Taken from http://www.professionallicensingreport.org/teachers-war-with-state-over-whether-licensure-is-needed/
Teaching the Language System
Tips to be used in class that
can be very helpful
By Karolina
del Carmen Bermúdez-Zúñiga
Pre-Service Teacher, School of English
Faculty
of Social Sciences
Universidad
Latina de Costa Rica
Monday,
April 5, 2016
Post
252
Studying
is the explanation, repetition and practice of a given topic. Personalization
is when the students take what they learn and apply it into a personal context;
this means they use the language to talk about their personal life.
The
deductive approach, as explained by Harmer (2007), is in which students are
given explanations or grammar rules, and based on that explanation or rules,
they make phrases and sentences using the new language. The teacher explains
and then the students repeat; the order that is used is engage-study-activate. The
inductive approach is in its place going from the rules to the examples; students
see examples of language and try to work out the rules. Before being explained
the students give examples to see if they know something, and teachers give
them the chance to try before the explanation.
The best way of explaining
meaning is to show it. Teachers can use pictures to explain situations and
concepts. By explaining language construction, instructors can use their hands,
gestures, patterns by ‘drawing’ and diagrams. In regards to practice and
controlled practices, teacher asks students to use the language and try to
correct them; this practice helps them to internalize how the language is
constructed, so that when it passes from their shortterm memory to their long-term
memory; on the other hand, the first step of controlled practice is repetition,
and this can be also choral or individual. Freer practice is a kind of transition
stage between language study and activation.
Examples of language system
teaching:
-teaching grammar: If we language instructors want to teach the present
simple, for habitual actions, we can show students pictures of someone with an
interesting occupation.
-teaching pronunciation: Students heard an audio to recognize the intonation and
the pitch of the voice.
-teaching vocabulary: Educators can ask the students to make diagrams as
extensively as they can. They have to come to the class with many words about a
specific topic.
-mistakes: There are three categories, (1) “Slips” are mistakes
which students can correct themselves. (2) “Errors” are mistakes which they
cannot correct themselves and which, therefore, need explanation. And the last
one is, (3) “Attempts” are mistakes that students make when they try to say something
but do not yet know how to say it.
-correcting students: The instant correction is often not appropriate; if a
teacher makes that, this practice can affect students’ confidence.
The deductive
approach is a method in which students can take the time to understand the
rules before practicing, and then, the teacher can assess the students, and
give them feedback. The use of pictures is a good idea to catch the students’
attention and make the learning process interesting for students; moreover, the
gestures and the intonation at the time to explain are essential.
The way
in which educators correct is indeed important; teachers can make students feel
comfortable or uncomfortable with their way of correcting learners. A negative
aspect is that depending on the voice, attitude, moment and intonation of the teacher,
the students can feel really frustrated. Consequently, educators have to be
really careful.
To
conclude, the deductive approach is a positive method to the learning process, to
explain the rules first and then to have students repeat and put into practice
the vocabulary learned. The feedback should be given carefully and when the
students finish their practice. That can give the students time to work by themselves
and then get the corrections from the instructor.
References
Harmer, J. (2007)” Teaching the language system” How
to teach English Essex: Pearson
Tuesday, April 05, 2016
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