Professional Documents
Culture Documents
ELT Methods
Silent Way
Desuggestopedia
Community Language Learning
Total Physical Response
English Sound/Color
Chart cont.
This chart contains a number of
different coloured rectangles; each
colour corresponds to a sound in the
language.
It enables students to work on the
sounds of the language.
It is this capacity to produce the
sounds themselves.
On Teaching a Language
short a
short e
oow (u)
oo
long o
oy
short u
short o
aw
ee
short i
ah
ea
ay
long i
long a
long u
ow
s, sc
n
f, v
th (pushed)
le
c, k, qu
b
ng, nd
qu
sz
n, kn, nd
d
y
w
r
g
j, g, dg
Cuisenaire Rods
18
Cuisenaire Rods
Cuisenaire Rods
"Words can become a reality to
which we can relate, but they are
retained only when they trigger
images, their meaning ...
... it was found that a set of
Cuisenaire rods is a very good way of
achieving that end."
Cuisenaire Rods
This means that the rods can be
used by the teacher to create visual
situations (or tactile ones for blind
students) which trigger in the
students a direct understanding of
the meaning and to which they
express through the language they
already know.
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Common/Typical
Techniques
(1)
Sound-Color Chart
(2)
Teacher's Silence
(3)
Peer Correction
(4)
Rods
(5)
Self-correction Gestures
(Teacher uses hands to indicate that something is incorrect
or needs changing - eg. using fingers as
words then touching the finger/word that is in need
of
correction)
(6)
Word Chart
(7)
Fidel Chart
(8)
Structured Feedback
(Students are invited to make observations about the day's
lesson and what they have learned)
SUGGESTOPEDIA (1980S1990S)
Background
An educational method developed by
Bulgarian scientist Georgi Lozanov
Based on a modern understanding of how
the human brain works and how we learn
most effectively.
Why Desuggestion
Suggestopedia sees the negative suggestions
(Oh, it is too late for me, I am too old, or How
can I remember that amount? Nobody can!)
from the social-suggestive norm as inhibiting
human potential and believes teachers can free
their students natural potential by replacing
existing
Desuggestopedia (the name of this method
changed from Suggestopedia to
Desuggestopedia to emphasize the importance
on desuggesting limitations on learning),
Presentation
First ConcertActive Concert
Second ConcertPassive Review
Practice
Presentation
A preparatory stage in which students are
helped to relax and move into a positive
frame of mind, with the feeling that the
learning is going to be easy and fun.
Second ConcertPassive
Review
The students are now invited to relax and
listen to some Baroque music, with the
text being read very quietly in the
background. The music is specially
selected to bring the students into the
optimum mental state for the effortless
acquisition of the material.
Practice
The use of a range of games, puzzles, etc.
to review and consolidate the learning.
Principles
Authority: People remember best and are
most influenced by information coming
from an authoritative source.
Infantilization: In the child's role that
learner takes part in role playing, games,
songs, and gymnastic exercises that help
"the older student regain the selfconfidence, spontaneity and receptivity of
the child.
Principles
Double-Planedness: The learner learns not
only from the effect of direct instruction
but from the environment in which the
instruction takes place. (the bright decor
of the classroom, the musical background,
the shape of the chairs, and the
personality of the teacher are considered
as important in instruction as the form of
the instructional material itself.
Principles
Intonation, Rhythm, and Concert PseudoPassiveness
Varying the tone and rhythm of presented
material helps both to avoid boredom
through monotony of repetition and to
dramatize, emotionalize, and give meaning to
linguistic material.
The musical background helps to induce a
relaxed attitude which Lozanov refers to as
concert pseudo-passiveness.
Principles
The type of music is critical to learning
success.
Lozanov recommends a series of slow
movements (sixty beats a minute) in 4/4
time for Baroque concertos strung
together into about a half-hour-concert.'
He notes that in such concerts "the body
relaxed, the mind became alert"
(Ostrander et al. 1 979: 74).
Objectives
Through the use of background music and
softly-spoken information students will
absorb information at a much higher rate
than is otherwise possible.
Students will experience the sensation of
controlled relaxation.
Attentiveness is manipulated to optimise
learning and recall.
Learning Objectives
Learning is enhanced through the power of
suggestion, music, relaxation, deep
breathing, metaphors and guided imagery.
Self-image will be improved.
The students will have a positive attitude
towards learning.
Suggestopedia aims to deliver advanced
conversational proficiency quickly.
Teachers place a high value on vocabulary
recall, memorization
Learning Objectives
To memorize large amounts of target
language vocabulary.
To be able to understand target language
at the appropriate level through the
teacher's presentation of the language
material.
Language Objectives
To be able to translate target language
vocabulary into ones native language.
To be able to gain meaning in the written
form of the target language.
To be able to communicate confidently in
the target language.
To be able to apply the language in useful,
'real-life' settings.
(Charles Curran)
COMMUNITY LANGUAGE
LEARNING
Introduction
Community Language Learning advises
teachers to take their students as whole
person.
Whole person learning means that teachers
consider not only the students intellect but
also their feelings.
Teachers become language counselors
and give no threats to students.
Background
Adults often feel threatened and foolish by
a new learning situation.
T becomes language counselorunderstand the struggle of the students.
T is understanding, sensitive, helpful and
overcome ss negative feelings into
positive energy in learning.
Teaching Activities
Translation: Ss ask in native
lang.
T translates to target lang.
Small/pair group: discuss a
topic,
a dialogue or a story.
Teaching Activities-cont.
Analysing: Ss analyse the written
dialogue
in target lang.
Reflection and observation: Ss reflect
what have learned in the classroom
and make an oral report, including
express their feelings.
10 Questions to be
answered
What are the goals of teachers who use the
CLL method?
-- To use the target language
communicatively in a non-defensive
manner.
What is the role of the teacher? What is the
role of the students?
Ta counselor; Sa client
The relationship between T and S from
dependency to independency (focus on
fluency or accuracy)
JAMES ASHER
TOTAL PHYSICAL
RESPONSE
On Teaching a Language
56
Introduction
Total Physical Response is a language
learning method based on the
coordination of speech and action.
It is linked to the trace theory of
memory, which holds that memory is
stimulated and increased when it is
closely associated with motor activity.
On Teaching a Language
57
Objectives
learning needs to become more
enjoyable and less stressful.
a natural way to accomplish this is to
recreate the natural way children
learn their native language, most
notably through facilitating an
appropriate "listening" and
"comprehension" period.
58
Reviewingtheprinciples
1.Whatarethegoalsofteacherswhouse
TPR?
TeacherswhouseTPRbelieveinthe
importanceofhavingtheirstudents
enjoytheirexperienceinlearningto
communicateinaforeignlanguage.
2.Whatistheroleoftheteacher?Whatis
theroleofthestudents?
Initially,theteacheristhedirectorofall
studentbehavior.Thestudentsareimitators
ofhernonverbalmodel.Atsomepoint
(usuallyaftertentotwentyhoursof
instruction),somestudentswillbereadyto
speak.Atthatpointtherewillbearole
reversalwithindividualstudentsdirecting
theteacherandtheotherstudents.
Afterlearningtorespondtosomeoral
commands,thestudentslearntoreadandwrite
them.Meanwhiletheyarereadytospeakand
becomeonewhoissuesthecommands.
6.Howislanguageviewed?
Justaswiththeacquisitionofthenative
language,theoralmodalityisprimary.
7.Whatareasoflanguageareemphasized?
Whatlanguageskillsareemphasized?
Vocabularyandgrammaticalstructuresare
emphasizedoverotherlanguageareas.
Understandingthespokenwordshould
precedeitsproduction.Thespokenlanguage
isemphasizedoverwrittenlanguage.
8.Whatistheroleofthestudentsnativelanguage?
TPRisusuallyintroducedinthestudents
nativelanguage.Aftertheintroduction,
rarelywouldthenativelanguagebeused.
Meaningismadeclearthroughbody
movements.
10.Howdoestheteacherrespondtostudenterrors?
Itisexpectedthatstudentswillmakeerrors
whentheyfirstbeginspeaking.Teachers
shouldbetolerantofthemandonlycorrect
majorerrors.Eventheseshouldbecorrected
unobtrusively.
Peoplealwaysaskhowmuchofalanguagecan
betaughtthroughTPR.
Asherclaimsthatallgrammarfeaturescanbe
communicatedthroughimperatives.
Exampleofadvancedlesson,onemight
introducepasttenseasfollow:
Teacher:Ingrid,walktotheblackboard.
(Ingridgetsupandwalksto
theblackboard.)
Teacher:Class,ifIngridwalkedtothe
blackboard,standup.
(Theclassstandsup.)
Teacher:Ingrid,writeyournameonthe
blackboard.
(Ingridwriteshernameonthe
blackboard.)
Teacher:Class,ifIngridwrotehernameon
theblackboard,sitdown.
(Theclasssitsdown.)
Tutorial Questions
Gattegno dismissed traditional
teaching as being too concerned
with filling memories rather than
educating students awareness,
which, he declared, is the only thing
in us that is educable.
How is this achieved in the Silent
Way?
Asherbelievesthatforeignlanguage
instructioncanandshouldbemodeledon
nativelanguageacquisition.Whataresome
characteristicsofhismethodthataresimilarto
thewaychildrenacquiretheirnative
language?
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The End
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