This
method was developed by James Asher during the end of the 1960s as a result of
his observation of the language development of young children. According to
Asher (1974) “Most of the interactions that young children experience with
parents or other adults combine both verbal and physical aspects. The child
responds physically to the speech of the parent, and the parent reinforces the
child’s responses through further speech”. It generates a positive atmosphere
loop between the speech of parents and the actions of children. Asher
also realize that a child listen to language for a long time before starting to
speak, and that they can understand and react to utterances that are more
difficult than those they can produce by themselves.
This
method involves exposing to students to certain commands or imperatives which
are listened and followed. Students respond physically or orally. Originally
this method was considered as part of the grammatical approach with a
behaviorist perspective because when students receive a stimulus (command) they
react physically or orally (response). The role of the student was merely passive
and the role of the teachers was totally active. However, this method has been
adjusted to new approaches. For instance, if an educator guides the classroom
practice under the grammatical approach, he or she simply teaches and give
commands to be followed by students and no more. But, if this method is applied
under the communicative approach, the students and teachers role will switch.
Students will use the learned commands in the classroom to guide their
classmates. Teachers will reduce the Teacher Talking Time (TTT) and they will
encourage increasing the Student Talking Time (STT).
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