What is the Difference Between Same and Similar

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What is the difference between same and similar? Answer: Same means they are Identical with no differences, similar means they are almost identical but have some minor differences. Same: Touch, look and feel are identical. Example, i have the same brand shoe as yours. Similar: Look the same but different. Example, I wear similar shirt as yours. Here the shirt can be from the same brand or same size or color but if it is the same then it should be one not two. same adj. 1. Being the very one; identical: the same boat we rented before. 2. Similar in kind, quality, quantity, or degree. 3. Conforming in every detail: according to the same rules as before. 4. Being the one previously mentioned or indicated; aforesaid. adv. In the same way: The words sale and sail are pronounced the same. pron. 1. Someone or something identical with another. 2. Someone or something previously mentioned or described.

Definition of SIMILAR 1: having characteristics in common : strictly comparable 2: alike in substance or essentials : CORRESPONDING <no two animal habitats are exactly similar — W. H. Dowdeswell> 3: not differing in shape but only in size or position <similartriangles> <similar polygons> Examples of SIMILAR 1. Our cats are similar in size. 2. You two look very similar to each other. 3. They had similar experiences growing up, even though they came from vastly different backgrounds. 4. We got remarkably similar results. 5. I was going to say something similar. 6. I would have reacted in a similar way if it had happened to me.

Definition of similar adjective  having a resemblance in appearance, character, or quantity, without being identical:a soft cheese similar to Brienorthern India and similar areas  Geometry (of geometrical figures) having the same shape, with the same angles and proportions, though of different sizes. noun  1chiefly archaic a person or thing similar to another:he was one of those whose similar you never meet  2 (usually similars) a substance that produces effects resembling the symptoms of particular diseases (the basis of homeopathic treatment):the principle of treatment by similar MISTAKE AND ERROR A mistake refers to a performance error that is either a random guess or a “slip,” in that it is a failure to utilise a known system correctly. An error, a noticeable deviation from the adult grammar of a native speaker, reflects the competence of the learner. Mistakes are what researchers have referred to as performance errors (the learner knows the system but fails to use it) while the errors are a result of one’s systematic competence (the learner’s system is incorrect).

mis·take (m -st k ) n. 1. An error or fault resulting from defective judgment, deficient knowledge, or carelessness. 2. A misconception or misunderstanding. v. mis·took (m -st k ), mis·tak·en (m -st k n), mis·tak·ing, mis·takes v.tr. 1. To understand wrongly; misinterpret: mistook my politeness for friendliness. 2. To recognize or identify incorrectly: He mistook her for her sister.

er·ror ( r r) n. 1. An act, assertion, or belief that unintentionally deviates from what is correct, right, or true. 2. The condition of having incorrect or false knowledge. 3. The act or an instance of deviating from an accepted code of behavior. 4. A mistake.

Definition of ERROR 1. a : an act or condition of ignorant or imprudent deviation from a code of behavior b : an act involving an unintentional deviation from truth or accuracy <made an error in adding up the bill>

c : an act that through ignorance, deficiency, or accident departs from or fails to achieve what should be done <anerror in judgment>: as (1) : a defensive misplay other than a wild pitch or passed ball made by a baseball player when normal play would have resulted in an out or prevented an advance by a base runner (2) : the failure of a player (as in tennis) to make a successful return of a ball during play d : a mistake in the proceedings of a court of record in matters of law or of fact 2 a : the quality or state of erring <the map is in error> b Christian Science : illusion about the nature of reality that is the cause of human suffering : the contradiction of truth c : an instance of false belief 3 : something produced by mistake <a typographical error>;especially : a postage stamp exhibiting a consistent flaw (as a wrong color) in its manufacture 4 a : the difference between an observed or calculated value and a true value; specifically : variation in measurements, calculations, or observations of a quantity due to mistakes or to uncontrollable factors

THE AUDIO - LINGUAL METHOD THE AUDIO - LINGUAL METHOD 1. INTRODUCTION Basically, The Audio-Lingual Method is like The Direct Method; however, it is very different in that rather than emphasizing vocabulary acquisition through the situation. The Audio-Lingual Method more emphasizing to drill students in the use of grammatical pattern; therefore, it is also not same like The Direct Method which has a strong theoretical base in linguistic and psychology. When the teacher teaches students they have to know that the way to get the sentence pattern of the target language was through conditioning in helping learners to respond correctly to stimuli through shaping and reinforcement. The Audio-Lingual Method is a method for teaching foreign language based on behaviorist theory, that emphasize the development of oral skill through habit formation, fostered by the use of repetition and reinforcement. In addition, there are some techniques and principles that we have to consider when we teach foreign language. To make us more understand about the method, let’s go we enter in a classroom now, where The Audio-Lingual Method is being used, then, we will try to sit on a beginning level English in Mali. Thirty-four students, between age of thirteen to fifteen years old and the class meet for one hour a day or five day a week.

2. EXPERIENCE When we enter to the classroom, the first thing we notice is the students are attentively listening while the teacher is presenting a new dialog, a conversation between two people. The students know that the teacher want to memorize the dialog that is introducing and the teacher’s instructions are in English. Then the teacher says: “All right, class. I am going to repeat the dialog now, please listen carefully”. The dialog is telling about two people are walking along the sidewalk in the town, one of them is named Sally and the other one is Bill. Their conversation like this: Sally Bill Sally : Good morning, Bill. : Good morning, Sally. : How are you?

Bill Sally Bill Sally Bill

: Fine, thanks. And you? : Fine. Where are you going? : I’m going to the post office. : I am too. Shall we go together? : Sure. Let’s go.

Please listen one more time and try to understand all that I am saying. Now, he asks the whole of the class to repeat the dialog after his model. When the students come to the line, “I’m going to the post office,” they stumble a bit in their repetition. The teacher stops the repetition now and use a backward build-up drill (expansion drill), it purpose to break down the troublesome sentence into smaller part. The teacher starts with the end of the sentence and the class repeat only the last two words. After the students can do this, the teacher adds some words and the class repeat it. Little by little the teacher build up the phrase until the whole sentence is being repeated. Teacher Class Teacher Class Teacher Class : Repeat after me, post office. : Post office. : To the post office. : To the post office. : Going to the post office. : Going to the post office.

Through this step, the teacher is able to give understanding about the troublesome line. After the students have repeated the dialog some time, the teacher gives them an opportunity to use the role of Bill or Sally line. But before the class doing that, the teacher models it and the students try to mimic the teacher’s model as accurately as possible. Next the teacher and the students switch role practice, where is the teacher says Bill’s lines and the students say Sally’s lines. After that the teacher divides the class to practice either Bill’s or Sally’s lines but the teacher stops from time to time when he feels they are straying from the models and once again give a model so that they are trying to copy that.

He begins a chain drill with four of the lines from the dialog, it will give the students a chance to say the line by their own. It is also lets students use the expressions in communication with other people, although the communication is very limited. Then the teacher addresses the student nearest his with, Teacher Student Teacher Student Teacher : Good morning, Fergie. : Good morning, teacher. : How are you? : Fine, thanks. And you? : Fine

Finally, the teacher selects two students to perform the whole dialog in front of the class. When they are finished, two other do the same but not everyone has opportunity to say the dialog. The teacher moves next to the second major phase of the lesson, he continue to drill the student with language from the dialog. But this drill need more than simple repetition. The first drill is single-slot substitution drill, where the students will repeat a sentence from the dialog and change a word or phrase in sentence with the word or phrase the teacher gives them it is called the cue. The teacher starts from telling a line from the dialog, “I am going to the post office.” And he shows the students a picture of a bank and says the phrase, “The bank,” he pauses and says, “I am going to the bank.” From this example the students supposed that the teacher’s cue phrase it put into the proper place in the sentence. Now, the teacher gives the students their first cue phrase, “The drugstore,” and students respond, “I am going to the drugstore.” The teacher smiles and exclaims, “Very good!” Then the teacher cues, “The park” and students respond, “I am going to the park.” Other cues he offers are “The cafe,” “The supermarket,” “The bus station,” “The football field,” and “The library.” Each cue is companied by a picture as before. A same procedure is followed for another sentence in the dialog, “How are you?” in there the subject or pronouns “he,” “she,” “they,” and “you” are used as cue words and this is named substitution drill. But it is very difficult to students when they change the form of the verb “be” to ”is” or “are,” depending on subject pronoun the teacher gives them. Therefore, the students know that subject pronoun “he” is used to all boys in the class and the subject pronoun “she” is used to all girls i n the class. After that the teacher moves to multiple-slot substitution drill to increase the difficulty of the task, it is basically same like the type of drill as the single-slot substitution that teacher used before. But in multiple-slot substitution the students have to know about the part of speech the cue word and where it fits into the sentence. The teacher in this class begins by

asking the students repeat the original sentence from the dialog, “I am going to the post office.” Then the teacher gives the cue “she,” the students understand and say, “She is going to the post office,” the next cue the teacher shows a picture “The park,” but the students hesitate at first and say, “She is going to the park.” And he continues this way, by giving the cue (subject pronoun or naming location). After that, the teacher has to know that the substitution drills are followed by a transformation drill, this type ask students to change one type of sentence into another. In this class the teacher uses a substitution drill and he asks students to change a statement into a yes/noquestion, the teacher says, “She is going to the post office.” And he explains to the students that he must make a question by saying, “Is she going to the post office?” Then the teacher asks, “Does everyone understand? OK, let’s begin, “They are going to the bank,” the class replies, ”Are they going to the bank.” Now, the teacher goes on a question-and-answer drill, the teacher shows a picture that is a football field and asks the class, “Are you going to the football field?” he answers his own question, “Yes, I’m going to the football field.” Second he shows of a park, “Are you going to the park?” and again answers himself, “Yes, I’m going to the park.” And the last he show the third picture is a library and asks, “Are you going to the library,” the students respond together, “Yes, I’m going to the library.” “Very good!” the teacher says. Through this action and examples, the students have learned that they are to answer the question following the pattern he has modeled. After the students can keep up the pace, so the teacher moves on the next step. In this step the teacher again shows one of the picture of the class, a supermarket, and he asks, “Are you going to the bus station?” he answers his own question, “No, I’m going to the supermarket.” The students understand that they ask to look at the picture and listen to the question and answering negatively when the place in the question is not same as what they see in the picture. “Are you going to the bus station?” the teacher asks while showing up a picture of a cafe, “No, I’m going to the café,” respond the students. “Very good!” exclaim the teacher with smiles. Then he shows the picture of a post office and says, “Are you going to the post office?” the class hesitate for a moment and chorus, “Yes, I’m going to the post office.” “Good,” comments the teacher. Finally with question-and-answer drill, the teacher can give his student the situation that his students need and they understand for giving respond the questions. For the final few minutes of the class, the teacher returns to the dialog with which he began the lesson and he repeats it once. Then he asks the students in his left do Bill’s lines and the students in his right do Sally’s lines. Sally Bill : Good morning, Bill. : Good morning, Sally.

Sally Bill Sally Bill Sally Bill

: How are you? : Fine, thanks. And you? : Fine. Where are you going? : I’m going to the post office. : I am too. Shall we go together? : Sure. Let’s go.

The student do that without hesitation, do the dialog quickly and do the dialog same with the teacher models. “Very good,” “excellent,” the teacher smiles and class finished. The lesson ends for the day, and both of the teacher and the students have worked hard. 3. THE STEPS IN AUDIO – LINGUAL METHOD 1. 2. 3. 4. 5. 6. 7. 8. 9. The teacher introduces a new dialog and models it two times. The students repeat each line of the dialog several times. The students stumble over one of the line in the dialog, then the teacher uses a backward build-up drill with this line. The teacher initiates uses chain drill and uses spoken and pictures cues. The teacher uses single-slot and multiple slot substitution drills. The teacher gives feedback with saying “Very good” when the students answer correctly. The teacher conducts transformation and question-and-answer drills. When the students can handle it, the teacher poses the questions to the students rapidly. The teacher provides the students with cues, he call on individuals, his smiles encouragement and he holds up a pictures one after another.

4. REVIEWING THE PRINCIPLES At this point, there are ten questions that we have answered for each method we have considered so far. 1. What are the goals of teacher who use The Audio-Lingual Method? § Teacher wants their students to be able to use target language communicatively; therefore, the students need to over learn the target language and use it automatically. In addition, the students achieve this by forming new habits in the target language and overcoming the old habits in their native language.

2. What are the role of the teacher and the students? § The teacher is like an orchestra leader who direct and control the language behavior of their students; they have responsibility to provide their students with a good model for imitation. On the other hand, students are as imitators of teacher’s model or the tape supplies of model speaker accurately and as quickly as possible. 3. What are some characteristics of teaching-learning process? § New vocabulary and structural pattern are introduced through dialog which are learned through imitation and repetition § Drill (such as repetition, backward build-up, chain, substitution, transformation, and question-and-answer) are used based on the pattern present of the dialog. Students’ successful responses are positively reinforced. § Grammar are introduced from the example given, but explicit grammar rules are not provided. § Cultural information is contextualized in the dialog or presented by teacher, students’ reading and written work is based on the oral work that they did earlier. 4. What are the natural of student-teacher interaction and student-student interaction? § Student-student interaction happens in chain drills or in dialogs when they take different roles and it is directed by teacher. § Most of interaction is between teacher and student and it is initiated by teacher. 5. How are the feelings of the students dealt with? § There are no principles of method that relate to this area. 6. How are the language views and culture views? § The view of language in the Audio-Lingual Method has been influenced by descriptive linguists. It means that every language has its own unique system. The system consists of several different levels: phonological, morphological, and syntactic. Moreover, everyday speech is emphasized in this method, and the level of complexity of the speech is graded § Culture consists of the everyday behavior and life style of the target language.

7. What areas of language are emphasized? What language skills are emphasized? § Vocabulary is in minimum while the students are mastering the sound system and grammatical patterns. Actually, the grammatical pattern is not the same as sentence. For example, underlying the following three sentences is the same grammatical pattern: Meg called, The Blue Jays won, The team practiced. Those examples make students easier to remember the grammatical pattern (Simple Past Tense). § The four skills are emphasized, such as listening, speaking, reading, and writing; however, the oral skill receive most of attention and pronunciation is taught from beginning. 8. What is the role of students’ native language? § The habits of the students’ native language are thought to interfere with the students’ efforts to master the target language. Therefore, the target language is used in the classroom, not the students’ native language. 9. How is evaluation accomplished? § The answer to this question is not obvious because we didn’t observe students in this class taking a formal test. However, if we had formal test, we would have seen that it was discrete-point in nature. It means that each question on the test would focus on only one point of language at a time. § For example, students might be asked to differentiate between words in a minimal pair, or supply an appropriate verb in form of sentence. 10. How does the teacher respond to student errors?

§ Student errors are to be avoided through the teacher’s awareness of where the students have difficulty and restriction of what they are taught to say.

5. REVIEWING THE TECHNIQUES If you agree with the above answers, you may wish to implement the following techniques that you are already using to your approach. 1. Dialog memorization. § Dialog or short conversations between two people are usually used to begin a new lesson. Usually, students take the role of one person in the dialog and the teacher in the other. After the students have learned the person’s lines, then they switch roles and memorize the other person’s part. § In the Audio-Lingual Method, sentence pattern and grammar points are included in the dialog. 2. Backward build-up (expansion) drill. § This drill is used when a long line of a dialog is giving trouble to students and the teacher breaks down the line into several parts. Then the teacher begins with the part at the end of the sentence, after that students expand what they are repeating part by part until they are able to repeat the entire line. 3. Repetition drill. § Students are asked to repeat the teacher’s model as accurately and as quickly as possible. 4. Chain drill. § The teacher begins the chain by greeting a particular student, or asking him a question. That student responds, next turns to the student sitting next to him. The first student asks a question of the second student and the chain continues. 5. Single-slot substitution drill. § The teacher says a line in the dialog. Next, the teacher says a word or a phrase is called the cue. The students should repeat the line that the teacher has given to them, substituting/replacing the cue into the line in its proper place.

6. Multiple-slot substitution drill. § This drill is similar to the single-slot substitution drill. The difference is that the teacher gives cue phrases, and it fit into different slots in the dialog line. Then students must recognize what part of speech each cue is, where it fits into the sentence to make any other changes, such as subject-verb agreement, they then say the line. 7. Transformation drill. § The teacher gives students a certain kind of sentence pattern, an active sentence for example, students are asked to transform this sentence into a passive sentence etc. 8. Question-and-answer drill. § This drill gives students practice with answering questions. The students should answer the teacher’s questions very quickly. This technique gives students practice with the question pattern.

☞ Some technique for the next lesson 1. Use of minimal pairs. § The teacher works with pairs of words which differ in only one sound; for example, “ship/sheep.” The teacher selects the sound to work an after he has done a contrastive analysis, a comparison between the students’ native language and the language they are studying. 2. Complete the dialog. § Selected words are erased from a dialog that students have learned. Students complete the dialog by filling the blanks with the missing words. 3. Grammar game. § Game like the supermarket alphabet game is used in the Audio-Lingual Method. The games are designed to get students to practice a grammar point within a context.

6. THE STRENGTHS AND WEAKNESS OF AUDIO-LINGUL METHOD The Audio Lingual Method is not perfect method. The strengths and weaknesses of Audio Lingual method will be explained as follows: 1. The strengths of Audio Lingual Method 1) All the students are actives in the class 2) The circumstance class are more interesting and life 3) The speaking and listening skill are more drilled, so the pronunciation skill and listening skill are more controlled

2. The weaknesses of Audio Lingual Method 1) For the smart students this method is bored, because the procedure of the AudioLingualmethod is majority repeat the sentence. 2) Sometimes the students are confused because the teacher explain the material in simple way not in detail way. 3) The grammar skill is not more drilled 7. CONCLUSION In conclusion, The Audio-Lingual Method is a method for teaching foreign language based on behaviorist theory, that emphasize the development of oral skill through habit formation, fostered by the use of repetition and reinforcement. In addition, there are some techniques and principles that we have to consider when we teach foreign language. Actually, there are also some steps in Audio-Lingual Method that we have to apply in teaching-learning situation.

Disadvantages of Audio-Lingual Method 1 Basic method of teaching is repetition, speech is standardised and pupils turn into parrots who can reproduce many things but never create anything new or spontaneous. Pupils became better and better at pattern practice but were unable to use the patterns fluently in natural speech situations. 2 Mechanical drills of early Audio-Visual approach criticised as being not only boring and mindless but also counter-productive, if used beyond initial introduction to new structure. 3 Audio-Visual materials were open to same sort of misuse. Tendency to regard audio-visual materials as a teaching method in themselves, not as a teaching aid. 4 Soon became clear to teachers that audio-visual approach could only assist in presentation of new materials. More subtle classroom skills were needed for pupils to assimilate material and use it creatively. This final vital phase was often omitted by teachers. New technology caught publishers and text-book writers unprepared - very few commercial materials were available in the early stages. Those that did exist stressed oral and aural skills and didn't develop reading and writing skills. 6 New materials necessitated extensive use of equipment with all associated problems of black-out, extension leads, carrying tape-recorders from classroom to classroom. Some schools set up Specialist- Language rooms, but teachers still had to set up projectors and find places on tape. Equipment could break down, projector lamps explode, tapes tangle not sophisticated equipment of today. Hardware involved extra time, worry and problems, and, for these reasons alone, its use gradually faded away. 7 Series of classroom studies threw doubt on claims made for language laboratory. Showed that this costly equipment did not improve performance of 11+ beginners, when compared with same materials used on single tape-recorder in classroom.

In my opinion this method is good if you want to learn a new language, because the majority of the drills it uses are easy and practical to reproduce. Repetition is key if you want to learn any new language and it creates like a pattern in your mind after a while and reproducing it all the time. Some advantages I find in the Audio - Lingual Method is that repetition helps the students understand how words should be pronounced in the correct way and how they should sound when you speak them. Also mimcry is very important in this method because the student has to learn how to mimic their teacher in this case they have the advantage that the 'native speaker" which is a person who naturally speaks the language will correct them and the student has a better chance to understand the languae and to speak the language as fluently as posible. The disadvantages I find in this method is that people would probably learn how to speak the language but they will not have the ability to read and especially write in the target language, because the main focus of the Audio - Lingual Method is litsening and speaking but not reading and writting, you don't get to perfect the entire package and that is a huge down fall for me, because I think that people should learn how to speak fluently but also know how to write fluently.The activities used in this method are easy to understand and to reproduce, but after a while they start to feel very boring and the student can probably start to loose interest in the class and the purpose will not be achieved. This method has it's advantages but also , it;s disadvanages it all depends in trying and giving our best and try different drills to see if they are usefull for our advantage or not.

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