This paper looks at South Korea as an illustration of a leftist society holding a instead big power distance dimension value. In a traditional Korean schoolroom the instructor is at the top of the schoolroom hierarchy, while the pupils are the inactive participants. Gender and age play a function in the hierarchy between pupils themselves. Teaching methods and methodological analysiss need to be carefully weighed and examined before using them to the Korean schoolroom scene as there are many finding factors that need to be taken into consideration before they can be used efficaciously in the 2nd linguistic communication schoolroom. Examples of these determiners are student motive, cultural background and the intended usage of the L2 ( Second Language ) . Effective and uneffective instruction methods and methodological analysiss for the Korean L2 schoolroom will both be examined. The Korean schoolroom scene, in which the writer teaches English as a 2nd linguistic communication, will be used as an illustration, as it is set in a leftist environment with a history of Confucian influence, easing a big power distance teacher-student and student-student relationship. The writer is a Canadian with eight old ages of combined TEFL experience in Hungary and Korea ; therefore his instruction experiences will be cited as illustrations.
1 Collectivist Society
Collectivism expects persons to do personal forfeits for the well being of the society.
Bolshevism is the status where the ego is denied in footings of group rank ( mutualist ego construal in footings of in-group rank ) , high value is placed on corporate individuality and mutuality, the demands and involvements of the group take precedency over single demands and desires, societal behaviours are more likely to be driven by societal norms, responsibilities, and duties. ( Ferrera, 2003 )
Possibly the chief ground why Korea is a collectivized state is because of its long Confucian history. The Confucian political orientation has a inclination to commit ‘Large Power Distance ‘ ( LPD ) relationships among the members of the household and the people of the province.
South Korea as a ‘Collectivist Society ‘ that ‘s undergoing Change
In order to demo that South Korea falls in the Collectivist class, it should foremost be stated that every immature adult male with no physical disablement is drafted in to the armed services of the Korean Republic for a period of no less than two old ages. In this manner the immature work forces of Korea make personal forfeits for their province. Furthermore, the 4000 twelvemonth old history of this republic needs to be examined in order to efficaciously detect it as a theoretical account of a Collectivist Society. Korea has seen itself build one of the universe ‘s most powerful economic systems in the universe, get downing from around 1970 at which clip it was still chiefly an agricultural state. This fact enables one to detect Korea, without trouble, as a altering society. However, its long history demands to be studied to better understand where the Korean manner of life originated from. It ‘s possibly best to get down by analyzing its Confucian yesteryear.
1.2 Confucian Korea
Koreans are till this twenty-four hours influenced by the political orientations that Confucian instructions have so profoundly embedded into the Korean societal construction for more than a thousand old ages. Harmonizing to Cortazzi, “ Confucianism, with its accent on household values and regard for age and acquisition, has been peculiarly influential on the Korean manner of life. ” ( Cortazzi in Finch, 2000: Ch. 2.4.2 ) Underbrush says: “ Korea is a Confucian society. Everyone is Confucian, including the Christians. ” ( 1998:85 ) It is hard to nail the exact clip Confucianism entered Korea, nevertheless it is known that it already had a strong bridgehead by the 4th century AD. Confucianism persuades persons to do forfeits for the well being of the province, hence this places traditional Korean society in the kingdom of Bolshevism. Although Confucians put a high value on instruction, it was n’t until 1443 when King Se-Jong De wang created ‘Hangul ‘ the Korean phonic alphabet that common people learned to read and compose.
aˆ¦after this new alphabet was created, the authorities engaged in a enormous sum of publication activity to educate the full population so that everyone would populate harmonizing to Confucian instructions. ( June-Ock Yum in Kincaid, 1987:76 Ch.5 )
Following the development of Hangul, people of all societal places could get down to read and compose, and the Confucian solons capitalized on this by posting publications that clearly conveyed the five moral codifications of Confucianism to the general populace, doing its political orientation the norm for the Korean people. The five moral codifications:
Confucianism devised five moral codifications to modulate the five basic human relationships: trueness between king and capable, intimacy between male parent and boy, differentiation in responsibility between hubby and married woman, orders between seniors and youngers, and differentiation in religion between friends. ( June-Ock Yum in Kincaid, 1987:71 )
Every person was appointed a hierarchal place which prescribed the nature of his/her relationships with other members of the society, and this is still apparent in Korea today. Underbrush reinforces this by saying: “ Well, you knew that Korean civilization was hierarchal. But do you cognize what that truly implies? I mean, it ‘s arranged vertically! ” ( 1998:85 ) Koreans merely handle each other as peers when they are the same age and of the same gender. All other persons are to be placed at higher or lower places on the hierarchal graduated table. Consequently Large Power Distance Relationships are formed.
Power Distance in a ‘Collectivist ‘ Society
In strictly collectivized societies all persons make forfeits for their province, puting their ain involvements below that of the province. The person ‘s personal rights are by and large eclipsed by the demands of the community, puting the individual ‘s involvement below that of the province. It is hence apparent that there exists a big power distance relationship between the person and the solon of such a society.
South Korea as a Large Power Distance society
Geert Hofstede conducted cultural research for 66 states from 1967 until 1973, giving South Korea a power distance dimension value of 60 out of a possible 100. ( See Figure 1 ) This figure translates to a value of 60 % , which gives Korea a comparatively big power distance figure. Korea besides received a value of 18 for individuality, puting the persons at the service of the society with small single freedoms. This in consequence gives the state a high leftist value, since pure Bolshevism and pure individuality are opposite extremes. It must besides be taken into history that it ‘s been 32 old ages since Hofstede completed his research, and Korea was mostly an agricultural state so. Modern twenty-four hours Korea is a altering society and there are spreads between the coevalss. Even so, the basic cardinal cultural rules that shaped Korea 30 old ages ago still exist today. They are progressively missing the support of the younger coevalss of Koreans who are going of all time more westernized, yet there is still a comparatively big power distance between the members of the modern twenty-four hours Korean household. It must be kept in head that tendencies are altering, but they have n’t wholly vanished. ( Underwood ) “ Korean Culture is altering, but easy. ” ( 1998:91 ) “ aˆ¦-yes, everything alterations, must alter ; but at the same clip in some ways nil alterations, peculiarly in people and relationships. ” ( 1998:90 ) On the whole, age and gender are possibly the chief deciding factors in determining a individual ‘s societal position in Korea. Older work forces by and large have the most power in the society. The big power distance dimension does non merely impact the household and the societal construction of the state, but besides to the Korean schoolroom scene.
Figure 1 ( Hofstede, 1967-2003 )
Power Distance in the Korean Classroom Environment
There exists a big incompatibility in power between instructor and pupil in the Korean schoolroom. The instructor is ever respected in and out of the schoolroom. The values of the Confucian political orientation are a cardinal factor in the creative activity of this spread in power between the pupil and instructor. Hofstede says: “ In the Chinese Confucian tradition, ‘teacher ‘ is the most well-thought-of profession. ” ( 1986:304 ) The Confucian solons of the Josun Dynasty placed a really high value on instruction, and therefore the instructor received a great trade of regard from his pupils. The pupil was his maestro ‘s learner, having single attending from his maestro, therefore his hereafter depended entirely on his maestro ‘s good will, doing it in the scholar ‘s deepest involvement to esteem his teacher.
2 Student-Student Interactions
It is indispensable for pupils to interact with one another in the ‘Second Language ‘ ( L2 ) schoolroom as it serves to ease linguistic communication acquisition through unwritten pattern. If pupils are to get good unwritten communicational accomplishments, they should take part in colloquial activities among themselves to set the L2 to verbal usage. Consequently student-student relationships warrant great importance in L2 acquisition.
2.1 Teacher-Student Power Distance Effects on Student-Student Relationships
The mode of relationships between pupils is affected by instructors exerting authorization in a instructor centered category. There is usually small student-student interaction within a traditionally structured Korean schoolroom scene as pupils are encouraged to talk merely when they are invited to make so by their instructor. Students do interact in assisting each other understand and do usually work out jobs jointly, but typically utilizing really small duologue. If one individual has the reply to a job they usually portion it with the others by allowing them copy it. L2 duologue is something they are rarely taught by the Grammar Translation Method ( GTM ) [ See subdivisions 2.5 & A ; 4.5 ] preponderantly in usage within the Korean public school system. It is hence really hard for linguistic communication instructors to carry pupils to pass on in an L2 schoolroom environment conditioned by the GTM.
2.2 Age Determines Student-Student Relationships
The difference in age between pupils themselves besides has an consequence on student-student interactions. When an older pupil walks into the schoolroom, the younger 1s normally bow in regard. One of the writer ‘s pupils is a 50 twelvemonth old adult male. He has little incentive to bring forth English duologue with any other pupil. This older gentleman ‘s behaviour is seen as natural by most Koreans, as he is appointed particular position by the Confucian values built-in in the system. Older pupils normally acquire away with much more than the mean pupil in the Korean university system.
Gender Determines Student -Student Relationships
Males frequently occupy one side of the schoolroom while females are situated on the other side. Many Korean high schools are gender specific, and frequently there is small interaction between the genders before they enter university. Males by and large talk to other males and females to other females, and it makes it hard for the instructor to carry freshers of opposite genders to bring forth meaningful duologue among themselves.
2.4 Inhibited Student-Student Relationships in South Korea
It is apparent from the popular point of view of today that the component of Communicative Language Teaching emphasizing content instead than construction is valued extremely by many professionals ; nevertheless it ‘s non an easy thing to implement into the Korean L2 schoolroom environment. Given that the mean Korean pupil has been taught L2 through the Grammar Translation Method in the public school system before come ining university, how can the teacher rightly anticipate these introvert pupils to quickly deracinate this deeply embedded wont and develop into extraverts compelled to set the L2 to productive unwritten communicative usage.
aˆ¦many instructors are convinced that extravert scholars who interact without suppression in their 2nd linguistic communication and happen many chances to pattern the linguistic communication accomplishments will be the most successful scholars. ( Lightbown & A ; Spada in Candlin and Mercer, 2003: 28 )
It is good to promote Korean L2 pupils to go less inhibited in being vocal with one another ; nevertheless this attempt to make so is countered by the Korean instruction system under the influence of Confucianism.
2.5 The Grammar Translation Method Hinders Student-Student Relationships
Brown best describes the limited effectivity of the Classical Method, which ( Brown ) “ in the 19th centuryaˆ¦came to be known as the Grammar Translation Method ” ( 1994:52 ) , in its traditional application, utilizing the undermentioned quotation mark:
Small idea was given to the clip to learn person how to talk the linguistic communication: after all, linguistic communications were non being taught chiefly to larn oral/aural communicating but to larn for the interest of being scholarly. ( Brown, 1994:52 )
Although the Grammar Translation Method is outdated as a linguistic communication learning method, it is however the norm in the Korean educational system. The method is defined as follows:
Grammar Translation is a manner of analyzing a linguistic communication that approaches the linguistic communication foremost through detailed analysis of its grammar regulations, followed by the application of this cognition to the undertaking of interpreting sentences and texts into and out of the mark linguistic communication. ( Richards & A ; Rodgers, 2004:5 )
It is hard for pupils to acquire off from of this linguistic communication larning manner. Students therefore need a batch of encouragement from the instructor to go actively involved in functional duologue between them, within the Korean L2 schoolroom scene.
2.6 Teachers should Promote More Student-Student Interactions
One manner for instructors to promote their pupils to voice the L2 is by utilizing a batch of positive support which can better pupil motive. Possibly it ‘s non so much the methodological analysis the instructor uses in the L2 schoolroom puting that determines student-student relationships, but instead the mode in which it is applied. A instructor should non merely be an pedagogue but besides a incentive of his/her pupils. It is the instructor ‘s responsibility to ease linguistic communication larning in all sorts of schoolroom environments, and the proper apprehension necessary for the instructor to successfully ease an effectual method of linguistic communication acquisition in the schoolroom is possibly best acquired if the instructor foremost learns about the cultural norms of the pupils, so that he/she can associate to the them in a manner that would outdo promote them to interact freely with one another. Hofstede argues that “ ‘Information ‘ is more than words – it is words which fit a cultural model. ” ( 1986:316 ) Consequently the instructor needs to hold a basic apprehension of the scholars ‘ civilization, to decently ease acquisition. It is the instructor ‘s attack toward his/her pupils that puts the pupils into the desired head frame necessary to oblige themselves to pass on with others in a meaningful manner. Teacher-student interactions hence have a definite impact on student-student interactions in the Korean L2 schoolroom, since the instructor is an important figure in the category when one views the schoolroom puting from a traditional Korean point of position.
3 Teacher-Student Interactions
The instructor is non merely at that place to ease linguistic communication acquisition, but he/she must besides originate duologue between the pupils if an betterment in their unwritten accomplishments is to take topographic point. The instructor must explicate to the category, to the best of his/her ability, the cultural differences that exist between the ‘Native Language ‘ ( L1 ) environment and that of the L2, so they can get down to understand non merely the importance of their L2 abilities but besides it ‘s suited execution into the L2 ‘s native environment. Showing a movie that exhibits many elements of the L2 civilization might be utile in accomplishing this. In add-on pupils should besides be provided an L2 plan that is compatible with the pupils ‘ civilization.
Bickley ( 1989 ) and others ( e.g. Clarke & A ; Clarke 1990:31 ; Cortazzi 1990:54 ; Scovel 1994 ) point out that larning manners are non merely affected by single differences in ability, personality and motive, “ but besides, possibly preponderantly, by cultural factors ” ( Bickley ( 1989:15 ) . Scovel ( 1994:214 ) sees personality features as portion of cultural norms, and for Valdes ( 1990:29 ) “ civilization… penetrates all the corners of linguistic communication instruction ” . It is of import therefore that this all-pervasive factor be taken into history at every degree of programme design and execution. ( Bickley, Clark & A ; Clark, Cortazzi and Schovel in Finch, 2000 )
A familiar environment, where pupils can experience free and be compelled to interact with one another, able to expeditiously pattern the L2 in a verbal signifier harmonizing to Communicative Language Teaching ( CLT ) , should hence be created by the instructor.
Power Distance Effects on Teacher-Student Interactions in South Korea
Most Korean instructors approach learning in a similar manner, whereby they lecture the pupils on the relevant stuff utilizing academic linguistic communication and a instructor centered attack, anticipating the pupils to memorise everything successfully. This sort of a schoolroom has merely one manner communicating happening in it ; from instructor to pupil. It might be utile to look at pupil and instructor outlooks in big power distance societies if we are to better understand the Korean L2 schoolroom atmosphere on a deeper degree.
Expectations of Teachers in a Large Power Distance Society
Teachers in a big power distance society are expected to hold the replies to every job and are expected to utilize academic linguistic communication when talking their pupils. Harmonizing to Hofstede: Teachers are – ( 1 ) wise ( 2 ) respected in and out of category ( 3 ) ne’er contradicted ( 4 ) to sketch pupil waies ( 5 ) credited with pupil excellence ( 6 ) ever right ( 7 ) respected more with age – in a big power distance society. ( 1986:313 ) :
3.3 Expectations of Students in a Large Power Distance Society
Since big power distance schoolrooms are teacher centered, it is expected that pupils remain courteously quiet until their instructor signals them to talk. Harmonizing to Hofstede: Students are – ( 1 ) expected to talk up merely when invited by the instructor ( 2 ) to follow a rigorous order ( 3 ) to esteem the instructor at all times ( 4 ) to listen to the instructor giving talks – in a Large Power Distance Society. ( 1986:313 ) :
Large Power Distance Classrooms Provide an Ineffective Setting for L2 Acquisition
A big power distance schoolroom scene is non good for the execution of pattern based linguistic communication learning methodological analysiss, since the schoolroom scene is teacher centered. Furthermore, upon analyzing the strong belief that pupils do non originate duologue in a big power distance scene, and were ne’er expected to make so earlier, it should be apparent that they will happen it awkward and hard to cast old wonts and take on unusual new 1s necessitating them to transform their acquisition manners. The execution of Communicative Language Teaching must hence be done in a carefully maneuvered measure by measure mode whereby pupils are introduced to merely one stage of the CLT at a clip.
The Adaptation of Teaching Methods and Methodologies
There are many different sorts of methods available for learning a 2nd linguistic communication. Most methods are outdated as CLT has gained widespread popularity. First, there was the ( Richards & A ; Rodgers ) “ survey of classical Latin ” ( 2004:3 ) now a dead linguistic communication. It subsequently became known as the Grammar interlingual rendition Method ( The Prussian Method ) , and was followed in no peculiar order by ; the Goulin and Series Method, the Direct Method ( Berlitz Method ) , the Audiolingual Method ( The Army Method ) , the Community Language Learning Method, Suggestopedia, the Silent Grammar Method, the Total Physical Response, the Natural Approach, Situational Language Teaching ( Oral Approach ) and Communicative Language Teaching, to name a few. Sporadically a new method was introduced into the linguistic communication learning field, replacing the one old to it. Each new method borrowed some of the functional features from the methods they came to replace, and in this manner witting L2 acquisition has bit by bit evolved into L2 acquisition based on ( Richards & A ; Rodgers ) “ the natural assimilation of linguistic communication regulations through utilizing linguistic communication for communication. ” ( 2004:22 ) . Brown provinces:
Albert Mackwardt ( 1972:5 ) saw these “ changing air currents and the switching littorals ” as a cyclical form in which a new method emerged approximately every one-fourth of a century. Each new method broke from the old but took with it some of the positive facets of the old patterns. ( Brown, 1994:52 )
How long will Communicative Language Teaching, ( Howatt in Richards & A ; Rodgers ) “ return [ ing ] to a traditional construct that utterances carried significance ” 2004:153 ) , be popular? All methods are deemed to fall, having backing from some experts while other experts contest them. Who is to state this new instruction technique will non be outdated one twenty-four hours. Possibly scientific discipline has been on a ill-conceived class for the past century, ever seeking for new methods, as the Communicative Methodology was in forepart of scientists ‘ olfactory organs the whole clip given that common people have been implementing constituents of it for 1000s of old ages to get 2nd linguistic communications through utilizing the L2 in meaningful state of affairss happening in mundane scenes. Languages were n’t learned by ordinary people for the interest of being scholarly, bur instead for their communicational value.
4.1 Communicative Methodology in a Large Power Distance Classroom
It is plausible that the Communicative Methodology in linguistic communication instruction would merely ( Richards & A ; Rodgers ) “ receive widespread support ” ( 2004:9 ) if societies are genuinely ready for its execution. However, it must be stated that implementing the methodological analysis into a LPD Korean L2 schoolroom, where the didactic attack of the foreign instructor is different than the constructivist attack the pupils are used to, is non a simple undertaking, hence all instructors need to take a critical expression at its suited execution. Hofstede adds to this thought by saying the followers:
Teaching to a pupil or pupil organic structure with a cognitive ability profile different from what the instructor is accustomed to is obviously debatable ; it demands a different didactic attack, for which the instructor may miss the proper cognitive abilities. ( Hofstede, 1986:305 )
A big power distance schoolroom requires the new methodological analysis to be applied into the L2 schoolroom utilizing measure by measure integrating. Other methods need to be introduced before CLT, with a ( Richards & A ; Rodgers ) “ focal point in linguistic communication instruction on communicative proficiency instead than on mere command of constructions ” ( 2004:153 ) can efficaciously be applied. It would be suiting to look at the methods which are effectual and uneffective for usage during the deliberate execution procedure of Communicative Language Teaching.
4.2 Effective Methods in South Korean L2 schoolrooms
Since South Korean pupils are by and large diffident and do non like to talk up in the linguistic communication schoolroom, they need to be eased into a content based attack in which they use the linguistic communication actively and independently. ( Richards & A ; Rodgers ) “ Harmonizing to Frank [ F. ] , a linguistic communication could best be taught by utilizing it actively in the schoolroom. ” ( 2004:11 ) Western pupils are by and large perceived to be to be more dynamic and independent in the schoolroom so they most likely find it less hard to larn in the conceptual model of a more independent Communicative Methodology ; in which the instructor leaves it to the pupils to analyze the jobs they are holding, and leaves it to them to happen solutions for those jobs. In Asiatic schoolrooms, pupils expect instructors to declaim information, so they are n’t used to being independent. When they are asked to work independently, they most likely feel lost as they do n’t hold any experience in doing picks since the instructor is expected to do them. It is frequently necessary to learn the learning wonts required for L2 acquisition in a figure of stairss. Vygotsky ‘s construct of staging is an illustration of how instructors can assist their pupils go more independent through a measure by measure buildup of the accomplishments required for effectual L2 acquisition.
In scaffolding direction a more knowing other provides scaffolds or supports to ease the scholar ‘s development. The scaffolds facilitate a pupil ‘s ability to construct on anterior cognition and internalise new information. The activities provided in scaffolding direction are merely beyond the degree of what the scholar can make entirely ( Olson & A ; Pratt in Van Der Stuyf, 2002 ) .
Aside from constructing linguistic communication larning accomplishments in the pupils, instructors besides need to present new methodological analysiss into the schoolroom utilizing a carefully designed set of stairss.
4.3 Stairss Required to Efficaciously Introduce the Communicative Methodology into the Korean L2 Classroom
Integrating the Audiolingual Method for a few lessons at the get downing point, with the purpose of acquiring pupils reiterating set sentence constructions in an attempt to promote voice, followed by the execution of the Situational Language Teaching ( SLT ) which teaches basic L2 through the technique of boring sentence constructions in a word permutation model, utilizing an mixture of vocabulary, are necessary to ease Communicative Language Teaching in which single picks should be made freely. CLT is non easy applied to the mean Korean schoolroom, despite the fact that David Nunan made reference of the methodological analysis working in Hong Kong and Thailand. However, it must be stated that since most states in Asia have their alone history, L2 pupils from different Asiatic states should be viewed as holding diverse L2 schoolroom scenes. Nunan provinces:
It has been suggested that the impression of picks is a Western one, which does n’t work in Eastern instruction contexts. All I can state is that it works in Hong Kong. I was besides able to do it work in Thailand. ( Nunan,1999:21 )
4.3.1 CLT in Hong Kong and Thailand
Hong Kong is the most multicultural metropolis in Asia, and the fact that it was a British Colony from 1841 to 1941, where English is widely spoken today, must non be overlooked. It has been influenced by western civilizations for many decennaries. Students there have been westernized, more so than the mean Asiatic pupil, and have a fantastic scene for practising existent life English out of the schoolroom. Thailand is a state built around touristry and Thai people ‘s ability to talk foreign linguistic communications is frequently necessary for their basic endurance. Thus it ‘s just to state they are motivated to actively take part in L2 acquisition. ( Lightbown & A ; Spada in Candlin & A ; Mercer ) “ … in informal linguistic communication learning scenes, extremely motivated scholars may be more successful when the proficiency trial measures unwritten communicating accomplishments. ” ( 2003:30 ) It can therefore be said that in theory the accomplishments of scholars from these two states are better suited to CLT which facilitates an informal schoolroom puting where meaningful communicating takes centre phase.
4.3.2 CLT in Korea
Unlike the above mentioned states, South Korea is situated on a peninsula cut off from the remainder of the universe by the West ( Yellow ) Sea, the South ( East China ) Sea, the East Sea ( Sea of Japan ) and the Demilitarized Zone surrounding the two Koreas. Many South Koreans have ne’er left the state, and hold had small exposure to any civilization other than their ain. Harmonizing to Underwood ; [ Koreans have ] “ no experience of diverseness ” [ and ] “ no openness to difference.. ” ( 1998:91 ) Furthermore, Korean university pupils study English chiefly because it ‘s a basic demand by the Korean board of instruction, and they display really small enthusiasm to larn English, doing it an overpowering undertaking for the L2 instructor to carry them to take portion in meaningful L2 conversation. The writer teaches Basic English Conversation categories, in a Korean university near Cheonan City, to freshers possessing really low unwritten English accomplishments. Furthermore, he needs to interrupt the pupils ‘ Confucian wont of remaining quiet in the schoolroom if he is to ease meaningful L2 linguistic communication conversation.
4.4 SLT should predate CLT
SLT, introduced in subdivision 4.3, has positive effects on acquiring the pupils to go vocal and enthusiastic in practising English verbally. Pitman describes SLT as follows:
[ The ] aˆ¦principal schoolroom activity [ of SLT ] in the instruction of English construction [ is ] the unwritten pattern of constructions. This unwritten pattern of controlled sentence forms should be given in state of affairss designed to give the greatest sum of pattern in English address to the student. ( Pitman in Richards & A ; Rodgers 2004:40 )SLT gets pupils to reiterate sentence constructions within a word permutation model. This method is implemented by the writer, with the assistance of information spread exercisings, reading activities, some unwritten repeat, listening activities and some authorship activities merely to call a few. It is indispensable to construct the Korean pupils ‘ assurance in voicing the L2 before they can follow a freer manner.
4.5 An Ineffective Method
The Grammar Translation Method is uneffective in easing meaningful L2 conversation between the Korean pupils, since they enter university with a really limited ability to discourse in English even though they had been larning it in the context of the GTM, ( Richards and Rodgers ) “ in modified signifier ” ( 2004:6 ) , for many old ages at both high school and grade school degrees. GTM teaches pupils the grammatical facet of the L2, but it is unproductive in obliging pupils to pass on verbally. Students who have been taught L2 by the GTM are by and large good at reading and composing, but non at speech production. The method is possibly uneffective in constructing verbal accomplishments as it focuses on the sentence in the interlingual rendition procedure. Richards and Rodgers province:
‘Much of the lesson is devoted to interpreting into and out of the mark linguistic communication, and it is this focal point on the sentence that is a typical characteristic of the method ‘ ( Richards & A ; Rodgers, 2004:6 )
Credibly the method ‘s other failure is that it relies to a great extent on excess memorisation of boring grammar regulations. The writer besides found GTM uneffective in Hungary where he was expected to learn English utilizing GTM for 3 old ages. His Magyar pupils showed no existent promotions in their L2 unwritten communicating abilities. GTM is best used for larning dead linguistic communications necessitating no meaningful verbal communicating. GMT was originally intended to learn bookmans in reading Latin texts. The Korean schoolroom puting focal points preponderantly on the instructor instead than the pupil, and GTM is most preferable by the instructors since ( Richards & A ; Rodgers ) “ it makes few demands on instructors ‘ ( 2004:6 ) and ( Brown ) ‘it requires few specialised accomplishments on the portion of the instructor ” ( 1994:53 ) .
4.6 Execution of CLT into the Author ‘s LPD L2 Classroom
Many facets of the Direct Method is used by the writer bulk of the clip since he speaks really small Korean and talks are preponderantly held in English, and a big bulk of the communicating between the instructor and pupils are carried out in the L2. He starts out with Audiolingualism, traveling on to SLT to acquire the pupils comfy with going vocal, prosecuting the usage of SLT for the first half of the first semester. Once the pupils are ready to go more independent and vocal, CLT can so be efficaciously introduced. By and large, by this clip the pupils are ready for some free speaking and unstructured duologue in a meaningful context. Language acquisition to ( Wilkins in Richards & A ; Rodgers ) “ understand and express ” ( 2004:154 ) the L2 can really get down. By constructing pupils ‘ abilities through a system of staging, the writer was able to heighten his pupil ‘s verbal communicational accomplishments from holding no assurance in voicing the L2 to a degree where they are able to discourse in the L2 for 40 proceedingss not halt. This patterned advance in the pupils ‘ unwritten abilities is achieved within the clip span of merely one semester.
Drumhead
The mean Korean pupil has been taught most topics at all degrees in a big power distance schoolroom puting which is teacher centered and has been profoundly influenced by centuries of Confucian doctrine. It is the duty of the L2 instructor to better understand Korean civilization and its beginnings so he/she can successfully accommodate his/her methodological analysis to the L2 linguistic communication schoolroom. If he/she is to outdo better the L2 abilities of his/her pupils, a general apprehension of Korean civilization must be reached, so he/she can happen ways to outdo suit his/her pupils ‘ linguistic communication acquisition demands.
