ear learners and eye learners

Topics: Teaching English as a foreign language, Language education, English language Pages: 8 (2535 words) Published: February 25, 2014


Teaching writing through audio visual in ‘EAR’ LEARNERS AND ‘EYE’ LEARNERS classroom (Suitable With Topic 13: English for Academic Purpose)

Yeasy Agustina Sari


A. Background
Writing is a skill that must be acquired by the learners as one of the proficiency in English. In order to be proficiency in writing, it involves all skills and other elements of English such as; reading, grammar proficiency, etc. It requires all types of learners in the world to be proficiency in that skill. Along with there are three types of English learners in the world which we know as First Language, Second Language and Foreign Language learner acquire the language in diversity of teaching learning process. It also happens in multilingual learning process of English. Due to the diversity of English learning, it leads different complexity of problems in learning English. As noticed by Singleton (1995), there are, in every society, unstated assumptions about people how and they learn which act as a set of self-fulfilling prophecies that invisibly guide whatever educational processes may occur there. They act as a kind of unintentional hidden curriculum, or what an anthropologist might call a cultural theory of learning. In the classroom there are many learners that have different ways of learning. Like in ear learners and eye learners classroom, the teachers are demanded to teach English as interestingly as possible to learners. A creative teacher will find a way to create a positive learning atmoshpere in order that the learners are not bored to listen to the teachers explanation. It is clear that one of the problems faced by the teacher in teaching is how to motivate learners through an effective way. One of the ways to motivate learners in learning is teaching through audiovisual. Audiovisual will make them interested in learning.

B. The Reason of Choosing the Topic
The different backgrounds of acquiring English, the ‘ear’ learners and ‘eye’ learners have each difficulty in learning English. The differences also lead them into some problems especially in their academic writing. Beside, In teaching writing needs learners attention. It can be achieved throuhg audiovisual. Stempleski ( 1990:11) says, “ learners feel their interest quicken when language is experienced in a lively way through television or video. Using audio visual sequence in the class is the next best thing to experiencing the squence in real life”. According to this quotation, the writer finds that writing is an interesting topic discuss. The writer wants to prove whether ear learners and eye learners can achieve writing skill through audiovisual easier.

C. Review of Related Theory
1. Ear Learners and Eye Learners
Most of us, according to Hafernik and Wiant (2012), are accustomed to hearing about three learning styles – visual (student who learn best by reading), auditory (those who learn best by hearing) and kinesthetic (those who learn best with ‘hands-on’ method). As with any continuum, the two are extremes (i.e. ‘ear’ learners and ‘eye’ learners) with individual seldom falling neatly at either ends. ‘Ear’ learners, as Bruthiaux, P et al (2005:118) notes, are the learners who typically second-generation US residents, whose first language is not English but who aspire to attend college. They have learned English in the US, primarily by being immersed in the language and culture. They have acquired language principally through ‘ears’. They listened and took an oral practice from teachers, television, grocery clerks, etc. On the other word, these learners learn the language through trial and error. They listen and try to use the language as well as the native. As a result, their oral skills are relatively fluent but not always accurate. On the other hand, among multilingual learners, eye learners,...

References: Bruthiaux, Paul et al. 2005. Directions in Applied Linguistics: Essay in honor of Robert B. Kaplan. Great Britain: Cromwell Press Ltd.
Hafernik, Johnnie Johnson and Wiant, Fredel M.  2012. Integrating Multilingual Learners into College Classrooms: Practical Advice for Faculty. Great Britain: Short Run Press Ltd.
Kemps, Jerrold. (1980). Planning and Producing Audio Visual Materials. New York: Harper and Row Inc.
Singleton. D and Lengyel, Z. 1995.”Introduction: a critical look at the Critical Period Hypothesis in second language acquisition research”, in the age factor in second language acquisition: a critical look at the Critical Period Hypothesis. Clevedon: Multilingual Matters Ltd.
Stempleski, Susan. (1983). Video in Action. New York: Prentice Hall International Ltd.
Strem, H. H ( 1983). Fundamental Concept of Language Teaching. Oxford: Oxford University Press.
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