Role play; Drill: Repeat main line ◦ Change main line with new vocabulary ◦ Create and answer Yes/No questions based on main line; No grammar rule;
Students need to use language without stopping to think; Teachers are responsible for leading students; Dialogs are taught through repetition and imitation;
Grammar and vocabulary are presented through dialogs; The interaction teacher-student is directed; Each language has its unique system; The language skills order are: listening, speaking, reading and writing;
Pronunciation is taught since the beginning; Students errors are avoided and teacher draws their attention to their difficulties; Students are guided to repeat as accurately and quick as they can; The teacher begins the chain drill and then passes the turn to the students;
The teacher presents a sentence and then encourage students to substitute the terms; Question-answer drill; Minimal pairs are presented by the teachers, contrasting to the students native language; Students fill the blanks of the dialogs;
Caleb Gattegno Shares certain principles with the Cognitive Aproach: “Teaching should besubordinated to learning” Gattegno: learning- initiate by ourselves, mobilizing our inner resources;
Goals of the teachers:• self-expression (thought , perceptions, fellings)• develop independence• onw inner criteria for correctness
Roles Teacher: technician or engineer “Only the learner can do the learning” Respect the student’s autonomy
Role of the Students• Use of what they know• Free themselves of any obstacles• Actively engage – personal responsibility
As Gattegno says:“The teacher works with the students; the students work on the language.”
Teaching / Learning Process Starts through what the students already know Situations to focus the attention on the structures of the language
Minimal spoken cues Students receive a great deal of practice Students gain autonomy by exploring the language and by making choices Students describe their reactions
Teacher-Student Interactions• Teacher is silent – give cues• Non-verbal gestures, tools he has available• Student-Student interaction is desirable
Techniques and Materials Sound-color chart Teacher’s Silent Peer Correction Rods Self-Correction Gestures Word Chart Structured Feedback
References LARZEN-FREEMAN, D. The Audio-Lingual Method. The Silent Way.In: Techniques and principles in language teaching. 2nded. Oxford. 2008.
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