Rabu, 27 Desember 2017
What is error analaysis ?
Error analysis is a branch of applied linguistics. It is
concerned with the compilation, study and analysis of errors made by second language learners and
aims at investigating aspects of second language acquisition.
Closely related to error analysis is
the concept of interlanguage.
Some researchers distinguish error
analysis from transfer analysis, which
compares the learner’s data with the respective first language, whereas error
analysis compares the learner’s data with the target language norm and identifies and explains
errors accordingly (cf. James 1998).
Error analysis was first used as a way of studying second language acquisition in the
1960s. Corder’s seminal paper "The Significance of Learner’s Errors"
(1967) had shifted researchers’ attention from the teaching perspective to the
learning perspective and therefore also away from contrastive analysis, behaviorism and structuralism towards cognitive psychology. This
development went hand in hand with the turn towards a communicative approach in
language teaching.
Drawing on knowledge about first language acquisition,
Corder posited that second language learners discover the target language by
hypothesizing about it and testing their hypotheses more or less like children
do. This process does not happen randomly, but follows the learner’s built-in syllabus, so that
errors will necessarily be made.
Corder used the term transitional competence for
what has since become a widely accepted and often used concept: that of interlanguage (cf.
Selinker 1972), the learner’s individual, dynamic approximation of the target language. According
to this view, errors indicate that a learner actively learns the target
language, as they occur whenever a hypothesis tested by the learner does not
work. In error analysis, the language learning process is regarded
as being influenced by the learner’s first language, his or
her interlanguage and the target language. Thus, all
of these three language systems have an influence on which errors a learner
makes. But the gap between the interlanguage and
the target language is
considered the most important factor of the three. Even more importantly,
however, the learner makes errors because of the learning strategies he
or she employs to ‘discover’ the target language.
For all these reasons, inductive error
analyses were carried out in order to arrive at generalizations about errors,
interlanguage and, ultimately, second language acquisition.
Error analysis reached its zenith in the 1970s, but soon turned out to be deficient
as a research tool. By the late 1970s, it was merely contributing to broader
second language acquisition theory and research, as it still does today.
2. grammar translation method
The Grammar Translation Method is an old
method which was originally used to teach dead languages which explains
why it focuses mainly on the written form at the expense of the oral form. It
was designed according to the faculty psychology approach which was
very popular during the 18th and 19th century. It contended that ” mental
discipline was essential for strengthening the powers of the mind”. The way to
do this was through learning classical literature of the Greeks and Romans.
Method :
a.Use of mother tongue.
b.Vocabulary items are taught in the form of word lists.
c.Elaborate explanations of grammar.
d.Focus on the morphology and syntax.
e. Reading of difficult texts early in the course.
f. Practice focuses on exercises translating sentences or texts from
mother tongue to the target language and vice versa.
It is surprising to see that the Grammar Translation Method was still in
use in some classrooms during the late decades of the 20th century. May be,
it’s because it bears some advantages.
Advantages :
a.Translation is the easiest and shortest way of explaining meaning of
words and phrases.
b.Learners have no difficulties to understand the lesson as it is carried
out in the mother tongue.
c.It is a labor-saving method as the teacher carries out everything in the
mother tongue.
Criticism
d.What the method is good at is “teaching about the language” , not
“teaching the language”.
e.Speaking or any kind of spontaneous creative output was missing from the
curriculum.
f.Students lacked an active role in the classroom.
g.Very little attention is paid to communication.
h.Very little attention is paid to content.
i.Translation is sometimes misleading.
Because of all these disadvantages,
instructors tried to find better ways to remedy the pitfalls of the
grammar translation method. The Direct Method was the
answer.
Reference:
Brown, H. Douglas, 2006. Principles
of Language Learning and Teaching, Fifth Edition, Pearson ESL.
Richards, Jack C. and Theodore S. Rodgers
(1986). Approaches and methods in language teaching: A description and
analysis. Cambridge: Cambridge University Press
3.total physical response
Where is it from ?
TPR stands for Total Physical Response and
was created by Dr. James J Asher. It is based upon the way that children learn
their mother tongue. Parents have 'language-body conversations' with their
children, the parent instructs and the child physically responds to this. The
parent says, "Look at mummy" or "Give me the ball" and the
child does so. These conversations continue for many months before the child
actually starts to speak itself. Even though it can't speak during this time,
the child is taking in all of the language; the sounds and the patterns.
Eventually when it has decoded enough, the child reproduces the language quite
spontaneously. TPR attempts to mirror this effect in the language classroom.
How can I use it in class ?
How can I use it in class ?
In the classroom the teacher plays the role of parent. She starts by saying a word ('jump') or a phrase ('look at the board') and demonstrating an action. The teacher then says the command and the students all do the action. After repeating a few times it is possible to extend this by asking the students to repeat the word as they do the action. When they feel confident with the word or phrase you can then ask the students to direct each other or the whole class.
It is more effective if the students are
standing in a circle around the teacher and you can even encourage them to walk
around as they do the action.
When should I use it ?
TPR can be used to teach and practise many things.
Vocabulary connected with actions (smile,
chop, headache, wriggle)
Tenses past/present/future and continuous
aspects (Every morning I clean my teeth, I make my bed, I eat breakfast)
Classroom language (Open your books)
Imperatives/Instructions (Stand up, close
your eyes)
Storytelling
It can be adapted for all kinds of
teaching situations, you just need to use your imagination!
Why should I use it in the classroom ?
Why should I use it in the classroom ?
- It is a lot of fun, students enjoy it and it can
be a real stirrer in the class. It lifts the pace and the mood.
- It is very memorable. It really helps students to
remember phrases or words.
- It is good for kinaesthetic learners who need to
be active in the class.
- It can be used in large or small classes. It
doesn't really matter how many students you have as long as you are
prepared to take the lead, the students will follow.
- It works well with mixed-ability classes. The
physical actions get across the meaning effectively so that all the
students are able to understand and use the target language.
- It doesn't require a lot of preparation or
materials. As long as you are clear what you want to practise (a rehearsal
beforehand can help), it won't take a lot of time to get ready.
- It is very effective with teenagers and young
learners.
- It involves both left- and right-brained
learning.
A few useful variations When I use TPR, first I get the students to do the actions and then I do them and drill the students (chorally and individually) to give them an opportunity to practise making the sounds. They are then ready to give commands to each other.
A game I like to play is to organize the
students into a circle around me, I say the word and the last person to do the
action is out. This person then stands behind me and watches for the student
who does the action last. Eventually there is only one student, she is the
winner.
You can extend this by playing Simon Says. This time when you give a command, students should only do it if you say "Simon says..." at the start. I might say, "Simon says, 'slice some bread'" or "Simon says, 'chop an onion'" and the students must do the action. However if I say, "Whisk an egg" the students shouldn't do this. If anyone does the action that Simon doesn't say then they are out and have to watch for the mistakes of the other students.
Are there any disadvantages with using TPR ?
You can extend this by playing Simon Says. This time when you give a command, students should only do it if you say "Simon says..." at the start. I might say, "Simon says, 'slice some bread'" or "Simon says, 'chop an onion'" and the students must do the action. However if I say, "Whisk an egg" the students shouldn't do this. If anyone does the action that Simon doesn't say then they are out and have to watch for the mistakes of the other students.
Are there any disadvantages with using TPR ?
Students who are not
used to such things might find it embarrassing. This can be the case initially
but I have found that if the teacher is prepared to perform the actions, the
students feel happier about copying. Also the students are in groups and don't
have to perform for the whole class. This pleasure is reserved for the teacher.
It is only really suitable for beginner
levels. Whilst it is clear that it is far more useful at lower levels because
the target language lends itself to such activities I have also used it
successfully with Intermediate and Advanced levels. You need to adapt the
language accordingly.
For example, it helped me to teach 'ways of walking' (stumble, stagger, tiptoe) to an advanced class and cooking verbs to intermediate students (whisk, stir, grate).
For example, it helped me to teach 'ways of walking' (stumble, stagger, tiptoe) to an advanced class and cooking verbs to intermediate students (whisk, stir, grate).
You can't teach everything with it and if
used a lot it would become repetitive. I completely agree with this but it can
be a successful and fun way of changing the dynamics and pace of a lesson used
in conjunction with other methods and techniques.
Richard Frost, British Council, Turkey
EXERCISE :
1. what is error analysis ? (15)
2. what is advantages and disadvantages of grammar translation method ?(25)
3. what is total physical response and give an example ?(25)
4. what is characteristic in grammar translation method ? (15)
5. what is definition of grammar translation method ? (20)
- Cherrington, Ruth. 2004. Error Analysis. In: Byram, Michael (ed.) Routledge Encyclopedia of Language Teaching and Learning. London/New York: Routledge. 198-200.
- Corder, S.P. 1967. The Significance of Learner’s Errors. In: IRAL 5/1967. 161-170.
- Ellis, Rod. 2008. The Study of Second Language Acquisition (2nd edition). Oxford: OUP. 47; 60-65.
- James, Carl. 1998. Errors in Language Learning and Use – Exploring Error Analysis. Essex: Pearson.
- Johnson, Keith & Johnson, Helen (ed.) 1998. Encyclopedic Dictionary of Applied Linguistics – A Handbook for Language Teaching. Oxford/Malden: Blackwell. 110-114
- Brown, H. Douglas, 2006. Principles of Language Learning and Teaching, Fifth Edition, Pearson ESL.
- Richards, Jack C. and Theodore S. Rodgers (1986). Approaches and methods in language teaching: A description and analysis. Cambridge: Cambridge University Press
Langganan:
Posting Komentar (Atom)
0 komentar:
Posting Komentar