Teaching By Discussion

TEFL II
Teaching English by Discussio

1. Introduction
There are many originators of discussion technique, it’s depend to the varieties of the teaching method.
According to Kenneth O. Gangel :Discussion teaching differs from question and answer teaching primarily by the kind of questions used. In discussion it is our purpose to get students to think through the issues rather than verbalize memorized data or repeat right answers. Most often discussion will center on the solution to a problem or perhaps the interpretation of a verse of Scripture. Discussion can also be thought of as an attempt to interact with others toward arriving at a solution based on thoughts and ideas expressed by members of the group.

We need to choose a technique or method to be our style or way of teaching. There are many technique that we can choose or use. In this case, discussion is a good way of teaching technique, it’s involves the written or oral expression of different points of view.
Group discussions can help young people increase their subject matter knowledge, learn skills in leadership, and share with others. Some decisions regarding programs, meeting times, expenses, etc. can be handled well in a discussion group where everyone contributes. Members will have a greater commitment to a group where everyone contributes and they all help to make the decision

2. Explanation
In literature on teaching, the term "discussion" usually refers to a diverse body of teaching techniques, which emphasize participation, dialogue, and two-way communication. The discussion method is one in which the instructor and a group of students consider a topic, issue, or problem and exchange information, experiences, ideas, opinions, reactions, and conclusions with one another. Teaching by discussion utilizes one of the best principles of the learning process, namely, the involvement of students in active participation in the learning experience. A good discussion will help students express themselves verbally, crystallize their thinking in conjunction with the thinking of their peers, and develop a tolerance for those with whom they may disagree.

To conduct a class discussion, you must make more extensive and more thorough preparations than  you  would  for  a  lecture.  Although  the trainees  supply  the  ideas,  you  must  have  a thorough  knowledge  of  the  subject  matter  to  be able to sift out pertinent ideas. Be aware of ideas that may lead the trainees off on a tangent; steer the discussion away from these ideas. Guide the trainees away from irrelevant ideas and toward the   desired   goals   without   dominating   the discussion.
3. STEPS
- Instruct the group clearly about the task, specify time and the form of
presentation
- Divide the large group into small groups
- Different groups may be given different tasks; in this case the groups
should be divided first
- Let the groups discuss (through sharing and analysis) the matter
under consideration for the stipulated time
- Let one or two individuals from each group present their discussion to
- Add any relevant points that you feel have been left out and use the
group presentations to arrive at a theoretical framework
To conduct a class discussion, you must make more extensive and more thorough preparations than  you  would  for  a  lecture.  Although  the trainees  supply  the ideas,  you  must  have  a thorough  knowledge  of  the  subject  matter  to  be able to sift out pertinent ideas. Be aware of ideas that may lead the trainees off on a tangent; steer the discussion away from these ideas. Guide the trainees away from irrelevant ideas and toward the   desired   goals   without   dominating   the discussion.
4. Variation
1. Small Groups: Size will depend on time and the sensitivity or complexity of the subject. In most cases each group selects a reporter to summarize its discussion.
2. Buzz Groups: Participants discuss in pairs for a limited period. This method is especially effective for articulating ideas in preparation for a general discussion or to give expression to personal response to a film, presentation, or experience. After talking in pairs, couples might be asked to combine in groups of four and compare their opinions.
3. Open Questioning: Facilitators need to develop the skills of keeping the goal of discussion clearly in mind and of asking questions that encourage participation and analysis. Here are some typical forms of open questions:

5. Advantages & Disadvantages
Advantages
- pools ideas and experiences from group
- effective after a presentation, film or experience that needs to be analyzed
- allows everyone to participate in an active process
Disadvantages
- few people can dominate
- others may not participate
- is time consuming

6. Conclusion
There is a way to energize your classrooms, to excite a much higher percentage of your students, and to add more value to their education. But to do this you will have to pay far more attention than you have in the past to teaching process questions, to the teaching methods you are using.
7. References
en.Wikipedia.org/wiki/Teaching method
WWW.us ask.ca/education/coursework/method.
WWW.teacher vision.fen.com
http://serc.carleton.edu/sp/library/pedagogies.
http://www.languages.dk/methods/
http://edweb.sdsu.edu/people/jmora/almmethods.
http://honolulu.hawaii.edu
http://712educators.about.com

Language Change

In the reality of language changing it is not so much that language it self change, as that speaker and writers change the way they use the language. Speaker innovation is more accurate description than language change. Speaker innovation sometimes spontaneously, but more often by imitating speakers from other communities. If their innovation are adopted by others and diffuse through their local community and beyond into other communities than linguistic change is the result.
All language change has its origins in variation. The possibility of a linguistic change exists as soon as a new form develops and begins to be use alongside an existing form. If the new form spreads, the change is in progress. If it eventually displaces the old form, the change has become a ‘fait accompli’ it has gone a completion.
The change of spread
1. From group to group
A change may spread a long any of these dimension and into another group.
2. From style to style
It suggest the change spreads from one style to another (from more formal to casual speech)
3. From word to word
This is called lexical diffusion. It spread from one word to another. Sound changes spreads through different word one by one.
When a standard or prestige from occurs more often in the speech of younger people than older people, this suggest that it is a new form which is being introduce and adopted by young people. Comparing the speech of people from different age groups can be useful clue then to language change. This has been called the apparent time method of studying change. It is difficult to identify when it involves the introduction and spread of a less prestigious form, a vernacular form and these by far the most frequent kinds of changes in any language. People normally use a vernacular form when they are young, and tend to use more standard form as they get older and respond to the pressure of the society’s expectations. This make it difficult to spot the spread of a new vernacular forms by using the distribution of a form in different age as a clue. The normal distributional pattern is very similar to the pattern for a new form which is spreading greater use by younger people.
Tracing the progress of a linguistic change through the speech community is a fascinating exercise. It involves the considering influence a wide range of social factors. Language change often operates within clear limits. Language change does not proceed at a rate which result in intelligibility between groups in contact the referential requirements are always present.

English Article

How To keep Your English Practice.......?

If you don't live in an English-speaking country, and you don't have friends or family to speak English with, where can you practice your English speaking skills?

It's easier to have a conversation if you have a reason to speak – something to talk about. These ideas all give you a reason to speak with another person.The more opportunities you can get to use and speak English, the easier it is to find the right words when you need them. Take every chance you get to use your English!