Apresentação reinildes parte 2
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The document outlines principles of the oral-based and audio-lingual language teaching approaches. It discusses techniques like repetition, drilling, role plays, and modeling by the teacher. It also covers the role of the teacher as a guide who avoids correcting errors and encourages independent practice, as well as techniques like chain drills and question-answer practice. Finally, it mentions the audio-lingual method and Caleb Gattegno's Silent Way approach, which emphasize learning through exploration and developing learner autonomy.
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SILENT WAY
The silent method is an educational approach developed by Caleb Gattegno that focuses on students discovering language concepts through problem solving using physical objects rather than direct instruction. The teacher's role is to silently monitor student interactions and provide clues, while students are expected to work cooperatively and self-correct through guided discovery. The goal is for beginning students to gain oral and written near-native fluency in the target language.
the silent way by Meiry agresti part 1
The Silent Way is a language teaching method developed by Caleb Gattegno that hypothesizes learning is facilitated through discovery, physical objects, and problem solving. The teacher remains mostly silent while using gestures and materials like Cuisenaire rods to model language concepts for students to inductively derive on their own. The goals are for students to gain oral proficiency, near-native fluency, and practical grammar knowledge in the target language. Lessons focus on introducing grammatical items and vocabulary according to complexity. Students are expected to self-correct, work autonomously, and cooperatively to create their own utterances building on the minimal input from the silent teacher.
the Silent way
The Silent Way is a language teaching method developed in the 1970s by Caleb Gattegno that emphasizes students taking an active role in their own learning. It is based on the idea that students should discover the rules of the new language through their own cognition rather than habit formation. The teacher remains mostly silent, using gestures and materials like Cuisenaire rods to guide students, who are encouraged to self-correct and help their peers. The goal is for students to develop near-native fluency through an inductive process focused on pronunciation and grammar.
Silent Way Method and Communicative Language Teaching
The document discusses the key aspects of the communicative language teaching (CLT) approach. It emphasizes developing students' communicative competence and using classroom activities focused on meaningful communication, such as role plays. The teacher acts as a facilitator rather than expert, while students are expected to participate in groups and take responsibility for their learning. Lessons typically involve presenting a language function or structure, providing practice and feedback, and allowing discovery of rules. Sample activities include role plays and reconstructing a story from sections divided among students.
Learners' roles in the different teaching approaches and methods
This document outlines the roles of learners in different language teaching approaches, including the Grammar Translation Method, Direct Method, Oral-Aural Approach, Silent Way Approach, Community Language Learning Approach, Oral Approach, and Communicative Approach. In the Grammar Translation Method, learners are passive and focus on translation and memorization. The Direct Method places less emphasis on the learner's passivity and more on interaction. Learners in the Oral-Aural Approach imitate the teacher through drills. They are independent problem solvers in the Silent Way Approach and work cooperatively in groups in the Community Language Learning Approach.
The silent way
The Silent Way teaching method developed by Caleb Gattegno in the 1960s aims for students to learn independently with minimal teacher input. Students are introduced to new language concepts using visual aids like Cuisenaire rods and charts, then must work together to understand without direct instruction. While this approach alone is rarely used today, its emphasis on student independence and discovery learning through visual supports continues to influence language teaching methods.
The silent way
The Silent Way is a language teaching method developed by Caleb Gattegno that emphasizes learner independence and minimal teacher speaking. The teacher uses visual aids like charts and rods to introduce new language concepts silently, then observes as students practice the language through problem-solving activities. The role of the teacher is to present language once using gestures before stepping back, while students take responsibility for their own learning through exploration and self-correction. Proponents argue this fosters autonomy and respect for individual learners, though some question if silence can teach effectively or be practical for all classroom contexts.
The silent way
This is an approach to Foreign Language teaching that was developed in the early 1960s by Caleb Gattegno. It is called so because the teacher is mostly silent and the focus is more on the students. A lot of props are used to facilitate the learning process.
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SILENT WAY
The silent method is an educational approach developed by Caleb Gattegno that focuses on students discovering language concepts through problem solving using physical objects rather than direct instruction. The teacher's role is to silently monitor student interactions and provide clues, while students are expected to work cooperatively and self-correct through guided discovery. The goal is for beginning students to gain oral and written near-native fluency in the target language.
the silent way by Meiry agresti part 1
The Silent Way is a language teaching method developed by Caleb Gattegno that hypothesizes learning is facilitated through discovery, physical objects, and problem solving. The teacher remains mostly silent while using gestures and materials like Cuisenaire rods to model language concepts for students to inductively derive on their own. The goals are for students to gain oral proficiency, near-native fluency, and practical grammar knowledge in the target language. Lessons focus on introducing grammatical items and vocabulary according to complexity. Students are expected to self-correct, work autonomously, and cooperatively to create their own utterances building on the minimal input from the silent teacher.
the Silent way
The Silent Way is a language teaching method developed in the 1970s by Caleb Gattegno that emphasizes students taking an active role in their own learning. It is based on the idea that students should discover the rules of the new language through their own cognition rather than habit formation. The teacher remains mostly silent, using gestures and materials like Cuisenaire rods to guide students, who are encouraged to self-correct and help their peers. The goal is for students to develop near-native fluency through an inductive process focused on pronunciation and grammar.
Silent Way Method and Communicative Language Teaching
The document discusses the key aspects of the communicative language teaching (CLT) approach. It emphasizes developing students' communicative competence and using classroom activities focused on meaningful communication, such as role plays. The teacher acts as a facilitator rather than expert, while students are expected to participate in groups and take responsibility for their learning. Lessons typically involve presenting a language function or structure, providing practice and feedback, and allowing discovery of rules. Sample activities include role plays and reconstructing a story from sections divided among students.
Learners' roles in the different teaching approaches and methods
This document outlines the roles of learners in different language teaching approaches, including the Grammar Translation Method, Direct Method, Oral-Aural Approach, Silent Way Approach, Community Language Learning Approach, Oral Approach, and Communicative Approach. In the Grammar Translation Method, learners are passive and focus on translation and memorization. The Direct Method places less emphasis on the learner's passivity and more on interaction. Learners in the Oral-Aural Approach imitate the teacher through drills. They are independent problem solvers in the Silent Way Approach and work cooperatively in groups in the Community Language Learning Approach.
The silent way
The Silent Way teaching method developed by Caleb Gattegno in the 1960s aims for students to learn independently with minimal teacher input. Students are introduced to new language concepts using visual aids like Cuisenaire rods and charts, then must work together to understand without direct instruction. While this approach alone is rarely used today, its emphasis on student independence and discovery learning through visual supports continues to influence language teaching methods.
The silent way
The Silent Way is a language teaching method developed by Caleb Gattegno that emphasizes learner independence and minimal teacher speaking. The teacher uses visual aids like charts and rods to introduce new language concepts silently, then observes as students practice the language through problem-solving activities. The role of the teacher is to present language once using gestures before stepping back, while students take responsibility for their own learning through exploration and self-correction. Proponents argue this fosters autonomy and respect for individual learners, though some question if silence can teach effectively or be practical for all classroom contexts.
The silent way
This is an approach to Foreign Language teaching that was developed in the early 1960s by Caleb Gattegno. It is called so because the teacher is mostly silent and the focus is more on the students. A lot of props are used to facilitate the learning process.
The silent way
The silent way is a language teaching method developed by Caleb Gattegno in the 1970s. Its key principles are that learning is facilitated through discovery rather than repetition, using accompanying physical objects, and problem solving. The teacher's role is to design lessons and elicit student responses through gestures without speaking. Students are expected to learn independently and rely on each other by interacting and self-correcting. The process focuses students on language structures through minimal cues and practice without repetition. The teacher observes students closely and addresses any feelings that interfere with learning through feedback sessions.
Classroom interaction
The document discusses the role of the teacher in language learning and different teaching methods. It lists several teaching approaches including individual work, choral responses, open-ended questioning, teacher talk, full class interaction, group work, and self-access. It emphasizes that the teacher's role is to facilitate learning, manage the classroom, instruct language, and advise students. The goal is to promote meaningful communication and self-reflection through engaging learners with texts and resources that reflect language and culture.
Classroom interaction
The document discusses different forms of classroom interaction ranging from teacher-centered to student-centered. It also covers types of classroom activities and interactions such as group work, questioning, and individual work. Effective classroom interaction requires clarity, learning value, interest, availability of responses, extension of learning, and appropriate teacher reaction.
16108810029 Citra Rosalia Vivi
This document discusses different methods and approaches for teaching English as a foreign language. It defines the key differences between methods, which are detailed plans for presenting language material, and approaches, which refer to the overall nature of how the language is taught. Several specific teaching methods are outlined, including direct method, grammar-translation method, audio-lingualism, structural approach, suggestopedia, total physical response, communicative language teaching, silent way, and task-based learning. The document also discusses techniques commonly used with different methods such as classroom setup, peripheral learning, positive suggestion, and Baroque music.
The Silent Way
The Silent Way is a language teaching method created by Caleb Gattegno in 1963 that utilizes extensive silence. The key principles are that learning is more important than teaching, students develop their own understanding rather than repeating a model, and errors are an important part of learning. Students must be observant, willing to discover the language independently, and have a positive attitude. The goals are for students to become independent, autonomous, responsible users of the language who can self-express and interact with others. Classroom activities include the teacher modeling words for students to incorporate into their own utterances with minimal guidance.
Silent way
The silent way(SW), a method of language teaching, originated in the early 1970s and introduced by Caleb Gattegno, who, an Europe educator, is well known for the use of colored sticks called Cuisenaire rods and for his approach to the teaching of initial reading in which sounds are taught by colors
Ch 5 the silent way
The document discusses the Silent Way language teaching method developed by C. Gattegno in the 1960s. It was a response to criticisms of behaviorism and structuralism, instead promoting an active, discovery-based approach to learning. The Silent Way method emphasizes students producing language from the start, with the teacher acting as a facilitator and staying silent as much as possible. Students are expected to learn through trial and error and helping each other, becoming autonomous learners.
G2.classroom interaction. a ct 2.1. oscar hernandez
Prepare a power point presentation of 15 slides with the most important information you can find on the internet about the classroom interactions.
desuggestopedia
Desuggestopedia is a teaching method developed by Georgi Lozanov, a Bulgarian psychiatrist and educator. The goal of desuggestopedia is to help students eliminate psychological barriers to learning and increase their communicative ability. Teachers using this method speak confidently and integrate indirect positive suggestions to enhance learning. Fine arts, music, and choosing a new identity are used to stimulate students' mental reserves and make learning feel easy and enjoyable. Key aspects of lessons include active concerts with dramatic reading paired with music, passive concerts where students simply listen, and primary activation where students playfully re-read material.
Total Physical Response
The document discusses the Total Physical Response (TPR) method of foreign language teaching. In TPR, the teacher gives students commands in the target language and acts them out, without requiring students to speak. Students demonstrate understanding through performing the commands. Later, students may give commands as well. The method aims to reduce stress and introduce language through meaningful physical actions before speaking.
Suggestopedia- A Method Of Teaching
The document discusses the suggestopedia method of teaching developed by Georgi Lozanov. It involves creating a relaxing environment with Baroque music and having students alternately actively and passively read texts while following the teacher. The method aims to use positive suggestion and now focuses more on "desuggestive learning." It involves four phases - introduction, concert session, elaboration, and production. The role of the teacher is important in guiding activities like games and songs to help students learn effectively. While it can be useful for some students, it requires significant effort from teachers and may not work as well in large classes.
Silent way method
The silent way is a language teaching methodology created by Caleb Gattegno that aims to help beginning students gain basic fluency. It has three main principles: 1) Learners discover or create through problem solving using the target language 2) Physical objects like rods help learning 3) Translation and repetition are avoided. The teacher monitors students and encourages independent learning through trial and error while students form their own rules and conclusions with a focus on pronunciation.
The silent way
The Silent Way is a language teaching method created by Caleb Gattegno that relies extensively on silence. It encourages student responses orally without direct instruction from the teacher. Teachers point to charts containing sounds and students are expected to pronounce them correctly. Students develop autonomy through self and peer correction. Rods, pictures, and word charts are used as teaching materials. While it promotes student interaction and independent learning, the method can confuse students and make progress evaluation difficult for teachers.
Silent way
The Silent Way is a language teaching method that involves students actively in the learning process through concentration, cooperation, and problem-solving. The teacher uses gestures, charts and the blackboard to explain material without speaking, while students remain silent. It is an active and productive method best suited for beginners and young learners, though not all students may pay full attention during the silent process.
Silent way 1
The Silent Way is a language teaching method developed by Caleb Gattegno in the 1970s that emphasizes learner independence and autonomy. Some key principles are that the teacher should be silent as much as possible to encourage student production, students rely on their own resources and problem-solving abilities to learn, and learning involves discovering structures rather than repeating them. The teacher sets up learning situations, uses tools like color-coded charts and rods, and provides feedback, while being mostly silent to help students develop their own inner criteria for language. The goal is for students to become independent, autonomous, and responsible learners.
Desopedia[sxd1]
Desuggestopedia aims to accelerate foreign language learning for communication through reducing psychological barriers and activating the subconscious mind. The teacher creates a relaxed environment through confidence, security, and role-playing activities while students follow instruction easily. Characteristics include a decorated classroom, new student identities, handouts, conversations set to music, and games with minimal grammar instruction and emphasis on speaking. Student interactions are initiated by the teacher in groups or individually while using body language or target language. Feelings of relaxation, confidence and security are developed through assuming new roles. Language and culture are viewed as interconnected, and the native language is used initially and reduced over time, with evaluation based on performance instead of tests and gentle error correction.
The silent way
The Silent Way method of language teaching was developed by Caleb Gattegno. It focuses on problem solving, discovery, and intellectual engagement. The teacher remains silent and guides the learning process, using gestures and visual aids, while students work independently and cooperatively to solve language problems. Responsibility for learning falls on the students, as the teacher does not correct mistakes or allow native language use. The goal is to foster student autonomy through a silent, problem-solving approach.
Desuggestopedia elt presentation modificado
Desuggestopedia is a language teaching method created by Georgi Lozanov that aims to help students overcome barriers to learning through creating a relaxed environment. It stimulates students' mental reserves through integrating fine arts. Key principles include peripheral learning from one's environment, using translations to clarify meaning, facilitating learning in a cheerful way, and addressing students' feelings to reduce psychological barriers to acquiring a new language.
Classroom Interaction.
Here, in my presentation you can find that how classroom interaction is necessary to get command over second language and how it differs from traditional teaching and activity which we are using in modern classroom teaching to make learners interactive.
Presentation about Suggestopedia
Suggestopedia is a language teaching method developed by Georgi Lozanov based on how the human brain learns most effectively. It aims to remove psychological barriers to learning by creating a relaxing environment with music, colors, and confidence-building techniques. Key aspects include a sensory-rich setting, positive reinforcement, and interactive activities like role plays. The teacher aims to put students in a suggestible state to optimize retention through dramatized texts, songs, and maintaining an enthusiastic yet modest demeanor. While it may accelerate learning compared to other methods, Suggestopedia also faces limitations like large class sizes common in some areas.
A Methodical History of Language Teaching, Brown
The document provides a historical overview of methods for teaching foreign languages from the 19th century to present day. It describes the Grammar Translation Method, Community Language Learning, Suggestopedia, the Silent Way, Total Physical Response, the Natural Approach, and Functional Syllabuses. Each method is summarized with its key principles and disadvantages discussed. The reading concludes with study guide questions about applying past methods to modern language teaching.
Individual differences
Individual differences summarize the key attributes that vary between people such as physical, psychological, and emotional traits. Personality is shaped by both heredity and environment factors and influences behaviors. There are several specific personality traits including self-esteem, locus of control, introversion/extraversion, and emotional intelligence. Work attitudes like hope, job satisfaction, and organizational commitment are also affected by individual differences and personality traits.
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The silent way
The silent way is a language teaching method developed by Caleb Gattegno in the 1970s. Its key principles are that learning is facilitated through discovery rather than repetition, using accompanying physical objects, and problem solving. The teacher's role is to design lessons and elicit student responses through gestures without speaking. Students are expected to learn independently and rely on each other by interacting and self-correcting. The process focuses students on language structures through minimal cues and practice without repetition. The teacher observes students closely and addresses any feelings that interfere with learning through feedback sessions.
Classroom interaction
The document discusses the role of the teacher in language learning and different teaching methods. It lists several teaching approaches including individual work, choral responses, open-ended questioning, teacher talk, full class interaction, group work, and self-access. It emphasizes that the teacher's role is to facilitate learning, manage the classroom, instruct language, and advise students. The goal is to promote meaningful communication and self-reflection through engaging learners with texts and resources that reflect language and culture.
Classroom interaction
The document discusses different forms of classroom interaction ranging from teacher-centered to student-centered. It also covers types of classroom activities and interactions such as group work, questioning, and individual work. Effective classroom interaction requires clarity, learning value, interest, availability of responses, extension of learning, and appropriate teacher reaction.
16108810029 Citra Rosalia Vivi
This document discusses different methods and approaches for teaching English as a foreign language. It defines the key differences between methods, which are detailed plans for presenting language material, and approaches, which refer to the overall nature of how the language is taught. Several specific teaching methods are outlined, including direct method, grammar-translation method, audio-lingualism, structural approach, suggestopedia, total physical response, communicative language teaching, silent way, and task-based learning. The document also discusses techniques commonly used with different methods such as classroom setup, peripheral learning, positive suggestion, and Baroque music.
The Silent Way
The Silent Way is a language teaching method created by Caleb Gattegno in 1963 that utilizes extensive silence. The key principles are that learning is more important than teaching, students develop their own understanding rather than repeating a model, and errors are an important part of learning. Students must be observant, willing to discover the language independently, and have a positive attitude. The goals are for students to become independent, autonomous, responsible users of the language who can self-express and interact with others. Classroom activities include the teacher modeling words for students to incorporate into their own utterances with minimal guidance.
Silent way
The silent way(SW), a method of language teaching, originated in the early 1970s and introduced by Caleb Gattegno, who, an Europe educator, is well known for the use of colored sticks called Cuisenaire rods and for his approach to the teaching of initial reading in which sounds are taught by colors
Ch 5 the silent way
The document discusses the Silent Way language teaching method developed by C. Gattegno in the 1960s. It was a response to criticisms of behaviorism and structuralism, instead promoting an active, discovery-based approach to learning. The Silent Way method emphasizes students producing language from the start, with the teacher acting as a facilitator and staying silent as much as possible. Students are expected to learn through trial and error and helping each other, becoming autonomous learners.
G2.classroom interaction. a ct 2.1. oscar hernandez
Prepare a power point presentation of 15 slides with the most important information you can find on the internet about the classroom interactions.
desuggestopedia
Desuggestopedia is a teaching method developed by Georgi Lozanov, a Bulgarian psychiatrist and educator. The goal of desuggestopedia is to help students eliminate psychological barriers to learning and increase their communicative ability. Teachers using this method speak confidently and integrate indirect positive suggestions to enhance learning. Fine arts, music, and choosing a new identity are used to stimulate students' mental reserves and make learning feel easy and enjoyable. Key aspects of lessons include active concerts with dramatic reading paired with music, passive concerts where students simply listen, and primary activation where students playfully re-read material.
Total Physical Response
The document discusses the Total Physical Response (TPR) method of foreign language teaching. In TPR, the teacher gives students commands in the target language and acts them out, without requiring students to speak. Students demonstrate understanding through performing the commands. Later, students may give commands as well. The method aims to reduce stress and introduce language through meaningful physical actions before speaking.
Suggestopedia- A Method Of Teaching
The document discusses the suggestopedia method of teaching developed by Georgi Lozanov. It involves creating a relaxing environment with Baroque music and having students alternately actively and passively read texts while following the teacher. The method aims to use positive suggestion and now focuses more on "desuggestive learning." It involves four phases - introduction, concert session, elaboration, and production. The role of the teacher is important in guiding activities like games and songs to help students learn effectively. While it can be useful for some students, it requires significant effort from teachers and may not work as well in large classes.
Silent way method
The silent way is a language teaching methodology created by Caleb Gattegno that aims to help beginning students gain basic fluency. It has three main principles: 1) Learners discover or create through problem solving using the target language 2) Physical objects like rods help learning 3) Translation and repetition are avoided. The teacher monitors students and encourages independent learning through trial and error while students form their own rules and conclusions with a focus on pronunciation.
The silent way
The Silent Way is a language teaching method created by Caleb Gattegno that relies extensively on silence. It encourages student responses orally without direct instruction from the teacher. Teachers point to charts containing sounds and students are expected to pronounce them correctly. Students develop autonomy through self and peer correction. Rods, pictures, and word charts are used as teaching materials. While it promotes student interaction and independent learning, the method can confuse students and make progress evaluation difficult for teachers.
Silent way
The Silent Way is a language teaching method that involves students actively in the learning process through concentration, cooperation, and problem-solving. The teacher uses gestures, charts and the blackboard to explain material without speaking, while students remain silent. It is an active and productive method best suited for beginners and young learners, though not all students may pay full attention during the silent process.
Silent way 1
The Silent Way is a language teaching method developed by Caleb Gattegno in the 1970s that emphasizes learner independence and autonomy. Some key principles are that the teacher should be silent as much as possible to encourage student production, students rely on their own resources and problem-solving abilities to learn, and learning involves discovering structures rather than repeating them. The teacher sets up learning situations, uses tools like color-coded charts and rods, and provides feedback, while being mostly silent to help students develop their own inner criteria for language. The goal is for students to become independent, autonomous, and responsible learners.
Desopedia[sxd1]
Desuggestopedia aims to accelerate foreign language learning for communication through reducing psychological barriers and activating the subconscious mind. The teacher creates a relaxed environment through confidence, security, and role-playing activities while students follow instruction easily. Characteristics include a decorated classroom, new student identities, handouts, conversations set to music, and games with minimal grammar instruction and emphasis on speaking. Student interactions are initiated by the teacher in groups or individually while using body language or target language. Feelings of relaxation, confidence and security are developed through assuming new roles. Language and culture are viewed as interconnected, and the native language is used initially and reduced over time, with evaluation based on performance instead of tests and gentle error correction.
The silent way
The Silent Way method of language teaching was developed by Caleb Gattegno. It focuses on problem solving, discovery, and intellectual engagement. The teacher remains silent and guides the learning process, using gestures and visual aids, while students work independently and cooperatively to solve language problems. Responsibility for learning falls on the students, as the teacher does not correct mistakes or allow native language use. The goal is to foster student autonomy through a silent, problem-solving approach.
Desuggestopedia elt presentation modificado
Desuggestopedia is a language teaching method created by Georgi Lozanov that aims to help students overcome barriers to learning through creating a relaxed environment. It stimulates students' mental reserves through integrating fine arts. Key principles include peripheral learning from one's environment, using translations to clarify meaning, facilitating learning in a cheerful way, and addressing students' feelings to reduce psychological barriers to acquiring a new language.
Classroom Interaction.
Here, in my presentation you can find that how classroom interaction is necessary to get command over second language and how it differs from traditional teaching and activity which we are using in modern classroom teaching to make learners interactive.
Presentation about Suggestopedia
Suggestopedia is a language teaching method developed by Georgi Lozanov based on how the human brain learns most effectively. It aims to remove psychological barriers to learning by creating a relaxing environment with music, colors, and confidence-building techniques. Key aspects include a sensory-rich setting, positive reinforcement, and interactive activities like role plays. The teacher aims to put students in a suggestible state to optimize retention through dramatized texts, songs, and maintaining an enthusiastic yet modest demeanor. While it may accelerate learning compared to other methods, Suggestopedia also faces limitations like large class sizes common in some areas.
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G2.classroom interaction. a ct 2.1. oscar hernandez
G2.classroom interaction. a ct 2.1. oscar hernandez
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Individual differences summarize the key attributes that vary between people such as physical, psychological, and emotional traits. Personality is shaped by both heredity and environment factors and influences behaviors. There are several specific personality traits including self-esteem, locus of control, introversion/extraversion, and emotional intelligence. Work attitudes like hope, job satisfaction, and organizational commitment are also affected by individual differences and personality traits.
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The document provides an overview of several methods and approaches to teaching English as a foreign language (EFL), including the Direct Method, Grammar-Translation Method, Audio-Lingual Method, Natural Approach, Humanistic Approach, Silent Way, and Suggestopedia Method. For each method, the summary highlights the main features, the teacher's role, the learner's role, key techniques used, and similarities and differences between the methods. The document serves as a useful reference for understanding different EFL teaching philosophies and how they approach language instruction.
Methods used in Teaching Language and Literature
The document discusses various methods used to teach language and literature, including the lecture method, audiovisual method, project method, flipped classroom, kinesthetic learning, differentiated instruction, inquiry-based learning, and game-based learning. It also covers several language teaching methodologies such as the direct method, grammar-translation method, audio-lingual method, structural approach, suggestopedia, communicative language teaching, community language learning, and task-based language learning. It concludes that no single method can guarantee success and teachers should consider factors like learner characteristics and needs when choosing methods.
Methods and approachesd
The document provides an overview of several language teaching methods:
- The Grammar-Translation Method focuses on reading, writing, and memorizing grammar rules. Students translate between the target and native languages.
- The Direct Method avoids translation and focuses on speaking and listening through demonstrations and real-world examples.
- The Audio-Lingual Method uses drills to teach structures and reinforce correct responses. Students imitate the teacher to learn through habit.
- The PPP Method presents new language, has students practice it, and then produce it freely. It encourages accuracy over fluency.
- Community Language Learning creates transcripts of student conversations in their native language. Students then work with the target language equival
Some approaches in tefl
This document discusses various approaches and methods for teaching English as a foreign language. It begins by defining TEFL as teaching English to speakers of other languages. It then outlines two main approaches: teacher-centered, where the teacher actively provides information to passive students; and student-centered, which focuses on constructive learning with student-directed activities. Several common teaching methods are also described, including grammar translation, direct method, audiolingualism, and communicative language teaching. The document provides examples of techniques and activities used in each method.
TEFL (Direct Method, PPP, CLL)
The document discusses three popular teaching methodologies: direct method, presentation-practice-production (PPP), and community language learning (CLL).
The direct method focuses on using the target language without translation and emphasizing speaking skills. PPP follows a three step structure of presenting new language, practicing it, and then having students produce and use it. CLL builds a supportive learning community where the teacher acts as a counselor and students determine their own learning needs.
Audiolingual method
The audiolingual method is an oral-based language teaching approach that was influenced by structural linguistics and behavioral psychology. It uses repetition and drilling of grammatical patterns to help students form new habits in the target language. Teachers present new vocabulary and structures through dialogs, which students then practice through imitation, repetition, and pattern drills with the goal of overcoming their native language habits. The focus is on oral skills and grammar is induced, not explicitly taught. Student interaction is teacher-directed and the primary role of students is to respond to stimuli while the teacher controls the learning process.
Armedia Wiratama (16108810013)
This document discusses various approaches to teaching English as a foreign language (TEFL). It describes student-centered and teacher-centered approaches, as well as several specific methods including the direct method, grammar translation method, audiolingual method, structural approach, suggestopedia, total physical response, communicative language teaching, the silent way. Each method is summarized with its key principles and typical classroom techniques. The document provides an overview of the philosophy and practices of major TEFL approaches.
Approaches, methods, procedures and techniques
The speech production derives from speech comprehension, because learners always are able to understand first than speak. Besides the basis of language is used words with a significant contexts in order to produce language meaningfully (lexicon).
Silent way
The Silent Way is a language teaching method developed by Caleb Gattegno in the 1970s that emphasizes learner independence and discovery. Some key principles are that the teacher should be silent as much as possible, students rely on their own resources and problem-solving abilities, and learning is facilitated through the use of accompanying physical objects like color-coded charts. The goal is for students to become independent, autonomous, and responsible learners who can self-correct. The teacher observes students and provides minimal guidance, focusing on creating an environment where students can take risks and learn at their own pace through exploration and interaction with instructional materials and each other.
Silent way method
The Silent Way is a language teaching method created by Caleb Gattegno that makes extensive use of silence. The teacher uses silence to focus students, elicit responses, and encourage self-correction. While silent, the teacher helps with gestures and encouraging peer help. Students are responsible for problem-solving and hypothesis testing about language. Criticisms include that it is harsh and lacks communication, but advantages are creative, discovery-based long-term learning through problem-solving.
El metodo silencioso
The Silent Way is a language teaching method created by Caleb Gattegno that emphasizes silence in the classroom. The teacher's role is to monitor students and encourage their active participation through techniques like gestures and facial expressions, while students test grammatical forms and discover the language through problem-solving. Students use colored rods and charts to learn pronunciation and recall information. While the method increases interaction and participation, it is also very abstract and different from traditional methods, making it difficult for some students and only suitable for small groups with a dedicated teacher.
Silent way method
The Silent Way is a language teaching method created by Caleb Gattegno in the 1970s that emphasizes student autonomy and discovery learning. The teacher plays a minimal role, speaking less than 10% of class time, and uses gestures rather than verbal instruction to guide students. Students are actively engaged in exploring and hypothesizing about the target language's rules through peer interaction and practice without repetition. The goal is for students to develop independence and their own internal criteria for correctness in the language.
Communicative language teaching
Communicative Language Teaching is a set of principles about teaching including recommendations about method and syllabus where the focus is on meaningful communication not structure, use not usage.
directmethodofelt-170319091616.pdf
The document discusses the Direct Method of teaching English. It has the following key points:
1. The Direct Method teaches language directly without translation, using demonstration and dramatization to associate words and phrases with their meanings. It aims to build direct relations between experience and language.
2. It was developed in the early 1900s in response to issues with the Grammar Translation Method. It uses only the target language in instruction and refrains from translating into students' native languages.
3. Techniques include question-answer exchanges, dictation, reading aloud, map drawing, and paragraph writing. Grammar is taught inductively and oral communication is emphasized over other skills.
directmethodofelt-170319091616.pdf
The document discusses the Direct Method of teaching English. It has the following key points:
1. The Direct Method teaches language directly without translation, using demonstration and immersion in the target language. Grammar is taught inductively.
2. Class is conducted exclusively in English, focusing on oral communication through questioning and answers between students and teachers.
3. While initially popular, the Direct Method fell out of favor due to difficulties with implementation in public schools due to constraints like budget, class size, teacher qualifications, and lack of focus on reading and writing.
Direct Method of English language Teaching
The document discusses the Direct Method of teaching English. It has the following key points:
1. The Direct Method teaches language directly through demonstration and use of the target language only, without translation. It aims to build a direct association between language and experience.
2. It was developed in the early 1900s as an alternative to the Grammar Translation Method. It focuses on oral communication and teaches grammar inductively.
3. Core principles include using only the target language, starting with everyday vocabulary, emphasizing speech, and correcting pronunciation and grammar. Techniques include questioning, dictation, reading aloud, and paragraph writing.
What language teaching is.
Good teaching happens when competent teachers with non-discouraging personalities use non-defensive approaches to language teaching and learning, and cherish their students. Author: Dr. James E. Alatis
Dean Emeritus, School of Languages and Linguistics, Georgetown University.
THE_SILENT_WAY_METHOD.ppt
The Silent Way is a language teaching method developed by Caleb Gattegno that focuses on student discovery and autonomy. The teacher remains mostly silent, using visual tools like color-coded charts and rods to guide students in deducing pronunciation, vocabulary, and grammar without direct instruction. Learning occurs through problem-solving and creating hypotheses about the language rather than repeating what the teacher says. The goal is for students to take responsibility for their own learning and to learn the language by relying on their own resources and testing their understanding.
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Apresentação reinildes parte 2
- 1. Bruna Luiza Bruna Fontoura Giovana Perini Marina Garcia
- 2. Oral-based approach; Visual exploration; Teacher gives model; Many repetitions;
- 3. 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;
- 4. Students need to use language without stopping to think; Teachers are responsible for leading students; Dialogs are taught through repetition and imitation;
- 5. 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;
- 6. Pronunciation is taught since the beginning; Students errors are avoided and teacher draw 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 pass the turn to the students;
- 7. The teacher presents a sentence and then encouraged students to substitute the terms; Question-answer drill; Minimal pairs are presented by the teachers, contrasting to the students native language; Students fills the blanks of the dialogs;
- 8. Caleb Gattegno Shares certain principles with the Cognitive Aproach: “Teaching should be subordinated to learning” Gattegno: learning- initiate by ourselves, mobilizing our inner resources;
- 9. Goals of the teachers: • self-expression (thought , perceptions, fellings) • develop independence • onw inner criteria for correctness
- 10. Role of the Teacher • Technician or engineer • “Only the learner can do the learning” • Respect the student’s autonomy
- 11. Role of the Students • Use of what they know • Free themselves of any obstacles • Actively engage – personal responsibility
- 12. As Gattegno says: “The teacher works with the students; the students work on the language.”
- 13. Teaching / Learning Process • Starts through what the students already know • Situations to focus the attention on the structures of the language
- 14. • 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
- 15. Teacher-Student Interactions • Teacher is silent – give cues • Non-verbal gestures, tools he has available • Student-Student interaction is desirable
- 16. Techniques and Materials • Sound-color chart • Teacher’s Silent • Peer Correction • Rods • Self-Correction Gestures • Word Chart • Structured Feedback
- 17. References LARZEN-FREEMAN, D. The Audio-Lingual Method. The Silent Way.In: Techniques and principles in language teaching. 2nded. Oxford. 2008.