A COMPARATIVE ANALYSIS OF LANGUAGE TEACHING METHODS FOR ENHANCING ART STUDENTS' SPEAKING SKILLS
Keywords:
visual and verbal communication, enhance speaking skills, effective technique.Abstract
This article examines the effectiveness of various language teaching methods in enhancing the speaking skills of art students. While art students possess unique creative strengths, their linguistic expression can be hindered by a disconnect between visual and verbal communication. The analysis explores the benefits and limitations of traditional methods like the Direct Method and Traditional Method, alongside more contemporary approaches such as Scaffolding, Communicative Language Teaching (CLT), Content and Language Integrated Learning (CLIL), and innovative techniques like Total Physical Response (TPR). The article emphasizes the need for a multi-faceted approach that leverages artistic strengths and promotes authentic communication.
References
Asher, J. J. (1969). The total physical response approach to second language learning. Modern Language Journal, 53(1), 3-17.
Brown, H. D. (2000). Principles of language learning and teaching. Pearson Education.
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press.
Cunningham, A. E., & Stanovich, K. E. (1997). What reading does for the mind. American Educator, 21(1), 8-15, 39-41.
Dalton-Puffer, C. (2007). CLIL: Content and language integrated learning. Routledge.
Harmer, J. (2001). The practice of English language teaching. Longman-Pearson.
Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman-Pearson.
Lightbown, P. M., & Spada, N. (2013). How languages are learned. Oxford University Press.
Nunan, D. (2003). Practical English language teaching. McGraw-Hill.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge University Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100.
