and positive student attitudes.
powerpoint Whole language
The whole language method is an approach to language instruction developed to help young children learn to read. It focuses on immersing students in a print-rich environment with various materials like posters, books, and student work displayed. Advantages include students having a better understanding of what they're reading in a more interesting way without strict rules or lists to learn. However, some disadvantages are that students may have trouble spelling and misinterpreting words without explicit phonics instruction. The teacher acts as a model, facilitator, and researcher, while students share responsibility for learning through individual and group activities with feedback. The overall goal is to view language holistically and help children learn reading and writing authentically.
Whole language
The Whole Language theory was created in the 1980s to teach children to read but was later applied to foreign language learning. It emphasizes teaching language as a whole through authentic activities rather than dividing it into separate components. While some see it as an approach and others as a philosophy, research shows it is mainly considered an approach that teachers can implement in different ways based on their students' needs. Whole Language focuses on using real-world materials and authentic contexts to facilitate collaborative, student-centered learning.
Whole language
The whole language approach emphasizes meaning-making in teaching and learning. It aims to help students learn a second language naturally like a first language. The approach views language as a tool for human communication, where readers and writers interact authentically in real-world situations through social practices. Knowledge is seen as socially constructed rather than individually discovered. The teacher acts as a facilitator who collaborates with students to create knowledge based on their experiences, interests, and goals through flexible lessons and activities like group reading, writing workshops, and student-made books.
The whole language approach
The document discusses the key elements and differences between the whole language approach and traditional approach to teaching grammar. According to the whole language approach, extension activities should allow for creative self-expression, not just fill-in-the-blank worksheets. They can include information gap activities, role-plays, games, projects, and simulations. Language learning is viewed as a thinking process where teachers design cognitively demanding activities that encourage students to hypothesize, predict, take risks, and self-correct. In contrast, the traditional approach sequences tasks simply to complexly and has more teacher-directed explanation and mastery of each step before moving to the next.
Language Experience Approach
The document discusses the language experience approach, a teaching method that uses students' own words and experiences to develop reading and writing skills. In this approach, students dictate stories about personal experiences to the teacher, who writes them down. The stories are then used as reading material to help students make connections between oral and written language. Key aspects of the approach include developing vocabulary and comprehension through repeated reading of self-generated texts, as well as follow-up lessons on grammar, spelling, and other skills. The approach draws on principles of learning from the familiar to unfamiliar and linking instruction to students' lives.
Basal reading approach
The basal reading approach is a core reading program used to teach children to read through grade-level textbooks. It focuses on either code-emphasis, stressing phonics, or meaning-emphasis, stressing comprehension. Basal reading programs are dependent on structured lessons and materials. They aim to systematically introduce reading skills in a logical order but have limitations in pacing, assessment of students, and overreliance on the basal textbook alone.
Language Experience Lesson Activity
This document describes a Language Experience Approach (LEA) lesson conducted by an elementary school teacher in Florida. The teacher had students collect leaves outside, then guided them through describing the experience. As the students shared what they did, the teacher wrote down their words to create a class-generated text. The teacher had the students read the text together multiple times. This LEA lesson supported language acquisition for English learners and helped develop reading skills for all students.
Direct Method
The direct method focuses on communicating in the target language through demonstration and visual aids, without translation or explicit grammar instruction. In the classroom, the teacher uses a map to ask students questions about US geography, encouraging responses in full sentences in the target language. Errors are addressed through questioning to facilitate self-correction. Various techniques are used, including reading aloud, questioning, dictation, and fill-in-the-blank exercises, to develop oral skills and inductive learning of grammar and culture.
The whole-language-approach (1)
The whole language approach emerged in the 1970s as a method of teaching children to read. It focuses on learning language as a whole through real communication, reading, and writing for pleasure. In this approach, reading is acquired through trial and error rather than direct instruction, and children are encouraged to guess words from context clues and use invented spelling. Teachers act as facilitators rather than transmitters of knowledge, focusing on students' needs, experiences, and interests to collaboratively create meaning.
Reading Approach
The document discusses several approaches to teaching reading:
1. The global reading approach assumes reading is best learned through natural text and focuses on memorization of whole words.
2. Examples given are language experience activities, neurological impress activities using books/charts, and shared reading of stories.
3. The phonics approach teaches reading through learning sound-letter correspondences and applying this to build word recognition.
4. Sight words are words that cannot be sounded out and must be memorized through repetition and context.
Chapter three the Direct Method
The Direct Method aims to teach students to communicate in the target language directly without using translation. Some key principles are that the native language is not used, meaning is conveyed through demonstration, grammar is taught inductively, and oral communication is emphasized. The teacher acts as a facilitator and uses techniques like questioning, map drawing, and dictation to encourage students to self-correct and use the target language. The goals are for students to learn vocabulary and think in the target language while studying everyday culture and life.
Language- based Approach- Poem In the Midst of Hardship
This document discusses a language-based approach to teaching literature. It focuses on using literary texts to improve students' language skills while also helping them appreciate the literature. Key aspects of this approach include close analysis of linguistic features of texts and using terminology from grammar to interpret meanings and messages. Stylistics, the study of textual styles, is presented as a method that uses familiar language rules to guide students' understanding and interpretations. The approach aims to enable students to thoughtfully analyze texts and expand their overall language knowledge through exposure to rich literature.
Situational language teaching
Situational language teaching is a methodology that focuses on teaching language through meaningful, situation-based activities. It developed in the 1930s-1960s in Britain and involved introducing new vocabulary and grammar points inductively through structured situations. The goals were to practice language use in contexts and avoid mistakes that create bad habits. Teachers would model situations and guide practice, while learners listened, repeated, and responded to questions.
The Language Experience Approach
The document discusses the Language Experience Approach (LEA), a teaching method that uses students' own words and experiences to help develop reading and writing skills. It involves students dictating a story about a personal experience, which the teacher writes down. Students then read the story repeatedly. This helps reading comprehension as students are reading self-generated material. The LEA supports vocabulary growth and provides opportunities for meaningful reading and writing activities linked to students' own experiences and oral language.
SILENT WAY
The Silent Way is a language teaching method developed by Caleb Gattegno that emphasizes using physical objects and problem-solving to teach grammar and vocabulary with minimal spoken instruction from the teacher. The teacher uses gestures and materials like rods and charts to elicit responses from students, who are encouraged to produce as much oral language as possible. The goal is for students to become independent, autonomous learners who can use their existing language knowledge to explore the target language.
Approaches
The document discusses various language teaching approaches, methods, procedures and techniques. It defines each term and provides examples. Approaches describe theories of language learning that inform practices. Methods are practical realizations of approaches, including procedures and techniques. Procedures are sequences of techniques. Techniques are specific classroom activities. Some common approaches discussed include Grammar-Translation, Direct Method, Reading Approach, Audiolingualism, Cognitive Approach, Affective-Humanistic Approach, Comprehension-Based Approach and Communicative Approach.
Content based, task-based, and participatory approaches
The document discusses three approaches to language teaching: content-based, task-based, and participatory. Content-based uses subjects like science or history as the basis for language lessons. Task-based focuses on giving students communicative tasks to complete together. Participatory aims to empower students by connecting classroom lessons to social issues relevant to their lives. All three prioritize using language for meaningful communication over isolated grammar lessons.
Whole Language Approach
- The document discusses the whole language approach to literacy, which emphasizes making meaning from text rather than breaking words down phonically. It focuses on strategy instruction, cultural literature, and integrating reading and writing across subjects. The approach believes learning occurs through interpreting whole texts rather than isolated chunks. However, critics argue it may hamper spelling and decoding skills.
Target language presentation
The document discusses using target language assessments in K-8 world language classrooms rather than translating assessments. Presenters will demonstrate various assessment methods and tools that promote the use of the target language over translation. "Can-Do" statements can be used as an assessment tool to involve parents and generate interest in language programs.
Language and Language Learning by AYLİN AYDIN, Uludag University
This document discusses key concepts in language teaching and language acquisition. It covers 12 topics:
1. Language teaching involves teaching vocabulary, structures, pronunciation, and function. However, languages differ in their rules and conventions.
2. Language acquisition in children is remarkable in that it happens efficiently and without formal instruction, through natural interaction and exposure to language from a young age.
3. Both accuracy and fluency are important goals in language learning, but they require distinguishing between practices that emphasize correct usage versus effective communication. Interesting communicative tasks can increase student motivation.
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Give me some beautiful opening speech for my presentation I am Muslim and want to defense from my monograph Infront of my all instructors
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This document discusses the roles of intensive and extensive reading skills for English as a Foreign Language (EFL) learners. Intensive reading involves careful examination of texts, while extensive reading focuses on reading for pleasure and overall comprehension. Both skills are important for EFL learners to develop strong language abilities and improve comprehension and fluency. It is essential for educators to incorporate both types of reading into their teaching to fully support students' language development.
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powerpoint Whole language
The whole language method is an approach to language instruction developed to help young children learn to read. It focuses on immersing students in a print-rich environment with various materials like posters, books, and student work displayed. Advantages include students having a better understanding of what they're reading in a more interesting way without strict rules or lists to learn. However, some disadvantages are that students may have trouble spelling and misinterpreting words without explicit phonics instruction. The teacher acts as a model, facilitator, and researcher, while students share responsibility for learning through individual and group activities with feedback. The overall goal is to view language holistically and help children learn reading and writing authentically.
Whole language
The Whole Language theory was created in the 1980s to teach children to read but was later applied to foreign language learning. It emphasizes teaching language as a whole through authentic activities rather than dividing it into separate components. While some see it as an approach and others as a philosophy, research shows it is mainly considered an approach that teachers can implement in different ways based on their students' needs. Whole Language focuses on using real-world materials and authentic contexts to facilitate collaborative, student-centered learning.
Whole language
The whole language approach emphasizes meaning-making in teaching and learning. It aims to help students learn a second language naturally like a first language. The approach views language as a tool for human communication, where readers and writers interact authentically in real-world situations through social practices. Knowledge is seen as socially constructed rather than individually discovered. The teacher acts as a facilitator who collaborates with students to create knowledge based on their experiences, interests, and goals through flexible lessons and activities like group reading, writing workshops, and student-made books.
The whole language approach
The document discusses the key elements and differences between the whole language approach and traditional approach to teaching grammar. According to the whole language approach, extension activities should allow for creative self-expression, not just fill-in-the-blank worksheets. They can include information gap activities, role-plays, games, projects, and simulations. Language learning is viewed as a thinking process where teachers design cognitively demanding activities that encourage students to hypothesize, predict, take risks, and self-correct. In contrast, the traditional approach sequences tasks simply to complexly and has more teacher-directed explanation and mastery of each step before moving to the next.
Language Experience Approach
The document discusses the language experience approach, a teaching method that uses students' own words and experiences to develop reading and writing skills. In this approach, students dictate stories about personal experiences to the teacher, who writes them down. The stories are then used as reading material to help students make connections between oral and written language. Key aspects of the approach include developing vocabulary and comprehension through repeated reading of self-generated texts, as well as follow-up lessons on grammar, spelling, and other skills. The approach draws on principles of learning from the familiar to unfamiliar and linking instruction to students' lives.
Basal reading approach
The basal reading approach is a core reading program used to teach children to read through grade-level textbooks. It focuses on either code-emphasis, stressing phonics, or meaning-emphasis, stressing comprehension. Basal reading programs are dependent on structured lessons and materials. They aim to systematically introduce reading skills in a logical order but have limitations in pacing, assessment of students, and overreliance on the basal textbook alone.
Language Experience Lesson Activity
This document describes a Language Experience Approach (LEA) lesson conducted by an elementary school teacher in Florida. The teacher had students collect leaves outside, then guided them through describing the experience. As the students shared what they did, the teacher wrote down their words to create a class-generated text. The teacher had the students read the text together multiple times. This LEA lesson supported language acquisition for English learners and helped develop reading skills for all students.
Direct Method
The direct method focuses on communicating in the target language through demonstration and visual aids, without translation or explicit grammar instruction. In the classroom, the teacher uses a map to ask students questions about US geography, encouraging responses in full sentences in the target language. Errors are addressed through questioning to facilitate self-correction. Various techniques are used, including reading aloud, questioning, dictation, and fill-in-the-blank exercises, to develop oral skills and inductive learning of grammar and culture.
The whole-language-approach (1)
The whole language approach emerged in the 1970s as a method of teaching children to read. It focuses on learning language as a whole through real communication, reading, and writing for pleasure. In this approach, reading is acquired through trial and error rather than direct instruction, and children are encouraged to guess words from context clues and use invented spelling. Teachers act as facilitators rather than transmitters of knowledge, focusing on students' needs, experiences, and interests to collaboratively create meaning.
Reading Approach
The document discusses several approaches to teaching reading:
1. The global reading approach assumes reading is best learned through natural text and focuses on memorization of whole words.
2. Examples given are language experience activities, neurological impress activities using books/charts, and shared reading of stories.
3. The phonics approach teaches reading through learning sound-letter correspondences and applying this to build word recognition.
4. Sight words are words that cannot be sounded out and must be memorized through repetition and context.
Chapter three the Direct Method
The Direct Method aims to teach students to communicate in the target language directly without using translation. Some key principles are that the native language is not used, meaning is conveyed through demonstration, grammar is taught inductively, and oral communication is emphasized. The teacher acts as a facilitator and uses techniques like questioning, map drawing, and dictation to encourage students to self-correct and use the target language. The goals are for students to learn vocabulary and think in the target language while studying everyday culture and life.
Language- based Approach- Poem In the Midst of Hardship
This document discusses a language-based approach to teaching literature. It focuses on using literary texts to improve students' language skills while also helping them appreciate the literature. Key aspects of this approach include close analysis of linguistic features of texts and using terminology from grammar to interpret meanings and messages. Stylistics, the study of textual styles, is presented as a method that uses familiar language rules to guide students' understanding and interpretations. The approach aims to enable students to thoughtfully analyze texts and expand their overall language knowledge through exposure to rich literature.
Situational language teaching
Situational language teaching is a methodology that focuses on teaching language through meaningful, situation-based activities. It developed in the 1930s-1960s in Britain and involved introducing new vocabulary and grammar points inductively through structured situations. The goals were to practice language use in contexts and avoid mistakes that create bad habits. Teachers would model situations and guide practice, while learners listened, repeated, and responded to questions.
The Language Experience Approach
The document discusses the Language Experience Approach (LEA), a teaching method that uses students' own words and experiences to help develop reading and writing skills. It involves students dictating a story about a personal experience, which the teacher writes down. Students then read the story repeatedly. This helps reading comprehension as students are reading self-generated material. The LEA supports vocabulary growth and provides opportunities for meaningful reading and writing activities linked to students' own experiences and oral language.
SILENT WAY
The Silent Way is a language teaching method developed by Caleb Gattegno that emphasizes using physical objects and problem-solving to teach grammar and vocabulary with minimal spoken instruction from the teacher. The teacher uses gestures and materials like rods and charts to elicit responses from students, who are encouraged to produce as much oral language as possible. The goal is for students to become independent, autonomous learners who can use their existing language knowledge to explore the target language.
Approaches
The document discusses various language teaching approaches, methods, procedures and techniques. It defines each term and provides examples. Approaches describe theories of language learning that inform practices. Methods are practical realizations of approaches, including procedures and techniques. Procedures are sequences of techniques. Techniques are specific classroom activities. Some common approaches discussed include Grammar-Translation, Direct Method, Reading Approach, Audiolingualism, Cognitive Approach, Affective-Humanistic Approach, Comprehension-Based Approach and Communicative Approach.
Content based, task-based, and participatory approaches
The document discusses three approaches to language teaching: content-based, task-based, and participatory. Content-based uses subjects like science or history as the basis for language lessons. Task-based focuses on giving students communicative tasks to complete together. Participatory aims to empower students by connecting classroom lessons to social issues relevant to their lives. All three prioritize using language for meaningful communication over isolated grammar lessons.
Whole Language Approach
- The document discusses the whole language approach to literacy, which emphasizes making meaning from text rather than breaking words down phonically. It focuses on strategy instruction, cultural literature, and integrating reading and writing across subjects. The approach believes learning occurs through interpreting whole texts rather than isolated chunks. However, critics argue it may hamper spelling and decoding skills.
Target language presentation
The document discusses using target language assessments in K-8 world language classrooms rather than translating assessments. Presenters will demonstrate various assessment methods and tools that promote the use of the target language over translation. "Can-Do" statements can be used as an assessment tool to involve parents and generate interest in language programs.
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Language- based Approach- Poem In the Midst of Hardship
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Content based, task-based, and participatory approaches
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Similar to Whole language by eka syakina dewi
Language and Language Learning by AYLİN AYDIN, Uludag University
This document discusses key concepts in language teaching and language acquisition. It covers 12 topics:
1. Language teaching involves teaching vocabulary, structures, pronunciation, and function. However, languages differ in their rules and conventions.
2. Language acquisition in children is remarkable in that it happens efficiently and without formal instruction, through natural interaction and exposure to language from a young age.
3. Both accuracy and fluency are important goals in language learning, but they require distinguishing between practices that emphasize correct usage versus effective communication. Interesting communicative tasks can increase student motivation.
Zland Presentation.pptx
Give me some beautiful opening speech for my presentation I am Muslim and want to defense from my monograph Infront of my all instructors
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This document discusses the roles of intensive and extensive reading skills for English as a Foreign Language (EFL) learners. Intensive reading involves careful examination of texts, while extensive reading focuses on reading for pleasure and overall comprehension. Both skills are important for EFL learners to develop strong language abilities and improve comprehension and fluency. It is essential for educators to incorporate both types of reading into their teaching to fully support students' language development.
1 brief history of language teaching
The document discusses the history of foreign language teaching methods. It describes how the Grammar Translation Method was dominant from the 1840s-1940s, focusing on reading comprehension and translation over oral skills. In the mid-19th century, reformers proposed methods like the Direct Method that emphasized oral communication and avoiding translation, more closely mimicking natural first language acquisition. Key figures like Gouin and Berlitz developed approaches using the target language exclusively and inductive grammar instruction. However, the Direct Method faced constraints integrating into public school systems.
21 st century teaching language approaches
The document discusses the history and key aspects of various language teaching approaches. It begins by describing early approaches like the Grammar Translation Approach used for Latin and Greek. It then outlines several subsequent approaches that reacted to perceived limitations, including the Direct Method, Reading Approach, and Audio-Lingual Approach. Later sections summarize the Cognitive Approach, Affective-Humanistic Approach, Comprehension-Based Approach, and Communicative Approach. The summary emphasizes that approaches evolved in response to prior limitations and that modern approaches are grounded in theories of language learning and use.
reading principles and teaching
This chapter discusses principles of reading and approaches to teaching reading. It covers:
1) The relationship between writing systems and speech, and controversies around whole-word vs phonics/decoding approaches.
2) Phonics/decoding advocates teaching sound-letter relationships first before meaning, while whole-word focuses on meaning over speech.
3) A universal four-phase reading program is proposed involving word, phrase, sentence and paragraph identification to develop fluency before reading books.
Direct and gram
The direct method of teaching foreign languages refrains from using the learner's native language and uses only the target language. It focuses on developing oral skills through techniques like questioning and demonstration without translation. In contrast, the grammar-translation method uses the learner's native language and focuses on learning grammatical rules and translating sentences between the target and native languages to develop reading skills. It pays less attention to speaking and listening. While the direct method aims to build direct associations between language and experience, the grammar-translation method's goals are to enable reading literature and develop general mental discipline through translation.
Teaching of english as a foreign language
1) The document discusses various aspects of teaching English as a foreign language (TEFL), including definitions of language, the importance of language learning, and theories of learning like behaviorism and mentalism.
2) It then covers different methods of language teaching like the grammar translation method (GTM), direct method, reading approach, and audio-lingual approach. Key differences between GTM and the direct method are described.
3) Finally, the cognitive approach to language teaching is outlined, which emphasizes communication competence and views errors as inevitable in the language learning process. It encourages contextualization and permits use of the learner's native language.
[TEFL] Language Teaching Methods/ Approaches
This document discusses several language teaching methods and approaches, including:
1. Grammar-translation method which focuses on translation and memorization.
2. Direct Method which aims to communicate directly in the target language without translating.
3. Audio-Lingual Method which focuses on comprehension at a mechanical level.
4. Silent Way which limits the teacher's presence to provide language models for students.
5. Suggestopedia which includes oral review, study, and séance sessions to enhance learning.
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The document outlines different approaches to teaching English as a second language. It discusses the Grammar Translation Method which focuses on translating sentences between languages and learning grammatical rules. It also discusses the Audio-Lingual Method which emphasizes imitation, repetition and substitution drills. Finally, it discusses the Natural Approach which focuses on comprehending messages in the target language without conscious study of grammar rules. The document provides characteristics, examples and criticisms of each approach.
Grammar translation method
1. The grammar translation method focuses on translating grammatical forms, memorizing vocabulary, and studying rules rather than spoken communication.
2. Key principles include using the native language for instruction, focusing on reading/writing over speaking/listening, and correcting errors by providing the right answers.
3. Techniques include translating passages, answering reading questions, finding antonyms/synonyms, applying grammar rules, and filling in blanks.
Trifolio situational approach
The document summarizes the Situational Language Teaching (SLT) method. Some key points:
- SLT focuses on teaching language structures and vocabulary through oral repetition and drills led by the teacher.
- Lessons typically involve practicing pronunciation, learning new material, and oral exercises with little learner control.
- Critics say SLT does not allow for learner creativity or uniqueness in language use.
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This document outlines 10 language teaching methodologies: 1) Grammar-translation, 2) Direct Method, 3) Reading Approach, 4) Audiolingual Method, 5) The Silent Way, 6) Suggestopedia, 7) Community Language Learning, 8) Total Physical Response, 9) The Natural Approach, and 10) Communicative Language Teaching. Each methodology is summarized with its focus, techniques, and principles for teaching language skills like reading, writing, speaking, and listening.
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This document provides an overview of the Situational Language Teaching (SLT) approach. SLT was developed in the 1930s-1960s and emphasized teaching language through spoken practice of grammatical structures in real-world situations. Key aspects included using visual aids to introduce vocabulary and grammar points gradually, practicing through repetition and substitution drills, and focusing on automatizing basic sentence patterns to develop reading and writing skills. SLT viewed language learning as habit formation and the teacher's role was to model structures and conduct drills to build accurate speech habits.
Audio lingual method
The audio-lingual method is a style of teaching foreign languages that focuses on speaking and listening skills over reading and writing. It involves memorizing dialogs through repetition and does not include explicit grammar instruction. The main goals are for students to be able to understand spoken language at normal speed, speak with good pronunciation and grammar, and understand printed materials. Lessons follow specific procedures including modeling dialogs, drilling key structures, and practicing translation as a later exercise. Activities emphasize repetition, replacement, and transformation of language patterns through drills.
Modules 1 lesson 3 elln digital
This document discusses teaching early literacy through the mother tongue. It recommends using the students' first language as the medium of instruction for grades 1-3 to help children learn to read with understanding. Using their mother tongue allows children to learn in a language they understand best. Literacy skills are first developed in the mother tongue, then Filipino is introduced, followed by English. This approach aims to develop children's cognitive and reasoning abilities through literacy in multiple languages starting with their strongest language.
Grammar translation method
The document discusses the Grammar Translation Method, a traditional approach for teaching Latin and ancient Greek. The goal was to develop logical thinking, intellectual abilities, and the ability to read original texts through translating sentences and analyzing grammar rules. While originally used for "dead" languages, it was later applied to modern foreign language teaching. Key features included teaching in the native language with little active use of the target language, focusing on memorizing vocabulary lists and grammar rules, translating texts, and giving little attention to pronunciation or communication. Some advantages were that it required few teacher skills and tests were easily scored, but disadvantages were that it could be boring and not develop communicative skills. The method is still sometimes used due to standardized tests not assessing communication and
Language teaching approaches
Language teaching approaches Dr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah
The document outlines several language teaching approaches, including the audiolingual method, the natural approach, the silent way, community language learning, and task-based language learning. It provides brief descriptions of the key principles and techniques of each approach. For example, it notes that the audiolingual method emphasizes oral drilling and habit formation, while the natural approach focuses on comprehensible input before speech production. It also discusses some potential advantages and disadvantages of these approaches.Similar to Whole language by eka syakina dewi (20)
Language and Language Learning by AYLİN AYDIN, Uludag University
Language and Language Learning by AYLİN AYDIN, Uludag University
Applied linguistics Session 5-6_31_10_2021 Approaches & Methods in ELT 2.pdf
Applied linguistics Session 5-6_31_10_2021 Approaches & Methods in ELT 2.pdf
More from diah Cwek Tauruz
Tpr cut ajrina
Total Physical Response (TPR) is a language teaching method that uses physical movement to react to verbal commands. It was developed in the 1960s in response to high dropout rates in second language classes. TPR is based on principles that understanding of a target language should come before speaking, through actions responding to spoken words. The teacher uses imperative commands for students to act out, aiming to produce learners capable of basic communication without forcing early speech. TPR lessons focus on high frequency vocabulary through physical drills and role plays, developing understanding before speaking skills.
Power point afra
Neurolinguistic programming (NLP) is a method that uses language and communication to influence brain behavior and enable people to change their responses to stimuli. It was developed in the 1970s and aims to describe the relationship between neurology and linguistics. As a teaching method, NLP focuses on understanding students' thought and behavior patterns to help them succeed by modifying negative behaviors. Key principles of NLP include knowing desired outcomes, establishing rapport, using senses flexibly, and changing approaches until goals are achieved. NLP techniques help teachers cater to different learning styles like visual, auditory, and kinesthetic learners. Benefits of NLP include self-discovery, acquisition of excellence models, and understanding oneself and others professionally
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1. The document appears to be evaluating a text on a scale from 0 to 5 based on structure, development of ideas, and ability to communicate to different student levels.
2. A score of 3 indicates the text is suitable for a student with some knowledge of the subject who can understand the overall development and relevance to the topic.
3. A score of 0 indicates the text lacks clear organization, logical sequencing of ideas, and fails to communicate effectively for any student level.
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Guru memberikan instruksi kepada siswa untuk menganalisis gambar dan teks lalu menyusunnya menjadi cerita naratif yang utuh dan berstruktur dengan benar. Siswa dibagi menjadi beberapa kelompok dan diberi paragraf untuk disusun menjadi teks naratif yang berurutan. Guru meminta siswa menempelkan hasil kerja kelompok pada papan tulis.
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The document discusses a limited writing ability with frequent errors in words, order, functions, articles, and pronouns that obscure meaning. While some constructions are complex, overall the writing has major problems in simple sentences and numbers. Meanings are often confused and obscured with errors in spelling, punctuation, and grammar. Communication is challenging with inconsistent application of rules.
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RPP ini memberikan petunjuk tentang pembelajaran teks berbentuk naratif pendek dan eskposisi. Peserta didik diajak untuk memahami makna dan fungsi teks tersebut, merespon isi dan retorika, serta mengakses ilmu pengetahuan melalui teks tersebut. Peserta didik juga diajarkan tentang ciri-ciri teks naratif dan cara membaca serta memahami isi teks naratif.
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1. The document discusses listening to and responding to feedback from others respectfully. It emphasizes the importance of communication and understanding different perspectives.
2. The document recommends actively listening to what people say without judgment, asking questions for clarity, and responding in a way that is respectful, considers different points of view, and seeks common ground.
3. Overall, the document promotes respectful communication and understanding multiple sides to improve the feedback process.
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Guru memberikan instruksi kepada siswa untuk menganalisis gambar dan teks lalu menyusunnya menjadi cerita naratif yang utuh dan berstruktur dengan benar. Siswa dibagi menjadi beberapa kelompok dan diberi paragraf untuk disusun menjadi teks naratif yang berurutan. Guru meminta siswa menempelkan hasil kerja kelompok pada papan tulis.
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1. The document discusses listening to and responding to feedback from others respectfully. It emphasizes the importance of communication and understanding different perspectives.
2. The document recommends actively listening to what people say without judgment, asking questions for clarity, and responding in a respectful manner from an informed position.
3. The goal is to have constructive discussions that further understanding on all sides and allow for positive progress through open and respectful dialogue.
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RPP ini memberikan panduan untuk memahami dan merespon berbagai jenis teks tertulis seperti naratif dan eksposisi dalam konteks kehidupan sehari-hari. Siswa diajak untuk memahami makna, tujuan, dan unsur retorika dari teks-teks tersebut, serta belajar cara yang tepat untuk berinteraksi dan berkomunikasi dengan orang lain berdasarkan teks-teks tersebut.
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1. The document appears to be evaluating a text on a scale from 0 to 5 based on structure, development of ideas, and ability to communicate to intended audience.
2. A score of 3 indicates the text is suitable for a student with some knowledge of the subject who can understand the overall development and relevance to the topic.
3. A score of 0 indicates the text is confusing, disorganized, lacks logical sequencing, and does not effectively communicate, making it unsuitable to evaluate.
A.content based instruction (cbi)
Content-based instruction (CBI) uses content area subjects to teach language skills. Students can acquire content knowledge through comprehensible input which also increases their language abilities. CBI has advantages like making language learning more interesting and motivating while also teaching valuable study skills. However, disadvantages include potentially confusing learners about language learning and difficulties finding leveled texts.
Suggestopedia, power point
Suggestopedia is a language teaching method developed by Georgi Lozanov that aims to accelerate language learning through the use of suggestion. It relies on building student trust in the method and creating a relaxed environment. The method has three stages: presentation to relax students and introduce material through dialogues accompanied by music, concerts where students memorize the material while listening to music, and practice through role plays and games. Suggestopedia aims to replace negative assumptions about learning with positive ones to help students unlock their full learning potential.
natural approach
This document summarizes the key aspects of the natural approach language teaching method. It defines the natural approach and outlines its main principles as developing comprehension before production and allowing production to emerge in stages through communicative goals and activities that lower students' anxiety. It also lists the assumptions of the approach and roles of both teachers and learners. Finally, it provides an overview of the procedures for teaching listening, speaking, reading and writing using the natural approach.
Inquiry base learning
This document discusses inquiry-based learning (IBL), a student-centered teaching method developed in the 1960s. IBL involves students developing their own questions, making observations, and doing research. The teacher's role is to give students tasks and facilitate their learning, while students take the lead. The document provides tips for teaching IBL, including establishing classroom rules and motivating students, and concludes that IBL can incorporate field work, case studies, investigations, and research projects.
Participatory approach
The document discusses the participatory approach to language and literacy education. It was developed by Paulo Freire and uses themes relevant to learners' lives. The teacher acts as a facilitator, guiding students as they collaborate to find solutions to community issues. Activities include group discussions, problem-posing, pair and group work. Benefits are that students are more active, work as a team, and care about social issues. The conclusion is that this approach allows students to think critically about problems and find their own solutions.
Project based learning
Project based learning is a teaching method that uses real-world problems or challenges as the starting point for inquiry. It is characterized by students making decisions about the project framework, designing processes to solve problems or address challenges, and collaboratively accessing and managing information. The teacher plans learning strategies and assesses students in a transparent manner using various assessments, while students conduct research, learn new concepts, manage their time, take ownership of their work, and apply their learning through action. Benefits of project based learning include students becoming more creative and active learners and forming positive relationships within a powerful learning community focused on achievement.
Sukma situasition language teaching
The document discusses situational language teaching (SLT), a method for teaching language. It provides a brief history of SLT, noting it was developed in the 1950s by Harold Palmer and A.S. Hornby. SLT focuses on teaching language through real-life situations that students may encounter outside the classroom. The goals of SLT are to teach accuracy in pronunciation and grammar and the ability to respond quickly in conversational situations. SLT uses a structural syllabus and focuses on presenting new sentence patterns, drilling those patterns, and having students practice in situational exercises. The document also includes an example lesson plan applying SLT to teach past tense to students through situational exercises with pictures.
Problem based learning by Qidam
Problem-based learning (PBL) is a method of learning and teaching that allows students to focus on how and what they will learn. In PBL, learning begins with a problem and ensures the problem is related to learning. Students have responsibility for their own learning and collaborate through discussion. Teachers act as facilitators, design lessons, and help students develop strategies. Students use intelligence to ask questions, think, do research, and interact. Advantages of PBL include increased student motivation and activity, and experience with organizing projects. Disadvantages can include the long time needed to solve problems, requirements for more money and tools.
RPP by Qidam
This document outlines a lesson plan for teaching a narrative text about the legend of Cinderella. It includes the competencies, learning objectives, materials, and steps. The competencies focus on character values, social skills, and analyzing language elements in narrative texts. The objectives are for students to identify information and structures in the text, determine the text type and form, and comprehend the story. The materials include pictures and an instructional video. The teaching method is problem-based learning using a jigsaw technique. The steps guide students through brainstorming, group work analyzing the text, and answering questions about it.
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Whole language by eka syakina dewi
- 3. Whole language is someway to band view about language, about learning and about people the interesting in learning.
- 4. 1. Reading aloud 2. Journal writing 3. Sustained silent reading 4. Shared reading 5. Guided reading 6. Guided writing 7. Independent reading 8. Independent writing
- 7. Class that applies whole language heaving full with printed matter. Learned student via model or example. Working student and learned according to its developing zoom. Shared student accountability in learning.
- 9. State of the debate Adoption of some whole language concepts Balanced literacy
- 10. whole language is contrasted with skill-based areas of instruction, especially phonics and synthetic phonics.
- 11. Changing as class whole language requiring time that adequately long time In implement whole language teacher shall understand before component whole language whole language's excess
- 12. Learning to read is not natural. The alphabetic principle is not learned simply from exposure to print. Spoken language and written language are very different, and mastery of each requires unique skills and proficiencies.
- 13. Whole Language is a method of teaching reading and language arts. Whole Language teachers believe in teaching reading in context, looking at the "whole" word versus breaking the word into parts.