HBET1503 Foundation of TESL Methodology

Course Assignment Se!t "00# Shamshuri$at %in Hashim

THE ST&'CT'&AL(ST A))&*ACH )A&T 1

Abstract The +ourse assignment is dealing ,ith one of the im!ortant a!!roa+h in the edu+ational system- The Struturalist A!!roa+h. (t ,as introdu+e %y Ferdinand Mongin /e Saussure a great s+holar in edu+ation es!e+ially in studying languages. The need of this assignment is to ela%orate on this a!!roa+h0 ,hi+h is di1ided into t,o methods. The methods are 2rammar Translation Method and Audio Lingual Method. For ea+h method0 ( need to in+lude a tea+hing and learning !lans for the !rimary s+hool !u!ils a++ording to the a+tual format of the lesson !lan. ( also ha1e to +hoose the suita%le a+ti1ities and materials that lin3 ,ith %oth methods. The flo, of the lesson should refle+t to the o%4e+ti1es that ( ,ill ma3e. (nstead of that0 ( should first identify the !u!ils5 a%ility le1el and e6!erien+e %y a+ademi+als 4udgment. Some guide from dis+ussion0 arti+les0 4ournal0 en+y+lo!edias0 di+tionary and et+etera might hel! me during the engagement on the tas3 gi1en.

Prepared by; Shamshurizat bin Hashim 740725095259001 mysha2u@oum.edu.my

Page 1

HBET1503 Foundation of TESL Methodology

Course Assignment Se!t "00# Shamshuri$at %in Hashim

1. History Ferdinand Mongin de Saussure0 %orn in 2ene1a in 1#570 sho,ed early signs of +onsidera%le talent and intelle+tual a%ility. After a year of studying Latin0 2ree30 Sans3rit0 and a 1ariety of +ourses at the 'ni1ersity of 2ene1a0 he +ommen+ed graduate ,or3 at the 'ni1ersity of Lei!$ig in 1#78. T,o years later at "1 years Saussure studied for a year at Berlin0 ,here he ,rote his only full9length ,or30 Mmoire sur le systme primitif des voyelles dans les langues indo-europenes :Thesis on the )rimiti1e ;o,el System in (ndo9Euro!ean Languages<. He returned to Lei!$ig and ,as a,arded his do+torate in 1##0. Soon after,ards he relo+ated to )aris0 ,here he ,ould le+ture on an+ient and modern languages. He taught in )aris for 11 years %efore returning to 2ene1a in 1#=1. Saussure le+tured on Sans3rit and (ndo9Euro!ean at the 'ni1ersity of 2ene1a for the remainder of his life. (t ,as not until 1=08 that Saussure %egan tea+hing the Course of 2eneral Linguisti+s that ,ould +onsume the greater !art of his attention until his death in 1=13. He ,as the father of the Stru+turalist A!!roa+h and his idea is use until this moment. Saussure>s Course influen+ed many linguists %et,een ?orld ?ar ( and ??((. (n Ameri+a0 for instan+e0 Leonard Bloomfield de1elo!ed his o,n 1ersion of stru+tural linguisti+s0 as did Louis H4elmsle1 in /enmar3 and Alf Sommerfelt in @or,ay. (n Fran+e Antoine Meillet and Amile Ben1eniste ,ould +ontinue Saussure>s !rogram. Most im!ortantly0 ho,e1er0 mem%ers of the )rague S+hool of linguisti+s su+h as &oman Ba3o%son and @i3olai Tru%et$3oy +ondu+ted resear+h that ,ould %e greatly influential.

Prepared by; Shamshurizat bin Hashim 740725095259001 mysha2u@oum.edu.my

Page "

HBET1503 Foundation of TESL Methodology

Course Assignment Se!t "00# Shamshuri$at %in Hashim

2. About Structuralist Approach Stru+turalism is an a!!roa+h to the human s+ien+es that attem!ts to analy$e a s!e+ifi+ field :for instan+e0 mythology< as a +om!le6 system of interrelated !arts. (t %egan in linguisti+s ,ith the ,or3 of Ferdinand de Saussure. But many Fren+h intelle+tuals !er+ei1ed it to ha1e a ,ider a!!li+ation0 and the model ,as soon modified and a!!lied to other fields0 su+h as anthro!ology0 !sy+hoanalysis0 literary theory and ar+hite+ture. This ushered in the da,n of stru+turalism as not 4ust a method0 %ut also an intelle+tual mo1ement that +ame to ta3e e6istentialism>s !edestal in 1=80s Fran+e. Stru+turalism en4oyed mu+h !o!ularity0 and its general stan+e of antihumanism ,as in sheer o!!osition to the Sartrean e6istentialism that !re+eded it. But in the 1=70s0 it +ame under internal fire from +riti+s ,ho a++used it of %eing too rigid and ahistori+al. Ho,e1er0 many of stru+turalism>s theorists0 from Mi+hel Fou+ault to Ba+Cues La+an0 +ontinue to assert an influen+e on +ontinental !hiloso!hy0 and many of the fundamental assum!tions of its +riti+s0 that is0 of adherents of !oststru+turalism0 are %ut a +ontinuation of stru+turalism. Stru+turalism isn>t only a!!lied ,ithin literary theory. There are also stru+turalist theories that e6ist ,ithin mathemati+s0 !hiloso!hy of s+ien+e0 anthro!ology and in so+iology. A++ording to Alison Assiter0 there are four +ommon ideas regarding stru+turalism that form an >intelle+tual trend>. Firstly0 the stru+ture is ,hat determines the !osition of ea+h element of a ,hole. Se+ondly0 stru+turalists %elie1e that e1ery system has a stru+ture. Thirdly0 stru+turalists are interested in >stru+tural> la,s that deal ,ith +oe6isten+e rather than +hanges. And finally stru+tures are the >real things> that lie %eneath the surfa+e or the a!!earan+e of meaning. Stru+turalism a!!eared in a+ademia in the se+ond half of the "0th +entury0 and gre, to %e+ome one of the most !o!ular a!!roa+hes in a+ademi+ fields +on+erned ,ith the analysis of language0 +ulture0 and so+iety. The ,or3 of Ferdinand de Saussure

Prepared by; Shamshurizat bin Hashim 740725095259001 mysha2u@oum.edu.my

Page 3

HBET1503 Foundation of TESL Methodology

Course Assignment Se!t "00# Shamshuri$at %in Hashim

+on+erning linguisti+s is generally +onsidered to %e a starting !oint of stru+turalism. The term Dstru+turalismD itself a!!eared in the ,or3s of Fren+h anthro!ologist Claude LE1i9 Strauss0 and ga1e rise0 in Fran+e0 to the Dstru+turalist mo1ement0D ,hi+h s!urred the ,or3 of su+h thin3ers as Mi+hel Fou+ault0 Louis Althusser0 the !sy+hoanalyst Ba+Cues La+an0 as ,ell as the stru+tural Mar6ism of @i+os )oulant$as. Almost all mem%ers of this so9+alled mo1ement denied that they ,ere !art of it. Stru+turalism is +losely related to semioti+s. )ost9stru+turalism attem!ted to distinguish itself from the sim!le use of the stru+tural method. /e+onstru+tion ,as an attem!t to %rea3 ,ith stru+turalisti+ thought. Some intelle+tuals li3e Bulia Friste1a0 for e6am!le0 too3 stru+turalism :and &ussian formalism< for a starting !oint to later %e+ome !rominent !ost9stru+turalists. Stru+turalism has had 1arying degrees of influen+e in the so+ial s+ien+esG a great deal in the field of so+iology. Fey notions in Stru+tural Linguisti+s are the notions of !aradigm0 syntagm and 1alue0 though these notions ,ere not yet fully de1elo!ed in /e Saussure>s thought. A stru+tural !aradigm is a+tually a +lass of linguisti+ units :le6emes0 mor!hemes or e1en +onstru+tions< ,hi+h are !ossi%le in a +ertain !osition in a gi1en linguisti+ en1ironment :li3e a gi1en senten+e<0 ,hi+h is the syntagm. The different fun+tional role of ea+h of these mem%ers of the !aradigm is +alled 1alue : valeur in Fren+h<. Stru+turalist +riti+ism relates the literary te6t to a larger o1erar+hing stru+ture ,hi+h may %e a !arti+ular genre0 a range of interte6tual +onne+tions0 a model of a uni1ersal narrati1e stru+ture or a notion of the narrati1e %eing a system of re+urrent !atterns or motifs.

)A&T "
3. STRUCTURALIST APPROACHES accordi ! to th" #rit"r ( found that the Stru+turalist A!!roa+h sees language as a +om!le6 of grammati+al rules and language learning as the a+Cuisition of language form. This

Prepared by; Shamshurizat bin Hashim 740725095259001 mysha2u@oum.edu.my

Page H

HBET1503 Foundation of TESL Methodology

Course Assignment Se!t "00# Shamshuri$at %in Hashim

a!!roa+h tends to stru+ture and form more than meaning. 2rammati+al a++ura+y is im!ortant and errors are not tolerated. There are t,o !rin+i!les to ,hi+h the stru+turalist a!!roa+h holdsG9 a< This a!!roa+h sees language as a +om!le6 of grammati+al rules0 and language learning as the a+Cuisition of the language forms0 ,hi+h are to %e learned one at a time in a set seCuen+e. Hen+e0 a ty!i+al sylla%us %ased on this a!!roa+h ,ould ad1o+ate that the Sim!le )resent Tense %e taught %efore the )resent Continuous Tense0 on the assum!tion that the former is easier to learn than the later. %< The a!!roa+h attends to stru+ture and form more than meaning- thus0 grammati+al a++ura+y is im!ortant0 and errors are not tolerated. Hen+e drills that !resent target stru+tures in the target language are used e6tensi1ely for !ra+ti+e in this a!!roa+h. This is due to the assum!tion that re!etiti1e !ra+ti+e hel!s learners remem%er language forms and !atterns ne+essary for the su++essful !rodu+tion of target stru+tures. There are t,o methods that in+ludes in these a!!roa+h- 9 i< ii< 2rammar Translation Method Audiolingual Method

$. %ra&&ar Tra slatio '"thod (%T') (n a!!lied linguisti+s0 the grammar translation method :2TM< is a foreign language tea+hing method deri1ed from the +lassi+al :sometimes +alled traditional< method of tea+hing 2ree3 and Latin. The method reCuires students to translate ,hole te6ts ,ord for ,ord and memori$e numerous grammati+al rules and e6+e!tions as ,ell as enormous 1o+a%ulary lists. The goal of this method is to %e a%le to read and translate literary master!ie+es and +lassi+s.
Prepared by; Shamshurizat bin Hashim 740725095259001 mysha2u@oum.edu.my Page 5

HBET1503 Foundation of TESL Methodology

Course Assignment Se!t "00# Shamshuri$at %in Hashim

Classes ,ere +ondu+ted in the nati1e language. A +ha!ter in a ty!i+al te6t%oo3 of this method ,ould %egin ,ith a massi1e %ilingual 1o+a%ulary list. 2rammar !oints ,ould +ome dire+tly from the te6ts and %e !resented +onte6tually in the te6t%oo30 to %e e6!lained ela%orately %y the instru+tor. 2rammar thus !ro1ided the rules for assem%ling ,ords into senten+es. Tedious translation and grammar drills ,ould %e used to e6er+ise and strengthen the 3no,ledge ,ithout mu+h attention to +ontent. Senten+es ,ould %e de+onstru+ted and translated. E1entually0 entire te6ts ,ould %e translated from the target language into the nati1e language and tests ,ould often as3 students to re!li+ate +lassi+al te6ts in the target language.

;ery little attention ,as !la+ed on !ronun+iation or any +ommuni+ati1e as!e+ts of the language. The s3ill e6er+ised ,as reading0 and then only in the +onte6t of translation.

A++ording to the edu+ational system for se+ond language learning0 2TM is the effe+ti1e ,ay in tea+hing the se+ond language. (n Malaysia itself0 2TM is fully !ra+ti+e and it arouses the !u!ils5 interest and %etter understanding in learning the language. Some as!e+t must %e +onsider in using this method0 a++ording to my le+turer ,e +an use the method %ut ma3e sure that you +ome %a+3 to the tra+3 ,here English should fully use in English lesson. (n other ,ords0 ,e must remem%er that ,e should shift %a+3 to English after gi1ing some note or translation to the !u!ils so that they ,ill thin3 that it is still English lesson. *. Audioli !ual '"thod This method ,as de1elo!ed in the time of 1=80. This method ,as first de1elo!ed in the 'nited States during ?orld ?ar ((. At that time0 may soldiers need to learn foreign language for immediately military !ur!oseI Therefore0 this method also +alled Army
Prepared by; Shamshurizat bin Hashim 740725095259001 mysha2u@oum.edu.my Page 8

HBET1503 Foundation of TESL Methodology

Course Assignment Se!t "00# Shamshuri$at %in Hashim

method. The !ur!ose of the method is to +larify student !ronun+iation and train a%ility of learning. The goal of this method is to use the target language +ommuni+ati1ely. The tea+her !lays role as a leader and the !u!ils as follo,ers. The +hara+teristi+s areG9 a. (mitation and re!etition. )ositi1ely reinfor+ed. %. *1er learn0 use it automati+ally ,ith thin3ing. +. 2rammar is indu+ed from drills. d. The intera+tions during this method are %et,een students to students in the dialogue and %et,een tea+her and students. (t is the most effe+ti1e method ,hi+h relate to listening and s!ea3ing s3ills and listening and ,riting s3ills. Many edu+ators are using this 3ind of method in most edu+ational le1el and it ,as agreed that the effe+ti1eness of this method in learning language has %een a!!ro1ed from many years in many +ountry.

)A&T 3
3 S!e+ifi+s e6am!les illustrating ho, these !rin+i!les used in the +lassroom-9 i. ii. iii. ?ord atta+3 /rilling Su%stitution Ta%le

i) +ord attac, (t is related to the J?ord atta+3 s3illsK. (t refers to the a%ility to +on1ert gra!hi+ sym%ols into intelligi%le language. A gra!hi+ sym%ol is any mar3 or to3en that +arries meaning. Also 3no, as de+oding s3ills. /e+oding s3ills are the s3ills ne+essary to
Prepared by; Shamshurizat bin Hashim 740725095259001 mysha2u@oum.edu.my Page 7

HBET1503 Foundation of TESL Methodology

Course Assignment Se!t "00# Shamshuri$at %in Hashim

analy$e and inter!ret +orre+tly the s!o3en or gra!hi+ sym%ols of a familiar language. Analysis is a !ro+ess of se!arating a ,hole into its +om!onent !arts. The reason to use this a+ti1ity in tea+hing is to develop ,ord atta+3 s3ills ,here it is ne+essary to hel! %eginning readers and ,riters %e+ome independent and fluent. (nde!enden+e is the a%ility to fun+tion in a gi1en area ,ithout de!ending u!on another>s hel!. (nde!enden+e in reading and ,riting is the a%ility to read and ,rite anything one +an say or understand in his or her language ,ithout de!ending u!on another>s hel!. Fluen+y is the a%ility to read0 s!ea30 or ,rite easily0 smoothly0 and e6!ressi1ely. (deas from the e6!lanation a%o1e0 one sim!le e6am!le of ,ord atta+3 a+ti1ity is to sing the lyri+ of a song. Tea+her sings aloud the first ,ord of a song to the students and automati+ally the students ,ill +ontinue the rest of the lyri+s. A single ,ords use to %e a +lue for a ,hole song0 story0 stan$a0 !oem and et+etera. That is ,hat ,e +all a #ord attac,. ii) -rilli ! /rilling in a+ademi+ !ur!ose refer to the !ro+ess of re!eating o1er and o1er again su+h to!i+s0 s3ills0 theme0 tas3 and et+etera. (n language learning drilling is one of the im!ortant strategies to ensure the lesson taught is memori$e %y the !u!ils0 es!e+ially drills on ,ords0 !hrase and senten+e. This is to test the !u!il5s memory su+h as on the ,ord !ronun+iation0 stress0 intonation and ,hat is e6!e+ted to %e the !ur!ose of something that is fi6ed and no +hanging su+h as formula or format. /rilling in+lude the !ro+ess of re!eating0 imitating0 memori$ing0 1isuali$ing0 !ronoun+ing and et+etera. Those !ro+esses related to the listening and s!ea3ing s3ill and also reading and ,riting %ut mostly use in listening and s!ea3ing s3ills. E6am!le a+ti1ity0 re!eating after tea+her on 1o+a%ularies0 s!elling and !ronoun+ing ,ords are the %est ,ay for !u!ils to memori$e ,ords.
Prepared by; Shamshurizat bin Hashim 740725095259001 mysha2u@oum.edu.my Page #

HBET1503 Foundation of TESL Methodology

Course Assignment Se!t "00# Shamshuri$at %in Hashim

(t is hard to find arti+les on this to!i+ through the internet %ut ( managed to +ome out ,ith ,hat ( ha1e learnt %efore and a fe, e6!lanations that is ta3en from @esanmalar and Chitra1elu Tea+hing Methodology %oo3 re!rinted 1==7. iii) Substitutio Tabl" (ST) Su%stitution ta%le is the most effe+ti1e a+ti1ity to de1elo! !u!ils5 a,areness on !art of s!ee+h. ST ,ill se!arate all language +om!onents into !art. )u!ils ,ill easily 3no, the ,ords +ategories using ST. ST +an hel! the !u!ils to master grammar in a short time and easy ,ay. ST also hel!s tea+her and !u!ils to identify their ,ea3ness on grammar. (t hel!s tea+her to +reate or ma3e a+ti1ity using ST on +ertain +ategories a++ording to ,hi+h !art their !u!ils are ,ea3 at. For e6am!le0 if the !u!ils are ,eal at arti+les a0 an and the0 tea+her should !rodu+e ST ,hi+h fo+uses only on arti+les. .. SU''AR/ The Stru+turalist is an a!!roa+h to the human s+ien+es that attem!ts to analy$e a s!e+ifi+ field :for instan+e0 mythology< as a +om!le6 system of interrelated !arts. (t %egan in linguisti+s ,ith the ,or3 of Ferdinand de Saussure. But many Fren+h intelle+tuals !er+ei1ed it to ha1e a ,ider a!!li+ation0 and the model ,as soon modified and a!!lied to other fields0 su+h as anthro!ology0 !sy+hoanalysis0 literary theory and ar+hite+ture. The stru+turalist a!!roa+h has t,o methods that +an a!!ly effe+ti1ely in the +lassroom. There are grammar translating method and audiolingual method. The aims are to in+rease !u!ils 3no,ledge a%out foreign language and the stru+ture of the language. These t,o method %ased on the !rin+i!les to em!hasis language stru+ture and form more than meaning. Both methods aims for the !u!ils to learn grammati+al
Prepared by; Shamshurizat bin Hashim 740725095259001 mysha2u@oum.edu.my Page =

HBET1503 Foundation of TESL Methodology

Course Assignment Se!t "00# Shamshuri$at %in Hashim

+orre+tness. The te+hniCue used su!!ort this o%4e+ti1e .Ho,e1er0 there ,ere also differen+es %et,een the methods- for e6am!le0 grammar is taught e6!li+itly in the 2rammar9Translation Method0 %ut not in the Audio9Lingual Method. As a +on+lusion0 ea+h method o%1iously has its o,n strengths and short+omings that indi1idual tea+hers ha1e to +onsider %efore de+iding ,hether the method is a!!ro!riate for use. RE0ERE1CES 1. &osli. T L Mard$iah H :"007<0 HBET1503.Foundations for TESL

Methodology.*'M. Meteor /o+. Sdn. Bhd. ". htt!G stmail.f4u.edu.t, M%#7"018H main.htm 3. htt!G ,,,.english9to9go.+om english sam!leNlessons.+fmOtea+h H. htt!G ,,,.+ontra+tion.language9artlesson9!lan0themati+9unit9,or3sheet9or reading9or9 ,riting9tea+hing9idea.htm. 5. htt!G ,,,.english9to9go.+om english sam!leNlessons.+fmOtea+h 8. L*&SE@ P Freeman0 /iane :"000< Te+hniCue and )rin+i!le in Language Tea+hing *6ford 'ni1ersity )ress0 @e, Qor3. 7. (t. /ouglas Bro,n0 :1==H<.Tea+hing %y )rin+i!leG An (ntera+ti1e A!!roa+h to Language )edagogy. Engle,ood. Cliffs0 @.BG )renti+e Hall &egents0

Prepared by; Shamshurizat bin Hashim 740725095259001 mysha2u@oum.edu.my

Page 10