Upload
azizah-zee-aliah
View
215
Download
0
Embed Size (px)
Citation preview
7/28/2019 3discourse
1/3
1
Number : 5
Name : Nuraziza Aliah, S.Pd.
Class : A
What a language student should learn
1. Pronunciation
In our teaching we will want to be sure that the students can make the various sounds
that occur in the English language. We will help them to differentiate the sounds where such
distinctions meaning (e.g. live/i/ and leave/i:/), to understand and use certain sound rules
(e.g. the different pronunciations of the ed past tense endings), to use rhythm and stress
correctly, the students learn new words, they know where they are stressed and show them
how stress can be used to change the meaning of questions, sentences, and phrase. The
students also need to be able to recognize intonation. Much more important, perhaps, is the
goal of intelligibility and efficiency. In other words our aim should be to make sure that
students can always be understood to say what they want to say. They will need good
pronunciation for this, though they may not need to have perfect accents. The teaching of
pronunciation should, therefore, aim to give students communicative efficiency.
1.1. The importance of listening
In order to develop communicative efficiency in pronunciation the students need to
understand how sound are made and how stress is used. They also need to hear the language
used so that they can both imitate the pronunciation and also subconsciously acquire some of
its sounds and pattern. One source of language they can listen to is the teacher. Other sources
are listening material on tape or video. But if students are living in a target language
community they should able to find unlimited access to native-speaker through personal
contact and radio and television.
2. Grammar
Since knowledge of grammar is essential for competent users of a language, it isclearly necessary for our student. Our aim in teaching grammar should be to ensure that
students are communicatively efficientwith the grammar they have at their level. We may not
teach them the finer points of style at the intermediate level, but we should make sure that
they can use what they know.
2.1. The importance of language awareness
The students need to be aware of all language possibilities. Such awareness does not
mean that they have to be taught each variation and linguistic twist, however, it just means
that they have to be aware of language and how it is used.
7/28/2019 3discourse
2/3
2
3. Vocabulary
The teachers should ensure that their students are aware of the vocabulary they need
for their level and that they can use the words which they want to use-and/or the words we
have selected for them to use.
3.1. Vocabulary in context
The teacher must teach the students what words mean and how they are used, the
teacher need to show them being used, together with other words, in context. When students
learn words in context they are far more likely to remember them than if they learn them as
single items. That is why; reading and listening will play such a part in the acquisition of
vocabulary.
4. DiscourseThe students need to be aware of the different ways language is used in different
situation, what they want to say depends on a number of variables such as where they are,
what they want to say and who they are talking to. It involves ability to structure discourse-to
organize what they say into a coherent whole.
4.1. Language function
Language function means the purpose that we want when we say something. We will
want to teach our students how to perform language functions and we will decide which ones
are more important for which level.
4. 2. Discourse organisation
The teacher can help the students to see how other speakers and writers structure their
discourse and thus help them to understand better.
5. Skill
Competent users of language are proficient in a range of language skill, though not all
of them have the same range of sub-skills. Of course it is possible that some students may not
be proficient at all skills in their own languages. Then the teacher task will be twofold: to
give them confidence in English and to equip them with hitherto unknown skill in either their
own mother tongue or English. A lot will depend on students need and syllabus.
6. The syllabus
After the teachers know the students need, the teachers will have to decide which
parts of this knowledge they want the students to have and when. How the language to be
organized is and what skills should the teachers concentrate on? This organization is called a
syllabus.
7/28/2019 3discourse
3/3
3
6.1. Structure and functions
Students need to be taught functions, but they also need to learn grammar. It is around
grammar that functional items can hang on a syllabus.
6.2. Vocabulary
One way of organizing a syllabus would be in terms of vocabulary rather than
grammatical structures or function. The idea of vocabulary as an organizing feature of a
syllabus-rather than as an afterthought- is closely connected with situation and topic-based
syllabus for it is with situation and topics that lexical items cluster together.
6.3. Situation, topic and task
Language may not be the only way to organize a syllabus. We could also organize ourteaching based round a number of situations. The other based that the teacher can use as their
organizing principle are topic-based syllabus and task-based syllabus. Topic-based syllabuses
take a subject or topic as their organizing principle. It is certainly suitable for vocabulary
material. Task-based syllabuses, on the other hand, take activities or tasks as the main
organizing principle. The syllabus becomes a list of tasks, rather than language or topics, etc.
6.4. The syllabus and student needs
The final shape of a syllabus may depend to a large extent on the needs of the students
who are going to be taught. One group have different syllabus with the others. It is depend on
the focus of the group, the level, how often do students study? what is the cultural and
educational background of the students? What kind of institution are they studying in? how
many of them are there likely to be in the classroom?. The truth is that syllabus designers
need to be able to organize all the elements we have talked about into a coherent whole.
7. Language varieties
There are three factors that are important when we talk about language varieties. The
first is the variety of English which the teacher uses. The second is which variety is most
appropriate for the students. The third factor concern what variety of English is dealt with by
the materials which the teacher and students are using. The teachers variety of English might
be the main one for the students at lower levels whereas for more advanced students
knowledge of many varieties is definite advantage.