Cll & suggestopedia
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- Counseling-Learning (CLL) is a language teaching method developed by Charles Curran that applies psychological counseling techniques to learning. The teacher acts as a counselor and students are clients. - In CLL, interaction begins with dependent learning as students say what they want in their native language and teachers show them how to say it in the target language. CLL combines innovative and conventional activities like translation, group work, recording, transcription, analysis and reflection. - Student roles in CLL include becoming part of a learning community. The teacher's role is to respond supportively and help students without judgment. CLL is beneficial for low-level learners but teachers may feel awkward giving students autonomy and
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Community language learning
CLL is an approach to language teaching where the teacher takes on the role of a counselor. It aims to make students feel comfortable in order to facilitate language learning. Teachers help students express themselves in the target language and structure class activities. Students are encouraged to interact, take responsibility for their learning, and learn from each other. The goal is for students to communicate in the language and learn about their own learning process. Key techniques include recording conversations, transcription, reflection, and group work.
Silent Way Teaching Method
The Silent Way is a language teaching method where the teacher is mostly silent during lessons. It uses colored rods and charts to teach pronunciation and vocabulary without translation. Learners discover the language through problem-solving activities while the teacher facilitates and ensures learners produce the target language. The goal is near-native fluency through inductive learning that starts from what students already know.
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.
Community Language Learning
The Community Language Learning method (CLL) emphasizes creating a supportive learning community. In CLL:
- The teacher takes the role of "counselor" and students are called "clients" to create a non-threatening environment.
- Lessons involve students recording conversations in the target language and then transcribing and analyzing the language with guidance from the teacher.
- The goals are for students to learn communicatively while supporting each other's learning and for the teacher to value students' thoughts and feelings.
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.
Silent Way method PPT
The Silent Way is a language teaching method devised by Caleb Gattegno based on the teacher being as silent as possible. It uses physical objects like Cuisenaire rods to facilitate problem-solving in the target language. The objectives are near-native fluency and learner autonomy. The theory views language as arbitrarily associated sounds and meanings organized by grammar rules, separated from social context and taught through artificial situations represented by rods. Learners work independently and correct themselves while the teacher silently monitors and uses gestures to elicit responses without direct correction or modeling.
The Silent Way
The Silent Way is a language teaching method created by Caleb Gattegno in 1963 that utilizes extensive silence. The key principles are that learning is more important than teaching, students develop their own understanding rather than repeating a model, and errors are an important part of learning. Students must be observant, willing to discover the language independently, and have a positive attitude. The goals are for students to become independent, autonomous, responsible users of the language who can self-express and interact with others. Classroom activities include the teacher modeling words for students to incorporate into their own utterances with minimal guidance.
Total Physical Response
The document discusses the Total Physical Response (TPR) language teaching method developed by Dr. James Asher in the 1970s. TPR uses physical movement and actions in response to verbal commands to help lower students' stress levels and increase comprehension when learning a new language. It places emphasis on listening skills before speaking. The method focuses on meaning over form and uses activities like imperative drills, role playing, and materials like pictures. TPR is best suited for basic language acquisition in beginner students through a stress-free environment.
Recommended
Community language learning
CLL is an approach to language teaching where the teacher takes on the role of a counselor. It aims to make students feel comfortable in order to facilitate language learning. Teachers help students express themselves in the target language and structure class activities. Students are encouraged to interact, take responsibility for their learning, and learn from each other. The goal is for students to communicate in the language and learn about their own learning process. Key techniques include recording conversations, transcription, reflection, and group work.
Silent Way Teaching Method
The Silent Way is a language teaching method where the teacher is mostly silent during lessons. It uses colored rods and charts to teach pronunciation and vocabulary without translation. Learners discover the language through problem-solving activities while the teacher facilitates and ensures learners produce the target language. The goal is near-native fluency through inductive learning that starts from what students already know.
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.
Community Language Learning
The Community Language Learning method (CLL) emphasizes creating a supportive learning community. In CLL:
- The teacher takes the role of "counselor" and students are called "clients" to create a non-threatening environment.
- Lessons involve students recording conversations in the target language and then transcribing and analyzing the language with guidance from the teacher.
- The goals are for students to learn communicatively while supporting each other's learning and for the teacher to value students' thoughts and feelings.
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.
Silent Way method PPT
The Silent Way is a language teaching method devised by Caleb Gattegno based on the teacher being as silent as possible. It uses physical objects like Cuisenaire rods to facilitate problem-solving in the target language. The objectives are near-native fluency and learner autonomy. The theory views language as arbitrarily associated sounds and meanings organized by grammar rules, separated from social context and taught through artificial situations represented by rods. Learners work independently and correct themselves while the teacher silently monitors and uses gestures to elicit responses without direct correction or modeling.
The Silent Way
The Silent Way is a language teaching method created by Caleb Gattegno in 1963 that utilizes extensive silence. The key principles are that learning is more important than teaching, students develop their own understanding rather than repeating a model, and errors are an important part of learning. Students must be observant, willing to discover the language independently, and have a positive attitude. The goals are for students to become independent, autonomous, responsible users of the language who can self-express and interact with others. Classroom activities include the teacher modeling words for students to incorporate into their own utterances with minimal guidance.
Total Physical Response
The document discusses the Total Physical Response (TPR) language teaching method developed by Dr. James Asher in the 1970s. TPR uses physical movement and actions in response to verbal commands to help lower students' stress levels and increase comprehension when learning a new language. It places emphasis on listening skills before speaking. The method focuses on meaning over form and uses activities like imperative drills, role playing, and materials like pictures. TPR is best suited for basic language acquisition in beginner students through a stress-free environment.
Presentation about Suggestopedia
Suggestopedia is a language teaching method developed by Georgi Lozanov based on how the human brain learns most effectively. It aims to remove psychological barriers to learning by creating a relaxing environment with music, colors, and confidence-building techniques. Key aspects include a sensory-rich setting, positive reinforcement, and interactive activities like role plays. The teacher aims to put students in a suggestible state to optimize retention through dramatized texts, songs, and maintaining an enthusiastic yet modest demeanor. While it may accelerate learning compared to other methods, Suggestopedia also faces limitations like large class sizes common in some areas.
Community language learning
Community Language Learning (CLL) is a language teaching method developed by Charles Curran that focuses on interaction and cooperation between learners. In CLL, learners form a small group and take turns expressing meanings in their native language that are then translated into the target language by the teacher. Learners are expected to listen attentively, repeat utterances, and support each other in a positive learning environment.
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.
Task-based Language Teaching
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction in language teaching. It draws on principles of communicative language teaching, where real communication activities that use language for meaningful tasks promote learning. In TBLT, the focus is on process, communication, meaning, and interacting purposefully through activities and tasks that simulate real-life experiences. A task is defined as an activity or goal carried out using language. Lessons following TBLT are designed around objectives and sequenced tasks. The teacher takes on roles of selecting, preparing, and providing feedback on tasks while students take on participant, monitor, risk-taker, and innovator roles.
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.
The Natural Approach
The Natural Approach focuses on teaching communicative abilities through comprehensible input. It was developed by Krashen and Terrell in the 1970s as a reaction against previous methods. The key principles are that acquisition, not learning, leads to language proficiency; input must be comprehensible; and meaningful communication should be the focus in the classroom. Teachers provide input through activities like commands, questions, and descriptions while students focus on understanding before speaking. The goal is to help learners progress from understanding to early production to fluency.
Task based instruction
Task-based language teaching (TBLT) focuses on using meaningful tasks and authentic materials to encourage language use. It originated in the 1950s and was popularized by Prabhu in India. A task is an activity with a specific outcome, like preparing a meal or solving a problem. TBLT has advantages like developing all language skills through meaningful use, but disadvantages include the difficulty of assessment and lack of focus on accuracy. The roles of both teacher and students differ from traditional methods, with the teacher selecting and sequencing tasks and students collaborating in groups.
Inter-language theory
The document defines inter-language as the language system produced by second and foreign language learners who are in the process of learning a new language. Inter-language develops based on rules from the learner's first language and the target language, and may not reflect features of either. The inter-language system changes over time as rules are altered, deleted, or added. Learners progress through stages from early approximations of the target language to later intermediate and final stages. Fossilization occurs when errors become impossible to correct despite ability and motivation.
Task based language teaching
This document discusses task-based language teaching (TBLT). It provides 3 key points:
1) TBLT involves communicative tasks that emphasize using language for real-world meaning and have a sense of completeness. Tasks can resemble real-life language use.
2) During tasks, students' attention is primarily on meaning rather than form. Tasks provide opportunities for input, output, and negotiation of meaning which aids acquisition.
3) The teacher guides students through pre-task, during task, and post-task stages but does not correct errors, instead focusing on communication. Students work in groups and report back, with the goal of developing fluency over accuracy.
Direct Method
The direct method focuses on communicating in the target language through demonstration and visual aids, without translation or explicit grammar instruction. In the classroom, the teacher uses a map to ask students questions about US geography, encouraging responses in full sentences in the target language. Errors are addressed through questioning to facilitate self-correction. Various techniques are used, including reading aloud, questioning, dictation, and fill-in-the-blank exercises, to develop oral skills and inductive learning of grammar and culture.
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.
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.
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.
Communicative language teaching method(1)
Communicative language teaching is a method based on the idea that language is used for communication. The goal is for students to develop communicative competence through engaging in meaningful tasks and real-world language use. The teacher facilitates communication between students and guides them, while students actively practice communicating. Activities include role plays, games, and using authentic materials. Errors are tolerated as students focus on fluency over accuracy.
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.
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.
The silent way
The silent way is a language teaching method created by Caleb Gattegno that relies heavily on silence from the teacher. The teacher uses tools like colored rods and charts to present sounds and vocabulary visually, then observes students problem-solving and practicing pronunciation on their own or with peers. The goal is for students to do most of the talking while the teacher facilitates independently through gestures and modeling. Key aspects include students working cooperatively instead of competitively, with the teacher providing minimal direct instruction and correction in order to make students autonomous learners.
Community Language Learning
Community Language Learning (CLL) is an approach to language teaching based on counseling theory. It views learning as a collaborative process achieved through interaction between learners and teachers, rather than an individual accomplishment. CLL involves learners presenting messages they want to convey to others in their native language, which the teacher then restates in the target language for the learner to repeat. This process is similar to client-counselor relationships in psychological counseling.
Communicative Laguage Teaching
CLT is an approach to language teaching that developed in the 1960s as a reaction against previous structural and grammatical approaches. It focuses on developing students' communicative competence and ability to use language functionally. Some key principles are that meaning and communication should be prioritized over form, language is best learned through interaction, and fluency is the primary goal. The teacher acts as a facilitator, and students practice communicating through activities using authentic materials. Errors are tolerated as students focus on fluency, and evaluation assesses communicative ability.
The silent way
The Silent Way method of language teaching was developed by Caleb Gattegno. It focuses on problem solving, discovery, and intellectual engagement. The teacher remains silent and guides the learning process, using gestures and visual aids, while students work independently and cooperatively to solve language problems. Responsibility for learning falls on the students, as the teacher does not correct mistakes or allow native language use. The goal is to foster student autonomy through a silent, problem-solving approach.
Suggestopedia
Suggestopedia is a teaching method developed by Georgi Lozanov that combines relaxed concentration with synchronized music and rhythmic presentation to accelerate learning. It uses soft Baroque music, dim lighting, and comfortable chairs to create a relaxed environment for students. Various activities like role plays, games, stories, and songs are used to teach vocabulary and other subjects in a stress-free way.
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.
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Presentation about Suggestopedia
Suggestopedia is a language teaching method developed by Georgi Lozanov based on how the human brain learns most effectively. It aims to remove psychological barriers to learning by creating a relaxing environment with music, colors, and confidence-building techniques. Key aspects include a sensory-rich setting, positive reinforcement, and interactive activities like role plays. The teacher aims to put students in a suggestible state to optimize retention through dramatized texts, songs, and maintaining an enthusiastic yet modest demeanor. While it may accelerate learning compared to other methods, Suggestopedia also faces limitations like large class sizes common in some areas.
Community language learning
Community Language Learning (CLL) is a language teaching method developed by Charles Curran that focuses on interaction and cooperation between learners. In CLL, learners form a small group and take turns expressing meanings in their native language that are then translated into the target language by the teacher. Learners are expected to listen attentively, repeat utterances, and support each other in a positive learning environment.
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.
Task-based Language Teaching
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction in language teaching. It draws on principles of communicative language teaching, where real communication activities that use language for meaningful tasks promote learning. In TBLT, the focus is on process, communication, meaning, and interacting purposefully through activities and tasks that simulate real-life experiences. A task is defined as an activity or goal carried out using language. Lessons following TBLT are designed around objectives and sequenced tasks. The teacher takes on roles of selecting, preparing, and providing feedback on tasks while students take on participant, monitor, risk-taker, and innovator roles.
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.
The Natural Approach
The Natural Approach focuses on teaching communicative abilities through comprehensible input. It was developed by Krashen and Terrell in the 1970s as a reaction against previous methods. The key principles are that acquisition, not learning, leads to language proficiency; input must be comprehensible; and meaningful communication should be the focus in the classroom. Teachers provide input through activities like commands, questions, and descriptions while students focus on understanding before speaking. The goal is to help learners progress from understanding to early production to fluency.
Task based instruction
Task-based language teaching (TBLT) focuses on using meaningful tasks and authentic materials to encourage language use. It originated in the 1950s and was popularized by Prabhu in India. A task is an activity with a specific outcome, like preparing a meal or solving a problem. TBLT has advantages like developing all language skills through meaningful use, but disadvantages include the difficulty of assessment and lack of focus on accuracy. The roles of both teacher and students differ from traditional methods, with the teacher selecting and sequencing tasks and students collaborating in groups.
Inter-language theory
The document defines inter-language as the language system produced by second and foreign language learners who are in the process of learning a new language. Inter-language develops based on rules from the learner's first language and the target language, and may not reflect features of either. The inter-language system changes over time as rules are altered, deleted, or added. Learners progress through stages from early approximations of the target language to later intermediate and final stages. Fossilization occurs when errors become impossible to correct despite ability and motivation.
Task based language teaching
This document discusses task-based language teaching (TBLT). It provides 3 key points:
1) TBLT involves communicative tasks that emphasize using language for real-world meaning and have a sense of completeness. Tasks can resemble real-life language use.
2) During tasks, students' attention is primarily on meaning rather than form. Tasks provide opportunities for input, output, and negotiation of meaning which aids acquisition.
3) The teacher guides students through pre-task, during task, and post-task stages but does not correct errors, instead focusing on communication. Students work in groups and report back, with the goal of developing fluency over accuracy.
Direct Method
The direct method focuses on communicating in the target language through demonstration and visual aids, without translation or explicit grammar instruction. In the classroom, the teacher uses a map to ask students questions about US geography, encouraging responses in full sentences in the target language. Errors are addressed through questioning to facilitate self-correction. Various techniques are used, including reading aloud, questioning, dictation, and fill-in-the-blank exercises, to develop oral skills and inductive learning of grammar and culture.
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.
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.
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.
Communicative language teaching method(1)
Communicative language teaching is a method based on the idea that language is used for communication. The goal is for students to develop communicative competence through engaging in meaningful tasks and real-world language use. The teacher facilitates communication between students and guides them, while students actively practice communicating. Activities include role plays, games, and using authentic materials. Errors are tolerated as students focus on fluency over accuracy.
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.
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.
The silent way
The silent way is a language teaching method created by Caleb Gattegno that relies heavily on silence from the teacher. The teacher uses tools like colored rods and charts to present sounds and vocabulary visually, then observes students problem-solving and practicing pronunciation on their own or with peers. The goal is for students to do most of the talking while the teacher facilitates independently through gestures and modeling. Key aspects include students working cooperatively instead of competitively, with the teacher providing minimal direct instruction and correction in order to make students autonomous learners.
Community Language Learning
Community Language Learning (CLL) is an approach to language teaching based on counseling theory. It views learning as a collaborative process achieved through interaction between learners and teachers, rather than an individual accomplishment. CLL involves learners presenting messages they want to convey to others in their native language, which the teacher then restates in the target language for the learner to repeat. This process is similar to client-counselor relationships in psychological counseling.
Communicative Laguage Teaching
CLT is an approach to language teaching that developed in the 1960s as a reaction against previous structural and grammatical approaches. It focuses on developing students' communicative competence and ability to use language functionally. Some key principles are that meaning and communication should be prioritized over form, language is best learned through interaction, and fluency is the primary goal. The teacher acts as a facilitator, and students practice communicating through activities using authentic materials. Errors are tolerated as students focus on fluency, and evaluation assesses communicative ability.
The silent way
The Silent Way method of language teaching was developed by Caleb Gattegno. It focuses on problem solving, discovery, and intellectual engagement. The teacher remains silent and guides the learning process, using gestures and visual aids, while students work independently and cooperatively to solve language problems. Responsibility for learning falls on the students, as the teacher does not correct mistakes or allow native language use. The goal is to foster student autonomy through a silent, problem-solving approach.
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Suggestopedia
Suggestopedia is a teaching method developed by Georgi Lozanov that combines relaxed concentration with synchronized music and rhythmic presentation to accelerate learning. It uses soft Baroque music, dim lighting, and comfortable chairs to create a relaxed environment for students. Various activities like role plays, games, stories, and songs are used to teach vocabulary and other subjects in a stress-free way.
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.
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.
TEFL (Direct Method, PPP, CLL)
The document discusses three popular teaching methodologies: direct method, presentation-practice-production (PPP), and community language learning (CLL).
The direct method focuses on using the target language without translation and emphasizing speaking skills. PPP follows a three step structure of presenting new language, practicing it, and then having students produce and use it. CLL builds a supportive learning community where the teacher acts as a counselor and students determine their own learning needs.
Cll method
The document summarizes the Community Language Learning (CLL) method for teaching language. CLL uses counseling-learning theory and aims to create a non-threatening learning environment by having teachers take on the role of language counselors. It allows students to learn at their own pace and express themselves in their native language when discussing feelings about the learning process. The goal is for students to learn communicatively by interacting with each other and taking increased responsibility for their language learning.
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.
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.
Community Language Learning ( CLL )
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.
Communitylanguagelearningcll 121030060539-phpapp01
Community Language Learning (CLL) is an approach that emphasizes interaction as both the means and goal of learning a language. In CLL, the teacher takes the role of counselor and students are clients. The native language is permitted and the teacher provides translations. Activities include translation, tape recordings of language chunks, group work, and student reflection. CLL aims to create a supportive environment to lower anxiety and help students gain independence in the target language. While time-consuming, CLL has been effective for lower-level learners by reducing anxiety and building trust between teacher and students.
Advanced methodology for tesol 2
Community Language Learning (CLL) is a language teaching method developed by Charles Curran in 1972. It involves a 5 stage process: 1) Students sit in a circle around a tape recorder to create a community atmosphere while discussing topics. 2) Students say what they want to say in their native language and the teacher discreetly translates it. 3) Students discuss how the recording went. 4) Students listen to the recording and transcribe it with teacher help. 5) Students analyze the language used in the conversation. CLL aims to create a non-threatening environment where students feel autonomous in practicing spoken English within a community.
Community Language learning
The Community Language Learning method grew out of applying counseling techniques to language teaching. It views students as whole people and aims to understand their feelings. The teacher acts as a counselor/mentor rather than solely focusing on language skills. It emphasizes creating a secure environment for students to learn. Students and teachers jointly make decisions in class, with students actively discussing topics. Benefits include using language in personal interactions and cooperation between teachers and students. It works best in small groups and requires skilled teacher-counselors. The goal is to eliminate anxiety around learning a second language by emphasizing counseling over traditional teaching.
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.
Ch 7 communicative language learning
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.
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.
Community language learning_cll1_son
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.
language and Content objectives
The document discusses content and language objectives that guide teaching and learning. Content objectives identify what students should know and be able to do in particular content areas, while language objectives identify the language demands students need to complete tasks and show where students are relative to language expectations. Language objectives are embedded in content objectives and consider the language needed to master content. Examples are provided of content and language objectives for different grade levels and subjects.
Community Language Learning , the principles
The document outlines the principles of Community Language Learning. The teacher's goals are for students to learn communicatively, understand their own learning, take responsibility, and share knowledge with each other. The teacher takes on counseling, understanding, providing a safe environment, and generating non-defensive learning. Students progress through five stages from dependent infant to independent learner. Native language is used to bridge understanding. Interactions are student-teacher assertiveness or teacher-directed, and student-student cooperation. Language and culture are intertwined and used for communication and thinking. Errors are not immediately corrected but the correct form is repeated respectfully. Evaluation is non-traditional through self-evaluation, paragraphs, or interviews. The approach focuses on listening
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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.
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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.
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This document discusses 10 different language teaching approaches: Grammar-translation Approach, Direct Approach, Reading Approach, Audiolingual Approach, Communicative Approach, The Silent Way, Community Language Learning, Functional-notional Approach, Natural Approach, and Total Physical Response. Each approach is summarized with its key principles and classroom techniques. The document advises teachers to try different approaches and see what works best given their unique classroom and students.
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1) The Community Language Learning method focuses on creating a secure environment where students' feelings are respected and they can take risks in learning a new language.
2) The teacher acts as a language counselor, translating students' words and building relationships to help lower anxiety. Students' conversations are recorded and transcribed for analysis.
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This document discusses various methods, approaches, procedures and techniques used in teaching English as a foreign language. It begins by defining key terms like approach, method, procedure and technique. It then provides details on specific methods like grammar translation, audio-lingualism, presentation-practice-production, communicative approach, task-based learning and humanistic teaching. It also discusses principles of total physical response and the lexical approach. The document emphasizes that choice of methods should consider learner and cultural factors.
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The Audio-Lingual Method focuses on repetition, drilling, and imitation of language patterns. Teachers direct chain drills and other exercises to reinforce grammar inductively. Students are expected to mimic the teacher's language model with accurate repetition. Testing evaluates mastery of individual language points through activities like minimal pair differentiation.
The Silent Way emphasizes using visual tools like rods and charts to introduce sounds first before other language elements. The teacher observes students but remains largely silent, encouraging self-correction and peer feedback instead of direct instruction. Students take responsibility for their own learning by exploring the language autonomously with the teacher providing supportive exercises and feedback on errors.
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Cll & suggestopedia
- 2. CLL is the method developed by Charles A. Curran and his associates. Curran was an specialist in counseling. His applications for psychological counseling techniques to learning is known as Counseling-Learning.
- 3. Counseling Is a person who gives advices, assistance, and support to another who’s in need. The teacher becomes the counselor and the students are the clients, in the language classroom.
- 4. Interaction between knowers and learners is initially dependent. The learner tells the knower what they want to say in the native language and the knowers tell them how to say it.
- 5. CLL combines innovative and conventional activities. Translation Group work Recording Transcription Analysis Reflection and observation Listening Free conversation
- 6. Roles Learner roles in CLL: they become part of a community, their fellow members and the teacher, and learn through interacting with the community The teacher’s role is to respond calmly and without judging, in a supportive manner and help the student
- 7. CONS PROS Works really well with At the beginning some low levels who are learners feel difficult to struggling to produce speak on a tape spoken English Learners like autonomy that gives them analyzing their conversations the CLL by own Teachers feel awkward to give the students so much freedom and tend to intervene very often
- 9. This method was developed by Georgi Lozanov a psychiatrist-educator
- 10. Some of the characteristics of this method are the decoration, furniture, arrangement of the classroom, the authoritative behavior of the teacher and, especially the use of music.
- 11. Lozanov acknowledges are related with : Raja yoga and Soviet psychology
- 12. Music as therapy Facilitate the establishment of personal relations Increase self-esteem through increased self- satisfaction in musical performance Use the unique potential of rhythm to energize and bring order
- 13. Infantilization, the authority is also used to suggest a teacher-student relation like a parent-child. Learners play games, songs and do other kind of exercises to help the student regain self-confidence.
- 14. The three parts of a suggestopedia class An oral review section. The learned material is used in order to start a discussion about the topic, grammar and vocabulary New material is presented. It consists of looking over a new dialogue and its native translation, and again, discuss about grammar vocabulary or content The “concert section” this part is by which suggestopedia is well known.
- 15. Pros Cons Optimal language environment It takes long for teachers to prepare properly the classroom Students are more willingly to speak as teachers will not try to correct errors As teacher does not correct students' errors, speech will be inaccurate