The Post Method Era 211j47

Rifki Nuraili Hidayat / 0203516042 (Rombel 2)

The Post Method Era From the previous approaches and method we have seen the history of language teaching in the last one hundred years that has been characterized by a search for more effective ways of teaching second or foreign language. The trend was an era that called designer or brand name methods which is packaged solutions that can be described and marketed. Beginning from Grammar Translation Method in the 19 century, Direct Method in end of 19 century, Audiolingual Method in the 1950s then it is being vacuum and emerged methods to fill the it such as Silent way, Total Physical Response and Suggestopedia, then Communicative Language Teaching in 1980s. We have describe an approach as a set of beliefs and principles that can be used as the basis for teaching a language. The approach that have been described such as CLT,CBLT,CBI,CL,LA,MI,TNA,NP,TBLT and WL. None of them, however , lead to a specific set of prescriptions and techniques to be used in teaching a language. They are characterized by a variety f interpretations as to how the principles can be applied. On the other hand, a method refers to specific instructional design or system based on a particular theory of language and of language learning. Methods are learned through training. The teacher`s role is to follow the method and apply it precisely according to the rules such as Audiolingualism, Conseling-Learning, Situational Language Teaching, The Silent Way, Suggestopedia and Total Physical Response. It means that some approach and methods are unlikely to be widely adopted because they are difficult to understand and use, lack clear practical application, require special training and necessitate major changes in teachers` practices and beliefs. The “Top-Down” Criticism While approaches tend to allow for varying interpretations in practice, methods typically prescribe for teachers what and how to teach. Good teaching is regarded as correct use of the method and its prescribed principles and techniques. Roles of teachers and learners, as well as the type of activities and teaching techniques to eb used in the classroom, are generally precribed. Role of Contextual Factors Both approaches and methods are often promoted as all purpose solutions to teaching problems that can be applied in any part of the world and under any sircumstance. In trying to apply approaches or methods, teachers sometimes ignore what is strating point in language program design, namely, a careful consideration of the context in which teaching and learning occurs including the cultural context, the political context, the local institutional context and the teachers constitued by the teachers and learners in their classroom. The Need for Curriculum Development Process Curriculum planners view debates over teaching method as part of a broader set of educational planning decisions, these tradionally involve the careful examination, the development and trial use in schools, the assessment and the final element.

Lack of Research Basis Approaches and methods are often based on the assumption that the processes of second language learning are fully understood. Much of such research does not the often simplistics theories and prescriptions found in some approaches and methods. Similarity of Classroom Practises According to Brown (1997: 3) make a similar point that generally, methods are quite distinctive at the early, beginning stages of a language course, and rather indistinguisable from each other at a later stages. In first few days of a community language learning, for example the students witness a unique set of experiences in their small circles of translated language whispered in their ears. But within a matter of weeks, such classrooms can look like any other learner-centered curriculum. Beyond Approaches and Methods Approaches and methods can therefore be usefull studied and selectively mastered in order: -

To learn how to use different approaches and methods and understand when they might be useful - To understand some of the issues and controversities that characterized the history of language teaching - To participate in language learning experiences based on different approaches and methods as a basis for reflectionand comparison - To be aware of the rich set of activity resources available to the imaginative teacher - To appreciate how theory and practice can be linked from a variety of different prespectives. However, teachers and teachers in training need to be able to use approaches and methods flexible and creatively based on their own judgement and experience. Looking Forward The initiatives for changing programs and pedagogy may come from within the profession from teachers, s, theoreticiants and researchers. Therefore, by identifying some of the factors that have influenced language teaching trends in the past and that can be expected to continue to do so in the future such as trend in the profession, guruled innovations, response to technnology, influence in the academic disclipines, research influences, learner-based innovation, crossover educational trends and crossover from other disciplines. Despite changes in the statusof approaches and methods, we can therefore expect the field of second and foreign language teaching in the twenty first century to be no less a ferment of theories, ideas and practices that it has been in the past.