basic reading : practical guide to teaching of english as a foreign language
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BASIC READING
FINAL ASSIGNMENTRUTH BUNGA OKTAULI
221511547411 DIK B MDR
BOOK IDENTITY
Title :
Practical Guide to the Teaching of English
as a Foreign Language Author : Robert J. Dixson
Publisher : Simon and Schuster
Year of Publication : 1960
Place of Publication : United States of America
TABLE OF CONTENT
PAGES : 95 (Including Reference List of Books)
CHAPTER :CHAPTER 1 : GENERAL PRINCIPLESCHAPTER 2 : THE STUDENT AND THE
TEACHERCHAPTER 3 : THE TEACHING OF
GRAMMARCHAPTER 4 : THE TEACHING OF
CONVERSATIONCHAPTER 5 : THE TEACHING OF READINGCHAPTER 6 : THE TEACHING OF
VOCABULARYCHAPTER 7 : THE TEACHING OF
PRONUNCIATION
THE TEACHING OF GRAMMAR
Grammar which forms the real basis of the language. Grammar structure, primarily, that serves to distinguish one language from another.
This book examines some of the more common points of view about grammar such as Old and New Conceptions of Grammar. In short, the grammar which the foreign student studies and the grammar which the native speaker studies are two different things. The foreign student studies about functional grammar or grammar as language; and the native speaker studies about formalized grammar.
THE TEACHING OF CONVERSATION
In foreign language teaching, when we speak of teaching conversation, we don’t refer to the kind of social conversation that goes on around the family dinner table or when friends gathering. This kind of conversation is rarely achieved in any language classroom. The classroom, as previously mentioned, is a very artificial situation.
Conversation provides students the time to expressing themselves. Teachers should teach about conversation with the same attention or even greater attention than when they teach grammar, reading, pronunciation, or any other phase of language.
THE TEACHING OF READING
In any modern language course where chief emphasis is placed upon teaching students to speak and understand English, reading is positioned in secondary position. But this doesn’t mean that reading by itself is not important to the foreign student.
Students must naturally learn how to read English. In developing students in learning of reading, the teacher can ask various questions based on the reading material. So, the questions will lead the students into different avenues of simple conversation.
THE TEACHING OF VOCABULARY
Theoretical or philosophical discussion of vocabulary and related matters, although sometimes interesting in teaching of vocabulary but rarely help a teacher to teach any better.
Like the teaching of any other phase of language, the teaching of new vocabulary is difficult and complicated task. There are no sure and easy ways of teaching new word. So, we need to practice more and more. New words should be both heard and seen, they should also be repeated aloud in written form by the students as many times as possible.
THE TEACHING OF PRONOUNCIATION
The teaching of English pronunciation is both a simple and a complicated procedure. The teacher need to remember all of good pronunciation. Ear training is extremely important in the teaching of any foreign language.
The teacher should never jump from one exercise to another but should continue working on each individual sound until the sound is heard clearly by the students and the proper ear and hearing habits have been established.
However, as already said, there is nothing difficult about teaching. This book also give information about some of the aspects of English speech which relate directly to the correction of foreign accent such as Phonetics, Classification of Speech Sounds, Stress and Rhythm, Aspiration, Voicing and Invoicing of Final Consonants, and General Suggestions and Remarks.
AUTHOR’S THESIS
Practical Guide to the Teaching of English
as a Foreign Language is a book good for
every teacher. This book suggesting to
teachers simple, everyday techniques
which may serve to make their work more
interesting and at the same time more
effective.
MAIN IDEA
The purpose of this book is to provide teachers
with suggestions as to actual classroom procedure.
Although, in the course of the writing, some theory may be
touched upon, the book lays principal emphasis upon the
practical side of English teaching. It deals, in other words,
with the “how” of teaching rather than the “why”. Recently
there has been a great flood of books and articles are often
written in such elevated language and are so obscure in
composition that they merely succeed in bewildering the
reader. It seems time, therefore, that something of a more
realistic and practical nature be offered to guide teachers in
the everyday task of actual classroom teaching.
FACTS AND OPINIONS
FACT : A few years ago, at an International
Seminar organized by UNESCO (United Nations
Educational, Scientific, and Cultural
Organization) to discuss the teaching of modern
languages, the following general principles were
subscribed by the majority of the delegates.
(Chapter 1 – Page 5)
OPINION : The students must spend all of their
time learning a difficult subject matter in the
most intense but practical form possible.
(Chapter 4 – Page 46)
AUTHOR’S ATTITUDE / TONE
Based on the book, we can see
that the tone is Objective. He
presents us about a lot of methods
in teaching of English, such as
Grammar, Conversation, Reading,
Vocabulary, and Pronunciation.
AUTHOR’S ATTITUDE / TONE
Another tone of this book is Reasonable :
“We have been mainly concerned up to this point
with definitions. There remain two other terms to
be clarified. Before we can proceed with our
discussion, we must first understand about whom
we are talking and ton whom we are talking. The
two additional terms which we must define are
the student and the teacher.” (Chapter 2 – Page
13)
ThankYou
ThankYou