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Open in new tab THE METHODS ERA
AUDIO LINGUAL METHOD
(Army Method)
This method is the first scientific method.
It has roots in both psychology and linguistics.
It’s based on Behavourism.
Aim: to reduce mental burden and increase frequent
repetition and imitation.
Habits need to be repeated.
Positive reinforcements help sts develop correct habit.
Techniques ? Dialogues, repetitions, drills.
Contrastive Analysis is to compare & contrast 2
languages to uncover the similarities and differences
between them.
The differences cause that sts commit erros.
These errors set a barrier to new habit formation.
Sts must now linguistics, words, patterns, etc. in order to
encode the meaning and to speak.
Drilling is important.
Goal: to speak the language automatically without
stopping and thinking.
No mother tongue.
Errors are corrected immediately.
T. Direct & control.
They are good modals.
They show the correct language, pronunciation.
They know the differences btw the 2 languages.
They foresee probable errors.
They don’t teach grammar directly. (Inductively
grammar teaching).
Rules through examples & drills.
Listening & Speaking skills are more important than
Reading & Writing. (Aim: practical needs are met.)
TECHNIQUES
Backward build up drill
Single slot substitution drill
Multiple slot substitution drill
Transformational drill
Chain drill
SILENT WAY
By Caleb Gattengo.
Based on cognitive theory.
Learning is supported by physical objects.
Problem solving is very important.
Sts are autonomous (responsible for their own learning.)
Inductive learning.
Grammar are given to the sts. They induce the rules.
Focused on vocab. teaching.
Audio Lingual is based on habit formation while silent
way is based on rule formation.
Goal: to be autonomous learners. Sts correct themselves.
They develop their own strategies.
Mother tongue is sometimes used. However, NO
translation.
Sts fulfill the learning.
Teacher’s silence gives the responsibility to the sts.
T isn’t a modal.
T doesn’t correct errors.
He provides feedback using gestures, mimics and body
language. (Self correction & peer correction are also used).
easy ? difficult grammar subjects.
All skills are important. However, 1. speaking, 2. reading
& writing.
Sts ? Sts interaction. They learn from each other.
T. is silent.
TECHNIQUES
T’s silence
Colour-coded sound charts
Fidel charts
Rods
Self & peer correction.
SUGGESTOPEDIA
By Georgi Lozanov in 1970s.
Decoration, furniture, arrangement, music are the main
characteristics.
Based on Humanism.
Aim: to prepare sts for learning mentally and
emotionally.
Mother tongue is used at the early stages (in dialogues
and new vocabulary).
Minimum grammar teaching (can be taught in learner’s
mother tongue.)
T is the authority.
Sts play a child role. (New identity)
Speaking & listening are more important than reading &
writing.
Sts ? Sts interaction (group&pair work)
Errors are corrected using the correct form.
Aim: to let sts feel relaxed, comfortable, secure ,n the
class.
Peripheral learning
HOW DOES SUGGESTOLOGY WORK?
Suggestology
(harnessing & redirecting the mental capacity to foster maximum
learning)
1) Desuggestion:
2)Suggestion:
-Remove barriers,
-Unload unwanted, bad,
negative feelings and memories
About language learning.
2) Suggestion
Loading positive memories about language learning
A-direct suggestion:
Addresses to sts’ consciousness
B-indirect suggestion:
Addresses to sts’ subconsciousness
DESUGGESTION & SUGGESTION (5 PRINCIPLES)
Authority concept:
Infantilization: (parent-child) T.? sts. (role playing
,games, songs, etc.)
Double Planedness: learning the instructions and
linguistics with music.
Intonation & Rhythm: to avoid boredom (in a playful
manner.)
Concert pseudo-passiveness: teaching with music,
rhythm, intonation, tone.
DESUGGESTOPEDIA
1) Receptive Phase:
DESUGGESTOPEDIA
2) Activation Phase:
TECHNIQUES
Comfortable classrooms
Peripheral learning
New identity (child-like)
Visualization
1st concert & 2nd concert
Primary activation & secondary activation
Role plays & dramatization
Games
COMMUNITY LANGUAGE LEARNING
By Charles A. Curran.
Based on Humanism.
It is composed of humanistic techniques, emotions and
linguistics.
Support holistic approach.
Whole-person learning
At the early stages sts are dependent on T.
SARD
(TO ENABLE A SECURE CLASSROOM)
Security (sts feel secure)
Attention&Aggression (increase attention?foster learning
Retention&Reflection (recording&listening their voices)
Discrimination (to notice sim. & dif. btw 2 languages.)
IN THIS THEORY
Sts decide the topic.
Translation in chunks by T.
Recording the production
Conversation activities
Goal: non-competitive environment so that they can use
the language communicatively.
Mother tongue is used to make sts feel safe (translation.)
T is a counselor.
Listening & speaking are impotant.
Pronunciation is important.
T ? Sts / Sts ? Sts interaction (group & pair work)
T corrects errors repeating the correct form without
emphasizing the person who commits the error.
No textbook, no pre-planned syllabus. (determined by
the sts)
TECHNIQUES
Transcription: voice recording and writing down the
production.
Reflection: sts talk about their learning experiences &
emotions.
Reflective Listening: Tape-recording & Listening.
Human Computer: (Recasting) T repeats the correct
form.
Small Group Tasks: Sts learn from each other in groups.
WHOLE LANGUAGE APPROACH
By a group of US educators.
Aim: to teach the language in real life.
Language is a whole. It should be taught holistically.
It shouldn’t be divided into parts such as grammar, vocab,
writing, and reading.
Authentic materials & tasks, real life situations are
important.
T is a facilitator.
Sts evaluate themselves.
Errors are natural and T tolerates them.
Major errors are corrected.
TECHNIQUES
Individual & group reading-writing tasks
Authentic texts
Writing to a real audience
Sts make books, journals & magazines.
Story writing, e-mail, CV, letter writing.
MULTIPLE INTELLIGENCES
By Howard Gardner.
There are 8 types of intelligences:
Verbal/linguistic intelligence
Logical/Mathematical int.
Visual/Spatial int.
Bodily/Kinesthetic int.
Musical/Rhythmic int.
Interpersonal int. (self)
Interpersonal. (btw people)
Naturalist
This theory is used to develop curriculum, plan
instruction, course activities, tools & materials.
T should choose the most suitable intelligence activity.
Exercises from different intelligence types develop all
types of intelligence.
Every st is unique. Therefore, everybody has different
learning styles.
No certain syllabus. As alternatives, there are 4 stages:
Awaken the intelligence
Amplify the intelligence
Teach with the intelligence
Transfer of the intelligence
NEURO-LINGUISTIC PROGRAMMING (NLP)
By John Grindler and Richard Bandler in 1970s.
It says our behaviours are deeply affected by our
thoughts and emotions.
It trains sts to eliminate their negativity and decrease
anxiety and transform them into positive ones.
NLP HAS 4 PRINCIPLES
Outcomes: “knowing what you want to achive.”
Rapport: minimizing differences and maximizing
similarities btw people to constitute rapport with others.
Sensory Acuity:
Visual (look & see)
Auditory (hear & listen)
Kinaesthetic (feel & touch & movement)
Olfactory (sense of smell)
Gustatory (sense of taste)
Flexibility: You need to be flexible and strong-minded
in order to manage things in different ways and to find
a wide range of skills to fulfill your dreams.
LEXICAL APPROACH
By Michael Lewis.
Focused on building vocabulary.
Aim: to understand and produce lexical phrases as
chunks.
Focused on Lexical Chunks & Collocations.
When sts see new words several times, learning occurs.
Noticing similarities and differences btw 2 languages
fosters learning.
Language learning is non-linear. Therefore, a linear
syllabus isn’t sufficient.
Vocab teaching is superior to grammar.
Vocabulary is taught in chunks. (Brain recalls the words
in chunks easier).
Inductive grammar teaching. (Let sts observe and learn
grammar)
TECHNIQUES
Vocab. Notebook
Collocation practice
Lexical phrases exercises
Listening & Reading
Repetition
Dictionaries
Guessing the meaning of a lexical item from context
Computer programs (such as COBUILD Bank of English
Corpus, The British National Corpus)
COMPETENCY-BASED LANGUAGE TEACHING (CBLT)
In 1970s.
Focused on the outcomes of learning process.
Output (production) is more important than learning
process.
The syllabus is designed around skills and sub-skills.
Objectives are important.
COMPETENCY
Knowlegde and learning competency
Oral com.
Reading com.
Writing comp.
Auerbach supports this method.
Autonomous sts.
Sts learn language skills that they need in life.
Objectives are divided into sub-objectives. (sub-skills)
Sts take pre-tests, so T can find out what skills they lack.
Sts take post-tests, so T can find out if they achived the
desired level.
Instead of paper&pen tests, sts show their ability in the
evaluation.
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