The Audio-lingual method and The Silent Way
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The document outlines principles of the Oral Approach to language teaching. It emphasizes oral-based instruction through repetition of dialogs, role plays, and drills. Grammar and vocabulary are taught implicitly through oral exercises rather than explicit instruction. The teacher leads students through modeling and chaining to promote automatic use of language without stopping to think. Pronunciation is taught from the beginning through minimal pairs.
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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 ch
The Audio-Lingual Method was developed during WWII to rapidly teach soldiers foreign languages. It focused on habit formation through repetition and drills without error. The teacher strictly modeled the target language, and students mimicked through dialog memorization and pattern practice drills. The goal was automatic language use by overcoming native language interference. Grammar was induced, not explicitly taught.
Suggestopedia
Suggestopedia is a language learning method introduced by Georgi Lozanov that focuses on creating a relaxed and comfortable physical environment for students. It believes that students will learn more effectively if they feel relaxed. Key techniques include setting up a comfortable classroom, using peripheral learning where students absorb information effortlessly, appealing to students' consciousness through positive suggestion, and having students visualize, role play, and do activities like singing and games to reinforce learning. The effectiveness of the full method is questionable but some principles like using music can still be applied.
The silent way as method
I was created by Caleb Cattegno. I was introduced in his book Teaching Foreign Languages in Schools.
The natural approach
The natural approach is a language teaching method that aims to replicate how humans naturally acquire their first language. It was developed by Stephen Krashen and Tracy Terrell in 1983. The natural approach believes adults can still acquire a second language through comprehensible input, as in Krashen's input hypothesis. The teacher acts as a guide and uses real-world materials and activities to promote communication over grammatical forms. Students progress from understanding to speaking as they build confidence. While it mirrors the natural first language process, the approach has been criticized as slow and not ensuring correctness.
Suggestopedia
Suggestopedia is a language teaching method developed by Georgi Lozanov that uses music, relaxation, and persuasive communication to help students learn a language quickly. Some key aspects include playing Baroque music to relax students, having the teacher be a confident source of information, focusing on dialogues and spontaneous speaking/writing, and reading texts multiple times varying tone and rhythm. Suggestopedia aims to deliver advanced conversational skills faster than traditional methods by activating students' mental potential and creating an affective learning environment. While it may allow learning 3-4 times quicker, some find the music irritating and there can be physical or financial limitations to implementation.
Suggestopedia
Suggestopedia has probably both the most enthusiastic and the most critical response of any of the so-called new methods. Having acknowledged that three are techniques and procedures in Suggestopedia that may prove useful in a foreign language classroom. And yet from Lozanov’s points of view, this air of science is what gives Suggestopedia its authority in the eyes of students and prepares them to expect success. Perhaps, then, it is not productively to futher belabor the science/non-science, data/double-talk issues and instead, as Bancroft and Stevick have done, try to identify and validate those techniques from Suggestopedia that appear effective and that harmonize with other successful techniques in the language teaching inventory.
Audio lingual method
The Audio Lingual Method is a language teaching method from the 1940s that was introduced in the US and later spread to other countries like Indonesia in the 1960s. It focuses on teaching speaking skills through repetition drills and behaviorist techniques to help students learn the target language automatically. Teachers present dialogs for students to repeat together and individually. Variations include expansion drills, chain drills, and substitution drills. While it engages students actively, the method does not explain grammar rules and focuses only on speaking practice.
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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 ch
The Audio-Lingual Method was developed during WWII to rapidly teach soldiers foreign languages. It focused on habit formation through repetition and drills without error. The teacher strictly modeled the target language, and students mimicked through dialog memorization and pattern practice drills. The goal was automatic language use by overcoming native language interference. Grammar was induced, not explicitly taught.
Suggestopedia
Suggestopedia is a language learning method introduced by Georgi Lozanov that focuses on creating a relaxed and comfortable physical environment for students. It believes that students will learn more effectively if they feel relaxed. Key techniques include setting up a comfortable classroom, using peripheral learning where students absorb information effortlessly, appealing to students' consciousness through positive suggestion, and having students visualize, role play, and do activities like singing and games to reinforce learning. The effectiveness of the full method is questionable but some principles like using music can still be applied.
The silent way as method
I was created by Caleb Cattegno. I was introduced in his book Teaching Foreign Languages in Schools.
The natural approach
The natural approach is a language teaching method that aims to replicate how humans naturally acquire their first language. It was developed by Stephen Krashen and Tracy Terrell in 1983. The natural approach believes adults can still acquire a second language through comprehensible input, as in Krashen's input hypothesis. The teacher acts as a guide and uses real-world materials and activities to promote communication over grammatical forms. Students progress from understanding to speaking as they build confidence. While it mirrors the natural first language process, the approach has been criticized as slow and not ensuring correctness.
Suggestopedia
Suggestopedia is a language teaching method developed by Georgi Lozanov that uses music, relaxation, and persuasive communication to help students learn a language quickly. Some key aspects include playing Baroque music to relax students, having the teacher be a confident source of information, focusing on dialogues and spontaneous speaking/writing, and reading texts multiple times varying tone and rhythm. Suggestopedia aims to deliver advanced conversational skills faster than traditional methods by activating students' mental potential and creating an affective learning environment. While it may allow learning 3-4 times quicker, some find the music irritating and there can be physical or financial limitations to implementation.
Suggestopedia
Suggestopedia has probably both the most enthusiastic and the most critical response of any of the so-called new methods. Having acknowledged that three are techniques and procedures in Suggestopedia that may prove useful in a foreign language classroom. And yet from Lozanov’s points of view, this air of science is what gives Suggestopedia its authority in the eyes of students and prepares them to expect success. Perhaps, then, it is not productively to futher belabor the science/non-science, data/double-talk issues and instead, as Bancroft and Stevick have done, try to identify and validate those techniques from Suggestopedia that appear effective and that harmonize with other successful techniques in the language teaching inventory.
Audio lingual method
The Audio Lingual Method is a language teaching method from the 1940s that was introduced in the US and later spread to other countries like Indonesia in the 1960s. It focuses on teaching speaking skills through repetition drills and behaviorist techniques to help students learn the target language automatically. Teachers present dialogs for students to repeat together and individually. Variations include expansion drills, chain drills, and substitution drills. While it engages students actively, the method does not explain grammar rules and focuses only on speaking practice.
Audio Lingual Method
The Audio-Lingual Method was developed during World War II to teach soldiers foreign languages quickly and effectively. It was based on behavioral psychology principles of stimulus-response and habit formation. Grammar and vocabulary were taught through repetitive drills and memorization rather than explanation. The focus was on oral proficiency through imitation and practice. However, criticisms emerged in the 1960s based on Chomsky's theory of innate language knowledge and generative grammar, challenging the behaviorist assumptions of Audio-Lingualism. While drill-based practice remained important, learners' creative abilities were acknowledged.
Suggestopedia.ppt
This document outlines the principles and methodology of Suggestopedia, an educational approach developed by Georgi Lozanov in the 1970s. Some key points covered include: Suggestopedia aims to teach languages 3 times faster than conventional methods by creating a relaxed environment that emphasizes emotion and the suggestibility of learners. It involves principles such as infantilization of learners, use of rhythm, intonation and classical music. Learners are expected to relax and commit to class activities, while teachers act as an authority figure who creates situations maximizing suggestibility. Potential benefits include motivation and activation of mental potential, though concerns include issues with infantilization and reliance on specific teacher types and materials.
Total physical response
Total Physical Response (TPR) is a language teaching method developed by Dr. James Asher that uses physical movements and actions in response to verbal commands to help students learn a new language. It is based on the theory that language is best learned through physical motor activity that traces memory connections in the brain. TPR focuses on beginner language learning through interactive physical activities but may have limitations for teaching abstract concepts or engaging shy students.
Direct Method
The document discusses the history and principles of the Direct Method for teaching foreign languages. It emerged in the late 19th century as reformers advocated abandoning the Grammar Translation Method in favor of approaches that focused on oral proficiency through direct use of the target language. Key aspects of the Direct Method included using the target language for instruction, associating meanings through demonstration rather than translation, mimicking natural first language acquisition, and delaying formal grammar instruction. The Direct Method aimed to provide practical language ability through speech-focused activities and questioning in the classroom.
First language acquisition
Children acquire language through unconscious processes by being exposed to natural communication from a young age, rather than being explicitly taught grammatical rules. While knowing rules is different from competent usage and performance, various theories have attempted to explain the innate and environmental factors that contribute to a child's language development, including behaviorist, nativist, social interaction, and cognitive approaches. Competence refers to underlying knowledge while performance is observable application of that knowledge.
Ppp methods
The PPP technique is a common method for teaching English as a foreign language. It involves three stages: presentation, practice, and production. In the presentation stage, the teacher introduces new vocabulary and concepts. Comprehension checks are used to ensure student understanding. In the practice stage, students engage in controlled activities to reinforce learning. The production stage allows students to use their new knowledge communicatively through activities like role-plays and discussions. Games and other interactive methods are employed throughout to make practice enjoyable for students.
A.content based instruction (cbi)
Content-based instruction (CBI) uses content area subjects to teach language skills. Students can acquire content knowledge through comprehensible input which also increases their language abilities. CBI has advantages like making language learning more interesting and motivating while also teaching valuable study skills. However, disadvantages include potentially confusing learners about language learning and difficulties finding leveled texts.
The Audiolingual Method
The document describes the principles and techniques of the Audio-Lingual Method for teaching foreign languages. It emphasizes teaching listening and speaking before reading and writing through the use of dialogs and drills. The teacher acts as a model for students and encourages imitation, repetition, and automatic responses through various drill techniques designed to form new habits in the target language. Grammar is induced from examples rather than being explicitly taught.
Suggestopedia
Suggestopedia, now called Desuggestopedia, aims to remove psychological barriers to learning by placing students in a relaxed state. It utilizes classroom decoration, music, teacher authority, and role playing to activate students' untapped mental reserves. The method emphasizes vocabulary and communicative speaking over explicit grammar lessons. Students assume new identities to reduce anxiety. Evaluation is based on normal performance rather than tests. Errors are gently corrected to maintain a stress-free environment conducive to language acquisition.
Total Physical Response Cpr1[1]
Total Physical Response (TPR) is a language teaching method developed by James Asher in the 1970s that is based on the coordination of speech and physical actions. It mimics how children acquire their first language by having students listen and perform physical actions in response to verbal commands before speaking themselves. This helps reduce anxiety and develop comprehension skills first in a low-stress, enjoyable way through activities like games and skits. The teacher actively guides lessons while students respond physically at first before also giving commands in the target language.
The audiolingual method
The document summarizes the Audiolingual method, which was influenced by structural linguistics and behaviorism. It became popular after WWII through the Army Specialized Training Program and focused on oral drills, memorization of dialogs, and habit formation. However, it declined in the 1960s due to weaknesses in its theoretical foundations and practical results, as students struggled to communicate outside the classroom. Noam Chomsky further criticized the method for viewing language as a habit rather than creative process.
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.
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.
Direct method
The document describes a lesson plan using the direct method to teach English speaking skills to first grade students in Pakistan. Some key points:
1) The direct method was used to teach vocabulary words and develop speaking skills through activities without using the students' native language.
2) Various exercises were conducted including picture identification, repetition drills, arranging scrambled words, and role playing to reinforce vocabulary and speaking in sentences.
3) The lesson was successful in improving students' fluency, vocabulary, and confidence in speaking English according to the conclusion.
How to teach speaking skill
This document discusses strategies for teaching speaking skills. It begins by noting that speaking proficiency is a major concern for many language learners and teachers. However, grammar and vocabulary often receive more focus than speaking skills. The document then explores several strategies teachers can use to develop students' speaking abilities, including:
1. Using activities that combine language input and opportunities for students to communicate, in order to move beyond just learning forms to practicing communication.
2. Helping students learn scripts for common speaking situations and strategies for clarification, to build confidence in managing conversations.
3. Creating role-plays and discussions that simulate real-world contexts and tasks, allowing students to practice a range of communicative functions.
teaching methodology part 1: grammar translation & direct method
The document compares and contrasts the Grammar-Translation method and the Direct method of teaching foreign languages. It discusses the two methods in terms of their teacher's goals, the roles of the teacher and students, how language and culture are viewed, the skills and areas of language emphasized, the use of students' native language, evaluation approaches, and how student errors are addressed. The conclusion reflects on keeping an open mind about different teaching methods and focusing on thoughtful examination of one's own teaching practices.
Direct method by m.hasnnain
The Direct Method is an approach to teaching foreign languages that uses the target language exclusively and avoids translation or explaining grammar rules. It was developed in the 1860s based on observations of how children acquire their first language. Key principles include using real-world examples and demonstrations rather than explanations, emphasizing oral skills and questions/answers, and avoiding grammar explanations. Techniques include reading aloud, conversations, dictation, and map tasks. While it aims to mimic natural language acquisition, critics argue it is difficult to implement fully and may not be suitable for large classes.
Suggestopedia
The document summarizes the educational method known as Suggestopedia, which was developed in the 1980s-1990s. It uses relaxation, music, and suggestion to optimize language learning. Key elements include a positive environment with pictures, color, music, and varied active methods like songs and games. Classes follow four stages - presentation, active concert, passive review, and practice. The goal is to teach languages 3 times faster than conventional methods by relaxing students and presenting material in an engaging way while they are in a receptive state.
Desuggestopedia
Desuggestopedia is a language teaching method created by Georgi Lozanov, a Bulgarian psychiatrist. The goal is to eliminate psychological barriers to learning and increase communicative ability. Teachers aim to create a relaxed environment using music, colors, student roles and indirect positive suggestions. Lessons include rhythmic reading, translation and question/answer sessions. Student evaluation is based on classroom performance rather than tests.
Total physical response
Total Physical Response (TPR) is a language teaching method that uses physical actions to help students learn language. In TPR, the instructor gives commands in the target language and students respond through whole-body motions. It is commonly used with beginners and young learners. TPR focuses on developing listening skills first before speaking. Some advantages are that it is engaging, helps build vocabulary in context, and facilitates understanding without much preparation. However, it risks boring students if overused and not all languages suit this method.
The silent way Approach
The Silent Way is a language teaching method developed by Caleb Gattegno in the 1970s that emphasizes learner independence and minimal teacher talking. Key principles include the teacher remaining silent as much as possible to encourage student production, and students relying solely on instructional materials to learn. Materials include word charts, pronunciation charts, colored rods, and pointers. The teacher's role is to present new language once and then observe and facilitate learning, while students are expected to develop autonomy, responsibility, and cooperation through self-correction and problem-solving.
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.
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Audio Lingual Method
The Audio-Lingual Method was developed during World War II to teach soldiers foreign languages quickly and effectively. It was based on behavioral psychology principles of stimulus-response and habit formation. Grammar and vocabulary were taught through repetitive drills and memorization rather than explanation. The focus was on oral proficiency through imitation and practice. However, criticisms emerged in the 1960s based on Chomsky's theory of innate language knowledge and generative grammar, challenging the behaviorist assumptions of Audio-Lingualism. While drill-based practice remained important, learners' creative abilities were acknowledged.
Suggestopedia.ppt
This document outlines the principles and methodology of Suggestopedia, an educational approach developed by Georgi Lozanov in the 1970s. Some key points covered include: Suggestopedia aims to teach languages 3 times faster than conventional methods by creating a relaxed environment that emphasizes emotion and the suggestibility of learners. It involves principles such as infantilization of learners, use of rhythm, intonation and classical music. Learners are expected to relax and commit to class activities, while teachers act as an authority figure who creates situations maximizing suggestibility. Potential benefits include motivation and activation of mental potential, though concerns include issues with infantilization and reliance on specific teacher types and materials.
Total physical response
Total Physical Response (TPR) is a language teaching method developed by Dr. James Asher that uses physical movements and actions in response to verbal commands to help students learn a new language. It is based on the theory that language is best learned through physical motor activity that traces memory connections in the brain. TPR focuses on beginner language learning through interactive physical activities but may have limitations for teaching abstract concepts or engaging shy students.
Direct Method
The document discusses the history and principles of the Direct Method for teaching foreign languages. It emerged in the late 19th century as reformers advocated abandoning the Grammar Translation Method in favor of approaches that focused on oral proficiency through direct use of the target language. Key aspects of the Direct Method included using the target language for instruction, associating meanings through demonstration rather than translation, mimicking natural first language acquisition, and delaying formal grammar instruction. The Direct Method aimed to provide practical language ability through speech-focused activities and questioning in the classroom.
First language acquisition
Children acquire language through unconscious processes by being exposed to natural communication from a young age, rather than being explicitly taught grammatical rules. While knowing rules is different from competent usage and performance, various theories have attempted to explain the innate and environmental factors that contribute to a child's language development, including behaviorist, nativist, social interaction, and cognitive approaches. Competence refers to underlying knowledge while performance is observable application of that knowledge.
Ppp methods
The PPP technique is a common method for teaching English as a foreign language. It involves three stages: presentation, practice, and production. In the presentation stage, the teacher introduces new vocabulary and concepts. Comprehension checks are used to ensure student understanding. In the practice stage, students engage in controlled activities to reinforce learning. The production stage allows students to use their new knowledge communicatively through activities like role-plays and discussions. Games and other interactive methods are employed throughout to make practice enjoyable for students.
A.content based instruction (cbi)
Content-based instruction (CBI) uses content area subjects to teach language skills. Students can acquire content knowledge through comprehensible input which also increases their language abilities. CBI has advantages like making language learning more interesting and motivating while also teaching valuable study skills. However, disadvantages include potentially confusing learners about language learning and difficulties finding leveled texts.
The Audiolingual Method
The document describes the principles and techniques of the Audio-Lingual Method for teaching foreign languages. It emphasizes teaching listening and speaking before reading and writing through the use of dialogs and drills. The teacher acts as a model for students and encourages imitation, repetition, and automatic responses through various drill techniques designed to form new habits in the target language. Grammar is induced from examples rather than being explicitly taught.
Suggestopedia
Suggestopedia, now called Desuggestopedia, aims to remove psychological barriers to learning by placing students in a relaxed state. It utilizes classroom decoration, music, teacher authority, and role playing to activate students' untapped mental reserves. The method emphasizes vocabulary and communicative speaking over explicit grammar lessons. Students assume new identities to reduce anxiety. Evaluation is based on normal performance rather than tests. Errors are gently corrected to maintain a stress-free environment conducive to language acquisition.
Total Physical Response Cpr1[1]
Total Physical Response (TPR) is a language teaching method developed by James Asher in the 1970s that is based on the coordination of speech and physical actions. It mimics how children acquire their first language by having students listen and perform physical actions in response to verbal commands before speaking themselves. This helps reduce anxiety and develop comprehension skills first in a low-stress, enjoyable way through activities like games and skits. The teacher actively guides lessons while students respond physically at first before also giving commands in the target language.
The audiolingual method
The document summarizes the Audiolingual method, which was influenced by structural linguistics and behaviorism. It became popular after WWII through the Army Specialized Training Program and focused on oral drills, memorization of dialogs, and habit formation. However, it declined in the 1960s due to weaknesses in its theoretical foundations and practical results, as students struggled to communicate outside the classroom. Noam Chomsky further criticized the method for viewing language as a habit rather than creative process.
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.
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.
Direct method
The document describes a lesson plan using the direct method to teach English speaking skills to first grade students in Pakistan. Some key points:
1) The direct method was used to teach vocabulary words and develop speaking skills through activities without using the students' native language.
2) Various exercises were conducted including picture identification, repetition drills, arranging scrambled words, and role playing to reinforce vocabulary and speaking in sentences.
3) The lesson was successful in improving students' fluency, vocabulary, and confidence in speaking English according to the conclusion.
How to teach speaking skill
This document discusses strategies for teaching speaking skills. It begins by noting that speaking proficiency is a major concern for many language learners and teachers. However, grammar and vocabulary often receive more focus than speaking skills. The document then explores several strategies teachers can use to develop students' speaking abilities, including:
1. Using activities that combine language input and opportunities for students to communicate, in order to move beyond just learning forms to practicing communication.
2. Helping students learn scripts for common speaking situations and strategies for clarification, to build confidence in managing conversations.
3. Creating role-plays and discussions that simulate real-world contexts and tasks, allowing students to practice a range of communicative functions.
teaching methodology part 1: grammar translation & direct method
The document compares and contrasts the Grammar-Translation method and the Direct method of teaching foreign languages. It discusses the two methods in terms of their teacher's goals, the roles of the teacher and students, how language and culture are viewed, the skills and areas of language emphasized, the use of students' native language, evaluation approaches, and how student errors are addressed. The conclusion reflects on keeping an open mind about different teaching methods and focusing on thoughtful examination of one's own teaching practices.
Direct method by m.hasnnain
The Direct Method is an approach to teaching foreign languages that uses the target language exclusively and avoids translation or explaining grammar rules. It was developed in the 1860s based on observations of how children acquire their first language. Key principles include using real-world examples and demonstrations rather than explanations, emphasizing oral skills and questions/answers, and avoiding grammar explanations. Techniques include reading aloud, conversations, dictation, and map tasks. While it aims to mimic natural language acquisition, critics argue it is difficult to implement fully and may not be suitable for large classes.
Suggestopedia
The document summarizes the educational method known as Suggestopedia, which was developed in the 1980s-1990s. It uses relaxation, music, and suggestion to optimize language learning. Key elements include a positive environment with pictures, color, music, and varied active methods like songs and games. Classes follow four stages - presentation, active concert, passive review, and practice. The goal is to teach languages 3 times faster than conventional methods by relaxing students and presenting material in an engaging way while they are in a receptive state.
Desuggestopedia
Desuggestopedia is a language teaching method created by Georgi Lozanov, a Bulgarian psychiatrist. The goal is to eliminate psychological barriers to learning and increase communicative ability. Teachers aim to create a relaxed environment using music, colors, student roles and indirect positive suggestions. Lessons include rhythmic reading, translation and question/answer sessions. Student evaluation is based on classroom performance rather than tests.
Total physical response
Total Physical Response (TPR) is a language teaching method that uses physical actions to help students learn language. In TPR, the instructor gives commands in the target language and students respond through whole-body motions. It is commonly used with beginners and young learners. TPR focuses on developing listening skills first before speaking. Some advantages are that it is engaging, helps build vocabulary in context, and facilitates understanding without much preparation. However, it risks boring students if overused and not all languages suit this method.
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teaching methodology part 1: grammar translation & direct method
teaching methodology part 1: grammar translation & direct method
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The silent way Approach
The Silent Way is a language teaching method developed by Caleb Gattegno in the 1970s that emphasizes learner independence and minimal teacher talking. Key principles include the teacher remaining silent as much as possible to encourage student production, and students relying solely on instructional materials to learn. Materials include word charts, pronunciation charts, colored rods, and pointers. The teacher's role is to present new language once and then observe and facilitate learning, while students are expected to develop autonomy, responsibility, and cooperation through self-correction and problem-solving.
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.
The silent way
The silent way is a language teaching method developed by Caleb Cattegno that focuses on speaking, listening, reading and writing the target language. It is student-centered and uses physical objects to facilitate learning through student exploration of skills and knowledge, with errors seen as part of the learning process. The teacher remains silent and controls the lesson flow, while students stay independent and focused. Key techniques include the sound color chart, peer correction, Cuisenaire rods, words charts, self-correction gestures, and Fidel charts. Advantages include students feeling comfortable, actively participating, improving vocabulary and confidence, while disadvantages are not fully understanding materials due to lack of explanation and repetition from the silent teacher.
SILENT WAY
The Silent Way is a language teaching method developed by Caleb Gattegno that emphasizes using physical objects and problem-solving to teach grammar and vocabulary with minimal spoken instruction from the teacher. The teacher uses gestures and materials like rods and charts to elicit responses from students, who are encouraged to produce as much oral language as possible. The goal is for students to become independent, autonomous learners who can use their existing language knowledge to explore the target language.
Coparison of three teaching methods
The document compares three language teaching methods: the grammar translation method (GTM), the direct method (DM), and the audio-lingual method (ALM). GTM focuses on grammar rules and translation, DM emphasizes spoken communication, and ALM uses repetition of dialogues to teach grammar and vocabulary. The teacher's role and student interaction differ between the methods. GTM has the teacher as the authority while DM encourages student-teacher and student-student interaction. ALM has the teacher controlling student language behavior through drills.
Silent way method
The Silent Way is a language teaching method created by Caleb Gattegno in the 1970s that emphasizes student autonomy and discovery learning. The teacher plays a minimal role, speaking less than 10% of class time, and uses gestures rather than verbal instruction to guide students. Students are actively engaged in exploring and hypothesizing about the target language's rules through peer interaction and practice without repetition. The goal is for students to develop independence and their own internal criteria for correctness in the language.
Direct Method (DM) of Language Teaching
Direct Method (DM) method is language teaching method. Through this method students are directly taught with target language without using native language.
The silent way
The Silent Way teaching method developed by Caleb Gattegno in the 1960s aims for students to learn independently with minimal teacher input. Students are introduced to new language concepts using visual aids like Cuisenaire rods and charts, then must work together to understand without direct instruction. While this approach alone is rarely used today, its emphasis on student independence and discovery learning through visual supports continues to influence language teaching methods.
The grammar translation method
The Grammar-Translation method is a traditional method for teaching foreign languages that uses translation and grammar rules as the core activities. It originated in the late 19th/early 20th centuries for teaching Latin and Greek. Key features include using the native language for instruction, memorizing vocabulary lists and grammar rules, translating texts word-for-word, and focusing on the form and structure of language over communication. While easiest for teachers and least stressful for students, it is ineffective for teaching communication skills and comprehension.
Functional programming in java
This document discusses functional programming in Java 8. It begins by defining functional programming as having first-class functions without side effects, and notes how the order of execution does not matter. It provides examples of imperative versus functional code in Java. The document argues that functional programming is now more viable due to Java 8 features like lambdas and streams, and that it can provide benefits like clarity, maintenance, fewer bugs, and potential performance gains from parallelization. However, sequential streams do not necessarily outperform loops. Overall, it recommends adopting functional idioms like avoiding side effects and using higher-order functions when applicable.
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.
Silent way
The Silent Way method aims to form independent learners who use language for self-expression. The teacher acts as a technician to guide learning but does not directly teach, as learning is the student's responsibility. Students begin by associating sounds of the new language with colors using charts, learning basic building blocks like sounds through sounds they already know from their native language. The color-coding helps students learn spelling, reading and pronunciation.
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.
Silent way in learner approach
This document discusses various techniques and materials used for teaching languages. It describes sound-color charts that associate colors with sounds, rods that can teach grammar, numbers, and other structures, and word charts that contain functional vocabulary. It also mentions Fidel charts that use color-coded columns to represent spellings, peer correction, self correction gestures, and structured feedback. The advantages listed are that these techniques enable interaction, cooperation, self-awareness and discovery-based learning. Disadvantages are that students may not be used to these methods and it can be difficult for large classes.
Silent way
El método Silent Way se basa en que el maestro debe guardar silencio en clase e incitar a los estudiantes a producir enunciados. Usa regletas de colores para codificar sonidos y desarrollar la apreciación del espíritu de la lengua. Los objetivos son que los estudiantes desarrollen elementos orales y auditivos básicos de la lengua a través de tareas lingüísticas sencillas y cuadros de pronunciación codificados por colores.
Teaching intonation
This document discusses reasons for teaching pronunciation when learning English as an additional language. It is important for intelligibility so people can communicate effectively in English globally. Approaches to teaching pronunciation include intuitive-imitative, which uses exposure to the language, and analytic-linguistic, which raises awareness through instruction. It is best to integrate pronunciation into listening and speaking lessons and focus on larger units of speech rather than isolated sounds. Techniques include description, listening activities, and communicative practice. The goals are to promote intelligibility and ensure messages are understood.
Grammar translation method and Direct method comparasion
This document compares the grammar translation method and direct method for teaching languages. The grammar translation method focuses on grammar and vocabulary, with the teacher playing an active role and students focusing on memorization. The direct method emphasizes speaking skills and immersing students in the target language, with students taking a more active role in their learning. By understanding the differences between these methods, teachers can design more productive language classes and improve student outcomes by choosing the best aspects of each approach or creating their own hybrid method.
Pronunciation the implications of segmental and suprasegmental phonology us...
This document discusses various aspects of teaching pronunciation to English language learners. It covers the teacher's role in helping students hear and produce sounds correctly, providing feedback, and assessing progress. It also addresses why pronunciation is important for communication, challenges of teaching it, and how to plan integrated, remedial, and practice lessons focusing on segmental and suprasegmental phonology. The document provides examples of coursebook materials and discusses techniques like drills, use of phonetic symbols, and the importance of teaching pronunciation in context rather than in isolation.
The Direct Method in Language Teaching
The document summarizes the Direct Method approach to language teaching. It was developed in the late 19th century as an alternative to the Grammar Translation Method. Some key points of the Direct Method include: exclusively using the target language, inductive grammar instruction, emphasizing oral skills and communication over translation, and basing lessons on everyday vocabulary and real-world topics rather than linguistic rules. Techniques include reading aloud, question-answer exercises, and conversation practice.
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Grammar translation method and Direct method comparasion
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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.
Apresentação reinildes parte 2
The document outlines principles of the oral-based and audio-lingual language teaching approaches. It discusses techniques like repetition, drilling, role plays, and modeling by the teacher. It also covers the role of the teacher as a guide who avoids correcting errors and encourages independent practice, as well as techniques like chain drills and question-answer practice. Finally, it mentions the audio-lingual method and Caleb Gattegno's Silent Way approach, which emphasize learning through exploration and developing learner autonomy.
Methods and approachesd
The document provides an overview of several language teaching methods:
- The Grammar-Translation Method focuses on reading, writing, and memorizing grammar rules. Students translate between the target and native languages.
- The Direct Method avoids translation and focuses on speaking and listening through demonstrations and real-world examples.
- The Audio-Lingual Method uses drills to teach structures and reinforce correct responses. Students imitate the teacher to learn through habit.
- The PPP Method presents new language, has students practice it, and then produce it freely. It encourages accuracy over fluency.
- Community Language Learning creates transcripts of student conversations in their native language. Students then work with the target language equival
Methods and Approaches in ELT.pptx
The document provides an overview of several methods and approaches to teaching English as a foreign language (EFL), including the Direct Method, Grammar-Translation Method, Audio-Lingual Method, Natural Approach, Humanistic Approach, Silent Way, and Suggestopedia Method. For each method, the summary highlights the main features, the teacher's role, the learner's role, key techniques used, and similarities and differences between the methods. The document serves as a useful reference for understanding different EFL teaching philosophies and how they approach language instruction.
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.
Silent way
The Silent Way is a language teaching method developed by Caleb Gattegno in the 1970s that emphasizes learner independence and discovery. Some key principles are that the teacher should be silent as much as possible, students rely on their own resources and problem-solving abilities, and learning is facilitated through the use of accompanying physical objects like color-coded charts. The goal is for students to become independent, autonomous, and responsible learners who can self-correct. The teacher observes students and provides minimal guidance, focusing on creating an environment where students can take risks and learn at their own pace through exploration and interaction with instructional materials and each other.
Silent way 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.
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.
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.
Silent way method
The Silent Way is a language teaching method created by Caleb Gattegno that makes extensive use of silence. The teacher uses silence to focus students, elicit responses, and encourage self-correction. While silent, the teacher helps with gestures and encouraging peer help. Students are responsible for problem-solving and hypothesis testing about language. Criticisms include that it is harsh and lacks communication, but advantages are creative, discovery-based long-term learning through problem-solving.
Some approaches in tefl
This document discusses various approaches and methods for teaching English as a foreign language. It begins by defining TEFL as teaching English to speakers of other languages. It then outlines two main approaches: teacher-centered, where the teacher actively provides information to passive students; and student-centered, which focuses on constructive learning with student-directed activities. Several common teaching methods are also described, including grammar translation, direct method, audiolingualism, and communicative language teaching. The document provides examples of techniques and activities used in each method.
Approaches, methods, procedures and techniques
The speech production derives from speech comprehension, because learners always are able to understand first than speak. Besides the basis of language is used words with a significant contexts in order to produce language meaningfully (lexicon).
Methods used in Teaching Language and Literature
The document discusses various methods used to teach language and literature, including the lecture method, audiovisual method, project method, flipped classroom, kinesthetic learning, differentiated instruction, inquiry-based learning, and game-based learning. It also covers several language teaching methodologies such as the direct method, grammar-translation method, audio-lingual method, structural approach, suggestopedia, communicative language teaching, community language learning, and task-based language learning. It concludes that no single method can guarantee success and teachers should consider factors like learner characteristics and needs when choosing methods.
16108810029 Citra Rosalia Vivi
This document discusses different methods and approaches for teaching English as a foreign language. It defines the key differences between methods, which are detailed plans for presenting language material, and approaches, which refer to the overall nature of how the language is taught. Several specific teaching methods are outlined, including direct method, grammar-translation method, audio-lingualism, structural approach, suggestopedia, total physical response, communicative language teaching, silent way, and task-based learning. The document also discusses techniques commonly used with different methods such as classroom setup, peripheral learning, positive suggestion, and Baroque music.
Audiolingual method
The audiolingual method is an oral-based language teaching approach that was influenced by structural linguistics and behavioral psychology. It uses repetition and drilling of grammatical patterns to help students form new habits in the target language. Teachers present new vocabulary and structures through dialogs, which students then practice through imitation, repetition, and pattern drills with the goal of overcoming their native language habits. The focus is on oral skills and grammar is induced, not explicitly taught. Student interaction is teacher-directed and the primary role of students is to respond to stimuli while the teacher controls the learning process.
Activity # 2
This document outlines English teaching methodology. It discusses the importance of teacher empathy, communication skills, and classroom management. Effective teaching requires establishing rules and routines, monitoring student reactions, movement in the classroom, and making eye contact. Lessons should incorporate a variety of activities like whole-class instruction, group work, pair work, and individual work. Proper use of voice and questioning techniques helps to engage students. Group work allows more participation but requires clear instructions and feedback. A range of assessment methods are recommended including readers, listening responses, exercises, and varied tasks.
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.
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.
the Silent way
The Silent Way is a language teaching method developed in the 1970s by Caleb Gattegno that emphasizes students taking an active role in their own learning. It is based on the idea that students should discover the rules of the new language through their own cognition rather than habit formation. The teacher remains mostly silent, using gestures and materials like Cuisenaire rods to guide students, who are encouraged to self-correct and help their peers. The goal is for students to develop near-native fluency through an inductive process focused on pronunciation and grammar.
directmethodofelt-170319091616.pdf
The document discusses the Direct Method of teaching English. It has the following key points:
1. The Direct Method teaches language directly without translation, using demonstration and dramatization to associate words and phrases with their meanings. It aims to build direct relations between experience and language.
2. It was developed in the early 1900s in response to issues with the Grammar Translation Method. It uses only the target language in instruction and refrains from translating into students' native languages.
3. Techniques include question-answer exchanges, dictation, reading aloud, map drawing, and paragraph writing. Grammar is taught inductively and oral communication is emphasized over other skills.
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The Audio-lingual method and The Silent Way
- 1. Bruna Luiza Bruna Fontoura Giovana Perini Marina Garcia
- 2. Oral-based approach; Visual exploration; Teacher gives model; Many repetitions;
- 3. Role play; Drill: Repeat main line ◦ Change main line with new vocabulary ◦ Create and answer Yes/No questions based on main line; No grammar rule;
- 4. Students need to use language without stopping to think; Teachers are responsible for leading students; Dialogs are taught through repetition and imitation;
- 5. Grammar and vocabulary are presented through dialogs; The interaction teacher-student is directed; Each language has its unique system; The language skills order are: listening, speaking, reading and writing;
- 6. Pronunciation is taught since the beginning; Students errors are avoided and teacher draws their attention to their difficulties; Students are guided to repeat as accurately and quick as they can; The teacher begins the chain drill and then passes the turn to the students;
- 7. The teacher presents a sentence and then encourage students to substitute the terms; Question-answer drill; Minimal pairs are presented by the teachers, contrasting to the students native language; Students fill the blanks of the dialogs;
- 8. Caleb Gattegno Shares certain principles with the Cognitive Aproach: “Teaching should besubordinated to learning” Gattegno: learning- initiate by ourselves, mobilizing our inner resources;
- 9. Goals of the teachers: • self-expression (thought , perceptions, fellings) • develop independence • onw inner criteria for correctness
- 10. Roles Teacher: technician or engineer “Only the learner can do the learning” Respect the student’s autonomy
- 11. Role of the Students • Use of what they know • Free themselves of any obstacles • Actively engage – personal responsibility
- 12. As Gattegno says: “The teacher works with the students; the students work on the language.”
- 13. Teaching / Learning Process Starts through what the students already know Situations to focus the attention on the structures of the language
- 14. Minimal spoken cues Students receive a great deal of practice Students gain autonomy by exploring the language and by making choices Students describe their reactions
- 15. Teacher-Student Interactions • Teacher is silent – give cues • Non-verbal gestures, tools he has available • Student-Student interaction is desirable
- 16. Techniques and Materials Sound-color chart Teacher’s Silent Peer Correction Rods Self-Correction Gestures Word Chart Structured Feedback
- 17. References LARZEN-FREEMAN, D. The Audio-Lingual Method. The Silent Way.In: Techniques and principles in language teaching. 2nded. Oxford. 2008.