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This document describes Caleb Gattegno's method of language teaching which is based on the premises that the teacher should remain silent and encourage learners to produce as much language as possible. It involves learning through discovery and problem-solving using physical objects, rather than repetition. The method focuses on propositional meaning of sentences rather than communication, uses vocabulary as a central dimension of learning, and relies on an "artificial approach" with the teacher remaining silent and learners using inner criteria.
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Language Teaching Approaches and Methods
The document discusses various approaches and methods for teaching language, including:
- Communicative Language Teaching (CLT) which takes ideas from multiple methods and focuses on communication.
- Grammar-Translation which teaches grammar rules and translation exercises to read literature.
- Direct Method which uses only the target language and teaches concrete vocabulary through objects.
- Audio-Lingualism which teaches grammar inductively and relies on behaviorism and drills.
- Task-Based Learning which uses tasks to accomplish concrete goals and teaches necessary language.
Language teaching methodologies
This document discusses different language teaching methodologies including the direct method, grammar-translation method, audio-lingual method, structural approach, suggestopedia, total physical response, communicative language teaching, the silent way, community language learning, immersion, the natural approach, the lexical syllabus, task-based language learning, and self-production. It provides brief descriptions of each methodology and encourages discussion of effective strategies for teaching foreign languages to children.
Approaches to language teaching
This document discusses different approaches to language teaching including characteristics of optimal input for language acquisition. It summarizes several common language teaching methods such as grammar translation, audio-lingualism, cognitive-code method, direct method, natural approach, total physical response, and suggestopedia. For each method, it describes the learning procedure, goals, and how they align with optimal input characteristics. It suggests considering students' interests, providing comprehensible input, and not focusing too much on grammatical accuracy or sequences. Later sections discuss alternatives like conversation, pleasure reading, using subject matter, and considerations for test evaluation, material selection, and extra activities.
English teaching methods
This document summarizes several language teaching methods: Total Physical Response (TPR), The Silent Way, Community Language Learning, Suggestopedia, and provides details on their key principles and techniques. TPR uses physical movement and delays speech to reduce stress. The Silent Way emphasizes problem solving and uses visual aids, with the teacher remaining silent. Community Language Learning views students as "clients" and emphasizes building trust and support. Suggestopedia aims to accelerate learning by creating a relaxed environment that reduces psychological barriers through music and role-playing.
Silent way 1
The Silent Way is a language teaching method developed by Caleb Gattegno in the 1970s that emphasizes learner independence and autonomy. Some key principles are that the teacher should be silent as much as possible to encourage student production, students rely on their own resources and problem-solving abilities to learn, and learning involves discovering structures rather than repeating them. The teacher sets up learning situations, uses tools like color-coded charts and rods, and provides feedback, while being mostly silent to help students develop their own inner criteria for language. The goal is for students to become independent, autonomous, and responsible learners.
Summary
This document summarizes 21 different methods of language teaching: grammar translation, direct approach, reading approach, audiolingual method, community language learning, suggestopedia, the natural approach, the silent way, total physical response, communicative language teaching, whole language, collaborative learning, problem-based learning, content-based instruction, the portfolio, cooperative learning, neuro-linguistic programming, learning strategy training, lexical approach, task-based learning, and participatory approach. For each method, it provides a brief overview of its key principles and techniques.
Teaching methodologies
The document discusses 10 different language teaching methodologies: Grammar Translation, Direct, Audio-Lingual, Communicative, Total Physical Response, The Silent Way, Competency, Community Language, The Natural Approach, and Suggestopedia. It provides more detailed descriptions of the Direct Method, Grammar Translation Method, Audio-lingual Method, Communicative Approach, and Competency-Based Approach. The Direct Method teaches a foreign language without translation through speaking emphasis. The Grammar Translation Method focuses on reading and writing with little speaking practice. The Audio-lingual Method teaches skills in the natural order through repetition and accuracy. The Communicative Approach emphasizes using the language to accomplish functions. The Competency-Based Approach focuses
16108810020 Ruth Febry Maharani
The document discusses 12 different approaches to teaching English: grammar-translation, direct method, reading approach, audiolingual approach, communicative approach, silent way, community language learning, structural approach, natural approach, total physical response, task-based language learning, and suggestopedia. Each approach is described along with an example classroom activity. The document also contrasts teacher-centered learning with student-centered learning.
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Language Teaching Approaches and Methods
The document discusses various approaches and methods for teaching language, including:
- Communicative Language Teaching (CLT) which takes ideas from multiple methods and focuses on communication.
- Grammar-Translation which teaches grammar rules and translation exercises to read literature.
- Direct Method which uses only the target language and teaches concrete vocabulary through objects.
- Audio-Lingualism which teaches grammar inductively and relies on behaviorism and drills.
- Task-Based Learning which uses tasks to accomplish concrete goals and teaches necessary language.
Language teaching methodologies
This document discusses different language teaching methodologies including the direct method, grammar-translation method, audio-lingual method, structural approach, suggestopedia, total physical response, communicative language teaching, the silent way, community language learning, immersion, the natural approach, the lexical syllabus, task-based language learning, and self-production. It provides brief descriptions of each methodology and encourages discussion of effective strategies for teaching foreign languages to children.
Approaches to language teaching
This document discusses different approaches to language teaching including characteristics of optimal input for language acquisition. It summarizes several common language teaching methods such as grammar translation, audio-lingualism, cognitive-code method, direct method, natural approach, total physical response, and suggestopedia. For each method, it describes the learning procedure, goals, and how they align with optimal input characteristics. It suggests considering students' interests, providing comprehensible input, and not focusing too much on grammatical accuracy or sequences. Later sections discuss alternatives like conversation, pleasure reading, using subject matter, and considerations for test evaluation, material selection, and extra activities.
English teaching methods
This document summarizes several language teaching methods: Total Physical Response (TPR), The Silent Way, Community Language Learning, Suggestopedia, and provides details on their key principles and techniques. TPR uses physical movement and delays speech to reduce stress. The Silent Way emphasizes problem solving and uses visual aids, with the teacher remaining silent. Community Language Learning views students as "clients" and emphasizes building trust and support. Suggestopedia aims to accelerate learning by creating a relaxed environment that reduces psychological barriers through music and role-playing.
Silent way 1
The Silent Way is a language teaching method developed by Caleb Gattegno in the 1970s that emphasizes learner independence and autonomy. Some key principles are that the teacher should be silent as much as possible to encourage student production, students rely on their own resources and problem-solving abilities to learn, and learning involves discovering structures rather than repeating them. The teacher sets up learning situations, uses tools like color-coded charts and rods, and provides feedback, while being mostly silent to help students develop their own inner criteria for language. The goal is for students to become independent, autonomous, and responsible learners.
Summary
This document summarizes 21 different methods of language teaching: grammar translation, direct approach, reading approach, audiolingual method, community language learning, suggestopedia, the natural approach, the silent way, total physical response, communicative language teaching, whole language, collaborative learning, problem-based learning, content-based instruction, the portfolio, cooperative learning, neuro-linguistic programming, learning strategy training, lexical approach, task-based learning, and participatory approach. For each method, it provides a brief overview of its key principles and techniques.
Teaching methodologies
The document discusses 10 different language teaching methodologies: Grammar Translation, Direct, Audio-Lingual, Communicative, Total Physical Response, The Silent Way, Competency, Community Language, The Natural Approach, and Suggestopedia. It provides more detailed descriptions of the Direct Method, Grammar Translation Method, Audio-lingual Method, Communicative Approach, and Competency-Based Approach. The Direct Method teaches a foreign language without translation through speaking emphasis. The Grammar Translation Method focuses on reading and writing with little speaking practice. The Audio-lingual Method teaches skills in the natural order through repetition and accuracy. The Communicative Approach emphasizes using the language to accomplish functions. The Competency-Based Approach focuses
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The document discusses 12 different approaches to teaching English: grammar-translation, direct method, reading approach, audiolingual approach, communicative approach, silent way, community language learning, structural approach, natural approach, total physical response, task-based language learning, and suggestopedia. Each approach is described along with an example classroom activity. The document also contrasts teacher-centered learning with student-centered learning.
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The document describes interactive read alouds, which involve a teacher reading aloud to students while modeling comprehension strategies. The teacher stops periodically to ask text-dependent questions and engage students in discussions about the text. Done effectively, interactive read alouds help build students' listening comprehension and prepare them for independent reading. The document outlines how to plan and conduct an interactive read aloud, including choosing an engaging text, determining objectives, and using discussion questions to promote student participation and understanding.
Whole Language Approach
For those ELT teachers who are carrying out reading classes at the level of primary school or teaching ELLs, I highly recommend you to peruse and take a look at this approach because it focuses on the teaching of language arts, which is the teaching reading and writing.
Methods For Teaching English
The document provides a summary of several language teaching methods:
1. Total Physical Response uses physical actions to teach language through commands and encourages listening before speaking.
2. The Silent Way focuses on problem solving and self-correction, using colored rods and charts, with the teacher staying mostly silent.
3. Community Language Learning emphasizes building trust and using recordings of student conversations, with the teacher acting as counselor.
4. Suggestopedia aims to reduce stress and tap into learning potential through relaxation, role-playing, and peripheral learning with music.
21 st century teaching language approaches
The document discusses the history and key aspects of various language teaching approaches. It begins by describing early approaches like the Grammar Translation Approach used for Latin and Greek. It then outlines several subsequent approaches that reacted to perceived limitations, including the Direct Method, Reading Approach, and Audio-Lingual Approach. Later sections summarize the Cognitive Approach, Affective-Humanistic Approach, Comprehension-Based Approach, and Communicative Approach. The summary emphasizes that approaches evolved in response to prior limitations and that modern approaches are grounded in theories of language learning and use.
Deo Aditya Pratama (16108810023)
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Methodsforteachingenglish
This document provides an overview of several language teaching methods: Total Physical Response (TPR), The Silent Way, Community Language Learning (CLL), Suggestopedia, and others. It summarizes the key principles and techniques of each method. For TPR, it emphasizes using physical movement and delaying speech. For The Silent Way, it highlights the teacher's silence and use of color-coded materials. For CLL, it focuses on addressing students' emotional needs and recording their conversations. For Suggestopedia, it discusses creating a relaxed environment and challenging barriers to learning.
Approaches to Language Teaching Learning activity 2.1
The document discusses different approaches to language teaching including grammar translation, audio-lingualism, cognitive-code, direct method, natural approach, total physical response, suggestopedia. For each approach, it analyzes how well they meet the requirements for optimal input and second language learning based on Stephen Krashen's theories, including providing comprehensible, interesting input and avoiding over-emphasis on learning. It finds that some approaches better fulfill the requirements than others for promoting acquisition over learning.
EFL teachers: Revisiting methods and approaches in ELT education
This document discusses approaches to teaching English as a foreign language. It suggests that teachers should select a method but also adapt it to their local context. Teachers should develop their own personal approach or method over time by drawing on principles from different methods and their own practical experience. The document outlines options for educating EFL teachers, including familiarizing them with established methods, different methods with a focus on eclecticism, or a post-method pedagogy where teachers develop individual approaches through reflection and practice.
Background issues in language learning
This document discusses several theories related to language acquisition and language learning. It covers:
1) The differences between language acquisition, which is subconscious and occurs with massive exposure at a young age, versus language learning, which is conscious and involves formal instruction.
2) Behaviorism theory which views learning as the result of stimulus, response, and reinforcement.
3) The theory that language learning will take care of itself if learners are involved in meaningful communication.
4) The debate around focus on form versus focus on forms approaches to language teaching.
The silent way
The Silent Way is a language teaching method developed by Caleb Gattegno that emphasizes learner independence and minimal teacher speaking. The teacher uses visual aids like charts and rods to introduce new language concepts silently, then observes as students practice the language through problem-solving activities. The role of the teacher is to present language once using gestures before stepping back, while students take responsibility for their own learning through exploration and self-correction. Proponents argue this fosters autonomy and respect for individual learners, though some question if silence can teach effectively or be practical for all classroom contexts.
The silent way
The Silent Way is a language teaching method created by Caleb Gattegno that relies extensively on silence. It encourages student responses orally without direct instruction from the teacher. Teachers point to charts containing sounds and students are expected to pronounce them correctly. Students develop autonomy through self and peer correction. Rods, pictures, and word charts are used as teaching materials. While it promotes student interaction and independent learning, the method can confuse students and make progress evaluation difficult for teachers.
The arc of a lesson
The document discusses the structure of an effective English language lesson, known as the "ARC":
1) Lessons should have a clear beginning, middle, and end, similar to a story. The beginning activates prior knowledge and sets the scene, the middle is the main body of the lesson where new content is presented, and the end wraps things up and reflects on learning.
2) Effective beginnings include warm-up activities to switch to English and set the context. The middle, or "body" of the lesson, takes the most time and includes presenting new content, modeling activities, and using transitions between parts.
3) The end is important for assigning homework, reviewing key points, and having students reflect
ESL Methodology
This document discusses key concepts and principles for teaching English as a foreign language. It lists reference books on language teaching methodology and summarizes research findings on second language acquisition. Some key points made are that adults can acquire a second language, but more often fossilize, and that meaningful context is paramount for language learning. It also discusses advantages children have in learning a foreign language and qualities of good language learners and teachers. Finally, it contrasts several important concepts in language teaching, such as deductive vs inductive learning, performance vs competence, acquisition vs learning, and others.
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This document discusses elements that need to be present in a language classroom to help students learn effectively. It outlines the elements of engage, study, and activate. Engage aims to arouse student interest through activities like games, music, and stories. Study refers to focusing on language construction, such as pronunciation practice or grammar rules. Activate describes exercises that encourage students to use language communicatively through activities like role-plays, debates, and story writing. The document also discusses different lesson sequences, such as boomerang, patchwork, and straight arrow, that incorporate these engage, study, activate elements.
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Listening comprehension is an active process that involves applying knowledge to sounds. It refers to the ability to recall and understand information presented orally. Several factors can affect listening comprehension, including hearing defects, language skills, and auditory discrimination problems. Teachers can assess listening comprehension using informal tests of nouns, adjectives, verbs, prepositions, tenses, directions/instructions, and discourse understanding. Strategies for teaching students with listening deficits include preferential seating, reducing distractions, using clear simple directions, visual aids, and increasing student response time.
How to describe learning and teaching
This document outlines elements that should be present in a language classroom to help students learn effectively: engage, study, and activate. The engage element aims to arouse student interest using activities like games, music, and stories. Study refers to focusing on language construction, such as vowel sounds or verb conjugations. Activate has students freely use language through role-plays, debates, and other communicative exercises. Three common lesson sequences are described: boomerang, which is flexible; patchwork, which is a mix of short activities; and straight arrow, which logically progresses from engage to study to activate. Recent influential teaching models discussed are grammar translation, audio-lingualism, PPP, task-based learning, and communic
Silent Way Method and Communicative Language Teaching
The document discusses the key aspects of the communicative language teaching (CLT) approach. It emphasizes developing students' communicative competence and using classroom activities focused on meaningful communication, such as role plays. The teacher acts as a facilitator rather than expert, while students are expected to participate in groups and take responsibility for their learning. Lessons typically involve presenting a language function or structure, providing practice and feedback, and allowing discovery of rules. Sample activities include role plays and reconstructing a story from sections divided among students.
Ramos_Katerine_Language_Teaching_Strategies
This document contains a syllabus for a "Language Teaching Strategies" course. The syllabus provides information on the course objectives, which are to develop students' pedagogical competence and ability to internalize major and minor teaching methods for English. Specific objectives include identifying concepts for language teaching/learning, comparing strategies for teaching English to different ages/levels, and applying strategies in an eclectic way. The methodology uses Kolb's strategies and approaches like ABP, ABPro. The course aims to equip students with a range of teaching strategies and apply them depending on learners' levels and environments.
How to teach grammar (Inductive teaching)
Inductive teaching of grammar uses examples to allow students to generalize rules on their own. It requires more mental effort which leads to deeper understanding and better memory retention. However, it risks students focusing too much on rules or developing wrong rules. The method involves providing examples for students to group, label, and from which they derive a conclusion about the topic.
natural and communicatif approach
The Natural Approach is a language teaching method based on the assumption that learning a foreign language follows the same patterns as learning a native language. It emphasizes exposing learners to hearing and understanding the language before speaking. The Communicative Approach also emphasizes interaction and problem solving as both the means and goal of learning a language. It uses activities like role plays, pair work and group work. Both approaches initially prioritize communicative competence over accurate grammar and allow students to communicate before building accuracy.
Audio lingual method Silent Way
The document describes several methods for teaching language:
The audio-lingual method focuses on listening and speaking through the use of dialogs, emphasizing listening and speaking before reading and writing. New dialogs are presented for repetition and drilling of structures.
The silent way method focuses students' perceptions through gestures rather than translation. The teacher is silent to encourage cooperation and learning from peers. Students learn to listen to themselves without vocalization from the teacher.
Pattern drills are used to build familiarity with key structures, starting with repetition of short phrases and building up to full sentences. Substitution drills replace parts of sentences to reinforce understanding of grammar patterns.
The silent way
The silent way is a language teaching method developed by Caleb Gattegno in the 1970s. Its key principles are that learning is facilitated through discovery rather than repetition, using accompanying physical objects, and problem solving. The teacher's role is to design lessons and elicit student responses through gestures without speaking. Students are expected to learn independently and rely on each other by interacting and self-correcting. The process focuses students on language structures through minimal cues and practice without repetition. The teacher observes students closely and addresses any feelings that interfere with learning through feedback sessions.
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What is an interactive read aloud
The document describes interactive read alouds, which involve a teacher reading aloud to students while modeling comprehension strategies. The teacher stops periodically to ask text-dependent questions and engage students in discussions about the text. Done effectively, interactive read alouds help build students' listening comprehension and prepare them for independent reading. The document outlines how to plan and conduct an interactive read aloud, including choosing an engaging text, determining objectives, and using discussion questions to promote student participation and understanding.
Whole Language Approach
For those ELT teachers who are carrying out reading classes at the level of primary school or teaching ELLs, I highly recommend you to peruse and take a look at this approach because it focuses on the teaching of language arts, which is the teaching reading and writing.
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The document provides a summary of several language teaching methods:
1. Total Physical Response uses physical actions to teach language through commands and encourages listening before speaking.
2. The Silent Way focuses on problem solving and self-correction, using colored rods and charts, with the teacher staying mostly silent.
3. Community Language Learning emphasizes building trust and using recordings of student conversations, with the teacher acting as counselor.
4. Suggestopedia aims to reduce stress and tap into learning potential through relaxation, role-playing, and peripheral learning with music.
21 st century teaching language approaches
The document discusses the history and key aspects of various language teaching approaches. It begins by describing early approaches like the Grammar Translation Approach used for Latin and Greek. It then outlines several subsequent approaches that reacted to perceived limitations, including the Direct Method, Reading Approach, and Audio-Lingual Approach. Later sections summarize the Cognitive Approach, Affective-Humanistic Approach, Comprehension-Based Approach, and Communicative Approach. The summary emphasizes that approaches evolved in response to prior limitations and that modern approaches are grounded in theories of language learning and use.
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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.
Methodsforteachingenglish
This document provides an overview of several language teaching methods: Total Physical Response (TPR), The Silent Way, Community Language Learning (CLL), Suggestopedia, and others. It summarizes the key principles and techniques of each method. For TPR, it emphasizes using physical movement and delaying speech. For The Silent Way, it highlights the teacher's silence and use of color-coded materials. For CLL, it focuses on addressing students' emotional needs and recording their conversations. For Suggestopedia, it discusses creating a relaxed environment and challenging barriers to learning.
Approaches to Language Teaching Learning activity 2.1
The document discusses different approaches to language teaching including grammar translation, audio-lingualism, cognitive-code, direct method, natural approach, total physical response, suggestopedia. For each approach, it analyzes how well they meet the requirements for optimal input and second language learning based on Stephen Krashen's theories, including providing comprehensible, interesting input and avoiding over-emphasis on learning. It finds that some approaches better fulfill the requirements than others for promoting acquisition over learning.
EFL teachers: Revisiting methods and approaches in ELT education
This document discusses approaches to teaching English as a foreign language. It suggests that teachers should select a method but also adapt it to their local context. Teachers should develop their own personal approach or method over time by drawing on principles from different methods and their own practical experience. The document outlines options for educating EFL teachers, including familiarizing them with established methods, different methods with a focus on eclecticism, or a post-method pedagogy where teachers develop individual approaches through reflection and practice.
Background issues in language learning
This document discusses several theories related to language acquisition and language learning. It covers:
1) The differences between language acquisition, which is subconscious and occurs with massive exposure at a young age, versus language learning, which is conscious and involves formal instruction.
2) Behaviorism theory which views learning as the result of stimulus, response, and reinforcement.
3) The theory that language learning will take care of itself if learners are involved in meaningful communication.
4) The debate around focus on form versus focus on forms approaches to language teaching.
The silent way
The Silent Way is a language teaching method developed by Caleb Gattegno that emphasizes learner independence and minimal teacher speaking. The teacher uses visual aids like charts and rods to introduce new language concepts silently, then observes as students practice the language through problem-solving activities. The role of the teacher is to present language once using gestures before stepping back, while students take responsibility for their own learning through exploration and self-correction. Proponents argue this fosters autonomy and respect for individual learners, though some question if silence can teach effectively or be practical for all classroom contexts.
The silent way
The Silent Way is a language teaching method created by Caleb Gattegno that relies extensively on silence. It encourages student responses orally without direct instruction from the teacher. Teachers point to charts containing sounds and students are expected to pronounce them correctly. Students develop autonomy through self and peer correction. Rods, pictures, and word charts are used as teaching materials. While it promotes student interaction and independent learning, the method can confuse students and make progress evaluation difficult for teachers.
The arc of a lesson
The document discusses the structure of an effective English language lesson, known as the "ARC":
1) Lessons should have a clear beginning, middle, and end, similar to a story. The beginning activates prior knowledge and sets the scene, the middle is the main body of the lesson where new content is presented, and the end wraps things up and reflects on learning.
2) Effective beginnings include warm-up activities to switch to English and set the context. The middle, or "body" of the lesson, takes the most time and includes presenting new content, modeling activities, and using transitions between parts.
3) The end is important for assigning homework, reviewing key points, and having students reflect
ESL Methodology
This document discusses key concepts and principles for teaching English as a foreign language. It lists reference books on language teaching methodology and summarizes research findings on second language acquisition. Some key points made are that adults can acquire a second language, but more often fossilize, and that meaningful context is paramount for language learning. It also discusses advantages children have in learning a foreign language and qualities of good language learners and teachers. Finally, it contrasts several important concepts in language teaching, such as deductive vs inductive learning, performance vs competence, acquisition vs learning, and others.
Surya jyoti shakya how to describe learning and teaching
This document discusses elements that need to be present in a language classroom to help students learn effectively. It outlines the elements of engage, study, and activate. Engage aims to arouse student interest through activities like games, music, and stories. Study refers to focusing on language construction, such as pronunciation practice or grammar rules. Activate describes exercises that encourage students to use language communicatively through activities like role-plays, debates, and story writing. The document also discusses different lesson sequences, such as boomerang, patchwork, and straight arrow, that incorporate these engage, study, activate elements.
ENGLISH LANGUAGE TEACHING METHODOLOGY:Topic : Listening Skills
Listening comprehension is an active process that involves applying knowledge to sounds. It refers to the ability to recall and understand information presented orally. Several factors can affect listening comprehension, including hearing defects, language skills, and auditory discrimination problems. Teachers can assess listening comprehension using informal tests of nouns, adjectives, verbs, prepositions, tenses, directions/instructions, and discourse understanding. Strategies for teaching students with listening deficits include preferential seating, reducing distractions, using clear simple directions, visual aids, and increasing student response time.
How to describe learning and teaching
This document outlines elements that should be present in a language classroom to help students learn effectively: engage, study, and activate. The engage element aims to arouse student interest using activities like games, music, and stories. Study refers to focusing on language construction, such as vowel sounds or verb conjugations. Activate has students freely use language through role-plays, debates, and other communicative exercises. Three common lesson sequences are described: boomerang, which is flexible; patchwork, which is a mix of short activities; and straight arrow, which logically progresses from engage to study to activate. Recent influential teaching models discussed are grammar translation, audio-lingualism, PPP, task-based learning, and communic
Silent Way Method and Communicative Language Teaching
The document discusses the key aspects of the communicative language teaching (CLT) approach. It emphasizes developing students' communicative competence and using classroom activities focused on meaningful communication, such as role plays. The teacher acts as a facilitator rather than expert, while students are expected to participate in groups and take responsibility for their learning. Lessons typically involve presenting a language function or structure, providing practice and feedback, and allowing discovery of rules. Sample activities include role plays and reconstructing a story from sections divided among students.
Ramos_Katerine_Language_Teaching_Strategies
This document contains a syllabus for a "Language Teaching Strategies" course. The syllabus provides information on the course objectives, which are to develop students' pedagogical competence and ability to internalize major and minor teaching methods for English. Specific objectives include identifying concepts for language teaching/learning, comparing strategies for teaching English to different ages/levels, and applying strategies in an eclectic way. The methodology uses Kolb's strategies and approaches like ABP, ABPro. The course aims to equip students with a range of teaching strategies and apply them depending on learners' levels and environments.
How to teach grammar (Inductive teaching)
Inductive teaching of grammar uses examples to allow students to generalize rules on their own. It requires more mental effort which leads to deeper understanding and better memory retention. However, it risks students focusing too much on rules or developing wrong rules. The method involves providing examples for students to group, label, and from which they derive a conclusion about the topic.
natural and communicatif approach
The Natural Approach is a language teaching method based on the assumption that learning a foreign language follows the same patterns as learning a native language. It emphasizes exposing learners to hearing and understanding the language before speaking. The Communicative Approach also emphasizes interaction and problem solving as both the means and goal of learning a language. It uses activities like role plays, pair work and group work. Both approaches initially prioritize communicative competence over accurate grammar and allow students to communicate before building accuracy.
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Approaches to Language Teaching Learning activity 2.1
Approaches to Language Teaching Learning activity 2.1
EFL teachers: Revisiting methods and approaches in ELT education
EFL teachers: Revisiting methods and approaches in ELT education
Surya jyoti shakya how to describe learning and teaching
Surya jyoti shakya how to describe learning and teaching
ENGLISH LANGUAGE TEACHING METHODOLOGY:Topic : Listening Skills
ENGLISH LANGUAGE TEACHING METHODOLOGY:Topic : Listening Skills
Silent Way Method and Communicative Language Teaching
Silent Way Method and Communicative Language Teaching
Viewers also liked
Audio lingual method Silent Way
The document describes several methods for teaching language:
The audio-lingual method focuses on listening and speaking through the use of dialogs, emphasizing listening and speaking before reading and writing. New dialogs are presented for repetition and drilling of structures.
The silent way method focuses students' perceptions through gestures rather than translation. The teacher is silent to encourage cooperation and learning from peers. Students learn to listen to themselves without vocalization from the teacher.
Pattern drills are used to build familiarity with key structures, starting with repetition of short phrases and building up to full sentences. Substitution drills replace parts of sentences to reinforce understanding of grammar patterns.
The silent way
The silent way is a language teaching method developed by Caleb Gattegno in the 1970s. Its key principles are that learning is facilitated through discovery rather than repetition, using accompanying physical objects, and problem solving. The teacher's role is to design lessons and elicit student responses through gestures without speaking. Students are expected to learn independently and rely on each other by interacting and self-correcting. The process focuses students on language structures through minimal cues and practice without repetition. The teacher observes students closely and addresses any feelings that interfere with learning through feedback sessions.
Second language teaching methods
This document describes several methods for teaching second or foreign languages:
1) The grammar-translation method focuses on grammar rules and translation exercises with little use of the target language.
2) The direct method immerses students in the target language without translation or use of the native language.
3) The reading method prioritizes reading skills and comprehension over speaking abilities.
4) The audio-lingual method uses repetition and mimicking dialogs to teach language structures inductively.
5) Community language learning uses counseling techniques to help students feel comfortable speaking the new language.
6) The silent way emphasizes student autonomy and uses teacher silence and visual aids to teach pronunciation and structures.
The Silent Way
Born in Egypt in 1911, Gattegno was a mathematician, teacher, and author known as the "World's Greatest Teacher." He developed the Silent Way method of language teaching based on principles of the teacher remaining silent, students correcting each other's work, and students working independently to learn the language through interactive materials like Cuisenaire rods and charts. The goal of the Silent Way method is for students to express themselves independently in the language by developing their own criteria for correctness with minimal input from the teacher.
The audiolingual method and the silent way
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.
Audiolingual and Silent Way Methods
The document describes principles and techniques of the Audiolingual Method and Silent Way for language teaching.
For the Audiolingual Method, it emphasizes habit formation through repetition drills. Teachers present new vocabulary through dialogs and assess if students can correctly imitate examples. Students are expected to answer questions quickly and see the teacher as a leader.
The Silent Way focuses on students thinking independently and perceiving meanings. Teachers facilitate learning but remain mostly silent, correcting through gestures. Students take responsibility for their own learning through peer correction and choosing their own techniques. Progress is evaluated based on increased vocabulary and group work.
The Audio-lingual Method and The Silent Way
The document outlines principles of the oral-based and audio-lingual language teaching approaches. It discusses techniques like repetition, drilling, role plays, and minimal pairs to present vocabulary and grammar through dialog without explicit grammar rules. The focus is on oral production, pronunciation, and avoiding student errors. Later it introduces Caleb Gattegno and some principles of the cognitive and silent way approaches, which emphasize learning autonomy, self-expression and using existing knowledge.
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'The silent way'
The Silent Way is a language teaching method developed by Caleb Gattegno in 1963 that aims to minimize teacher talking time and maximize student talking time. It is based on the premise that learning is facilitated when students discover or create rather than repeat, when physical objects are used, and through problem solving. The teacher introduces words and phrases using color-coded rods and charts and then steps back, allowing students to create their own utterances and learn through self-correction with minimal teacher intervention. Silence is considered an important teaching technique as it encourages student concentration and independent learning.
approaches, methods and activities in language teaching
The document discusses the history and various methods of language teaching. It describes the Grammar Translation Method, Direct Method, Audiolingual Method, and Community Language Learning approach. It also covers principles of Communicative Language Teaching such as learner-centered teaching, cooperative learning, and task-based learning. Research suggests that language is best learned in an environment that allows risk-taking, supports expression, uses grammar in context, incorporates technology, and provides corrective feedback.
The silent way
The Silent Way is a language teaching method developed by Caleb Gattegno in 1963 that aims to minimize teacher talking time and maximize student talking time. It is based on the premise that learning is facilitated when the learner discovers or creates rather than remembers or repeats, by mediating physical objects, and by problem solving. The teacher introduces new vocabulary and structures using minimal modeling and elicits learner responses, while students take an active role in creating their own utterances. The goals are to give students oral and aural facility in the basic elements of the target language and teach them how to learn independently.
THE_SILENT_WAY_METHOD.ppt
The Silent Way is a language teaching method developed by Caleb Gattegno that focuses on student discovery and autonomy. The teacher remains mostly silent, using visual tools like color-coded charts and rods to guide students in deducing pronunciation, vocabulary, and grammar without direct instruction. Learning occurs through problem-solving and creating hypotheses about the language rather than repeating what the teacher says. The goal is for students to take responsibility for their own learning and to learn the language by relying on their own resources and testing their understanding.
THE_SILENT_WAY_METHOD.ppt
The Silent Way is a language teaching method developed by Caleb Gattegno that focuses on student discovery and autonomy. The teacher remains mostly silent, using visual tools like color-coded charts and rods to guide students in deducing pronunciation, vocabulary, and grammar without direct instruction. Learning occurs through problem-solving and creating hypotheses about the language rather than repeating what the teacher says. The goal is for students to take responsibility for their own learning and to learn the language by relying on their own resources and testing their understanding.
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.
El metodo silencioso
The Silent Way is a language teaching method created by Caleb Gattegno that emphasizes silence in the classroom. The teacher's role is to monitor students and encourage their active participation through techniques like gestures and facial expressions, while students test grammatical forms and discover the language through problem-solving. Students use colored rods and charts to learn pronunciation and recall information. While the method increases interaction and participation, it is also very abstract and different from traditional methods, making it difficult for some students and only suitable for small groups with a dedicated teacher.
Methodsforteachingenglish 090922161704-phpapp01
This document provides an overview of several language teaching methods:
- Total Physical Response focuses on listening comprehension before speaking through physical actions in response to commands.
- The Silent Way emphasizes problem solving and self-correction, using color-coded materials without direct teacher instruction.
- Community Language Learning creates a supportive environment where students use their native language and get translations from the teacher.
- Suggestopedia aims to reduce psychological barriers and increase suggestibility through relaxation, music, and assuming new roles in the target language.
Binti khoirul uluum 16108810034
This document discusses various approaches, methods, procedures and techniques for teaching English as a foreign language. It begins by defining key terms like approach, method, procedure and technique. It then provides details on several popular methods throughout history, including Grammar Translation Method, Audiolingual Method, Natural Approach, Direct Method, Communicative Approach, Task-based Learning and Total Physical Response. It also discusses techniques used in Community Language Learning, Silent Way, Suggestopedia and humanistic teaching. The document concludes by noting choices must be made based on learner characteristics and cultural factors.
Didactic 1-kc-5
The document discusses several language teaching methods including situational language teaching, audiolingualism, total physical response, and the silent way. Situational language teaching focuses on vocabulary and grammar control and believes mastery of high-frequency vocabulary leads to strong reading skills. Audiolingualism uses behaviorist principles like drilling and repetition to form language habits. Total physical response incorporates motor activities and commands to reinforce comprehension. The silent way aims for independent student learning using visual tools with minimal teacher involvement.
16108810032 Suci nurjanah
The document discusses various approaches to teaching English as a foreign language. It begins by describing teacher-centered and student-centered approaches. Teacher-centered approaches focus on the teacher imparting knowledge while student-centered approaches give students more freedom and focus on collaboration. It then summarizes 10 different language teaching methods: grammar translation, direct method, structural approach, oral approach/situational language teaching, audiolingual method, total physical response, silent way, communicative language teaching, natural approach, and task-based language teaching. For each method it provides a brief overview of the theories and techniques used.
Methodology slides
This document outlines several different approaches to teaching English: Audiolingualism, Total Physical Response, The Silent Way, The Natural Approach, Suggestopedia, and Communicative Language Teaching. It summarizes the key theories, objectives, teaching methods, teacher and material roles for each approach.
Silent way
The Silent Way is a language teaching method developed by Caleb Gattegno in the 1970s that emphasizes learner independence and discovery. Some key principles are that the teacher should be silent as much as possible, students rely on their own resources and problem-solving abilities, and learning is facilitated through the use of accompanying physical objects like color-coded charts. The goal is for students to become independent, autonomous, and responsible learners who can self-correct. The teacher observes students and provides minimal guidance, focusing on creating an environment where students can take risks and learn at their own pace through exploration and interaction with instructional materials and each other.
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.
Silent way 1
The Silent Way is a language teaching method developed by Caleb Gattegno in the 1970s. It is based on the premises that the teacher should be silent as much as possible to encourage student production of the language. Students work independently with resources and are responsible for their own learning. Learning is facilitated through discovery, accompanying physical objects, and problem-solving rather than repetition. The goal is for students to become autonomous and responsible learners who can self-express in the language.
Language teaching methodologies
Here are arrays of methods for language teaching. The consistency of a good teaching method that teachers employ in ESL classes must constantly be reviewed and tested through research and reflections.
Armedia Wiratama (16108810013)
This document discusses various approaches to teaching English as a foreign language (TEFL). It describes student-centered and teacher-centered approaches, as well as several specific methods including the direct method, grammar translation method, audiolingual method, structural approach, suggestopedia, total physical response, communicative language teaching, the silent way. Each method is summarized with its key principles and typical classroom techniques. The document provides an overview of the philosophy and practices of major TEFL approaches.
ESL Teaching Methods
1. The document discusses various language teaching methods including Suggestopedia, Grammar Translation, Direct Method, Audio-Lingual Method, Designer Method, Silent Way, Total Physical Response, Community Language Learning, Task-Based Language Learning, Electric Approach, Montessori Method, Froebelian Method, Giraud Method, and Structural Method.
2. Each method is summarized in terms of its key principles, techniques used, and roles of teachers and students.
3. The methods vary in their views of language learning and teaching, from a focus on grammar rules, translation, and memorization to more communicative, inductive, task-based and student-centered approaches.
METHODOLOGY I ( I Bimestre Abril Agosto 2011)
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
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Docente: M S. Nina Aleksandrovna Nesterenko
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TIKA WAHYU LESTARI (16108810038)
The document discusses several approaches to teaching English as a foreign language (TEFL), including the Direct Method, Grammar-Translation Method, Audio-Lingual Method, Structural Approach, Suggestopedia, and Total Physical Response (TPR). It provides details on the key principles and techniques of each approach. For example, it notes that the Direct Method teaches only in the target language without translation, while Grammar-Translation focuses on learning grammar rules and translating between languages.
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silent way
- 2. • Method of language devised by Caleb Gattegno Based: on the premise that teacher should be silent. Learner should be encouraged to produce as much language as possible.
- 3. The learning hypotheses underlying Gattegno’s work could be sated as follows: Learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learned. Learning is facilitated by accompanying physical objects. Learning is facilitated by problem solving involving the material to be learned.
- 4. APPROACH: THEORY OF LANGUAGE AND LEARNING The sentence is the basic unit of teaching, and the teacher focus on propositional meaning, rather than communicative. 1. Vocabulary as a central dimension of language learning and the choice of vocabulary is crucial. 2. The “artificial approach”. 3. Silent. 4. Inner criteria