Ch 7 communicative language learning
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Community Language Learning (CLL) is a humanistic approach to language teaching developed by Charles Curran that focuses on the emotional and social aspects of learning. It views students as whole people and the teacher as a counselor. CLL emphasizes that learning is a personal and creative process, and that students learn at different paces using various strategies. It promotes a relaxed environment where students feel secure taking risks, sees the native language as part of the learning process, and prefers group work and cooperation over competition.
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Post methods era in Language Teaching
1. The document discusses the differences between approaches and methods in language teaching. Approaches provide general principles for teaching a language, while methods provide specific prescriptions for content, roles, and activities.
2. It notes that while methods provide structure for novice teachers, they risk marginalizing the teacher's role and making students passive learners. Approaches allow more flexibility but lack clear application.
3. The document advocates considering context, evaluating objectives, developing and testing materials, and providing feedback in language program design rather than rigidly following a single method.
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.
CLL community language learning
CLL community language learning slide which represented by Mohammad Heidari from Iran-Mofid University
Post Method In ELT
This document discusses the post-method era in English language teaching (ELT). It begins by providing context on the various language teaching methods that emerged throughout the 20th century, from the grammar translation method to communicative language teaching. By the late 20th century, the concept of strict adherence to individual methods began to fade, giving rise to the post-method era. The document then examines the age of methods from the 1950s onward, covering developments like the audio-lingual method, silent way, and task-based instruction. It concludes by distinguishing between methods and approaches, with methods representing rigid sets of techniques and approaches providing more flexibility in theories of language learning.
Individual learner differences and l2 acquisition
1. Individual differences like age, intelligence, aptitude, motivation, and learning strategies affect how successful learners are in acquiring a second language even if they experience the same instruction.
2. Key factors that influence success include language aptitude (e.g. phonemic coding ability, inductive language learning ability), motivation types (integrative, instrumental, intrinsic), and cognitive learning strategies used.
3. Aptitude and motivation positively correlate with second language acquisition performance, while different learning strategies may suit different instructional methods.
The grammar translation method
The Grammar Translation Method is known to be the oldest language teaching method, which dates back to 14th century.
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.
total physical response
Total Physical Response (TPR) is a language teaching method that uses physical movement and actions in response to verbal commands to reinforce comprehension, relying on the assumption that a second language is internalized through a process similar to first language acquisition. TPR lessons involve students responding physically to teacher commands to build vocabulary and fluency through situational language use. The method is intended primarily for teaching English as a second language but is also used for other languages, and benefits students of all ages through an engaging, interactive approach.
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Post methods era in Language Teaching
1. The document discusses the differences between approaches and methods in language teaching. Approaches provide general principles for teaching a language, while methods provide specific prescriptions for content, roles, and activities.
2. It notes that while methods provide structure for novice teachers, they risk marginalizing the teacher's role and making students passive learners. Approaches allow more flexibility but lack clear application.
3. The document advocates considering context, evaluating objectives, developing and testing materials, and providing feedback in language program design rather than rigidly following a single method.
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.
CLL community language learning
CLL community language learning slide which represented by Mohammad Heidari from Iran-Mofid University
Post Method In ELT
This document discusses the post-method era in English language teaching (ELT). It begins by providing context on the various language teaching methods that emerged throughout the 20th century, from the grammar translation method to communicative language teaching. By the late 20th century, the concept of strict adherence to individual methods began to fade, giving rise to the post-method era. The document then examines the age of methods from the 1950s onward, covering developments like the audio-lingual method, silent way, and task-based instruction. It concludes by distinguishing between methods and approaches, with methods representing rigid sets of techniques and approaches providing more flexibility in theories of language learning.
Individual learner differences and l2 acquisition
1. Individual differences like age, intelligence, aptitude, motivation, and learning strategies affect how successful learners are in acquiring a second language even if they experience the same instruction.
2. Key factors that influence success include language aptitude (e.g. phonemic coding ability, inductive language learning ability), motivation types (integrative, instrumental, intrinsic), and cognitive learning strategies used.
3. Aptitude and motivation positively correlate with second language acquisition performance, while different learning strategies may suit different instructional methods.
The grammar translation method
The Grammar Translation Method is known to be the oldest language teaching method, which dates back to 14th century.
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.
total physical response
Total Physical Response (TPR) is a language teaching method that uses physical movement and actions in response to verbal commands to reinforce comprehension, relying on the assumption that a second language is internalized through a process similar to first language acquisition. TPR lessons involve students responding physically to teacher commands to build vocabulary and fluency through situational language use. The method is intended primarily for teaching English as a second language but is also used for other languages, and benefits students of all ages through an engaging, interactive approach.
Grammar Translation Method
Grammar Translation Method, PdPP June 2021,
IPGK Ipoh,
Anis Suhaila
Erin Syazwani
Aftikah
Hazimah Izzati
Grammar translation method
1. The grammar translation method focuses on translating grammatical forms, memorizing vocabulary, and studying rules rather than spoken communication.
2. Key principles include using the native language for instruction, focusing on reading/writing over speaking/listening, and correcting errors by providing the right answers.
3. Techniques include translating passages, answering reading questions, finding antonyms/synonyms, applying grammar rules, and filling in blanks.
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.
Community language learning (CLL)
Community language learning (CLL) is a language-teaching approach in which students work together to develop what aspects of a language they would like to learn. It is based on the Counselling-approach in which the teacher acts as a counselor and a paraphraser, while the learner is seen as a client and collaborator.
Task based language teaching (formato 2010)
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. A task is an activity or goal carried out using language. The key principles of TBLT are that language is used for meaningful communication, lessons involve purposeful activities and tasks, and learning a language is best when it mirrors real-world language use. TBLT focuses on the process of learning through tasks that provide opportunities for input, output, and negotiation of meaning rather than solely teaching language structures. The teacher takes on roles like selecting and sequencing tasks, preparing learners, and raising learner consciousness of the language.
Communicative Language Teaching (CLT)
The document discusses Communicative Language Teaching (CLT) at the level of approach and design. It defines CLT as an approach that emphasizes authentic communication, interaction, task-based activities, and language use for meaningful purposes. The goal of CLT is to develop communicative competence, which includes grammatical competence as well as sociolinguistic competence. In CLT, the teacher acts as a facilitator and the learner participates through cooperative work. The syllabus can be organized around grammar, skills, functions, or tasks to promote meaningful communication.
Community language learning 1
Community Language Learning advises teachers to take their students as “whole person.” Students decide the topic and teachers act to like conselors. The learning is inductive.
The grammar translation method
This document describes the Grammar Translation Method, an approach originally used to teach Latin and Greek that focused on grammatical rules, memorization of vocabulary, and translation exercises. It was adopted for teaching foreign languages in the 19th century. Key aspects included teaching in the native language, emphasis on grammar rules and accuracy over fluency, and translating disconnected sentences. While easy to implement, it was criticized for lacking theory or justification and not fostering communicative ability in the target language. An example of a classroom exercise following this method is provided.
The Audiolingual Method
The document describes the principles and techniques of the Audio-Lingual Method for teaching foreign languages. It emphasizes teaching listening and speaking before reading and writing through the use of dialogs and drills. The teacher acts as a model for students and encourages imitation, repetition, and automatic responses through various drill techniques designed to form new habits in the target language. Grammar is induced from examples rather than being explicitly taught.
The post method era
The document discusses the post-method era in language teaching, which signals a shift away from conventional methods toward teacher autonomy and alternatives to prescribed methods. It provides examples of historical language teaching methods and newer approaches. Critiques of methods include that they ignore contextual factors, view learners as passive, and do not involve curriculum development processes. The document concludes by looking forward to responses to new technologies and continued learner-based innovations in language teaching.
Grammar translation method
The Grammar-Translation method is the oldest method for teaching English as a foreign language. It was dominant from the 1800s to the 1940s and is still used today in some areas. Under this method, students first study grammar rules and parts of speech in their native language and practice translation between the native language and English. Reading and writing are the main skills focused on, while speaking and listening receive little direct instruction. Accuracy and memorization of vocabulary and grammatical rules are emphasized over natural language use. While it helps with understanding words and grammar comparisons, weaknesses include a lack of focus on communication skills and the inability to directly translate some linguistic aspects between languages.
CLL community language learning
CLL community language learning slide which represented by Mohammad Heidari from Iran-Mofid University
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.
Power point suggestopedia
The document discusses suggestopedia, a teaching method based on how the brain learns most effectively. It involves the teacher acting as a facilitator and creating a relaxed environment through classroom decoration, music, and games to help students learn in a happy, accelerated way without boredom. Some disadvantages are that it works best for small groups and has high costs and time limitations. The overall goal is to help students remember lessons, increase motivation to learn, and feel confident in the learning process.
Total Physical Response Cpr1[1]
Total Physical Response (TPR) is a language teaching method developed by James Asher in the 1970s that is based on the coordination of speech and physical actions. It mimics how children acquire their first language by having students listen and perform physical actions in response to verbal commands before speaking themselves. This helps reduce anxiety and develop comprehension skills first in a low-stress, enjoyable way through activities like games and skits. The teacher actively guides lessons while students respond physically at first before also giving commands in the target language.
Community language learning
Community Language Learning (CLL) is an approach to language teaching developed by Charles Curran based on counseling theory. It uses a humanistic approach where students sit in a circle and the teacher acts as a counselor, translating messages between the first language and the target language to help students communicate. CLL focuses on creating a supportive environment where students learn collaboratively through discussion, reflection, and independent practice. The method aims to develop students' language ability through five stages that mirror child development, but does not rely on conventional textbooks or syllabi.
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.
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.
Task based language teaching
Task-based language teaching focuses on having students complete meaningful tasks using the target language. There are two types of syllabi - synthetic which focuses on grammar structures, and analytic which focuses on the purposes of communication. Effective tasks have clear outcomes, require students to communicate, and involve planning or problem solving like creating a travel itinerary. Tasks should allow students to complete them through negotiation and interaction without direct help from the teacher. Teachers observe students, note errors, and design new tasks to address problems. The goal is to engage students in purposeful communication through task-based activities.
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
Nurul fajri
Desuggestopedia is a language teaching method that aims to accelerate learning through suggestion. The teacher's role is to create a relaxed environment where students can tap into their vast learning potential. Key techniques include classroom setup to reduce anxiety, role playing to take on new identities, and concert sessions where students listen to and repeat target language. The goal is to enhance learning by harnessing the power of positive suggestion to help students learn more quickly.
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.
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Grammar Translation Method
Grammar Translation Method, PdPP June 2021,
IPGK Ipoh,
Anis Suhaila
Erin Syazwani
Aftikah
Hazimah Izzati
Grammar translation method
1. The grammar translation method focuses on translating grammatical forms, memorizing vocabulary, and studying rules rather than spoken communication.
2. Key principles include using the native language for instruction, focusing on reading/writing over speaking/listening, and correcting errors by providing the right answers.
3. Techniques include translating passages, answering reading questions, finding antonyms/synonyms, applying grammar rules, and filling in blanks.
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.
Community language learning (CLL)
Community language learning (CLL) is a language-teaching approach in which students work together to develop what aspects of a language they would like to learn. It is based on the Counselling-approach in which the teacher acts as a counselor and a paraphraser, while the learner is seen as a client and collaborator.
Task based language teaching (formato 2010)
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. A task is an activity or goal carried out using language. The key principles of TBLT are that language is used for meaningful communication, lessons involve purposeful activities and tasks, and learning a language is best when it mirrors real-world language use. TBLT focuses on the process of learning through tasks that provide opportunities for input, output, and negotiation of meaning rather than solely teaching language structures. The teacher takes on roles like selecting and sequencing tasks, preparing learners, and raising learner consciousness of the language.
Communicative Language Teaching (CLT)
The document discusses Communicative Language Teaching (CLT) at the level of approach and design. It defines CLT as an approach that emphasizes authentic communication, interaction, task-based activities, and language use for meaningful purposes. The goal of CLT is to develop communicative competence, which includes grammatical competence as well as sociolinguistic competence. In CLT, the teacher acts as a facilitator and the learner participates through cooperative work. The syllabus can be organized around grammar, skills, functions, or tasks to promote meaningful communication.
Community language learning 1
Community Language Learning advises teachers to take their students as “whole person.” Students decide the topic and teachers act to like conselors. The learning is inductive.
The grammar translation method
This document describes the Grammar Translation Method, an approach originally used to teach Latin and Greek that focused on grammatical rules, memorization of vocabulary, and translation exercises. It was adopted for teaching foreign languages in the 19th century. Key aspects included teaching in the native language, emphasis on grammar rules and accuracy over fluency, and translating disconnected sentences. While easy to implement, it was criticized for lacking theory or justification and not fostering communicative ability in the target language. An example of a classroom exercise following this method is provided.
The Audiolingual Method
The document describes the principles and techniques of the Audio-Lingual Method for teaching foreign languages. It emphasizes teaching listening and speaking before reading and writing through the use of dialogs and drills. The teacher acts as a model for students and encourages imitation, repetition, and automatic responses through various drill techniques designed to form new habits in the target language. Grammar is induced from examples rather than being explicitly taught.
The post method era
The document discusses the post-method era in language teaching, which signals a shift away from conventional methods toward teacher autonomy and alternatives to prescribed methods. It provides examples of historical language teaching methods and newer approaches. Critiques of methods include that they ignore contextual factors, view learners as passive, and do not involve curriculum development processes. The document concludes by looking forward to responses to new technologies and continued learner-based innovations in language teaching.
Grammar translation method
The Grammar-Translation method is the oldest method for teaching English as a foreign language. It was dominant from the 1800s to the 1940s and is still used today in some areas. Under this method, students first study grammar rules and parts of speech in their native language and practice translation between the native language and English. Reading and writing are the main skills focused on, while speaking and listening receive little direct instruction. Accuracy and memorization of vocabulary and grammatical rules are emphasized over natural language use. While it helps with understanding words and grammar comparisons, weaknesses include a lack of focus on communication skills and the inability to directly translate some linguistic aspects between languages.
CLL community language learning
CLL community language learning slide which represented by Mohammad Heidari from Iran-Mofid University
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.
Power point suggestopedia
The document discusses suggestopedia, a teaching method based on how the brain learns most effectively. It involves the teacher acting as a facilitator and creating a relaxed environment through classroom decoration, music, and games to help students learn in a happy, accelerated way without boredom. Some disadvantages are that it works best for small groups and has high costs and time limitations. The overall goal is to help students remember lessons, increase motivation to learn, and feel confident in the learning process.
Total Physical Response Cpr1[1]
Total Physical Response (TPR) is a language teaching method developed by James Asher in the 1970s that is based on the coordination of speech and physical actions. It mimics how children acquire their first language by having students listen and perform physical actions in response to verbal commands before speaking themselves. This helps reduce anxiety and develop comprehension skills first in a low-stress, enjoyable way through activities like games and skits. The teacher actively guides lessons while students respond physically at first before also giving commands in the target language.
Community language learning
Community Language Learning (CLL) is an approach to language teaching developed by Charles Curran based on counseling theory. It uses a humanistic approach where students sit in a circle and the teacher acts as a counselor, translating messages between the first language and the target language to help students communicate. CLL focuses on creating a supportive environment where students learn collaboratively through discussion, reflection, and independent practice. The method aims to develop students' language ability through five stages that mirror child development, but does not rely on conventional textbooks or syllabi.
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.
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.
Task based language teaching
Task-based language teaching focuses on having students complete meaningful tasks using the target language. There are two types of syllabi - synthetic which focuses on grammar structures, and analytic which focuses on the purposes of communication. Effective tasks have clear outcomes, require students to communicate, and involve planning or problem solving like creating a travel itinerary. Tasks should allow students to complete them through negotiation and interaction without direct help from the teacher. Teachers observe students, note errors, and design new tasks to address problems. The goal is to engage students in purposeful communication through task-based activities.
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
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Nurul fajri
Desuggestopedia is a language teaching method that aims to accelerate learning through suggestion. The teacher's role is to create a relaxed environment where students can tap into their vast learning potential. Key techniques include classroom setup to reduce anxiety, role playing to take on new identities, and concert sessions where students listen to and repeat target language. The goal is to enhance learning by harnessing the power of positive suggestion to help students learn more quickly.
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.
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.
Desuggestopedia
This document discusses Desuggestopedia, an educational approach developed by Georgi Lozanov that aims to accelerate the learning process through suggestion. It does this by creating a relaxed classroom environment with music, colors, comfort and a confident teacher. The teacher uses indirect positive suggestion to help students tap into their extraordinary learning reserves. Key aspects of Desuggestopedia include choosing a new identity, integration of fine arts, creating an impression that learning is enjoyable, and a classroom setup involving armchairs, lighting and posters. The document also provides an overview of how Desuggestopedia lessons are structured and conducted in practice.
Suggestopedia
Desuggestopedia aims to help students overcome barriers to learning by creating a relaxed environment. The teacher acts as a confident authority figure who makes learning seem easy. Students choose new identities to feel less inhibited. Music, art, and drama are used to reach students' subconscious minds and suggest that learning is pleasant. When conscious and subconscious attitudes are in harmony, learning is enhanced. Errors are corrected gently to maintain a calm atmosphere conducive to learning.
Suggestopedia - Georgi Lozanov - teaching methods
Suggestopedia is a language teaching method developed by Georgi Lozanov that aims to accelerate the language learning process. It is based on using suggestion to reduce psychological barriers to learning. Key aspects of the method include relaxing students, using music, peripheral learning, free errors, and having students take on new identities. Suggestopedia classes are designed to be comfortable and help students access both conscious and subconscious learning. While it may help lower anxiety and encourage independent learning, the method also has limitations for large classes and could be seen as infantilizing for some students.
Desuggestopedia
Desuggestopedia is a language teaching method created by Georgi Lozanov, a Bulgarian psychiatrist. The goal is to eliminate psychological barriers to learning and increase communicative ability. Teachers aim to create a relaxed environment using music, colors, student roles and indirect positive suggestions. Lessons include rhythmic reading, translation and question/answer sessions. Student evaluation is based on classroom performance rather than tests.
Suggestopedia.ppt
This document outlines the principles and methodology of Suggestopedia, an educational approach developed by Georgi Lozanov in the 1970s. Some key points covered include: Suggestopedia aims to teach languages 3 times faster than conventional methods by creating a relaxed environment that emphasizes emotion and the suggestibility of learners. It involves principles such as infantilization of learners, use of rhythm, intonation and classical music. Learners are expected to relax and commit to class activities, while teachers act as an authority figure who creates situations maximizing suggestibility. Potential benefits include motivation and activation of mental potential, though concerns include issues with infantilization and reliance on specific teacher types and materials.
Suggestopedia
Suggestopedia is a language teaching method developed by Georgi Lozanov that uses music, relaxation, and persuasive communication to help students learn a language quickly. Some key aspects include playing Baroque music to relax students, having the teacher be a confident source of information, focusing on dialogues and spontaneous speaking/writing, and reading texts multiple times varying tone and rhythm. Suggestopedia aims to deliver advanced conversational skills faster than traditional methods by activating students' mental potential and creating an affective learning environment. While it may allow learning 3-4 times quicker, some find the music irritating and there can be physical or financial limitations to implementation.
Suggestopedia
The document summarizes the educational method known as Suggestopedia, which was developed in the 1980s-1990s. It uses relaxation, music, and suggestion to optimize language learning. Key elements include a positive environment with pictures, color, music, and varied active methods like songs and games. Classes follow four stages - presentation, active concert, passive review, and practice. The goal is to teach languages 3 times faster than conventional methods by relaxing students and presenting material in an engaging way while they are in a receptive state.
Community language learning [ CLL ]
Community Language Learning (CLL) is a method for teaching language that uses the students' native language. The teacher acts as a counselor who translates between the native language and the target language. This creates a supportive relationship where students can express themselves freely in their native language at first. Over time, students build independence speaking in the target language through activities like translation, tape recording, reflection, and group work. CLL aims to reduce students' anxiety and help lower-level learners improve their speaking skills.
Suggestopedia Method of Teaching
This document summarizes the suggestopedia language teaching method. Suggestopedia uses suggestive factors like music, relaxation, and positive reinforcement to stimulate learning. It aims to remove psychological barriers and allow students to reach communicative competence more quickly. The method involves choosing identities, indirect positive suggestion, and activities integrated with music, drama, and art. The roles of the teacher in leading confidently and the materials in creating a bright environment are described. Stages of listening, speaking, writing and reading are outlined, along with advantages like quicker learning and disadvantages like potential boredom.
Suggestopedia
Suggestopedia is a teaching method developed by Georgi Lozanov based on how the human brain learns most effectively. It incorporates elements like relaxing music, peripheral learning through environmental cues, and role-playing to create a low-anxiety environment where students can utilize their full mental capacity. Key aspects include comfortable seating, Baroque music played during lessons, using indirect learning like posters, free errors by students, and integrating music, drama and art into lessons. The goal is to "desuggest" psychological barriers through suggestion and authority of the teacher to facilitate rapid language acquisition.
Community Language Learning
Community Language Learning (CLL) was created by Charles Curran and aims to reduce language learning anxiety. It approaches teaching by viewing students as whole persons and having the teacher act as a counselor. CLL uses group work, recordings, transcription, and other collaborative activities. Learners first work to comprehend sounds, meanings, and basic grammar before speaking. There are five stages of development in CLL from initial security and belonging to eventual independence.
Design Community Language Learning
Community Language Learning (CLL) focuses on creating a supportive environment where learners feel comfortable communicating in the target language. It does not have explicit linguistic objectives or a standardized syllabus, instead allowing learners to nominate topics they want to discuss. Key activities include translation, group work like discussions and story preparation, recording conversations, transcription, analysis of language used, reflection on learning experiences, listening to teacher monologues, and free conversation. Learners progress through five stages of language acquisition over 5-7 years, with the teacher initially providing translation support and modeling but later monitoring for assistance as needed.
Theory of learning
Community Language Learning (CLL) is a language teaching method developed by Charles Curran that draws from Rogerian counseling techniques. It redefines the teacher as a counselor and students as clients in the language classroom. Lessons present messages first in the native language then again in the target language, allowing students to understand through recalling the parallel meaning. Students piece together an understanding of the language from these message sets. CLL involves interactions between learners and between learners and teachers, with the latter starting as dependent and becoming more independent as learners can speak directly in the target language without translation.
Community language learning july 25th
This document summarizes the main principles of the Community Language Learning (CLL) method. CLL uses counseling techniques to teach language and views language learning as a holistic social process. It focuses on engaging the whole person and learner autonomy. The teacher takes a supportive role, monitoring learners' interactions. Typical CLL activities include translation, group work, recording conversations, analysis and reflection. The method aims to make learners feel secure, attend to the language, and develop linguistic skills through interaction. Challenges to its implementation include time constraints and class size in some contexts.
Community language learning ,by syarifah karmila sari
Community language learning (CLL) is a humanistic approach to teaching language developed by Charles Curran. It focuses on communication and views students as whole people. CLL emphasizes interaction between students and between students and teachers. Techniques include recording student conversations, transcription, reflection, and group tasks. Evaluation is done through student writing or interviews. When students make errors, teachers repeat what they said correctly without direct correction.
Approaches to language teaching
This document discusses different approaches and methods for teaching language:
- The grammar-translation method teaches through translation with little active use of the target language.
- The audio-lingual method uses behaviorist models with drills and reinforcement.
- The direct method conducts instruction exclusively in the target language using everyday vocabulary.
- The communicative approach focuses on interacting and negotiating meaning in the target language.
Suggestoopedia
Suggestopedia is a language teaching method developed by Georgi Lozanov that aims to remove psychological barriers to learning. It makes use of Baroque music, decorated classrooms, and an authoritative teacher role to facilitate a relaxed learning environment. Key aspects include placing the teacher in a parental role, addressing students with intonation and rhythm aligned with the musical background, and exposing students to the target language and their native language through direct and indirect materials. While it claims to increase motivation and reduce stress, it also has disadvantages such as difficulty recreating the colorful environment and potential negative effects of direct translation.
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Community language learning ,by syarifah karmila sari
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Community_Language_Learning_CLL.pptx in masters
Community Language Learning (CLL) is a humanistic language teaching method developed in 1995 by Charles Curran that derives from counseling principles. It is a learner-centered approach where students collaborate to determine what language aspects to learn. The teacher acts as a counselor and students are dependent at first but gradually become independent. Key aspects include using students' native language, addressing feelings, and focusing on communication over grammar.
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The document describes Community Language Learning (CLL), an approach to language teaching developed by Charles Curran. CLL redefines teacher and learner roles, with the teacher as counselor and learner as client. Learning is viewed holistically, engaging the whole person through interactions between learners and knowers. CLL has no set syllabus but allows the course to evolve based on learner choices. Activities include translation, group work, recording and free conversation. The teacher takes on a counseling role to provide a supportive environment for learners.
Cll community language learning
1. Community Language Learning (CLL) was developed by Charles Curran and applies counseling techniques to language learning. It redefines teacher and learner roles and takes a holistic view of learning.
2. CLL has no set syllabus but is topic-based, evolving based on learner messages. Activities include translation, group work, recording, transcription, analysis and reflection. Learners act as both clients receiving counseling and counselors for others.
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This slide briefly sums up the Second Language learning/teaching methodology as proposed by Charles Arthur Curran. Community Langugae Learning advocates the Counseling method of psychology to aid Target Language acquisition.
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This presentation is self-explanatory of UGC NET Paper I - Unit 1: Teaching Aptitude materials. It describing all the aspects of unit 1 resources.
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Community Language Learning (CLL) was developed by Charles Curran in the 1970s, drawing from Rogerian counseling theory. It views language learning as a collaborative social process. Learners become members of a language learning community where they interact with each other and a teacher/counselor. In early stages, the teacher provides translations and models, but later focuses on monitoring and correcting when needed. The approach emphasizes oral proficiency, with topics and materials emerging from learner interactions. Learners progress from dependent to independent roles over five stages of whole-person language development.
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The Community Language Learning method (CLL) emphasizes creating a supportive learning community. In CLL:
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Day 5 (01.5.2020) Skills and Values
5 Days online Certificate Course on “STRATEGIES TO ADDRESS THE SOFT SKILL GAP” from 27-4-2020 to 1-5-2020.
Course Title: STRATEGIES TO ADDRESS THE SOFT SKILL GAP
Course Date: 27.4.2020 (Monday) to 1.5.2020 (Friday)
Course Objective: The objective of the course is to develop effective People skills and to become self-confident individuals by mastering inter-personal skills with a mature outlook to function effectively in different circumstances.
Course Content:
Day 5 (01.5.2020) Skills and Values
Course Instructor: Mr. T.Vishnupriyan,
Associate Editor and Assistant Professor,
IJASRW & The Central Law College, Salem.
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Fostering Learner Engagement and Autonomy through Assessment
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Ch 9 communicative language teaching
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Total Physical Response (TPR) is a language teaching method that focuses on listening comprehension over speaking. It is based on the idea that listening precedes speaking in first language acquisition. Using TPR, instructors give students commands that require physical actions to associate words and meanings. Students observe and then imitate the actions. The goal is to create a low-anxiety environment where students can learn through enjoyable physical activities before speaking is introduced.
Ch 6 desuggestpedia
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Ch 5 the silent way
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Ch 4 the audio lingual method
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The document discusses the history and principles of the Direct Method approach to teaching foreign languages. It was developed in the 1880s as an alternative to the Grammar Translation Method that did not require translation or explanation in the native language. Key principles included using only the target language, avoiding grammar explanations, focusing on speaking and listening, and learning vocabulary through real-world objects. While it emphasized communication, critics argued it did not reflect how native languages are learned and was difficult to implement widely.
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The three article titles indicate that the Grammar Translation Method (GTM) is still commonly used in Arab English language teaching, despite known criticisms of the approach. GTM traditionally focused on translating between languages, memorizing vocabulary and grammar rules, with an emphasis on reading and writing over communication. However, GTM has been criticized for low student motivation and frustration, overlooking the communicative nature of language, and limited application in multilingual classrooms. The document discusses the history, objectives, principles, techniques and criticisms of GTM through references to previous literature on the topic.
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Ch 7 communicative language learning
- 2. Introduction ● Students as ‘whole-person ’- not only their intellect, but Ss’ feelings, physical reaction, instinctive protective reactions, desire to learn. ● A Counseling-Learning approach. ● Developed by Charles A. Curran
- 3. Introduction ● Teacher as counselor ● CLL is a humanistic approach taken from Carl Rodger’s approach (1950): the focus is on Affective (emotional) domain; it is client (learner) centered.
- 4. Introduction ● Language process is not just: sender → message → receiver ● It is interactional and communicative. It is a social process. ● Classroom interaction is between peers or learner-knower
- 5. Principles ● Learning is persons ● Learning is dynamic and creative
- 6. Principles ● Learners have different strategies, paces and styles of learning. The teacher makes them feel relaxed. ● Native language is part of the process of learning. ● Clear rules and explanations bring security
- 7. Principles ● Group work and cooperation is preferred to competition. ● Errors are corrected indirectly ● Thinking about learning experiences is as positive as reflecting on the target language
- 8. Principles Evaluation is mainly integrative, not discrete point. Self evaluation is also valued.
- 9. Elements for nondefensive learning (Curran) ● Security ● Aggression ● Attention ● Reflection ● Retention ● Discrimination
- 10. Techniques ● Recording student conversation ● Transcription Reflective listening ● Human computer ( promoting self-correction) ● Small group tasks
- 11. Questions for Discussion 1. Do you think that a teacher should adopt the role of a counselor, as Curran uses the term? 2. Is any of the principles compatible with your approach to teaching/learning? 3. Which of the techniques can you see adapting to your teaching style?