HANDOUT TLS

Silent Way Method/ Approach Also known as Issued People behind this method Purpose(s) Desuggestopedia Community Language Learning

Goal

innovative method In the early 1970s Caleb Gattegno help the students to transfer what they know about a certain language to new contexts by giving any help if necessary, focusing the students perceptions, fostering their autonomy, and providing exercises students are able to use the target language as a tool to express themselves S, R, W reinforce one another the technician to be more active the sounds of the language (pronunciation) 1) learning the sounds, spelling, how to read and pronounce words 2) focusing attention to the language structures student-centered native language is only used to give instruction & feedback, improve pronunciation, exploit any knowledge all the time errors are natural & parts of learning so selfcorrection/ pair correction is encouraged; teacher corrects if nobody can correct sound-color chart, teachers silence, peer correction, rods, self-correction gestures, word chart, fidel chart, structured feedback

method the application of affective-humanistic approach Georgi Lozanov, Evelyna Gateva help the students eliminate any negative feeling that may appear during the learning process and overcome any barriers by creating a relaxing atmosphere students can use the full mental power that they have to learn and finally master a language speaking, reading, writing the authority which desuggests the students to be more active after they already trust and respect the teacher vocabulary (in dialogues &compositions) 1) looking at several posters which are displayed around the classroom with certain topic for a time 2) pretending to be someone else 3) working on some dialogues (translate, a drama, games, songs, Q&A exercises) quite teacher-centered native language is used if necessary (to make the meaning of some words in the dialog clearer) all the time but not through a formal test errors are corrected gently classroom set-up, peripheral learning, positive suggestion, choose a new identity, role play, active and passive concerts, primary activation, creative adaptation

method the application of counseling-learning approach Charles A. Curran build a good relationship with the students and among the students that they will be one community where they can share any learning experiences in it students are able to learn how to use the target language communicatively, know what kind of learners they are, be responsible for their learning process, and learn from others understanding and speaking (R&W to reinforce) a counselor passive (dependent) move to active grammar points, pronunciation patterns, vocabulary used in the conversation 1) having a conversation using native language & learning some chunks related to the conversation 2) working on the chunks (grammar point, pronunciation, creating sentences) teacher-student-centered native language (to make the meaning of some words clearer and build a bridge for deepen the students understanding) translated to target language integrative test (write paragraph/ interview), selfevaluation teacher will give the correct ones by repeating directly what the students have said incorrectly tape recording student conversation, transcription, reflection on experience, reflective listening, Human Computer , small group tasks

Skills that being developed Teachers role Students role The most important thing to learn The learning processes include

Situation of learning process Language using

Assessment Getting correct answer

Techniques of teaching learning

Total Physical Response Method/ Approach Also known as Issued People behind this method Purpose(s)

Whole Language

method the application of comprehension approach James Asher help the learners to minimize stress by asking them to follow any instructions uttered by the instructor

Goal

students are able to communicate using the target language by having enjoyable learning experiences Understanding through listening speaking an instructor/ a director 1st: imitators, 2nd: director replacing the teacher vocabulary and grammatical structures of any imperatives 1) listening to some instructions 2) acting out while observing others actions 3) working more on the written form of the commands 4) asking the other students to follow certain commands teacher-student-centered the target language (used in giving any instructions) by commanding the students to perform certain actions and work on any skits teacher will repeat the command while acting it out or wait until the students achieve certain level of proficiency using commands to direct behavior, role reversal, action sequence

Skills that being developed Teachers role Students role The most important thing to learn The learning processes include

approach in the 1980s a group of US educators to help the students learn to read and write naturally with a focus on real communication and reading and writing for pleasure by presenting authentic materials/ topics, creating a conducive atmosphere, and negotiating a plan of work students become more independent students (have power, understand their world, become risk takers and explorers) reading and writing a facilitator and an active participant in the learning community a collaborator, an evaluator, a selector any literary works 1) working on a piece of literary work which would be correlated with the students experiences 2) writing something as a reflection 3) working together with friends to discuss something student centered target language any texts produced by the students errors are considered as signs of learning individual and small group reading and writing, ungraded dialogue journals, writing portfolios, writing conferences, student-made books, story writing

Situation of learning process Language using Assessment Getting correct answer

Techniques of teaching learning