QUIZ TEFL Sebelum UTS

TEFL

1.       Teacher should learn history of teaching because..

·         Key to the understanding of the way things are and why they are that way.

·         teachers may better comprehend the forces that influence their profession

 

2.       Reading and writing are grammar focus in GTM.

In the other hand, little or no systematic attention is paid to speaking or listening. This method, according to my opinion, is more appropriately practiced in the advanced learner class whose purpose is to understand the literature of the particular language. The extensive use of the logic is another reason why this method suits this group of learners. Accuracy is emphasized. Students are expected to attain high standards in translation.

3.       Grammar discussed deductively and inductively,

 

A deductive approach to instruction is a more teacher-centered approach. This means that the teacher gives the students a new concept, explains it, and then has the students practice using the concept. For example, when teaching a new grammar concept, the teacher will introduce the concept, explain the rules related to its use, and finally the students will practice using the concept in a variety of different ways.

In contrast with the deductive method, inductive instruction makes use of student “noticing”. Instead of explaining a given concept and following this explanation with examples, the teacher presents students with many examples showing how the concept is used. The intent is for students to “notice”, by way of the examples, how the concept works.

 

4.       Three suggestion of IPA advocated to improve the teaching of modern language in 1886

• should begin with the spoken language of everyday life
• In the early stages grammar should be taught inductively
• Phonetic training in order to establish good pronounciation

5.       A. Structural view

sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc.

b. functional view

sees language as a linguistic system but also as a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc.

c. interactional view

considers language as a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.

 

6.       The Audio-Lingual method is habit formation.

is based on the theory that language learning is a question of habit formation.  It has its origins in Skinner's principles of behavior theory.  Since learning is thought to be a question of habit formation,  errors are considered to be bad and to be avoided.  Further, teachers 'reward' students by saying 'Good!' and praising the class when they perform well.
 The Audio-Lingual method addresses a need for people to learn foreign languages rapidly.  It is best for beginning level English classes in a foreign language setting.  All instruction in the class are given in English. A dialog is presented for memorization.  The teacher asks the class to repeat each line of the dialog.  Expansion drills are used for difficult sentences.  The teacher starts with the end of the sentence and the class repeats just two words.  A series of pattern practice drills then follow the introduction of the dialog.
 One of the key principles of the Audio-Lingual method is that the language teacher should provide students with a native-speaker-like model.  By listening, students are expected to be able to mimic the model. Based upon contrastive analyses, students are drilled in pronunciation of words that are most dissimilar between the target language and the first language. Grammar is not taught directly by rule memorization, but by examples.  The method presumes that second language learning is very much like first language learning.

 

7.       The general objectives of Total Physical Response are to teach oral proficiency at a beginning level. Comprehension is a means to an end, and the ultimate aim is to teach basic speaking skills. A TPR course aims to produce learners who are capable of an uninhibited commu­nication that is intelligible to a native speaker. We work using action-based drills in the imperative form.

8.    3 systematic principle by Palmer and Hornby

*election (the procedures by which lexical and grammatical content was chosen),

*gradation (principles by which the organization and sequencing of content were determined),

*presentation (techniques used for presentation and practice of items in a course).