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IS BSI METHOD EFFECTIVE TO TEACH ENGLISH ARTICLE SYSTEM ? Presented by Handegül ALTAN

IS BSI METHOD EFFECTIVE TO TEACH ENGLISH ARTICLE SYSTEM ? Presented by Handegül ALTAN English Language Teaching Master Programme Yeditepe University,Istanbul,Turkey. Aim of the Research.

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IS BSI METHOD EFFECTIVE TO TEACH ENGLISH ARTICLE SYSTEM ? Presented by Handegül ALTAN

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  1. IS BSI METHOD EFFECTIVE TO TEACH ENGLISH ARTICLE SYSTEM ? Presented by Handegül ALTAN English Language Teaching Master Programme Yeditepe University,Istanbul,Turkey

  2. Aim of theResearch In this research, my aim is to test efficiency of BSI method on a very problematic area for foreign language learners that is English Article System.At the end of the result, I wish to prove efficiency of BSI method in language teaching with the help of concrete results and also present it as an alternative solution for teaching of English Article System.

  3. Why acquiring the article system of English is difficult for foreign language students? - L1 Transfer Ellis defines that ‘the influence that the learner’s L1 exerts over the acquisitionof an L2.’ ( Ellis,1997 : 51) • Yükseler defines Turkish ELT learners’ article system errors through two factors • 1-The difficulty of articles to master • 2- The inefficiency of the teaching method (Yükseler,1975: 6)

  4. How can handle with these problems as foreing language teachers? • Yükseler claims that we ,as language teachers, should create some situations that the learner realize the relations among syntactic processes and syntactic relation instead of memorization . ( Yükseler,1975: 10) • The Input Hypothesis • We acquire language that is a little beyond our current level of competence (i+1) • Krashen claims that according to input hypothesis we acquire by ‘going for meaning’ first and as a result we acquire structure .This done with the help of context or extra-linguistic information. • (Krashen ,1982 :21)

  5. ‘Here and now’ principle • Indeed, it is imposible to provide a language for a children that is based on grammatical syllabus but still children can acquire the language of up levels with the help of ‘here and now princible ‘ that is during the speech caretakers talk mostly about what the child see his immediate environment.( Krashen ,1982:22) • That is what BSI aims to create in language classroom.It deals with the students as if the students learn second language like first language. • The teacher acts as a caretaker and supplies lots of comprehensible input successively as much as possible based on ‘here and now princible’.

  6. The teaching of the article system under the BSI method • Avoiding to give any explicit information that focuses on form. (context based learning) Acquiring even the specific elements of langauge (articles,auxilaryverbs,etc.) without being aware of it. (Since BSI method is not a syllabus based method) • Exposing the language through a meaningful context. • Simplifying the target context by divided it into short sentences and make the students repeat them through various ways for the sake of automatic use of language • Enabling to acquire the language through creating many opportuinities to make students repeat the sentence patterns of the text while focussing on meaning of them

  7. THE RESEARCH Method Definitive Article: the Indefinitive articles: a,an Zero Article Usage errors of articles were coded as ‘overusage’ and ‘underusage’. - ‘Overusage’ refers the excessive usage of articles,while‘Underusage’ refers the lack of the articles where they are necessary. • Determining the usage frequency of the article types on tests, correct usage rates and correct usage percentages of each type were assessed for both BSI and Non-BSI group of students.

  8. Participants The participants in this study will comprise of a group including 20 students at Göztepe Anatolia High School. 8 of the students are female and 12 of the students are male. Group A ,the experimental group(BSI group), contained 10 students from 10thgrade and Group B,the control group(Non-BSI),contained 10 students from 11th grade. There are mixed-ability students with lower, middle and upper English levels from two different classes.

  9. At the first year of the students of each group school have 10 hours of English in a week.The following years they have only 4 hours of English in a week. BSI method has been implemented in English classes of the experimental group (BSI group) since beginning of the second term of last academic year(2008 spring term). The Control group has never been taught through BSI method. In order to evaluate the effectiveness of the method subjects of two different groups were chosen from different grades

  10. Material and Instrument A general text concerning education was adapted and transformed into two tests Gap Filling Test • Test 1 was a gap filling test where subject were required to fill the missing articles as definitive, ,indefinitive and zero article. • There were 25 blanks for three types of article , unnecessary gaps weren’t created . • The text included 13 blanks for definite article , 7 blanks for indefinite articles, • 5 blanks for zero articles. • The purpose of this test was to lead the students to potential errors of syntax where articles are plausible ,so that by consciousness raising I could observe how they could recall the omitted articles.

  11. Picture Free writing test The second test was a picture free writing test ,in which the subjects tried to create a meaningful story just by looking at some pictures . The purpose of this test was to test students article usage manners out of an obligatory context such as gap filling.

  12. 3.2 Procedure Gap Filling Test • Testing was conducted in participants’ regular classrooms by the researchers. The researchers administered the inventories and the test in the English classrooms with the English teacher present. • First of all, the researchers gave students a reading text (Lougheed, 2006, p.5). Both group were given the same test . • In both groups the texts were read with the whole class and then they were asked for filling the blanks with appropriate article or leave empty (definitive,indefinitive and zero articles) . • Each true answer is 4 points.It is totally 100 points. • Each group was given 20 minutes to complete the test.

  13. Picture Free writingtest • As a second task, students were asked to create a meaninful story with the help of 6 set of pictures which were printed in black and white. words,phrases usage to better evaluation. • In order to get more specific result and better evaluation for article usage they were given some words and phares to use during the test.

  14. Usage of Indefinitive Article in the Gap Filling Test (a ,an)

  15. Usage of Definitive Article in the Gap Filling Test (the)

  16. Usage of Zero Article in the Gap Filling Test

  17. Usage of Article in the Free Writing Test

  18. Conclusion It appears that two groups performed differently with respect to different classes of articles and error types. To put it another way some articles were more difficult than the others for subjects as zero article. But what is more clear at the end of this research is BSI group show better performance in both gap filling and free writing test. Turkish learners of L2 English have always difficulty to acquire English Article System and It is apparent that the existing language teaching methods which tries to overcome the problem with helping of mechanical drills are useless. .

  19. Since many learners still have problems with articles .It can not be denied that they are unsuccessful to provide long lasting learning for the students. • On the otherside, creating a class athmosphere for the students to experience the language itself with all their senses can be useful than forcing the learners to do any grammatical drills or giving explicit information for the language elements. • In this context,BSI method can be a solution for both teaching and learning of the article system.

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