Language learning theories

Language

learning theories

Chi-e Cuamea English 1

Index

1. Audio-lingual Teaching Method

2. Suggestoppedia method

3. TPR method

4. Project based learning

Audio-lingual Teaching Method

Background

The Audio-lingual Method was widely used in the 1950s and 1960s, and the emphasis was not on the understanding of words, but rather on the acquisition of structures and patterns in common everyday dialogue.

With the outbreak of World War II armies needed to become orally proficient in the languages of their allies and enemies as quickly as possible. This teaching technique was initially called the Army Method, and was the first to be based on linguistic theory and behavioral psychology.

Objectives

Set phrases are memorised with a focus on intonation

Drills are used to teach structural patterns

Grammatical explanations are kept to a minimum

Vocabulary is taught in context

Correct responses are positively reinforced immediately

Focus is on pronunciation

Learner's role

Teacher's role

The teacher has an active role as he is the sole authority to control and direct the whole learning programme. He monitors and corrects the students’ performance. He is also responsible for providing the students with a good model for imitation.

The students play a passive role as they don’t have any control over the content or the method of learning. The students are mere imitators of the teacher's model. Their sole objective is to follow the teacher’s direction and respond as precisely and as promptly as possible.

VS

Types of learning, teaching activities, the role of instructional material and procedure

In the Audio-lingual Method the materials are predominantly teacher-oriented. The instructional materials basically contains the structured sequence of lessons to be followed, the dialogues, drills, and other practice activities, which would hopefully enable the teacher to develop language mastery in the student.

The audio-lingual method proceeds through drills or pattern practice. It gives overemphasis on pattern practice since it conditions the students to form habits of correct responses. The teacher strictly conducts, guides and controls the students’ behaviour in the target language. In this model, the natural order of skill acquisition is sequenced as listening → speaking → reading → writing. The theory basically concentrates on listening and speaking skills. But it is also true that the oral skills receive most of the attention.

Assessment

– Teacher expect to students to distinguish sounds between similarly sound-structured words. – Provide appropriate verb form in a sentence

Suggestoppedia method

Background

Suggestopedia is an unconventional teaching method developed in the 1970s by Bulgarian teacher and psychiatrist, Dr. Georgi Lozanov. As the name implies, Suggestopedia relies on the power of suggestion for acquiring language knowledge. According to the theory, if students feel relaxed and comfortable, they’ll be more receptive to learning new information. This helps make language acquisition easier and more effective.

Objectives

Suggestopedia aims to deliver advance conversational proficiency quickly. It apparently bases its leaning claims on student mastery of prodigious lists of vocabulary pairs and indeed, suggests to the students that it is appropriate that they set such goals for themselves. Lozanov states categorically, “the main aims of teaching is not memorization, but the understanding and creative solution of problem”

Teacher's role

Learner's role

Teacher should create situations in which learners are most suggestible and then to present linguistic material in a way most likely to encourage positive reception and retention by learners. Lozanov lists several expected teacher behaviors as follows:

1. Show absolute confidence in the method.
2. Display fastidious conduct in manners and dress.
3. Organize properly, and strictly observe the initial stages of the teaching process—this includes choice and play of music, as well as punctuality.

The learners as well should have “faith in the system and accept that they are in a childlike situation where they follow the teacher / parent” (Knight, 2001, p. 154). The students should not be critical, but simply absorb what is presented to them.

VS

Types of learning, teaching activities, the role of instructional material and procedure

Lozanov does not articulate a theory of language, nor does it seem he is much concerned with any particular assumptions regarding language elements and their organization. Lozanov emphasizes the importance of experiencing language material in “whole meaningful texts” (Lozanov 1978:268) and notes that the suggestopedia course directs. Lozanov refers most often to the language to be learned as “the material.” The types of activities that are more original to suggestopedia are the listening activities, which concern the text and text vocabulary of each unit. These activities are typically part of the “pre-session phase”.

A suggestopedia course last thirty days and consist of ten units of study. The central focus of each unit is a dialogue consisting of 1,200 words or so, with an accompanying vocabulary list and grammatical commentary. There is a pattern of work within each unit and a pattern of work for the whole course. Unit study is organized around three days. One of the first day of work on a new unit the teacher discusses the general content (not structure) of the unit dialogue.The dialogue then is read the second and third time in ways to be discussed sub sequently.

Assessment

Students are evaluated on their performance on class, not with formal test which creates stressful mood on the students.

TPR method

Background

The method was developed by James Asher, a professor of psychology at San Jose State University, California in the 1960s. The Total Physical Response Method (TPR) incorporates theories of developmental psychology, humanistic pedagogy, as well the dramatic or theatrical nature of language learning. The main idea behind TPR is based upon the principle of establishing psychomotor associations to facilitate language learning. The teacher presents the language in the form of commands which are demonstrated and modeled by the teacher and fulfilled by the students, individually and/or in groups.

Objectives

The general objectives of TPR are to teach oral proficiency at a beginning level. Another sub-goal of the method is to have students enjoy their experience in learning a foreign language, to reduce the stress that people feel when studying foreign languages and thereby encourage them to persist in their study beyond a beginning level of proficiency.

Learner's role

Teacher's role

At first learners are listeners and performers of the teacher's commands. When they are ready to speak there is a role reversal and students themselves speak out commands. Yet, they have little influence over the learning process: the content is predetermined by the teacher.

The teacher plays an active and direct role in TPR. He/she decides what to teach, who models and presents the new materials, and who selects supporting materials for classroom use. The teacher usually initiates the interaction, even when learners interact with each other.

VS

Types of learning, teaching activities, the role of instructional material and procedure

Since Asher considers second language learning as a parallel process to child language acquisition, the language contents are based on concrete nouns and imperative verbs, i.e. nonabstractions, the immediate surrounding in the classroom. As for teaching abstractions, they should be delayed until students have internalized a detailed cognitive map of the target language. Once students have internalized the language code, abstractions can be introduced and explained in the target language. TPR takes its grounding in behavioral psychology. Asher sees a stimulus-response view as providing the learning theory underlying language teaching pedagogy. To reinforce memorization TPR combines motor activity (fulfilling the commands after the teacher) and verbal rehearsal (listening to the teacher's model and speaking out when one is ready to produce). Such combination can be labeled as an action-based drill in the imperative form. TPR is sentence-based with grammatical and lexical criteria being primary in selecting teaching items. Grammar structures and vocabulary are selected according to their frequency of need or use in the classroom (not in target language situations) and the ease with which they can be learned.

Assessment

The focus is on observing students accuracy in executing physical actions corresponding to commands, evaluating vocabulary understanding, assessing sequential command follow-throught testing creative application of language and monitoring peer interaction during collaborative activities.

Project based learning method

Background

Project-Based Learning (PBL) has its roots in the progressive education movements, notably influenced by John Dewey's ideas of experiential learning. The term gained prominence in the 1960s and 1970s, reflecting a shift toward more student-centered approaches. In the 1990s, the Buck Institute for Education formalized PBL with a framework focusing on real-world problem-solving and collaboration. Today, PBL is widely adopted in education, aligning with contemporary goals of developing critical thinking and collaboration skills alongside subject knowledge.

Objectives

Project-Based Learning (PBL) is designed to deepen academic understanding through hands-on projects, fostering critical thinking, collaboration, and real-world application. It encourages inquiry-based learning, develops essential life skills like problem-solving and time managment, empowers student ownership of learning, promotes reflection, integrates technology and enhaces global awareness.

Learner's role

Teacher's role

The students take on a central and active role. Students actively participate in hands-on applications, reflect on their learning process and develop presentation and communication skills. Taking ownership of their learning demostrating adaptability, and celebrating achievements are integral aspects of their role in PBL

The teacher takes on a multifaceted role. Acting as a facilitator and guide, the teacher dynamically supports students throughout the project cycle, fostering autonomy and essential skills for a comprehensive learning experience.

VS

Types of learning, teaching activities, the role of instructional material and procedure

The Project-based learning activities include launching projects to spark interest, conducting research, brainstorming for creative solutions, collaborative planning, hands-on fielwork, etc. Technology integration, problem-solving challenges, guest speakers, and community engagement enhance the learning experience. Instructional materials in PBL serve as a foundation for project introduction, support research, guide skill development, provide tools for practical application, etc. These material play a crucial role in creating a comprehensive and enriching learning enviroment within the PBL framework. Students begin by launching and planning a project, followed by independent research and hands-on application. Reflection and self-assessment are ongoing, leading to project presentations and feedback. Celebrating achievements marks completion, and a final reflective phase emphasizes personal and collective growth, lessons learned, and skill application beyond the project.

Assessment

It focuses on clear rubrics, individual , group evaluations and authenticity in tasks. It values critical thinking, self-reflection, and peer feedback.

Thank you

bibliography

Gardner, A. (2023, 9 agosto). Everything you need to know about using the Suggestopedia method of teaching. General Educator Blog. https://www.fluentu.com/blog/educator/suggestopedia-method-of-teaching/ Glavin, C. (s. f.). Roles in Project-Based Learning | K12 Academics. https://www.k12academics.com/Educational%20Practices/Project-Based%20Learning/roles-project-based-learning How is evaluation accomplished in these methods. (2012, 29 mayo). ELT for teachers. https://eltforteachers.wordpress.com/2012/05/29/8-how-is-evaluation-accomplished-in-these-methods/ PowerSchool. (2021, 14 junio). Project-Based Learning: Benefits, Examples, and Resources. Recuperado 12 de diciembre de 2023, de https://www.powerschool.com/blog/project-based-learning-benefits-examples-and-resources/ Novaekasari, V. A. P. B. (2011, 12 junio). A teaching method: suggestopedia. novaekasari09. https://novaekasari09.wordpress.com/2011/06/12/a-teaching-method-suggestopedia/ Shameem, T. (2013, 20 septiembre). The audio-lingual method. Tanvir’s Blog. https://tanvirdhaka.blogspot.com/2013/09/the-audio-lingual-method.html Taylor, A. (2019, 22 junio). The Audio-lingual Method | English Language Teaching Methodologies. TJ Taylor Blog. https://blog.tjtaylor.net/method-audio-lingual/ Total physical response | Teaching English as a Foreign Language (TEFL) | Language link. (s. f.). https://jobs.languagelink.ru/tefl_clinic/teaching_knowledge/teaching_methodologies/tpr.php