Audio Lingual Method
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The Audio-Lingual Method relies on behaviorism and uses drills, repetition and reinforcement to teach language structures through stimulus-response conditioning. The teacher provides a model for students to imitate through dialogues and pattern practice drills. Grammar is induced from examples rather than explicit instruction. Students' first language is not used, and the target language is emphasized through communicative, oral activities with reading and writing based on listening and speaking.
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Audio Lingual Method
The Audio-Lingual Method was developed during World War II to teach soldiers foreign languages quickly and effectively. It was based on behavioral psychology principles of stimulus-response and habit formation. Grammar and vocabulary were taught through repetitive drills and memorization rather than explanation. The focus was on oral proficiency through imitation and practice. However, criticisms emerged in the 1960s based on Chomsky's theory of innate language knowledge and generative grammar, challenging the behaviorist assumptions of Audio-Lingualism. While drill-based practice remained important, learners' creative abilities were acknowledged.
Direct method
The Direct Method is a language teaching method that does not allow translation and requires students to learn through direct association between the target language and meaning using objects, pictures, and situations. Key principles are using the target language for communication from the beginning, inductive grammar instruction without explicit rules, and developing reading, writing, speaking, and pronunciation skills through practice. Drawbacks include the need for highly proficient teachers and the potential inefficiency of avoiding explanations in the native language.
The audio lingual method
The document outlines the Audio-Lingual method of foreign language teaching. It was developed in the US during World War 2 to train military personnel. It is based on behaviorist psychology and the idea that language is acquired through habit formation and imitation. Teachers use drills and repetition of dialogues to help students master the target language system. While it was effective for its time, the method was later criticized for its lack of creativity and focus on memorization over understanding.
TEFL - The Audiolingual Method
The document discusses the Audiolingual Method, an approach to teaching foreign languages that was popular in the United States in the 1950s-1960s. It was based on behaviorist theory that language learning involves habit formation through repetition and reinforcement. Teachers modeled target language structures, which students practiced through drills with a focus on speaking and listening before reading and writing. While it aimed to make language learning more scientific, critics argued it lacked focus on communication and was boring for students. The decline of Audiolingualism coincided with the rise of theories prioritizing meaning over structure.
Communicative language teaching
This document describes a classroom activity using the communicative language teaching (CLT) method with a 5th grade class. The teacher presents grammar and vocabulary, then has students conduct a survey by asking each other questions in pairs. The goal is for students to practice speaking skills while learning about each other. Key principles of CLT used include focus on communication, learner-centered approach, and experience-based learning through interaction and trial/error. Potential challenges of CLT discussed include lack of clear grammar rules and need for teacher training to implement the method effectively.
Audiolingual Method
The audiolingual method aims to teach students to use language automatically through imitation and repetition without thinking. The teacher provides a model for students to imitate through dialogs and drills. Students are expected to imitate the teacher and interact through chain drills or role plays, but interaction is primarily initiated by the teacher. Grammar is induced rather than explicitly taught, and the focus is on oral skills like pronunciation from the beginning. Students are not allowed to use their native language, which is thought to interfere with learning. Evaluation focuses on discrete points and errors are to be avoided.
Powerpoint Total Pysical Response
Total Physical Response (TPR) is a language teaching method that uses physical movement in response to verbal commands to help teach vocabulary. Originating in the 1960s, TPR gained popularity as an alternative to traditional methods which saw high dropout rates. TPR focuses on understanding language through actions before speaking, with no pressure on students to speak. The goal is to develop basic speaking skills through listening and performing commands from the teacher, while building long-term retention of vocabulary in a fun, engaging way. However, TPR should be used alongside other methods for best results.
Difference between CLT and ALM
CLT emphasizes meaning and communication over structure and form. It uses contextualization and aims for learners to communicate effectively. In contrast, ALM focuses on accurate mastery of language structures, forms, and rules through repetition and memorization without explicit grammar instruction. Translation and the native language are accepted in CLT but forbidden in ALM. CLT aims for communicative competence while ALM aims for linguistic competence.
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Audio Lingual Method
The Audio-Lingual Method was developed during World War II to teach soldiers foreign languages quickly and effectively. It was based on behavioral psychology principles of stimulus-response and habit formation. Grammar and vocabulary were taught through repetitive drills and memorization rather than explanation. The focus was on oral proficiency through imitation and practice. However, criticisms emerged in the 1960s based on Chomsky's theory of innate language knowledge and generative grammar, challenging the behaviorist assumptions of Audio-Lingualism. While drill-based practice remained important, learners' creative abilities were acknowledged.
Direct method
The Direct Method is a language teaching method that does not allow translation and requires students to learn through direct association between the target language and meaning using objects, pictures, and situations. Key principles are using the target language for communication from the beginning, inductive grammar instruction without explicit rules, and developing reading, writing, speaking, and pronunciation skills through practice. Drawbacks include the need for highly proficient teachers and the potential inefficiency of avoiding explanations in the native language.
The audio lingual method
The document outlines the Audio-Lingual method of foreign language teaching. It was developed in the US during World War 2 to train military personnel. It is based on behaviorist psychology and the idea that language is acquired through habit formation and imitation. Teachers use drills and repetition of dialogues to help students master the target language system. While it was effective for its time, the method was later criticized for its lack of creativity and focus on memorization over understanding.
TEFL - The Audiolingual Method
The document discusses the Audiolingual Method, an approach to teaching foreign languages that was popular in the United States in the 1950s-1960s. It was based on behaviorist theory that language learning involves habit formation through repetition and reinforcement. Teachers modeled target language structures, which students practiced through drills with a focus on speaking and listening before reading and writing. While it aimed to make language learning more scientific, critics argued it lacked focus on communication and was boring for students. The decline of Audiolingualism coincided with the rise of theories prioritizing meaning over structure.
Communicative language teaching
This document describes a classroom activity using the communicative language teaching (CLT) method with a 5th grade class. The teacher presents grammar and vocabulary, then has students conduct a survey by asking each other questions in pairs. The goal is for students to practice speaking skills while learning about each other. Key principles of CLT used include focus on communication, learner-centered approach, and experience-based learning through interaction and trial/error. Potential challenges of CLT discussed include lack of clear grammar rules and need for teacher training to implement the method effectively.
Audiolingual Method
The audiolingual method aims to teach students to use language automatically through imitation and repetition without thinking. The teacher provides a model for students to imitate through dialogs and drills. Students are expected to imitate the teacher and interact through chain drills or role plays, but interaction is primarily initiated by the teacher. Grammar is induced rather than explicitly taught, and the focus is on oral skills like pronunciation from the beginning. Students are not allowed to use their native language, which is thought to interfere with learning. Evaluation focuses on discrete points and errors are to be avoided.
Powerpoint Total Pysical Response
Total Physical Response (TPR) is a language teaching method that uses physical movement in response to verbal commands to help teach vocabulary. Originating in the 1960s, TPR gained popularity as an alternative to traditional methods which saw high dropout rates. TPR focuses on understanding language through actions before speaking, with no pressure on students to speak. The goal is to develop basic speaking skills through listening and performing commands from the teacher, while building long-term retention of vocabulary in a fun, engaging way. However, TPR should be used alongside other methods for best results.
Difference between CLT and ALM
CLT emphasizes meaning and communication over structure and form. It uses contextualization and aims for learners to communicate effectively. In contrast, ALM focuses on accurate mastery of language structures, forms, and rules through repetition and memorization without explicit grammar instruction. Translation and the native language are accepted in CLT but forbidden in ALM. CLT aims for communicative competence while ALM aims for linguistic competence.
Silent way method
A presentation about Silent way method. This will help teachers to expand their knowledge about different kind of teaching methods.
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.
Grammar translation method
The document discusses the Grammar Translation Method (GTM) of teaching foreign languages. Some key points:
- GTM was first used in the 15th century to teach Latin and Greek. It focuses on reading comprehension, translation skills, and developing reading and writing abilities.
- Grammar rules are emphasized and taught deductively. Accuracy and memorization are stressed. Students translate between their native language and the target language.
- Little attention is given to speaking skills or pronunciation. The teacher's role is authority-based and interaction is mostly one-way. Errors are immediately corrected.
- Techniques include translation, reading comprehension questions, grammar exercises, and memorization. Advantages include ease of use and assessment
The audio lingual method
The Audio-Lingual Method (ALM), also known as the Army Method, was popular during World War II for teaching foreign languages. It was based on behaviorist learning theory which emphasized stimulus, response, and reinforcement. The goals were to use the target language communicatively and automatically without thinking in the native language. Teachers directed drills and modeled language, while students imitated, responded rapidly, and were not allowed to use their native language. Errors were avoided, vocabulary and structures were taught through dialog memorization, and there was little focus on students' creativity, individual needs, or culture.
Advantages and Disadvantages of Applying Audio-Lingual Methods
(1) The Audio-Lingual Method (ALM) emphasizes listening and speaking skills before reading and writing, using repetition and behaviorist techniques to help students communicate through memorizing words and structures.
(2) ALM utilizes 11 techniques including memorizing dialogues, drilling, and question/answer exercises. It also follows four principles: language is speech, language is habit, teaching the language not words, and language is what native speakers say.
(3) Advantages of ALM include being based on behaviorist psychology, not using translation or the original language, encouraging foreign language use and speech, and helping students learn pronunciation through teacher modeling. However, disadvantages are that it lacks room for error and does
Communicative language teaching
This document introduces the Communicative Language Teaching (CLT) approach, which originated in the 1960s in response to limitations of the prior Situational Language Teaching approach. The objective of CLT is to develop students' communicative competence and ability to use language functionally. It focuses on meaningful tasks, collaboration, and negotiation of meaning rather than mastery of grammar rules. Techniques may include information sharing, role plays, simulations, and other pair and group activities to encourage communication in the target language.
Communicative Language Teaching
The document discusses Communicative Language Teaching (CLT), an approach to teaching second languages that emphasizes using the language interactively to communicate and perform meaningful tasks. CLT focuses on interaction as both the means and goal of learning, considers communicative dimensions beyond just grammar structures, provides motivation for learners, and centers around their interests and needs. Some key benefits of this approach include its holistic view of language, ability to motivate learners, and relevance in a world where communication technologies are increasingly important.
Theory of communicative language teaching
Communicative Language Teaching (CLT) focuses on meaningful communication rather than grammatical structure. It emphasizes using language communicatively through tasks and interaction between students. CLT aims for communicative competence and fluency over accuracy. While CLT improves student interest and develops language skills, it may not provide enough correction for beginners and does not ensure accuracy in pronunciation and grammar.
The role of corrective feedback in second language learning
The document discusses corrective feedback (CF) in second language learning. It defines CF and outlines its theoretical positions from universal grammar, cognitive-interactionist, and sociocultural perspectives. The document also describes various types of oral and written CF strategies, including recasts, clarification requests, metalinguistic clues, and explicit correction. Guidelines for conducting effective CF are provided, emphasizing the cognitive advantages of CF and importance of opportunities for learner self-correction and uptake.
Approaches and methods in language teaching
The document discusses different approaches to language teaching including structuralism, functionalism, and interactionalism. It describes the audio-lingual method which is based on structural linguistics and behaviorism. It emphasizes accurate oral performance through dialogues, drills, and immediate error correction without translation. The document also discusses suggestopedia which aims to facilitate learning in a pleasant, comfortable environment through relaxing teaching, communication on linguistic and environmental planes, and varied, playful means of activating material.
The direct method
The Direct Method was developed by Maximilian Berlitz as an alternative to the Grammar Translation Method. It argues that a foreign language can be taught without translation by using the target language exclusively in the classroom. Teachers demonstrate vocabulary and grammar rather than explaining or translating. Students learn inductively through examples, pictures, and activities like question-answering exercises. Correct pronunciation and communication skills are emphasized over formal language rules.
The audiolingual method
The document summarizes the Audiolingual method, which was influenced by structural linguistics and behaviorism. It became popular after WWII through the Army Specialized Training Program and focused on oral drills, memorization of dialogs, and habit formation. However, it declined in the 1960s due to weaknesses in its theoretical foundations and practical results, as students struggled to communicate outside the classroom. Noam Chomsky further criticized the method for viewing language as a habit rather than creative 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.
Audio lingual ahmet faruk mutluer
The Audio-Lingual Method was developed in the United States during World War II to rapidly teach soldiers foreign languages for military use. It focuses on teaching speaking and listening skills through repetition drills and imitation of the teacher. Students are not allowed to use their native language in class. The teacher leads drills where students practice substituting words and transforming sentence structures through repetitive question-and-answer exercises and memorization of short dialogues. The goal is to create habits through imitation and practice to allow students to communicate in the target language.
Audio lingual method
The Audio Lingual Method is a language teaching method from the 1940s that was introduced in the US and later spread to other countries like Indonesia in the 1960s. It focuses on teaching speaking skills through repetition drills and behaviorist techniques to help students learn the target language automatically. Teachers present dialogs for students to repeat together and individually. Variations include expansion drills, chain drills, and substitution drills. While it engages students actively, the method does not explain grammar rules and focuses only on speaking practice.
The Natural Approach
The Natural Approach is a language teaching method developed by Stephen Krashen and Tracy Terrell. It is based on theories of how natural language is acquired. Key principles include:
1) Language is acquired through understanding messages, not conscious learning of grammar rules.
2) Students should receive large amounts of comprehensible input through activities focused on meaning, not production.
3) A relaxed environment helps lower students' anxiety levels so they can acquire language more easily.
Clt
Communicative language teaching (CLT) emphasizes using language interactively and for meaningful purposes to develop communicative competence. It focuses on fluency and accuracy, engaging learners in pragmatic language use through tasks and activities. Principles of CLT include using authentic texts, focusing on learning processes, linking classroom and outside language use, and emphasizing interaction and communication through games, stories, and scrambled sentences. While CLT develops communication skills, it may lack grammar instruction and control, potentially hindering test performance.
Silent way
The Silent Way teaching methodology developed by Caleb Gattegno in the 1960s emphasizes learner independence and autonomy. It is based on the premise that the teacher should be silent as much as possible to encourage student language production. Pronunciation is fundamental, and specialized teaching materials like Cuisenaire rods are used to help students learn without translation or repetition. While the full Silent Way is rarely used, its focus on learner-centeredness and pronunciation continues to influence language teaching.
The audio lingual method
The Audio-lingual Method was developed in the US during World War II based on behavioral psychology. It views language learning as a habit formation process through repetition and reinforcement. Key principles include using only the target language, modeling dialogues, preventing errors, choral repetition, drilling, and the teacher guiding student behavior. While it aims to construct language through correct patterns, it is criticized as being too rigid, dragging, decontextualized, and time-consuming.
Cooperative language learning
CLL is an instructional approach that uses cooperative learning activities in small groups. It is based on the idea that language learning is a social process that occurs through interaction. The key aspects of CLL include positive interdependence among group members, individual accountability, appropriate group roles and structures, and a focus on developing critical thinking and communicative skills through group work. The teacher takes on the role of facilitator by structuring collaborative tasks and monitoring groups.
The audio lingual method ch
The Audio-Lingual Method was developed during WWII to rapidly teach soldiers foreign languages. It focused on habit formation through repetition and drills without error. The teacher strictly modeled the target language, and students mimicked through dialog memorization and pattern practice drills. The goal was automatic language use by overcoming native language interference. Grammar was induced, not explicitly taught.
Audio lingual method 111
The document summarizes the Audio-lingual Method, a foreign language teaching method developed in the 1940s in the US. It emphasizes speaking and listening over reading and writing, uses dialogues and drills for practice, and discourages using students' native language. The method was influenced by behaviorist psychology and aimed to develop conversational proficiency through repetition and imitation. While it had advantages like systematic techniques, it also had disadvantages like weak theory and learner boredom.
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Silent way method
A presentation about Silent way method. This will help teachers to expand their knowledge about different kind of teaching methods.
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.
Grammar translation method
The document discusses the Grammar Translation Method (GTM) of teaching foreign languages. Some key points:
- GTM was first used in the 15th century to teach Latin and Greek. It focuses on reading comprehension, translation skills, and developing reading and writing abilities.
- Grammar rules are emphasized and taught deductively. Accuracy and memorization are stressed. Students translate between their native language and the target language.
- Little attention is given to speaking skills or pronunciation. The teacher's role is authority-based and interaction is mostly one-way. Errors are immediately corrected.
- Techniques include translation, reading comprehension questions, grammar exercises, and memorization. Advantages include ease of use and assessment
The audio lingual method
The Audio-Lingual Method (ALM), also known as the Army Method, was popular during World War II for teaching foreign languages. It was based on behaviorist learning theory which emphasized stimulus, response, and reinforcement. The goals were to use the target language communicatively and automatically without thinking in the native language. Teachers directed drills and modeled language, while students imitated, responded rapidly, and were not allowed to use their native language. Errors were avoided, vocabulary and structures were taught through dialog memorization, and there was little focus on students' creativity, individual needs, or culture.
Advantages and Disadvantages of Applying Audio-Lingual Methods
(1) The Audio-Lingual Method (ALM) emphasizes listening and speaking skills before reading and writing, using repetition and behaviorist techniques to help students communicate through memorizing words and structures.
(2) ALM utilizes 11 techniques including memorizing dialogues, drilling, and question/answer exercises. It also follows four principles: language is speech, language is habit, teaching the language not words, and language is what native speakers say.
(3) Advantages of ALM include being based on behaviorist psychology, not using translation or the original language, encouraging foreign language use and speech, and helping students learn pronunciation through teacher modeling. However, disadvantages are that it lacks room for error and does
Communicative language teaching
This document introduces the Communicative Language Teaching (CLT) approach, which originated in the 1960s in response to limitations of the prior Situational Language Teaching approach. The objective of CLT is to develop students' communicative competence and ability to use language functionally. It focuses on meaningful tasks, collaboration, and negotiation of meaning rather than mastery of grammar rules. Techniques may include information sharing, role plays, simulations, and other pair and group activities to encourage communication in the target language.
Communicative Language Teaching
The document discusses Communicative Language Teaching (CLT), an approach to teaching second languages that emphasizes using the language interactively to communicate and perform meaningful tasks. CLT focuses on interaction as both the means and goal of learning, considers communicative dimensions beyond just grammar structures, provides motivation for learners, and centers around their interests and needs. Some key benefits of this approach include its holistic view of language, ability to motivate learners, and relevance in a world where communication technologies are increasingly important.
Theory of communicative language teaching
Communicative Language Teaching (CLT) focuses on meaningful communication rather than grammatical structure. It emphasizes using language communicatively through tasks and interaction between students. CLT aims for communicative competence and fluency over accuracy. While CLT improves student interest and develops language skills, it may not provide enough correction for beginners and does not ensure accuracy in pronunciation and grammar.
The role of corrective feedback in second language learning
The document discusses corrective feedback (CF) in second language learning. It defines CF and outlines its theoretical positions from universal grammar, cognitive-interactionist, and sociocultural perspectives. The document also describes various types of oral and written CF strategies, including recasts, clarification requests, metalinguistic clues, and explicit correction. Guidelines for conducting effective CF are provided, emphasizing the cognitive advantages of CF and importance of opportunities for learner self-correction and uptake.
Approaches and methods in language teaching
The document discusses different approaches to language teaching including structuralism, functionalism, and interactionalism. It describes the audio-lingual method which is based on structural linguistics and behaviorism. It emphasizes accurate oral performance through dialogues, drills, and immediate error correction without translation. The document also discusses suggestopedia which aims to facilitate learning in a pleasant, comfortable environment through relaxing teaching, communication on linguistic and environmental planes, and varied, playful means of activating material.
The direct method
The Direct Method was developed by Maximilian Berlitz as an alternative to the Grammar Translation Method. It argues that a foreign language can be taught without translation by using the target language exclusively in the classroom. Teachers demonstrate vocabulary and grammar rather than explaining or translating. Students learn inductively through examples, pictures, and activities like question-answering exercises. Correct pronunciation and communication skills are emphasized over formal language rules.
The audiolingual method
The document summarizes the Audiolingual method, which was influenced by structural linguistics and behaviorism. It became popular after WWII through the Army Specialized Training Program and focused on oral drills, memorization of dialogs, and habit formation. However, it declined in the 1960s due to weaknesses in its theoretical foundations and practical results, as students struggled to communicate outside the classroom. Noam Chomsky further criticized the method for viewing language as a habit rather than creative 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.
Audio lingual ahmet faruk mutluer
The Audio-Lingual Method was developed in the United States during World War II to rapidly teach soldiers foreign languages for military use. It focuses on teaching speaking and listening skills through repetition drills and imitation of the teacher. Students are not allowed to use their native language in class. The teacher leads drills where students practice substituting words and transforming sentence structures through repetitive question-and-answer exercises and memorization of short dialogues. The goal is to create habits through imitation and practice to allow students to communicate in the target language.
Audio lingual method
The Audio Lingual Method is a language teaching method from the 1940s that was introduced in the US and later spread to other countries like Indonesia in the 1960s. It focuses on teaching speaking skills through repetition drills and behaviorist techniques to help students learn the target language automatically. Teachers present dialogs for students to repeat together and individually. Variations include expansion drills, chain drills, and substitution drills. While it engages students actively, the method does not explain grammar rules and focuses only on speaking practice.
The Natural Approach
The Natural Approach is a language teaching method developed by Stephen Krashen and Tracy Terrell. It is based on theories of how natural language is acquired. Key principles include:
1) Language is acquired through understanding messages, not conscious learning of grammar rules.
2) Students should receive large amounts of comprehensible input through activities focused on meaning, not production.
3) A relaxed environment helps lower students' anxiety levels so they can acquire language more easily.
Clt
Communicative language teaching (CLT) emphasizes using language interactively and for meaningful purposes to develop communicative competence. It focuses on fluency and accuracy, engaging learners in pragmatic language use through tasks and activities. Principles of CLT include using authentic texts, focusing on learning processes, linking classroom and outside language use, and emphasizing interaction and communication through games, stories, and scrambled sentences. While CLT develops communication skills, it may lack grammar instruction and control, potentially hindering test performance.
Silent way
The Silent Way teaching methodology developed by Caleb Gattegno in the 1960s emphasizes learner independence and autonomy. It is based on the premise that the teacher should be silent as much as possible to encourage student language production. Pronunciation is fundamental, and specialized teaching materials like Cuisenaire rods are used to help students learn without translation or repetition. While the full Silent Way is rarely used, its focus on learner-centeredness and pronunciation continues to influence language teaching.
The audio lingual method
The Audio-lingual Method was developed in the US during World War II based on behavioral psychology. It views language learning as a habit formation process through repetition and reinforcement. Key principles include using only the target language, modeling dialogues, preventing errors, choral repetition, drilling, and the teacher guiding student behavior. While it aims to construct language through correct patterns, it is criticized as being too rigid, dragging, decontextualized, and time-consuming.
Cooperative language learning
CLL is an instructional approach that uses cooperative learning activities in small groups. It is based on the idea that language learning is a social process that occurs through interaction. The key aspects of CLL include positive interdependence among group members, individual accountability, appropriate group roles and structures, and a focus on developing critical thinking and communicative skills through group work. The teacher takes on the role of facilitator by structuring collaborative tasks and monitoring groups.
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The audio lingual method ch
The Audio-Lingual Method was developed during WWII to rapidly teach soldiers foreign languages. It focused on habit formation through repetition and drills without error. The teacher strictly modeled the target language, and students mimicked through dialog memorization and pattern practice drills. The goal was automatic language use by overcoming native language interference. Grammar was induced, not explicitly taught.
Audio lingual method 111
The document summarizes the Audio-lingual Method, a foreign language teaching method developed in the 1940s in the US. It emphasizes speaking and listening over reading and writing, uses dialogues and drills for practice, and discourages using students' native language. The method was influenced by behaviorist psychology and aimed to develop conversational proficiency through repetition and imitation. While it had advantages like systematic techniques, it also had disadvantages like weak theory and learner boredom.
Audiolingual Method
The audiolingual method was widely used in the 1950s and 1960s to teach language. It was based on behaviorism and believed that language skills are learned through habit formation from oral presentation and positive reinforcement. The goals of this method were accurate pronunciation, grammar, quick responses in speech, and sufficient vocabulary. Teachers used dialogues, drills, and pattern practices with repetition and substitution to help students develop correct habits without mistakes.
Audiolingual method
The audiolingual method was developed in response to the need for language training during World War II. It focused on habit formation through drills and repetition of spoken language. The method aimed to teach fluency through a behaviorist approach but declined in popularity due to criticisms that it was unable to transfer skills and was boring. Noam Chomsky's theory of an innate language faculty also challenged the behaviorist foundations of the audiolingual method.
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.
Audio Lingual method
The Audio-Lingual Method focuses on oral drills and memorization of grammatical patterns. It uses repetitive drills and imitation of the teacher to reinforce vocabulary and structures. Students are expected to overlearn the target language through drills, minimal pairs, and question-and-answer exchanges, with an emphasis on listening and speaking skills.
The Audio-Lingual Method
THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
Audio lingual method
The Audiolingual Method emerged in the late 1950s in response to the need to improve foreign language teaching in the US. It drew on linguistics, behaviorism, and the Army Language School's approach. The method focuses on oral proficiency through repetition and pattern drills without explanation. Students are expected to mimic the teacher and avoid using their native language. Interaction is teacher-directed with an emphasis on habit formation to learn grammar implicitly.
The audio lingual method
The Audio-Lingual Method was developed in the 1950s-1960s and was based on behaviorist theories of language learning. It focused on repetition and drilling of dialogs to make responses automatic. Key principles included using drills to teach dialog lines and repeating the language as accurately and quickly as possible. Techniques included backward build-up drills, dialog memorization, chain drills, multiple-slot substitution drills, transformation drills, and question/answer drills to reinforce sentence patterns through repetition.
The audio lingual method
The Audio-Lingual Method is a method for teaching language that focuses on listening and speaking skills through repetition of dialogues. It is based on principles of structural linguistics and behavioral psychology. Key techniques include drilling dialogues, chain drills, substitution drills, and transformation drills to help students master the patterns and structures of the target language through repetition and habit formation.
Audio lingual method slide presentation
The document summarizes an audio-lingual language teaching method demonstration lesson. The key points are:
1. The teacher models target language sentences for repetition by students to form habits. Errors are corrected to prevent formation of bad habits.
2. Students struggle with a dialogue line, so the teacher uses a "backward build-up drill" from the end of the sentence.
3. Grammar drills like substitution and question-answer are used to overlearn patterns. The teacher positively reinforces students with praise.
Audio lingual approach1
The Audio-Lingual Method emerged in the United States after World War II due to a need for language specialists in the military. It was based on behaviorist theory that language learning involves habit formation through repetition and memorization. Under this approach, students learn through drills like repetition, substitution and transformation without understanding the meaning of what they are saying. The teacher controls the class, modeling language and correcting students, while students play a reactive role responding to drills.
Audio linguial method
The audio-lingual approach emphasizes oral skills and pattern practice. It originated as the Army Method during WWII and was influenced by behaviorism. Key principles include: foreign language is an oral skill first; learning occurs through habit formation using repetition and memorization; and the teacher guides learning through drills and practice. However, it declined in the 1960s as Chomsky criticized its behaviorist foundations and students had difficulty applying skills outside the classroom.
The audiolingual method
The document discusses the audiolingual method of language teaching. It describes the audiolingual method's approach, design, and procedures. The approach was influenced by structural linguistics and behaviorist learning theory. It focused on oral instruction using the target language, model dialogues, repetition, and memorization. The design included short and long-term objectives, syllabus types, and learner and teacher roles. Procedures involved oral instruction, adaptation of dialogues based on structure, and textbook use. Later, audiolingualism declined as it was seen as unsound, produced short results, and was unable to transfer skills.
Presentation on direct method
The document describes the Direct Method, an approach to foreign language teaching developed in the late 19th century as a reaction to traditional grammar-based methods. It aimed to teach language in a similar way that children acquire their first language, through immersion. Key features included conducting class only in the target language, inductive grammar instruction, teaching functional vocabulary, and emphasizing speaking practice through role-plays and simulations. Both benefits and limitations are discussed.
Direct method
The Direct Method is a language teaching method that uses only the target language in instruction and refrains from using the students' native language. It was established in Germany and France in 1900 in response to dissatisfaction with the Grammar Translation Method. Key features include teaching vocabulary through visual aids and an inductive approach to grammar, with a focus on oral communication skills like questioning and answering. Principles of the Direct Method include conducting class exclusively in the target language, initially teaching everyday vocabulary and sentences before introducing grammar, and emphasizing correct pronunciation and oral communication.
The Direct Method in Language Teaching
The document summarizes the Direct Method approach to language teaching. It was developed in the late 19th century as an alternative to the Grammar Translation Method. Some key points of the Direct Method include: exclusively using the target language, inductive grammar instruction, emphasizing oral skills and communication over translation, and basing lessons on everyday vocabulary and real-world topics rather than linguistic rules. Techniques include reading aloud, question-answer exercises, and conversation practice.
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.
SILENT WAY
The Silent Way is a language teaching method developed by Caleb Gattegno that emphasizes using physical objects and problem-solving to teach grammar and vocabulary with minimal spoken instruction from the teacher. The teacher uses gestures and materials like rods and charts to elicit responses from students, who are encouraged to produce as much oral language as possible. The goal is for students to become independent, autonomous learners who can use their existing language knowledge to explore the target language.
Direct method
The document discusses the Direct Method approach to teaching foreign languages. Some key points:
1) The Direct Method was developed in the late 19th century as a reaction against traditional grammar-translation methods. It aimed to teach languages in a similar way that children acquire their first language.
2) Proponents believed the target language should be used exclusively from the beginning, with an emphasis on correct pronunciation, vocabulary taught through examples rather than translation, and inductive grammar instruction.
3) Notable early proponents included Franke, Sauveur, and Berlitz, whose schools employed the method. It focused on oral skills through techniques like questioning, dictation, and conversation practice.
4) While
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Language Teaching Approaches Questions
The document summarizes different language teaching methods:
1. The Grammar Translation Method focuses on grammar rules and translation between languages. Students have little interaction and the teacher is the authority.
2. The Direct Method avoids the students' native language and focuses on oral communication through real-world examples.
3. The Audio-Lingual Method emphasizes imitation, repetition and habit formation to achieve communicative competence.
4. The Communicative Language Teaching approach aims for students to take responsibility for their own learning through communication and interaction between students and teacher.
Language Teaching Approaches and methods
The textbook posters are large posters that contain dialogues, texts, vocabulary lists and grammar explanations. They are used to present the target language input to students in an attractive and memorable way.
Syllabus:
There is no fixed syllabus.
Materials are selected based on interest and difficulty level.
Role of L1:
L1 is used for instructions, explanations and translations.
Evaluation:
No formal tests.
Informal assessment through observation and interaction.
Goals and Objectives:
To learn large number of words in a short time.
To overcome psychological barriers to learning.
To learn in a relaxed and enjoyable atmosphere.
Error Correction:
Errors are not corrected strictly.
Sts'
Approaches (1)
The Community Language Learning method is based on the idea that language learning involves the whole person and is both cognitive and affective. It aims to create a secure classroom environment where students feel comfortable taking risks with the new language. Grammar is not explicitly taught; instead, students learn through interaction and reflection on their conversations. The target culture is integrated with the language to facilitate effective communication.
Teaogy.ppt
This document outlines teaching methodology presented by Assoc. Prof. Dr. Tung Thanh Nguyen at HCMC University of Information Technology. It discusses the link between theories, principles, and techniques in language teaching and provides an overview of main teaching methods including GTM, DM, ALM and CLT. It also covers the teaching of language components such as pronunciation, vocabulary, grammar as well as language skills including listening, speaking, reading and writing. A variety of techniques are presented for each teaching method and language area/skill.
Approaches
The document describes the Direct Method approach to language teaching. It discusses key principles such as using the target language exclusively, teaching vocabulary and grammar inductively through examples and questions rather than explicit rules, and focusing on oral communication from the beginning. The document also provides an example lesson on US geography that demonstrates techniques like reading aloud, questioning, demonstration, dictation, and map activities to teach vocabulary and grammar through meaningful context and practice without translation.
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Language and its components, Reference from T.A. Subba Rao
Communication, speech, language, Language and its Components Such as form, use, content subcomponents such as Phonology, morphology, syntax, prosody, semantics, pragmatics.
Tpr
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Unknown Language Journal- Trinity Cert.TESOL
This document contains notes from an unknown language journal about lessons in Swahili. It summarizes:
1) The aims of the first four Swahili lessons which included greetings, numbers, nouns, verbs, and basic grammar structures. Vocabulary topics included colors, family, animals, days, and months.
2) How different materials like a door, overhead projector, and whiteboard were used to engage students and help them learn. Student feedback found the materials helpful.
3) Classroom interaction patterns used effectively, such as the teacher demonstrating with props, students writing their phone numbers, and pairing students to practice.
4) Similarities and differences between Swahili and other languages in grammar
Aspects of phonetics and phonology in pronunciation
This document discusses various aspects of teaching pronunciation to English language learners. It covers phonology, the phonemic chart, vowel and consonant sounds in American and British English, and how consonants are produced. It also addresses connected speech phenomena like assimilation, elision, linking, rhythm, word stress, sentence stress, intonation, and rhythm. The goal is to help students recognize and produce sounds accurately for comprehensible pronunciation.
Language and its components.pptx
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T A Subba Rao
The silent way and suggestopedia
The document describes the Silent Way language teaching method, which aims to develop student independence and inner criteria for correctness through minimal input and guidance from the teacher, allowing students to rely on themselves and their own experimentation with the language. The teacher observes students closely and provides tailored challenges while students are highly active, interacting with each other as well as working individually. Pronunciation is the initial focus, with structure, vocabulary, and all four skills developed through restricted input and student practice in multiple contexts.
T T T
The document discusses different types of effective teacher talking time (TTT) that can promote student language learning. It argues that TTT is important for setting up classroom dynamics and experiences that improve student talking time (STT). It provides examples of good TTT, including: 1) chatting with students to introduce new language, 2) using the "explain, exemplify, expand" approach to vocabulary, and 3) asking questions that generate student language use rather than just understanding meanings. The document advocates for modeling language use, exploiting exercises to explore usage, and re-eliciting remembered text language over time.
Ctel module1 fall09
This document provides an overview of Module One of the CTEL exam, which covers language and language development. It discusses the key domains and subdomains assessed in the first part of the exam, including language structure, first and second language development, and the relationship between language and academic achievement. It then delves into the linguistic subsystems of language structure, covering topics like phonology, morphology, syntax, semantics, and pragmatics. Throughout, it highlights how each subsystem can impact English language learners and inhibit communication if not properly understood.
Teaching speaking and pronunciation ppt
- Pronunciation teaching is most effective when it incorporates connected speech practice rather than isolated sounds. Teachers should apply pronunciation rules to authentic activities rather than abstract material.
- Developing speaking skills requires extensive language exposure, cultural understanding, and meaningful interactive practice such as information gap activities where students ask each other questions.
- Teachers should maximize student talking time, provide feedback without interrupting fluency, and create a low-pressure environment where all students can regularly participate.
Grammar and lexis tkt
This document provides definitions and explanations of key concepts related to grammar and lexis. It defines grammar as how words are combined, changed and organized to make meaning. Grammar involves parts of speech, grammatical structures using prefixes, suffixes, and affixes. Lexis is defined as individual words or sets of words that have a specific meaning. Words can have denotative, figurative and imaginative meanings. Lexis also involves collocations, idioms, chunks and word relationships like synonyms, antonyms, and false friends. The document discusses how these concepts are taught in a language classroom.
Grammar and lexis tkt
This document provides definitions and explanations of key concepts related to grammar and lexis. It defines grammar as how words are combined, changed and organized to make meaning. Grammar includes parts of speech, grammatical structures using prefixes, suffixes, and affixes. Lexis is defined as individual words or sets of words that have a specific meaning. Lexis includes the different meanings words can have, how their meaning depends on context, and how words relate to each other through synonyms, antonyms, collocations and other relationships. The document also discusses how these concepts are taught in a language classroom.
grammarandlexistkt-201014180736.pdf
This document provides definitions and explanations of key concepts related to grammar and lexis. It defines grammar as how words are combined, changed and organized to make meaning. Grammar involves parts of speech, grammatical structures using prefixes, suffixes, and affixes. Lexis is defined as individual words or sets of words that have a specific meaning. Lexis involves the meaning of words, their forms, relationships between words like synonyms and antonyms, and contexts that determine word meaning. The document emphasizes the importance of these concepts for language teaching in the classroom.
Methods and approaches in language teaching
This document discusses different theoretical approaches to language teaching throughout history. Earlier approaches focused on grammar rules, memorization, translation and teacher-centered lessons. Later approaches emphasized communication, inductive grammar instruction, using the target language in class, and considering students' interests and culture. The document contrasts traditional approaches that separated skills, used rote memorization and translation, with more modern approaches that integrate skills, use demonstration and visual aids, and focus on communication from the beginning.
Stanford University At California Teaching Methodology
The document provides an overview of various language teaching methodologies including Grammar Translation (GT), Direct Method (DM), Audio-Lingual Method (ALM), Silent Way, and Suggestopedia. It discusses the principles and techniques of each methodology, highlighting their foundations in linguistics and psychology. It also notes criticisms of certain methods and how newer approaches aimed to address those criticisms by taking a more cognitive or learner-centered perspective.
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Language and its components, Reference from T.A. Subba Rao
Language and its components, Reference from T.A. Subba Rao
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Aspects of phonetics and phonology in pronunciation
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