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JAMMA A.NUEVAS ASSIGNMENT IN

2ND BEED INTERACTIVE

ENGLISH SP1

AUDIO LINGUALISM

Audio-lingualism is a method of foreign language teaching where the emphasis is on

learning grammatical and phonological structure, especially for speaking and listening. It is

based on behaviourism and so relies on formation as a basis for learning, through a great

deal of mechanical repetition.

Example

The teacher spends most of the time in the class drilling the learners on grammatical and

phonological structures. Error correction is also important.

In the classroom

Audio-lingualism evolved in the context of large-scale language teaching programmes in the

1950s and 60s. It is unusual in modern language learning and has largely fallen out of use

as a methodology, as cognitive views of language learning and communicative accounts of

language have led to other methodologies.

Direct Method is also known as:Natural Method Phonetical MethodAnti-

Grammatical Reform Method Method

Background

• In the mid and late 19 century, Europe experienced a wave of increasing

opportunities of communication, due to industrialization and international trade

and travel.

• A need was felt to develop oral proficiency in foreign languages.

• Language teachers had already found Grammar-translation method inadequate

and ineffective in developing communicative ability in learners.

Background• They strongly advocate an alternative method in which languagewas presented in contexts and the mother tongue was avoided.

• Its principal advocates were Pendergast and Sauveur who proposed what theycalled Natural Method that suggest radical change from Grammar- translation. It

is this method that later on came to be known as the Direct Method



The Audio-Lingual method of teaching English as a second language had its origins

during World War II when it became known as the Army method. It was

developed as a reaction to the grammar-translation method of teaching foreignlanguages. Grammar-translation had been used to teach for thousands of years,

but the method was perceived as taking too long for learners to be able to speakin the target language. The Audio-Lingual method set out to achieve quick

communicative competence through innovative methods. From about 1947-1967the Audio-Lingual approach was the dominant foreign language teaching method

in the United States.The Audio-Lingual method is based on the theory that language learning is a

question of habit formation. It has its origins in Skinner’s principles of behavior

theory. Since learning is thought to be a question of habit formation, errors areconsidered to be bad and to be avoided. Further, teachers “reward” students by

saying “Good!” and praising the class when they perform well.

The Audio-Lingual method addresses a need for people to learn foreign languagesrapidly. It is best for beginning level English classes in a foreign languagesetting. All instruction in the class are given in English. A dialog is presented for

memorization. The teacher asks the class to repeat each line of the dialog.

Expansion drills are used for difficult sentences. The teacher starts with the end

of the sentence and the class repeats just two words. A series of pattern practicedrills then follow the introduction of the dialog.

One of the key principles of the Audio-Lingual method is that the languageteacher should provide students with a native-speaker-like model. By listening,students are expected to be able to mimic the model. Based upon contrastive

analyses, students are drilled in pronunciation of words that are most dissimilar

between the target language and the first language. Grammar is not taughtdirectly by rule memorization, but by examples. The method presumes thatsecond language learning is very much like first language learning.

References:Larsen-Freeman, Diane. (1986) Techniques and Principles of Language Teaching,

Oxford University Press“Grammar Pedagogy in Second and Foreign Language Teaching,” (1991) TESOLQuarterly, Vol. 25, No. 3 Autumn.

MethodThe Direct Method is named “direct” because meaning should be connected

directly with the target language without translation into the native language.Concept/ Target Meaning language L1 Target concept language

Theoretical Assumption:

• Language can be learnt only through demonstration. Instead of analytical

procedures of explaining grammar rules, students must be encourage to use

language naturally and spontaneously so that they induce grammar.

Theoretical Assumption:

• The learning of second language was seen as parallel to the acquisition of the

childs first language.



• This method therefore emphasize the importance of sounds , simple sentences

and direct association of language with object and person of immediate

environment- the classroom, the home, the garden, etc.

Basic Principles

• 1. Classroom instruction is conducted exclusively in the target language. The

teacher should demonstrate, not explain or translate.

• NEVER TRANSLATE:

• DEMONSTRATE

Basic Principles2. Only everyday vocabulary and sentences are taught.

• BASIC VOCABULARY IS GIVEN FIRST3. Vocabulary is taught through knownwords, demonstration, authentic objects (realia), pictures, and miming.

Basic Principles4.Grammar is taught inductively. There may never be an explicit

grammar rule given.

• DO NOT GIVE RULES: MAKE THEM FIGURE OUT THE RULE.

Basic Principles5. New teaching points are introduced orally.

• ORAL TRANSMISSION6. Both speech and listening comprehension are taught.

Basic Principles7. The teacher, by asking the student to make a choice, gets him tocorrect his own error.

• LEARNING BY SELF- CORRECTION8. The syllabus is based on situations or topics,not usually on linguistic structures

.• CONTEXTUAL/TOPICAL TEACHING

Basic Principles9. Correct pronunciation is emphasized.• 10. Students should learnto think in the target language as soon as possible

1.

Basic Principles11.The purpose of language learning is communication; thereforestudents need to learn how to ask questions as well as answer them.•COMMUNICATION-FIRST PREFERENCE

2. Techniques• Q & A: The teacher asks questions of any nature and the students

answer.• Dictation: The teacher chooses a grade appropriate passage and readsthe text• aloud. Teacher reads the passage three times



3. Techniques• Reading Aloud: Students take turn reading sections of a passage,

play or dialogue out loud.

Techniques• Map Drawing: Students are given a map without labeled then thestudents label it by using the directions the teacher gives.

• Paragraph Writing : The students are asked to write a passage in their own

words.

Advantages

• One of its positive points is that it promises to teach the language and Not about

the language.

• It is a natural method which teaches language in the same way the mothertongue is acquired. Only the target language is used and the learning is

contextualized..

• Its emphasis on speech made it more attractive for those who have needs of real

communication in the target language. It is one of the first methods to introduce

the teaching of vocabulary through realias.

Disadvantages

Weak basis of its theory Not developing language competence,lack of effectiveness,and boreddom

caused by endless pattern drills. Learners having title control over their learning .

Tearcher’s domination of the class Teacher- oriented materials.

Criticism

• In spite of its achievements, the direct method fell short from fulfilling the needs

of educational systems. One of its major shortcomings is that it was hard forpublic schools to integrate it. As R. Brown (1994:56) points out, the Direct Method

“did not take well in public schools where the constraints of budget, classroomsize, time, and teacher background (native speakers or native like fluency) made

such a method difficult to use.”

• After a short popularity in the beginning of the 20th century, it soon began tolose its appeal because of these constraints. It then paved the way to the Audio-

lingual Method.

Four Language skill

Listening Speaking



Reading Writing

The four basic principles of audiolingualism

Separation of language skills into listneing.speaking,reading and writingwith emphasis on the teaching of listening and speakings before reading

and writing Uses of dialoguesas the chief means of presenting the language Emphasis on a certain practice techniques, memorization and pattern drills Discouraging the use of the mother tongue in the classroom

Direct Method

Direct Method of Language Teaching “Teach the language not about the

language”Direct Method is also known as:Natural Method Phonetical MethodAnti-

Grammatical Reform Method Method

Background• In the mid and late 19 century, Europe experienced a wave of increasing

opportunities of communication, due to industrialization and international tradeand travel.• A need was felt to develop oral proficiency in foreign languages

• Language teachers had already found Grammar-translation method inadequateand ineffective in developing communicative ability in learners.

• They strongly advocate an alternative method in which language was presentedin contexts and the mother tongue was avoided.• Its principal advocates were Pendergast and Sauveur who proposed what theycalled Natural Method that suggest radical change from Grammar- translation. It

is this method that later on came to be known as the Direct Method

Direct MethodThe Direct Method is named “direct” because meaning should beconnected directly with the target language without translation into the native

language. Concept/ Target Meaning language L1 Target concept language

Theoretical Assumption• Language can be learnt only through demonstration. Instead of analyticalprocedures of explaining grammar rules, students must be encourage to use

language naturally and spontaneously so that they induce grammar. Theoretical

Assumption:

• The learning of second language was seen as parallel to the acquisition of thechilds first language• This method therefore emphasize the importance of sounds , simple sentences

and direct association of language with object and person of immediate

environment- the classroom, the home, the garden, etc.Basic Principles

• 1. Classroom instruction is conducted exclusively in the target language. Theteacher should demonstrate, not explain or translate.

• NEVER TRANSLATE:• DEMONSTRATE



Basic Principles2

. Only everyday vocabulary and sentences are taught.

• BASIC VOCABULARY IS GIVEN FIRST3. Vocabulary is taught through knownwords, demonstration, authentic objects (realia), pictures, and miming.

Basic Principles4.Grammar is taught inductively. There may never be an explicitgrammar rule given.

• DO NOT GIVE RULES: MAKE THEM FIGURE OUT THE RULE.Basic Principles5. New teaching points are introduced orally.

• ORAL TRANSMISSION6. Both speech and listening comprehension are taught.Basic Principles7. The teacher, by asking the student to make a choice, gets him

to correct his own error.

• LEARNING BY SELF- CORRECTION8. The syllabus is based on situations or topics,not usually on linguistic structures.

• CONTEXTUAL/TOPICAL TEACHING

Basic Principles9. Correct pronunciation is emphasized.• 10. Students should learn to think in the target language as soon as possibleBasic Principles11.The purpose of language learning is communication; therefore

students need to learn how to ask questions as well as answer them.

• COMMUNICATION-FIRST PREFERENCE

Techniques• Q & A: The teacher asks questions of any nature and the students answer.•

Dictation: The teacher chooses a grade appropriate passage and reads the text• aloud. Teacher reads the passage three timesTechniques

• Reading Aloud: Students take turn reading sections of a passage, play or

dialogue out loud.Techniques

• Map Drawing: Students are given a map without labeled then the students label

it by using the directions the teacher gives.• Paragraph Writing : The students are asked to write a passage in their ownwords.

Advantages• One of its positive points is that it promises to teach the language and Not aboutthe language.• It is a natural method which teaches language in the same way the mother

tongue is acquired. Only the target language is used and the learning iscontextualized..• Its emphasis on speech made it more attractive for those who have needs of real

communication in the target language. It is one of the first methods to introduce

the teaching of vocabulary through realias.Criticism

• In spite of its achievements, the direct method fell short from fulfilling the needs

of educational systems. One of its major shortcomings is that it was hard for

public schools to integrate it. As R. Brown (1994:56) points out, the Direct Method

“did not take well in public schools where the constraints of budget, classroom

size, time, and teacher background (native speakers or native like fluency) made

such a method difficult to use.”

• After a short popularity in the beginning of the 20th century, it soon began to

lose its appeal because of these constraints. It then paved the way to the Audio-

lingual Method.



Advantages of Direct Method

(1) It makes the learning of English interesting and lively by establishing direct bondbetween a word and its meaning.

(2) It is an activity method facilitating alertness and participation of the pupils.

(3) According to Macnee, "It is the quickest way of getting started". In a few months over500 of the commonest English words can be learnt and used in sentences. This serves as astrong foundation of further learning.

(4) Due to application of the Direct Method, students are able to understand what theylearn, think about it and then express their own ideas in correct English about what theyhave read and learnt.

(5) Psychologically it is a sound method as it proceeds from the concrete to the abstract.

(6) This method can be usefully employed from the lowest to the highest class.

(7) Through this method, fluency of speech, good pronunciation and power of expressionare properly developed.

Disadvantages of Direct Method

(1) There are many abstract words which cannot be interpreted directly in English and muchtime and energy are wasted in making attempts for the purpose.

(2) This method is based on the principles that auditory appeal is stronger that visual. Butthere are children who learn more with visual than with their oral- aural sense like ears andtongue.

(3) The method ignores systematic written work and reading activities and sufficientattention is not paid to reading and writing.

(4) Since in this method, grammar is closely bound up with the reader, difficulty isexperienced in providing readers of such kind.

(5) There is dearth of teachers trained and interested in teaching English in this method.

(6) This method may not hold well in higher classes where the Translation Method is foundsuitable.

(7) In larger classes, this method is not properly applied and teaching in this method doesnot suit or satisfy the needs of individual students in large classes.



JAMMA A.NUEVAS ENGLISH INTERACTIVE SP 2ND BEED

GrammaTtranslation

DEFINITION is a method of teaching foreign languages derived from the classical(sometimes called traditional) method of teaching Greek and Latin. In grammar-translationclasses, students learn grammatical rules and then apply those rules by translating sentences between the target language and the native language. Advanced students maybe required to translate whole texts word-for-word. The method has two main goals: to

enable students to read and translate literature written in the target language, and tofurther students‘ general intellectual development.

Background

Use of mother tongue. Vocabulary items are taught in the form of word lists. Elaborate explanations of grammar. Focus on the morphology and syntax. Reading of difficult texts early in the course. Practice focuses on exercises translating sentences or texts from mother tongue to

the target language and vice versa.

It is surprising to see that the Grammar Translation Method was still in use in someclassrooms during the late decades of the 20th century. May be, it‘s because it bears someadvantages.

Advantages

Translation is the easiest and shortest way of explaining meaning of words and

phrases.

http://en.wikipedia.org/wiki/Method_of_teaching_foreign_languages



http://en.wikipedia.org/wiki/Greek_language



http://en.wikipedia.org/wiki/Latin



http://en.wikipedia.org/wiki/Grammatical_rule



http://en.wikipedia.org/wiki/Translating



http://en.wikipedia.org/wiki/Word-for-word



http://en.wikipedia.org/wiki/Translate












Learners have no difficulties to understand the lesson as it is carried out in the

mother tongue. It is a labor-saving method as the teacher carries out everything in the mother

tongue.

Criticism

What the method is good at is ―teaching about the language‖ , not ―teaching the

language‖. Speaking or any kind of spontaneous creative output was missing from the

curriculum. Students lacked an active role in the classroom. Very little attention is paid to communication. Very little attention is paid to content. Translation is sometimes misleading.

Because of all these disadvantages, instructors tried to find better ways to remedy thepitfalls of the grammar translation method. The Direct Method was the answer.

The grammar-translation method of foreign language teaching is one of the most

traditional methods.

It was originally used to teach 'dead' languages (and literatures) such as Latin andGreek, involving little or no spoken communication or listening comprehension.

A focus on learning the rules of grammar and their application in translationpassages from one language into the other.

Vocabulary in the target language is learned through direct translation from thenative language, it is taught in the form of isolated word lists. e.g. with vocabularytests such as: the house = la casa

the mouse = el ratón

language are translated directly and then discussed in the native language . Little orno attention is given to pronunciation.

Grammar is taught with extensive explanations in the native language, and only later

applied in the production of sentences through translation from one language to theother . eg:

o Do you have my book? = ¿Tienes mi libro?

http://myenglishpages.com/blog/?p=135






o I don't know where your book is = No sé donde está tu libro

Literary language is superior to the spoken language.

Translating each language into each other is an important goal for learners.

The authority in the classroom is the teacher.

To be able to communicate with target language‘s speakers is not among the goals.

The primary skills to be improved are reading and writing .

Its focus is on accuracy and not fluency.

Error correction: If a student‘s answer of a question is incorrect, the teacher selects

a different student to give the correct answer or s/he replies himself/herself.

language.

Much vocabulary is taught in the form of lists of isolated words.

Long elaborate explanations of the intricacies of grammar are given.

Grammar provides the rule for putting words together, and instruction often focuseson the form and inflection of words.

Reading of difficult classical texts is begun early.

Little attention is paid to the content of texts, which are treated as exercises ingrammatical analysis.

A class working with the Grammar Translation Method looks like this:

relationship between languages. Language is seen as a collection or words which areisolated and independent.

Worst effect of this method is on pupil's motivation. Because (s)he cannot succeed -leads to frustration, boredom and indiscipline.

(listening, speaking, reading, and writing)

The grammar-translation method is the easiest for a teacher to employ. It doesn'trequire a teacher to speak good English or make good lesson preparations.



Jelou shilrren, hoy vamo‘ a ver el ―ver-tu-bi‖ Ai am Llu ar Ji is…

ng this method

1. Translation of a Literary Passage

o Students translate a reading passage from the target language into their

native language.

2. Reading Comprehension Questions

o Students answer questions in the target language based on theirunderstanding of the reading passage.

3. Antonym/synonyms

o Students are given one set of words and are asked to find antonyms in thereading passage.

4. Fill-in-the-blanks

o Students are given a series of sentences with words missing.

5. Deductive Application of Rule

o Grammar rules are presented with examples. Once students understand arule, they are asked to apply it to some different example.

When do we use them?

We often went camping when we were children.

(Cuando éramos niños a menudo íbamos a acampar)

I will always love you.

(Siempre te amaré)

Different positions

Pedro sometimes visits us on Sundays.

(Pedro a veces nos visita los domingos)

She is often ill in winter.

(Ella generalmente está enferma en el invierno)



that refers to things that happen most often at the top, and least often at thebottom:

Nunca Never Casi nunca Hardly ever Raramente Rarely Ocasionalmente Occasionally Aveces Sometimes A menudo Often Frecuentemente Frequently Usualmente Usually Siempre

Always

plays on the computer. (He always plays on the computer) 1. He ________ listens to theradio. 2. They __________ read a book. 3. Pete __________ gets angry. 4. Tom is _________ very friendly. 5. I __________ take sugar in my coffee. 6. Ramon is _________hungry. 7. My grandmother ___________ goes for a walk in the evening.

I rarely get up late on weekends.

________________________________________________

2. Nunca tomo café al desayuno.

________________________________________________

3. I am sometimes late for class.

________________________________________________

4. Usualmente camino al colegio.

________________________________________________

5. I hardly ever go running on Saturday mornings.

________________________________________________

6. Siempre busco palabras difíciles en el diccionario.

________________________________________________

7. I often take a bath at night.

________________________________________________



TOTAL PHYSICAL RESPONCE

Background

Total Physical Response (TPR) is a language teaching method built around the coordination

of speech and action; it attempts to teach language through physical (motor) activity.

Developed by James Asher, a professor of psychology at San Jose State University,

California, it draws on several traditions, including developmental psychology, learning the-

ory, and humanistic pedagogy, as well as on language teaching procedures proposed by

Harold and Dorothy Palmer in 1925. Let us briefly consider these precedents to Total

Physical Response.

Total Physical Response is linked to the "trace theory " of memory in psychology, which

holds that the more often or the more intensively a memory connection is traced, the

stronger the memory association will be and the more likely it will be recalled. Retracing can

be done verbally (e.g., by rote repetition) and/or in association with motor activity.

Combined tracing activities, such as verbal rehearsal accompanied by motor activity, hence

increase the probability of successful recall.

In a developmental sense, Asher sees successful adult second language learning as a

parallel process to child first language acquisition. He claims that speech directed to young

children consists primarily of commands, which children respond to physically before they

begin to produce verbal responses. Asher feels adults should recapitulate the processes by

which children acquire their mother tongue.

Asher shares with the school of humanistic psychology a concern for the role of affective

(emotional) factors in language learning. A method that is undemanding in terms of

linguistic production and that involves gamelike movements reduces learner stress, he

believes, and creates a positive mood in the learner, which facilitates learning.

Asher's emphasis on developing comprehension skills before the learner is taught to speak

links him to a movement in foreign language teaching sometimes referred to as the

Comprehension Approach (Winitz 1981). This refers to several different comprehension-

based language teaching proposals, which share the belief that (a) comprehension abilities

precede productive skills in learning a language; (b) the teaching of speaking should be

delayed until comprehension skills are established; (c) skills acquired through listening

transfer to other skills; (d) teaching should emphasize meaning rather than form; and (e)



teaching should minimize learner stress.

The emphasis on comprehension and the use of physical actions to teach a foreign language

at an introductory level has a long tradition in language teaching.

Approach

Theory of language

Asher does not directly discuss the nature of language or how languages are organized.

However, the labeling and ordering of TPR classroom drills seem to be built on assumptions

that owe much to structuralist or grammar-based views of language. Asher states that

"most of the grammatical structure of the target language and hundreds of vocabulary

items can be learned from the skillful use of the imperative by the instructor" (1977: 4). He

views the verb, and particularly the verb in the imperative, as the central linguistic motif

around which language use and learning are organized.

Asher sees language as being composed of abstractions and non-abstractions, with non-

abstractions being most specifically represented by concrete nouns and imperative verbs.

He believes that learners can acquire a "detailed cognitive map" as well as "the grammatical

structure of a language" without recourse to abstractions.

Abstractions should be delayed until students have internalized a detailed cognitive map of

the target language. Abstractions are not necessary for people to decode the grammatical

structure of a language. Once students have internalized the code, abstractions can be

introduced and explained in the target language.

This is an interesting claim about language but one that is insufficiently detailed to test. For

example, are tense, aspect, articles, and so forth, abstractions, and if so, what sort of

"detailed cognitive map" could be constructed without them?

Despite Asher's belief in the central role of comprehension in language learning, he does not

elaborate on the relation between comprehension, production, and communication (he has

no theory of speech acts or their equivalents, for example), although in advanced TPR

lessons imperatives are used to initiate different speech acts, such as requests ("John, ask

Mary to walk to the door"), and apologies ("Ned, tell Jack you're sorry").

Asher also refers in passing to the fact that language can be internalized as wholes orchunks, rather than as single lexical items, and, as such, links are possible to more

theoretical proposals of this kind, as well as to work on the role of prefabricated patterns in

language learning and language use Asher does not elaborate on his view of chunking,

however, nor on other aspects of the theory of language underlying Total Physical

Response. We have only clues to what a more fully developed language theory might

resemble when spelled out by Asher and his supporters.



Theory of learning

Asher's language learning theories are reminiscent of the views of other behavioral

psychologists. For example, the psychologist Arthur Jensen proposed a seven-stage model

to describe the development of verbal learning in children. The first stage he calls Sv-R type

learning , which the educational psychologist John DeCecco interprets as follows:

In Jensen's notation, Sv refers to a verbal stimulus—a syllable, a word, a phrase, and so on.

R refers to the physical movements the child makes in response to the verbal stimulus (or

Sv). The movement may involve touching, grasping, or otherwise manipulating some

object. For example, mother may tell Percival (age 1) to get the ball, and Percival,

distinguishing the sound "ball" from the clatter of other household noises, responds by

fetching the ball and bringing it to his mother. Ball is the Sv (verbal stimulus), and Percival's

action is the response. At Percival's age, children respond to words about four times faster

than they respond to other sounds in their environment. It is not clear why this is so, but it

is possible that the reinforcing effects of making proper responses to verbal stimuli are

sufficiently strong to cause a rapid development of this behavior. Sv-R learning represents,then, the simplest form of verbal behavior.

This is a very similar position to Asher's view of child language acquisition. Although

learning psychologists such as Jensen have since abandoned such simple stimulus-response

models of language acquisition and development, and although linguists have rejected them

as incapable of accounting for the fundamental features of language learning and use, Asher

still sees a stimulus-response view as providing the learning theory underlying language

teaching pedagogy. In addition, Asher has elaborated an account of what he feels facilitates

or inhibits foreign language learning. For this dimension of his learning theory he draws on

three rather influential learning hypotheses :

1. There exists a specific innate bio-program for language learning, which defines an

optimal path for first and second language development.

2. Brain lateralization defines different learning functions in the left- and right-brain

hemispheres.

3. Stress (an affective filter) intervenes between the act of learning and what is to be

learned; the lower the stress, the greater the learning.

Let us consider how Asher views each of these in turn.

1. THE BIO-PROGRAM

Asher's Total Physical Response is a "Natural Method" inasmuch as Asher sees first and

second language learning as parallel processes. Second language teaching and learning

should reflect the naturalistic processes of first language learning. Asher sees three

processes as central,



(a) Children develop listening competence before they develop the ability to speak. At the

early stages of first language acquisition they can understand complex utterances that they

cannot spontaneously produce or imitate. Asher speculates that during this period of

listening, the learner may be making a mental "blueprint" of the language that will make it

possible to produce spoken language later,

(b) Children's ability in listening comprehension is acquired because children are required to

respond physically to spoken language in the form of parental commands,

(c) Once a foundation in listening comprehension has been established, speech evolves

naturally and effortlessly out of it. As we noted earlier, these principles are held by

proponents of a number of other method proposals and are referred to collectively as a

Comprehension Approach.

Parallel to the processes of first language learning, the foreign language learner should first

internalize a "cognitive map" of the target language through listening exercises. Listening

should be accompanied by physical movement. Speech and other productive skills shouldcome later. The speech-production mechanisms will begin to function spontaneously when

the basic foundations of language are established through listening training. Asher bases

these assumptions on his belief in the existence in the human brain of a bio-program for

language, which defines an optimal order for first and second language learning.

A reasonable hypothesis is that the brain and nervous system are biologically programmed

to acquire language ... in a particular sequence and in a particular mode. The sequence is

listening before speaking and the mode is to synchronize language with the individual's

body.

2. BRAIN LATERALIZATION

Asher sees Total Physical Response as directed to right-brain learning, whereas most second

language teaching methods are directed to left-brain learning. Asher refers to neurological

studies of the brains of cats and studies of an epileptic boy whose corpus callosum was

surgically divided. Asher interprets these as demonstrating that the brain is divided into

hemispheres according to function, with language activities centralized in the right

hemisphere. Drawing on work by Jean Piaget, Asher holds that the child language learner

acquires language through motor movement - a right-hemisphere activity. Right-

hemisphere activities must occur before the left hemisphere can process language for

production. Similarly, the adult should proceed to language mastery through right-

hemisphere motor activities, while the left hemisphere watches and learns. When asufficient amount of right-hemisphere learning has taken place, the left hemisphere will be

triggered to produce language and to initiate other, more abstract language processes.

3. REDUCTION OF STRESS

An important condition for successful language learning is the absence of stress. First

language acquisition takes place in a stress-free environment, according to Asher, whereas



the adult language learning environment often causes considerable stress and anxiety. The

key to stress-free learning is to tap into the natural bio-program for language development

and thus to recapture the relaxed and pleasurable experiences that accompany first

language learning. By focusing on meaning interpreted through movement, rather than on

language forms studied in the abstract, the learner is said to be liberated from self-

conscious and stressful situations and is able to devote full energy to learning.

Design

Objectives

The general objectives of Total Physical Response are to teach oral proficiency at a

beginning level. Comprehension is a means to an end, and the ultimate aim is to teach basic

speaking skills. A TPR course aims to produce learners who are capable of an uninhibited

communication that is intelligible to a native speaker. Specific instructional objectives are

not elaborated, for these will depend on the particular needs of the learners. Whatever goals

are set, however, must be attainable through the use of action-based drills in the imperativeform.

The syllabus

The type of syllabus Asher uses can be inferred from an analysis of the exercise types

employed in TPR classes. This analysis reveals the use of a sentence-based syllabus, with

grammatical and lexical criteria being primary in selecting teaching items. Unlike methods

that operate from a grammar-based or structural view of the core elements of language,

Total Physical Response requires initial attention to meaning rather than to the form of

items. Grammar is thus taught inductively. Grammatical features and vocabulary items are

selected not according to their frequency of need or use in target language situations, butaccording to the situations in which they can be used in the classroom and the ease with

which they can be learned.

The criterion for including a vocabulary item or grammatical feature at a particular point intraining is ease of assimilation by students. If an item is not learned rapidly, this means thatthe students are not ready for that item. Withdraw it and try again at a future time in thetraining program.

Asher also suggests that a fixed number of items be introduced at a time, to facilitate ease

of differentiation and assimilation. "In an hour, it is possible for students to assimilate 12 to

36 new lexical items depending upon the size of the group and the stage of training". Asher

sees a need for attention to both the global meaning of language as well as to the finer

details of its organization.

The movement of the body seems to be a powerful mediator for the understanding,organization and storage of macro-details of linguistic input. Language can be internalized inchunks, but alternative strategies must be developed for fine-tuning to macro-details.

A course designed around Total Physical Response principles, however, would not be



expected to follow a TPR syllabus exclusively.

We are not advocating only one strategy of learning. Even if the imperative is the major or

minor format of training, variety is critical for maintaining continued student interest. The

imperative is a powerful facilitator of learning, but it should be used in combination with

many other techniques. The optimal combination will vary from instructor to instructor andclass to class.

Types of learning and teaching activities

Imperative drills are the major classroom activity in Total Physical Response. They are

typically used to elicit physical actions and activity on the part of the learners.

Conversational dialogues are delayed until after about 120 hours of instruction. Asher'srationale for this is that "everyday conversations are highly abstract and disconnected;

therefore to understand them requires a rather advanced internalization of the target

language". Other class activities include role plays and slide presentations. Role plays center

on everyday situations, such as at the restaurant, supermarket, or gas station. The slide

presentations are used to provide a visual center for teacher narration, which is followed by

commands, and for questions to students, such as "Which person in the picture is the

salesperson?". Reading and writing activities may also be employed to further consolidate

structures and vocabulary, and as follow-ups to oral imperative drills.

Learner roles

Learners in Total Physical Response have the primary roles of listener and performer. They

listen attentively and respond physically to commands given by the teacher. Learners are

required to respond both individually and collectively. Learners have little influence over the

content of learning, since content is determined by the teacher, who must follow the

imperative-based format for lessons. Learners are also expected to recognize and respond

to novel combinations of previously taught items:

Novel utterances are recombinations of constituents you have used directly in training. For

instance, you directed students with 'Walk to the table!' and 'Sit on the chair!'. These are

familiar to students since they have practiced responding to them. Now, will a student

understand if you surprise the individual with an unfamiliar utterance that you created byrecombining familiar elements (e.g. 'Sit on the table!').

Learners are also required to produce novel combinations of their own. Learners monitor

and evaluate their own progress. They are encouraged to speak when they feel ready to

speak - that is, when a sufficient basis in the language has been internalized.

Teacher roles



The teacher plays an active and direct role in Total Physical Response. "The instructor is the

director of a stage play in which the students are the actors". It is the teacher who decides

what to teach, who models and presents the new materials, and who selects supporting

materials for classroom use. The teacher is encouraged to be well prepared and well

organized so that the lesson flows smoothly and predictably. Asher recommends detailed

lesson plans: ―It is wise to write out the exact utterances you will be using and especiallythe novel commands because the action is so fast-moving there is usually not time for you

to create spontaneously". Classroom interaction and turn taking is teacher rather than

learner directed. Even when learners interact with other learners it is usually the teacher

who initiates the interaction:

Teacher: Maria, pick up the box of rice and hand it to Miguel and ask Miguel to read the

price.

Asher stresses, however, that the teacher's role is not so much to teach as to provide

opportunities for learning. The teacher has the responsibility of providing the best kind of

exposure to language so that the learner can internalize the basic rules of the targetlanguage. Thus the teacher controls the language input the learners receive, providing the

raw material for the "cognitive map" that the learners will construct in their own minds. The

teacher should also allow speaking abilities to develop in learners at the learners' own

natural pace.

In giving feedback to learners, the teacher should follow the example of parents giving

feedback to their children. At first, parents correct very little, but as the child grows older,

parents are said to tolerate fewer mistakes in speech. Similarly teachers should refrain from

too much correction in the early stages and should not interrupt to correct errors, since this

will inhibit learners. As time goes on, however, more teacher intervention is expected, as

the learners' speech becomes "fine tuned."

Asher cautions teachers about preconceptions that he feels could hinder the successful

implementation of TPR principles. First, he cautions against the "illusion of simplicity,"

where the teacher underestimates the difficulties involved in learning a foreign language.

This results in progressing at too fast a pace and failing to provide a gradual transition from

one teaching stage to another. The teacher should also avoid having too narrow a tolerance

for errors in speaking.

You begin with a wide tolerance for student speech errors, but as training progresses, the

tolerance narrows.... Remember that as students progress in their training, more and more

attention units are freed to process feedback from the instructor. In the beginning, almostno attention units are available to hear the instructor's attempts to correct distortions in

speech. All attention is directed to producing utterances. Therefore the student cannot

attend efficiently to the instructor's corrections.

The role of instructional materials

There is generally no basic text in a Total Physical Response course. Materials and realia



play an increasing role, however, in later learning stages. For absolute beginners, lessons

may not require the use of materials, since the teacher's voice, actions, and gestures may

be a sufficient basis for classroom activities. Later the teacher may use common classroom

objects, such as books, pens, cups, furniture. As the course develops, the teacher will need

to make or collect supporting materials to support teaching points. These may include

pictures, realia, slides, and word charts. Asher has developed TPR student kits that focus onspecific situations, such as the home, the supermarket, the beach. Students may use the

kits to construct scenes (e.g., "Put the stove in the kitchen").

Procedure

Asher provides a lesson-by-lesson account of a course taught according to TPR principles,

which serves as a source of information on the procedures used in the TPR classroom. The

course was for adult immigrants and consisted of 159 hours of classroom instruction. The

sixth class in the course proceeded in the following way:

Review. This was a fast-moving warm-up in which individual students were moved withcommands such as: Pablo, drive your car around Miako and honk your horn.

Jeffe, throw the red flower to Maria.

Maria, scream.

Rita, pick up the knife and spoon and put them in the cup.

Eduardo, take a drink of water and give the cup to Elaine.

New commands. These verbs were introduced.

wash

your hands,

your face,

your hair,

the cup.

look fora towel,

the soap,

hold

a comb.

the book,

the cup,

the soap.



comb

your hair.

Maria's hair.

Shirou's hair.

brush

your teeth,

your pants,

the table.

Other items introduced were:

Rectangle

Draw a rectangle on the chalkboard.

Pick up a rectangle from the table

and give it to me.

Put the rectangle next to the square.

Triangle

Catch the triangle and put it next to

the rectangle.

Pick up the triangle from the table

and give it to me.

Quickly

Walk quickly to the door and hit it.

Quickly, run to the table and touch

the square.

Sit down quickly and laugh.

Slowly

Walk slowly to the window and jump.

Slowly, stand up.

Slowly walk to me and hit me on the

arm.

Toothpaste Look for the toothpaste.



Throw the toothpaste to Wing.

Wing, unscrew the top of the

toothpaste.

Next, the instructor asked simple questions which the student could answer with a gesture

such as pointing. Examples would be:

Where is the towel? [Eduardo, point to the towel!]

Where is the toothbrush? [Miako, point to the toothbrush!]

Where is Dolores?

Role reversal. Students readily volunteered to utter commands that manipulated the

behavior of the instructor and other students....

Reading and writing. The instructor wrote on the chalkboard each new vocabulary item and

a sentence to illustrate the item. Then she spoke each item and acted out the sentence.

The students listened as she read the material. Some copied the information in their

notebooks.

Conclusion

Total Physical Response is in a sense a revival and extension of Palmer and Palmer's English

Through Actions, updated with references to more recent psychological theories. It has

enjoyed some popularity because of its support by those who emphasize the role of

comprehension in second language acquisition. Krashen (1981), for example, regards

provision of comprehensible input and reduction of stress as keys to successful language

acquisition, and he sees performing physical actions in the target language as a means of

making input comprehensible and minimizing stress (see Chapter 9). The experimental

support for the effectiveness of Total Physical Response is sketchy (as it is for mostmethods) and typically deals with only the very beginning stages of learning. Proponents of

Communicative Language Teaching would question the relevance to real-world learner

needs of the TPR syllabus and the utterances and sentences used within it. Asher himself,

however, has stressed that Total Physical Response should be used in association with other

methods and techniques. Indeed, practitioners of TPR typically follow this recommendation,

suggesting that for many teachers TPR represents a useful set of techniques and is

compatible with other approaches to teaching. TPR practices therefore may be effective for



reasons other than those proposed by Asher and do not necessarily demand commitment to

the learning theories used to justify them.

DESUGGESTOPEDIA

INTRODUCTION

Teacher should be creative in using different kinds of teaching method. They have to choosean appropriate method to transfer the knowledge, because they will find different situationand different students in the class. Generally, students would not be able to believe thatthey could be successful in learning language. This lack of motivation has made students donot have confidence to speak in the target language, because they do not want to makemistakes. Moreover, they find difficulties to recall the previous lesson, such as memorizingthe new vocabularies. This situation encourages teacher to be creative and use an effectivemethod on teaching. According to Lozanov and others, we may be using only five to tenpercent of our mental capacity. In order to make better use of our reserved capacity, thelimitations we think we have need to be ‗desuggested‘. Desuggestopedia, the application ofthe study of suggestion to pedagogy, has been developed to help students eliminate the

feeling that they cannot be successful or the negative association they may have towardstudying and, thus, to help them to overcome the barriers to learn. One of the ways thestudents´ mental reserves are stimulated is through integration of the fine arts.Lozanovstates that communication takes place on ―two planes‖: on one the linguistic message is

encoded; and on the other are factors which influence the linguistic message. On theconscious plane, the learner attends to the language; on the subconscious plane, the finearts (it could be classical music) suggests that learning is easy and pleasant. When there isa unity between conscious and subconscious, learning is enhanced.



THE PRINCIPLES OF DESUGGESTOPEDIA

Observations Principles

1. The classroom is bright and cheerful. Learning is facilitated in a cheerfulenvironment.

2.Among the posters hangingaround

the room are several containing

Grammatical information.

Students can learn from what is presentin the environment, even if their attentionis not directed to it (‗Peripherallearning‘).

3. The teacher speaks confidently. If students trust and respect theteacher`s authority, they will accept andretain information better.

4. The teacher gives the students theimpression that learning the targetlanguage will be easy and enjoyable.

The teacher should recognize thatlearners bring certain psychologicalbarriers with them to the learningsituation. She should attempt to ‗desuggest‘ these.

5. The students choose new name andidentities.

Assuming a new identity enhancesstudents` feeling of security and allowsthem to be more open. They feel lessinhibited since their performance is reallythat of a different person.

6. The students introduce themselves tothe teacher.

The dialog that the students learncontains language they can useimmediately.

7. They play rhythmic instruments asthey sing a song.

Songs are useful for ‗freeing the speech

muscles‘ and evoking positive emotions.

8. The teacher distributes a lengthyhandout to the class. The title of thedialog is ‗To want to is be able‘.

The teacher should integrate indirectpositive suggestions (`there is no limit towhat you can do`) into the learningsituation.

9. The teacher briefly mentions a fewpoints about English grammar andvocabulary. These are in bold print in the

dialog.

The teacher should present and explainthe grammar and vocabulary, but notdwell on them. The bold print allows the

whole text to the details before theyreturn to the whole text again. Thedynamic interplay between the whole andthe parts is important.

10. There are reproductions of classicalpaintings throughout the text.

Fine art provides positive suggestions forstudents.

11. In the left column is the dialog in thetarget language and in the right column

One way that meaning is made clear innative language translation.



is the native language translation.

12. The teacher reads the dialog with amusical accompaniment. She matchesher voice to the rhythm and intonation ofthe music.

Communication takes place on ‗two

planes‘: on one the linguistic message isencoded; and on the other are factorswhich influence the linguistic message.On the conscious plane, the learner

attends to the language; the musicsuggests that learning is easy andpleasant. When there is a unity betweenconscious an subconscious, learning isenhanced.

13. The teacher reads the script a secondtime as the students listen. This is doneto different music.

A calm state, such as one experiencewhen listening to a concert. Is ideal forovercoming psychological barriers and fortaking advantage of learning potential.

14. For homework, the students are readto the dialog at night and in the morning.

At these times, the distinction betweenthe conscious and subconscious is mostblurred, therefore, learning can occur.

15. The teacher gives the students hatsto wear for the different characters in thedialog. The students take turns readingportions of the dialog.

Dramatization is a particularly valuableway of playfully activating the material.Fantasy reduces barriers to learn.

16. The teacher tells the students thatthey are auditioning for a play.

The fine arts (music, art and drama)enable suggestions to reach thesubconscious. The arts should integrateas much as possible into the teachingprocess.

17. The teacher leads the class in variousactivities involving the dialog. Forexample, question and answer, repetition

and translation.

The teacher should help the students`activate the material to which they arebeen exposed. The means of doing this

should be varied so as to avoid repetitionas much as possible. Novelty aidsacquisition.

18. She teaches the students achildren`s song.

Music and movement reinforce thelinguistic material. It is desirable thatstudents achieve a state of ‗infantilization‘so that they will be more open to learn. Ifthey trust the teacher, they will reach thisstate more easily.

19. The teacher and students play aquestion and answer game.

In an atmosphere in play, the consciousattention of the learner does don focus onlinguistic forms, but rather on using thelanguage.

20. The student makes an error bysaying, ‗How you do?‘. The teachercorrects the error in a soft voice.

Errors are corrected gently, not in directconfrontational manner.

REVIEWING THE PRINCIPLES



1. What are the goals of teachers who use Desuggestopedia?

Teachers hope to accelerate by process to the students by using a foreign language foreveryday communication. The students` mental power must be tapped by desuggesting the

psychological barriers learners bring with them to the learning situation and usingtechniques to activate the ‗paraconscious‘ part of mind, just below the fully conscious mind.

1. What is the role of the teacher? What is the role of the students?

The teacher is the authority in the classroom. In order for the method to be successful, thestudents must trust and respect their teacher.

Once the students trust the teacher, they can feel more secure. If they feel secure, they canbe more spontaneous and less inhibited.

1. What are some characteristics of the teaching/learning process?

The posters are change every few weeks to create a sense of novelty in the environment.Students select target language names and choose new occupations. During the course theycreate whole biographies to go along with their new identities.

1. What is the nature of student-teacher interaction? What is the nature of student-student interaction?

The teacher initiates interactions with the whole group of students with individual‘s rightfrom the beginning of a language course. Initially, the students can only respondnonverbally or with a few target language words they have practiced. Later the studentshave more control of the target language and can respond more appropriately and even

initiate interaction themselves.

1. How are the feelings of the students dealt with?

A great deal of attention is given to the students` feeling in this method. One of thefundamental principles of the method is hat if the students are relaxed and confident, theywill not need to try hard to learn the target language. It will come naturally and easily.

The important thing in this method is the psychological barriers that students bring withthem be desuggested. Indirect positive suggestions are made to enhance students` selfconfidence and to convince them that success is obtainable.

1.

How is language viewed? How is culture viewed?

Language is the first of two planes in the two planes of communication. In the second planeare the factors which influence the linguistic message.

The culture which students learn concerns the everyday life of people who speak thelanguage. The use of fine arts is also important in Desuggestopedic classes.



1. What areas of language are emphasized? What language skills are emphasized?

Vocabulary is emphasized. Claims about the success of the method often focus in a largenumber of words that can be acquired. Grammar is dealt with explicitly, but minimally. Infact, it is believed that students will learn best if their conscious attention is focused not onthe language forms, but on using the language. The ‗paraconscious‘ mind will absorb the

linguistic rules.

Speaking communicatively is emphasized. Students also read in the target language (forexample, dialogs) and write (for example, imaginative compositions).

1. What is the role of the students` native language?

Native language translation is used to make the meaning of the dialog clear. The teacheralso uses the naïve language n the class when necessary. As the course proceeds, theteacher uses the native language less and less.

1. How is evaluation accomplished?

Evaluation usually is conducted on students` normal in class performance and not throughformal tests, which would threaten the relaxed atmosphere considered essential foraccelerated learning

1. How does the teacher respond to the student errors?

Errors are corrected gently, the teacher using a soft voice.

THE TECHNIQUES OF DESUGGESTOPEDIA

In Desuggestopedia, there are some techniques that we can use in the classroom:

Classroom set-up

The challenge of the teacher is to create a classroom environment which is bright andcheerful. This was accomplished in the classroom we visited where the walls were decoratedwith scenes from a country where the target language is spoken. These conditions are notalways possible. However, the teacher should try to provide as positive an environment aspossible.

Peripheral learning



The students learn English not only from direct instruction but also from indirect instruction.It is encouraged through the presence in the learning environment of posters anddecoration featuring the target language and various grammatical information. They arechanged from time to time. By doing this, the students can learn many things indirectly inthe classroom or outside classroom. The teacher may or may not call attention to theposters. For example, students can produce simple sentence by using the posters or

grammatical information on the wall.

Positive suggestion

It is the teacher`s responsibility to orchestrate the suggestive factors in a learning situation,by helping students break down the barriers to learning that they bring with them. Teachercan do this through direct and indirect means. Direct suggestion appeals to the students`consciousness by telling the students that they are going to be successful. But indirectsuggestion appeals to the students` subconscious, is actually the more powerful of the two.It was achieved through the dialogue, ―Be self -confident‖.

Choose a new identity

The students choose a target language name and a new occupation. As the coursecontinuous, the students have an opportunity to develop a whole biography about theirfictional selves.

Role play

Students are asked to present temporarily that they are someone else and to perform in thetarget language as if they were that person. They are often asked to create their own linesrelevant to the situation.

First concert (active concert)

The two concerts are components of the receptive phase of the lesson. In the first concert,the teacher reads the dialog in the target language. Music is played. After a few minutes,the teacher begins a slow, dramatic reading and synchronized in intonation with the music.

Second concert (passive concert)

In the second phase, the students are asked to put their script aside. They simply listen asthe teacher reads the dialog at the normal rate of speed. The teacher is seated and readswith musical accompaniment. The content governs the way the teacher reads the script, notthe music.



Primary activation

This technique follows components of the active phase of the lesson. Students playfullyreread the target language dialog out loud, as individuals or in group. In the lesson we

observed, three groups of students read parts of the dialog in a particular manner: the firstgroup, sadly; the next, angrily; the last, cheerfully.

Creative adaptation

The students engage in various activities designed to help them learn the new material anduse it spontaneously. Activities particularly recommended for this phase include singing,dancing, dramatization and games. The important thing is hat the activities are varied anddo not allow the students to focus on the form of the linguistic message, just thecommunicative intent.

CONCLUSION

Teacher will find different situation and different types of students in learning. Therefore,teacher should be creative and smart in choosing and using different types of methods inteaching different skill of language. Teacher can use Suggestopedia as teaching method intheir teaching. Using Suggestopedia is very interesting but challenging to do. It can be seenfrom some considerations. In one side it has some benefits, but on the other side it also hassome weaknesses. In addition, the key factors of effective teaching are not the approachesand methods in language teaching themselves but the teacher‘s deliberate selection of

different approaches and methods and the devoted practice of putting theories into realteaching activities in a corresponding social-cultural context. It is a fact that no approach ormethod is perfect. However, there is no end for teacher to seek the perfection of theapproaches and methods in language teaching. The language teaching method known as

Suggestopedia provides some valuable insights into the power of cognition and createstechniques that make students feel comfortable, relaxed and suggestible to the materialbeing learned.



JAMMA A. NUEVAS English SP1

2ND BEEd

TASK BASED LEARNING

English in our classroom. They might feel threaten or shy; but the fact is, few of themactually The dare. Task-Based Learning (TBL) helps students to have a meaningfulexperience with the language and give them context and the result is motivation.

n the student by asking to domeaningful activities or task. These task can be daily routines like buying a cup of coffe,collecting a check, going to the doctor, among others.

theirlearning are the focus of The It is a communicative approach attention instead of theteacher. aim of TBL is to integrate all four skills and to move from fluency to accuracy plusfluency.

need to solve any problem orthem. situation (task) that the teacher gives They can use the language any way theythem. want; as long it‘s understandable (accuracy is not that important).

ll give the task to thestudents pretty slim and then watch Create opportunity to involved every the use of thelanguage. single student.

used task. with no exceptions. Give feedback

paying the bill of a Can be made individually or restaurant, report to the doctor and so on.They should be as authentic to the real in groups. world experience as it can.

of the classDisadvantages - Requires great deal of creativity when it would be pointless comes to

Grammar is not The materials are beyond textbooks. think on the tasks. as present as otherapproaches.

Refferences - http://www.onestopenglish.com/support/Referencesmethodology/teaching- approaches/teaching-approaches-task- English Section of theAdvisory based-learning/146502.article Inspectorate (eds.): Good Practice in EnglishLanguage Teaching: A Handbook for Secondary Schools. Hong Kong Education Department,1996.

JAMMA A.NUEVAS

2ND Beed



THE SILENT WAY

One pulls, and then the other, neither pushes, andneither could work alone, but cuttingcomes only when the blade is moving toward the learner

Karadeniz Technical UniversityDepartment of English Language and Literature Ahmet MesutATEŞ Mehmet KAMMAN Samet KAYMAK

Methodology• The Silent Way was originated by Dr. Caleb Gattegno

• It derives its name from the fact that the teacher conducting a Silent Way class is silent

for most of the time the learner should be encouraged to produce as much language aspossible• The Silent Way advocates that we start from what the student knows. The teacherassists learners to use that knowledge in the target language, and then the teacher cancontinue putting together sounds to make a name word• Silence is considered the best

vehicle for learning because in silence students concentrate on the task to be accomplishedand the potential means to its accomplishment• The Silent Way claims to facilitate what

psychologists call "learning to learn‖

• Learning is facilitated only; – if the learner discovers or creates rather than remembersand repeats what is to be learned, – by accompanying physical objects, – by problemsolving involving the material to be learned• The Silent Way views learning as a problem-solving, creative, discovering activity, in which the learner is a principal actor• The rods and

the color-coded pronunciation charts provide physical foci for student learning and alsocreate memorable images to facilitate student recall Tell me and I forget, Teach me and Iremember Involve me and I learn

Objectives• General objective is to give beginning level students oral and aural facility in

basic elements of the target language• The general goal is near-native fluency in the target

language and correct pronunciation• An immediate objective is to provide the learner with abasic practical knowledge of the grammar of the language• Learners could be able to; – Correctly and easily answer questions about themselves, their education, their family,travel, and daily events – practical knowledge and use of the target language; – Speak witha good accent; – Perform adequately in the following areas: spelling, grammar (productionrather than explanation), reading comprehension, and writing

are sometimes taught from the beginning and students are given assignments to do outsidethe classroom at their own pace

1. Stop Repeat One word for each finger Speak louder

2. Learners‘ Role• The teacher is reluctant to repeat and that the student is obliged to pay

close attention• Independent Learners must depend and use what they already know•

Autonomous Learners choose proper expressions in a given set of circumstances andsituations• Responsible Learners must have to ability to choose intelligently• Learners areexpected to interact with each other and suggest alternatives to each other, they must learnto work cooperatively rather than competitively



Teacher‘s Role• The teacher is a technician or an engineer who facilitates learning.• The

teachers role is one of neutral observer.• The teacher is silent. The teachers presence in the

classroom is limited to providing a model of the language that the students are going towork on.• The teachers tasks as: – to teach: the presentation of an item once, typicallyusing nonverbal clues to get across meanings – to test: elicitation and shaping of studentproduction is done in as silent a way as possible – to get out of the way: the teacher silently

monitors learners interactions with each other and may even leave the room while learnersstruggle with their new linguistic tools

3. Teacher‘s Role• Sequence and timing are more important than in many kinds of languageteaching classes, and the teachers sensitivity to and management of them is critical.• The

teacher uses gestures, charts, and manipulative in order to elicit and shape studentresponses and so must be both facile and creative

4. Advantages• Silent Way learners acquire «inner criteria»• Creates a correctly, adequatelyworking inter-language• The self -esteem of the students will be increased and this willenhance learning• Learners gain practical knowledge and use of the target language

5. Disadvantages• Method should be used in small groups of students• The rigidity of the

system may be meaningless.• How successfully it might be used at more advanced levels isquestionable.• Language is separated from its social context and taught through artificial

situations usually by rods

JAMMA A.NUEVAS2ND BEEdCOMMUNITY LANGUANGE TEACHING METHOD

cooperative activities involving pairs and smallgroup of learners in the classroom.Goals ofCLL:To provide opportunities for naturalistic second languageacquisition through the use ofinteractive pair and group activitiesTo provide teacher with a methodologyTo enable focusedattention to particular lexical items, languagestructures, and communicative functionToprovide opportunities for learners to develop successful learning andcommunicationstrategiesTo enhance learner motivation and reduce learner stress and tocreate a positiveaffective classroom climate

maximPremise 5 :CooperativeStructuredInteractional activitiesPremise 4:everydayconversationalinteractionPremise 2 : most talk/ speech

Theory of Learning Develop learnersSix Learning Practise inconversingcompetence Increased frequency andAdvantages for ESL students in CLLCalssroom : Support cognitive development and increasedvariety of second languageOpportunities to integrate language with content-basedlanguage skills Opportunities to

include a greater variety of curricularinstruction Freedom for teachers to master newprofessional skills,materials Opportunities for studentsparticularlydoes emphasizingcommunication to act as resources for eachothers, thus assuming a more active role in theirlearning

DesignDevelopcommunicativecompetenceDevelopcriticalthingkingskillsFosterCoopera

tionGeneral ObjectivesStudentsachievementMotivationorpositiveaffectiveHavingexperiencesSpecific Objectives

learning and teaching actoivities (Johnson InformalFormal cooperative learning groups.et



al. (1994:4-5)) : Cooperative base groups.Key elements of cooperative learning groups.Positivesuccesful group based learning CL (Olsen andKagan (1992)) : SocialIndividualaccountabilityGroup Formationinterdependence Structuring and structuresskills

Coelho (1992b:132) :Team practisefor commoninputJigsaw:diferentiatedbutpredeterminedinputCooperativeprojects :topics/resourcesselected bystudents/discovery

learningLearnteamworkskillDirectors oftheirownlearningPlan,monitor,andevaluateLearnerroles

reate a highly structured and wellTeacher roles Planning and structuring Settinggoalsorganized learning environment Assigning students to Estabilishing the physicalarrangementtask Facilitator of learningThe Selecting material and timegroup and rolesCreate opportunities for students torole of instructional materials workcooperatively

pairStudent A describes the planning to write by student BThe prosedure is reversedThestudent individually research the material they need for theircompositionsThe student worktogetherThe student write their composition individuallyThe student proofread and makingcorrection to other‘s compositionRevise their compositionsReread each other‘s compositionsand sign their names to indicate thateach composition is error-free

Conclusions

The use of discussion groups increase student‘s participation planned to maximize

student‘sinteraction f acilitate student‘s contributions can be collaborated with other

teachingmethods enhances both learning and learner‘sinteraction skills

and the knowledge of forms and their meanings are part of the communicativecompetence. Another aspect of this knowledge is to learn the use of the language.

Theory of learning:

Activities that involve real communication promote learning

Activities in which language is used for carrying out meaningful tasks promote

learning

Language that is meaningful to the learner promotes learning.

and he also acts like an adviser and a guide.

Role of the student: Ss are communicators. They are actively engage in trying tomake themselves understood and in understanding others.

Use of the mother tongue: can be used. However, whenever possible the target

language should be used.

Scrambled sentences



Language Games

Picture Strip Story

Role Play

Communicative language teaching uses almost any activity that engages learners inauthentic communication. functional communication activities in whichcommunication is involved, and social interaction activities, such as conversation anddiscussion sessions, dialogues and role plays.

Language materials authentic to native speakers of the target language. (news

paper, radio and television broadcast, menus, weather forecast, timetables).

For beginner students it is possible to use realia with out a lot of language.

A teacher can informally evaluate students‘ performance in his role as an adviser or

co-communicator.

For formal evaluation an integrative test is used which has a real communicative

function.

In order to assess students‘ writing skill, a teacher might ask them to write a letter

to a friend.

T-Ss, Ss-Ss, Ss-T

Students‘ feelings

Students are given an opportunity to express their individuality by having themshare their ideas and opinions on a regular basis.

Language functions might be emphasized over forms.

Students work with language at the suprasentential or discourse level.

Errors of form are tolerated during fluency-based activities and are seen as a natural

outcome of the development of communication skills.



The teacher may note the errors during fluency activities and return to them later

with an accuracy-based activity.

Students will learn to communicate effectively.

No grammar rules are presented.

Advantages student will be more motived by learning to communicate Students will learn to communicate effectively

Disadvantages no grammar rules are presented

Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching .

(second ed.). Oxford University Press.

http://www.englishraven.com/method_communicative.html

http://www.sil.org/lingualinks/languagelearning/waystoapproachlanguagelearning/CommunicativeLanguageTeaching.htm

grammar translation11.docx

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