EAL_Unit 2. Methodology.pptx

Unit 2. Methodology

Chapter 4 from the handout

START

Dra. Lucía Sánchez Bejerano

Tell your partner

Which have been your favourite activities/ projects/tasks when learning English?

Chapter 4

Popular methodology

Approach, method, procedure, and technique

Approach: theories about the nature of language and language learning. It is even a philosophy of how people learn in general. For example: behaviourism or cognitivism. These provide the reasons for doing things in the classroom and the reasons for the way they are done.

Approach, method, procedure, and technique

Method: practical classroom realisation of an approach. Methods include various procedures and techniques. An example of a method is the grammar-translation method. This method employs the memorization of various grammar rules and the translation of second language material to the student’s native language.

Approach, method, procedure, and technique

Procedure: ordered sequence of techniques. Procedures are the step-by-step measures to execute a method. For example: the teacher puts students in groups. Each group then sends one representative to the front of the class to read the first line of a poem which has been placed on a desk there. These representatives then go back to their respective groups and dictate that line. Each group then sends a second student up to read the second line. The procedure continues until one group has written the whole poem.

Approach, method, procedure, and technique

Procedure: ordered sequence of techniques. Procedures are the step-by-step measures to execute a method. Example of procedure following the G-T method:

1. The class reads a text written in the SL.
2. Student translates the passage from the SL to their L1.
3. Student translates new words from the SL to their L1.
4. Student is given a grammar rule and derived from the example they apply the rule by using the new words.
5. Student memorizes the vocabulary of the SL.
6. Student memorizes grammar rules.
7. Errors made by the student are corrected by providing the right answers.

Approach, method, procedure, and technique

Technique: specific instructions to develop activities in the classroom. Each of these activities is a technique:

1. The class reads a text written in the SL.
2. Student translates the passage from the SL to their L1.
3. Student translates new words from the SL to their L1.

Learning theories

Behaviourism

Cognitive-code learning

Language learning is seen as a process of habit formation, relying on stimulus-response associations and reinforcement to shape correct usage.

Focuses on the conscious understanding of language rules (grammar), emphasizing internal mental processes rather than habit formation.

Creative-construction hypothesis

Skill learning

Language learning is viewed as the development of specific skills (listening, speaking, reading, writing) through practice and gradual automatization.

Learners naturally construct internal representations of a language, driven by their innate cognitive abilities, similar to first-language acquisition.

Interactional theory

Constructivism

Language is learned through interaction, with a focus on communication and meaning-making between speakers in social contexts.

Emphasizes learners constructing knowledge actively through experience and reflection, with language learning emerging from interaction with their environment.

Sociocultural learning theory (social constructivism)

Individual factors

Focuses on the personal characteristics (motivation, aptitude, anxiety, learning styles) that influence each learner's language acquisition process.

Language acquisition occurs through social interaction and cultural mediation, emphasizing collaboration and the role of society in learning.

Methods

Activity 1

1. Translate the text in your L1 into English. Do not use the dictionary nor ask any other classmates.2. When you have finished translating, use now the dictionary to look for the words you didn't understand and fix the translation. 3. Identify and explain the grammatical structures used, such as verb tenses, prepositions, and noun cases.

Translation

Juan and María went to the park on Sunday. While they were walking, they saw their friends and decided to have a coffee at a nearby café. Afterward, they returned home because it was starting to rain.

Analysis

• Simple Past Tense (for completed actions in the past): "went", "saw", and "decided".
• Past Continuous Tense (for ongoing or background actions in the past): "were walking", "was starting"
• Prepositions: "to the park" – The preposition "to" indicates direction or movement toward a place, "on Sunday" – "On" is used for days of the week, "in a café" – "In" indicates location within a place, "at a nearby café" – "At" is used to specify a general location, and "because of" – "Because" introduces a reason or cause for the action that follows.

• Noun Phrases: "the park" – Definite article "the" specifies a particular place that the listener/reader is expected to know, "their friends" – Possessive pronoun "their" indicates ownership, showing that the friends belong to Juan and María, "a café" – Indefinite article "a" is used because the café is not previously specified, indicating it’s one among many, "a nearby café" – "Nearby" is an adjective modifying "café," giving more information about the location.

• Conjunctions: "while" – Introduces a time-dependent clause that suggests simultaneous actions (walking and seeing), "and" – Used to join similar or related actions in a series (e.g., "saw their friends and decided"), "because" – Provides a reason for an action ("because it was starting to rain").

19th-XXth centuries methods_grammar-translation

Beginning of the 19th century. Students were given (in their own language) explanations of individual points of grammar, and then they were given sentences which exemplified these points. These sentences had to be translated from the target language (L2) back to the students’ first language (L1) and vice versa. A number of features of the grammar–translation method are worth commenting on. In the first place, language was mostly treated at the level of the sentence only, with little study, certainly at the early stages, of longer texts. Secondly, there was little if any consideration of the spoken language. And thirdly, accuracy was considered to be a necessity.

19th-XXth centuries methods_grammar-translation

The previous tasks align with the Grammar-Translation Method because they emphasize translation between the target language and the native language, which is central to the method. They focus on written language, specifically reading and writing, and involve explicit grammar instruction by asking students to identify and explain grammatical structures. Additionally, these tasks encourage accuracy in translation and involve the use of the native language for understanding and comparison, all of which are key aspects of this method.

Activity 2.1.

Without using your native language, describe your daily routine in the target language (English) in as much detail as possible. Begin by talking about what time you wake up, what you do in the morning, and how you spend the rest of your day. You may also include details about meals, work or school, hobbies, and what time you go to bed.

Example Prompts:“What do you do after you wake up?” “How do you go to work/school?” “What do you usually eat for lunch?” “What time do you usually go to bed?”

Activity 2.1.

The focus of the activity was:

• Speaking in full sentences using the target language only.
• Teacher corrects mistakes indirectly through modeling, not direct translation.
• Emphasis on fluency and vocabulary through speaking about familiar topics.

Activity 2.2.

Describe what you see only using English.

Activity 2.2.

Extra help: "What's the man with the yellow helmet doing?" "How many people are in the picture?" "What time of day do you think it is?" "Can you describe the weather in the picture?"

Activity 2.2.

The focus of the activity was:

• Immediate use of vocabulary and sentence structure in context.
• Encouraging observation and quick response in the target language.
• Teacher corrects errors by reformulating rather than translating.

19th-XXth centuries methods_the direct method

• This method arrived at the end of the nineteenth century.
• It was the product of a reform movement which was reacting to the restrictions of grammar– translation.
• Translation was abandoned in favour of the teacher and the students speaking together, relating the grammatical forms they should be learning to objects and pictures, etc. in order to establish their meaning.
• Whereas, in grammar–translation, language is learnt deductively (that is, the focus on rules is conscious and deliberate, and from an understanding of these rules language can be produced), in the direct method, grammar is learnt inductively (that is, the students discover the rules from exposure to the language).
• Dialogues were frequently used to exemplify conversational style. Crucially (because of the influence this has had for many years since), it was considered vitally important that only the target language should be used in the classroom.

19th-XXth centuries methods_the direct method

The previous tasks follow the Direct Method principles because:Exclusive Use of the Target Language: Students are required to describe the picture entirely in English, with no translation into their native languages. The focus is on thinking and responding in the target language. Focus on Oral Communication: The task emphasizes speaking and listening, with the teacher engaging students in conversation through questions about the picture. The Direct Method prioritizes speaking and listening over grammar rules or translation. Contextual Learning: The students learn vocabulary and structures in context. By describing a picture, students use real-world objects and actions to learn new words, which aligns with the Direct Method’s approach of associating words directly with their meanings. Inductive Grammar: Grammar is taught indirectly, through use. If a student makes an error, the teacher models the correct sentence without explicitly teaching grammar rules. This aligns with the Direct Method’s approach of learning grammar through immersion rather than through explicit instruction.

Activity 3: warm-up

“What phrases do you know when ordering food in a restaurant?”“What do you say when you want to ask for the menu?”

Activity 3-text repetition

Now repeat after me (all together, in chorus repeating every sentence)Waiter: Hello! Welcome to the restaurant. How can I help you? Customer: Hi! Can I see the menu, please? Waiter: Of course. Here’s the menu. What would you like to order? Customer: I’d like a pizza and a Coke, please. Waiter: Sure! Your order will be ready shortly.

Activity 3-text repetition

This time, let's do it individually and let's correct mistakes Waiter: Hello! Welcome to the restaurant. How can I help you? Customer: Hi! Can I see the menu, please? Waiter: Of course. Here’s the menu. What would you like to order? Customer: I’d like a pizza and a Coke, please. Waiter: Sure! Your order will be ready shortly.

Activity 3-back-chaining drill

This time, students start by repeating the last part of a sentence and work backward. (Ready shortly-your order will be ready shortly...) Waiter: Hello! Welcome to the restaurant. How can I help you? Customer: Hi! Can I see the menu, please? Waiter: Of course. Here’s the menu. What would you like to order? Customer: I’d like a pizza and a Coke, please. Waiter: Sure! Your order will be ready shortly.

Activity 3-substitution drill

Let's change some words Waiter: Hello! Welcome to the restaurant. How can I help you? Customer: Hi! Can I see the special menu, please? Waiter: Of course. Here’s the menu. What would you like to order? Customer: I’d like a burger and a beer, please. Waiter: Sure! Your order will be ready shortly.

Activity 3-role-play

Practice in pairs from memory. Waiter: Hello! Welcome to the restaurant. How can I help you? Customer: Hi! Can I see the special menu, please? Waiter: Of course. Here’s the menu. What would you like to order? Customer: I’d like a burger and a beer, please. Waiter: Sure! Your order will be ready shortly.

19th-XXth centuries methods_Audiolingualism

When behaviourist accounts of language learning became popular in the 1920s and 1930s, the direct method morphed, especially in the USA, into the audiolingual method. Using the stimulus–response–reinforcement model, it attempted, through a continuous process of such positive reinforcement, to engender good habits in language learners. This method relied heavily on drills to form these habits; substitution was built into these drills so that, in small steps, the student was constantly learning and, moreover, was shielded from the possibility of making mistakes by the design of the drill.

19th-XXth centuries methods_Audiolingualism

The previous activity follows the Audiolingual Method because it emphasizes listening and speaking through repetition, drilling, and memorization of dialogues. Students practice language patterns by repeating sentences chorally and individually, using back-chaining to master difficult phrases, and performing substitution drills to reinforce structure. The focus is on accuracy and forming correct language habits through repetition, without explicit grammar instruction. The teacher leads the activity, guiding students to internalize patterns and develop automatic responses.

Current approaches and methods

A language shift

Communicative language teaching (CLT)

Communicative Language Teaching (CLT) emerged in the late 1960s and 1970s as a response to dissatisfaction with earlier language teaching methods, particularly the Grammar-Translation Method and the Audiolingual Method.These traditional methods were criticized for their focus on grammatical rules and repetitive drills, which often failed to prepare learners for real-world communication. CLT was developed to address the need for learners to use language meaningfully in real situations, rather than just mastering forms and structures.

Communicative language teaching (CLT)

Communicative Language Teaching (CLT) is an approach to language teaching that emphasizes interaction and communication as both the means and the ultimate goal of learning a language. CLT focuses on the idea that language is best learned by using it in meaningful communication rather than through rote memorization or isolated grammar exercises.

Characteristics of CLT

1. Focus on CommunicationIt helps learners use the target language in real-life situations and for real communication. I.e. discussions, role plays, interviews, and problem-solving tasks. 2. Functional Language Use Instead of focusing on learning grammar rules in isolation, CLT emphasizes the use of language to accomplish specific communicative functions. Grammar is still taught, but it is integrated into communication practice. 3. Emphasis on Fluency Over Accuracy Mistakes are seen as a natural part of the learning process, and learners are encouraged to express themselves even if their language is not perfect. 4. Learner-Centered Approach CLT is highly learner-centered. It takes into account learners' needs, interests, and goals, and encourages active participation. 5. Authentic Materials and Tasks CLT often uses real-world materials such as newspapers, podcasts, videos, and conversations, rather than scripted textbook dialogues.

Characteristics of CLT

6. Task-Based LearningA key method in CLT is Task-Based Learning (TBL), where learners complete tasks that mirror real-life language use. 7. Integration of Language Skills CLT encourages the integration of speaking, listening, reading, and writing, reflecting the way language is used in real life. 8. Interaction in the Classroom Pair work, group work, and other forms of cooperative learning are essential in CLT. 9. Focus on Meaningful Context For instance, if teaching the past tense, learners might be asked to talk about past experiences, rather than simply completing grammar exercises. 10. Teacher's Role The teacher’s role shifts from traditional "lecturer" to facilitator or guide. 11. Error Correction Instead of focusing on immediate error correction, teachers may allow communication to flow and address errors at appropriate moments.

Planning a week-end trip

Let's practice an example of TBLT

Answer the following questions

Warm-up

Altogether in the class

What do you usually do on the weekends?Do you like travelling on the weekends if you have the possibility? If you could plan the perfect weekend trip, what would it include?

In groups of 4

Setting the task

Choose a destination for a weekend trip (it can be a city, a beach, the mountains, etc.). Discuss and decide on 3-4 activities to do during the trip. Agree on the logistics (e.g., transportation, accommodation, budget). Be prepared to present your plan to the class and explain why you chose the destination and activities.

Main objective: to plan a trip

In groups of 4

Task execution

Discuss preferences (e.g., someone likes relaxing on the beach, another prefers hiking). Suggest activities (e.g., "How about we go hiking in the morning and then relax in a spa?") Negotiate and compromise if necessary (e.g., "I prefer the beach, but we could also visit a nearby town.") Organize their ideas (e.g., activities, costs, transportation, accommodation).

Negotiating and planning

Altogether

Report and presentation

Each group presents their weekend trip plan to the class, explaining their choices and the reasoning behind them (e.g., “We decided to go to the mountains because we love hiking, and we found a great cabin to stay in.”).

Groups share their plans with the class

Key Features of CLT-TBLT in This Activity:

Real-Life Context: The task involves planning a trip, a real-world situation where learners need to use language to express preferences, negotiate, and organize. Focus on Meaning and Communication: Learners focus on making meaning and achieving a common goal, rather than on the form of the language. Interaction: The task involves interaction in pairs or groups, encouraging students to use the language naturally in discussions. Fluency over Accuracy: The emphasis is on learners getting their ideas across, even if they make minor mistakes. The teacher only corrects communication breakdowns. Authentic Materials: Depending on the context, you could use travel brochures, websites, or maps to make the task even more authentic. Teacher as Facilitator: The teacher monitors the task, supports learners, and guides them without dominating the activity.

Task-based learning

Task-based learning (TBL), also known as Task-based language teaching (TBLT) or Task-based instruction (TBI), is an approach to teaching, particularly in language learning, that focuses on the completion of meaningful tasks as the primary method of instruction. Instead of emphasizing explicit grammar instruction or language forms, learners are encouraged to use the language in practical, real-life contexts. The underlying idea is that learning happens more effectively when students are actively engaged in tasks that require authentic communication and problem-solving.

Stages of TBLT

Pre-task: The teacher introduces the topic, explains the task, and may present useful language or strategies for completing the task. Task stage: Students work on the task, usually in pairs or groups. The focus here is on communication, and the teacher's role is to facilitate and observe. Post-task (Feedback): Students reflect on how they completed the task, discuss the language they used, and receive feedback from the teacher. This is the stage where language forms may be corrected or reinforced.

Activity: let's talk! (Dogme ELT)

What did you do last weekend?

Did you do/see anything interesting?Did you watch/ read the news?Did anything happen?

XXI_Dogme ELT principles to language learning

Example: Learners come to class discussing something that is in the news. The teacher encourages and facilitates discussion and provides answers to questions about grammar and vocabulary as they arise. Explanation: In a Dogme lesson, the classroom as such does not exist, as there are no resources, course books or lesson structures apart from those that learners bring. The teacher involves the learners in deciding on their priorities each lesson, and takes the role of facilitator of their objectives.

XXI_Dogme ELT principles to language learning

Dogme ELT was coined by Scott Thornbury, a leading figure in language teaching methodology, in a 2000 article where he called for a "materials-light, conversation-driven approach" to teaching. Dogme (or Dogme ELT) is a communicative approach to language teaching that emphasizes minimal use of pre-prepared materials, focusing instead on the conversation and interaction that arises naturally in the classroom. The term originates from a broader "Dogme" movement in cinema, specifically the Dogme 95 film movement, which advocated for simplicity and authenticity by avoiding elaborate production techniques. Similarly, Dogme ELT seeks to strip away the excesses of language teaching (like textbooks and elaborate lesson plans) and focus on the real, emergent language that learners produce in class.

Dogme (more info)

• Resources should be provided by the students or whatever you come across. If doing a lesson on books then go to the library.
• All listening material should be student produced.
• The teacher should always put themselves at the level of the students.
• All language used should be 'real' language and so have a communicative purpose.
• Grammar work should arise naturally during the lesson and should not be the driving force behind it.
• Students should not be placed into different level groups.

Dogme characteristics

• Conversation-driven: interactive talk
• Materials-light: there are no pre-packaged materials (no coursebooks)
• Focuses on emergent language: responding to the language that comes up, helping students to say things better

Dogme criticism

Lack of structure: Some educators argue that Dogme’s rejection of traditional materials can leave students without clear guidance, especially for beginners or those who prefer more structured approaches. Teacher demands: Dogme places a heavy burden on teachers, requiring them to be highly skilled in facilitating spontaneous conversation, providing meaningful feedback, and scaffolding emergent language. Not suitable for all contexts: In some teaching environments (e.g., exam preparation classes or contexts where strict curricula are followed), the Dogme approach might not align with the educational goals or expectations of students or institutions.

Activity: the lexical approach (discovery activity)

Identify the collocations and chunks I usually wake up early, around 6:30. The first thing I do is check my phone and read a few messages. Then I have a quick shower and grab a coffee before I head to work. If I’m running late, I sometimes skip breakfast and just catch the bus. On good days, I get to the office on time and can start the day in a good mood.

Activity: the lexical approach (Matching)

Match the beginnings (1–6) with the endings (a–f) to make natural expressions: wake up … grab … get stuck … catch … skip … head …

a) breakfastb) the bus c) in traffic d) to work e) early f) a quick coffee

Activity: the lexical approach (Speaking)

Students, in pairs, describe their “ideal morning routine” using as many chunks as possible. Encourage use of full phrases (I usually start my day by…, The first thing I do is…, After that…). Teacher listens and notes good use of collocations + errors.

Activity: the lexical approach (lexical input: collocations and chunks)

wake up early / go back to sleep grab a quick coffee / take a shower / check my phone head to work / get stuck in traffic / catch the bus wind down / call it a day / stay up late grab a coffee not drink a coffee call it a day

The lexical approach (90’s)

The Lexical Approach is a method of language teaching and learning that emphasizes the importance of vocabulary and lexical chunks (i.e., fixed expressions or word combinations) over grammar rules. Developed by Michael Lewis in the 1990s, this approach is based on the idea that language is largely made up of prefabricated phrases and multi-word expressions that are commonly used in communication, rather than being strictly composed of isolated words and syntactic structures.

The lexical approach (90’s)-Key characteristics

Lexis over Grammar: language learners should focus on acquiring words and lexical chunks (collocations, idioms, phrasal verbs, etc.) rather than being overly concerned with mastering grammar rules. Chunks and Collocations: language is made up of "chunks"—groups of words that frequently occur together. These chunks include:-Collocations: Words that naturally co-occur (e.g., "make a decision," "heavy rain").-Idiomatic expressions: Fixed phrases with non-literal meanings (e.g., "break the ice").-Phrasal verbs: Verbs combined with prepositions or adverbs (e.g., "give up," "look forward to").-Sentence frames: Frequently used sentence structures (e.g., "Would you mind if...").Formulaic Language: expressions like "How are you?" or "Nice to meet you" are used without needing to think about the underlying grammar rules. Language as a Lexical System: language is a system of lexis, not just a system of grammar. Learners should focus on how words function together in real-life contexts, and the patterns in which they are used. Fluency comes more from knowing how words combine than from knowing grammatical rules. Authentic Input: Exposure to real-world language is essential in the Lexical Approach (e.g., newspapers, podcasts, conversations).

The humanistic methods

The four humanistic methods of language teaching emphasize the development of the whole person, focusing on emotional well-being, creativity, and personal growth, rather than just language acquisition. These methods prioritize a supportive, learner-centered environment and aim to reduce anxiety and stress.

Community language learningSuggestopedia Total Physical Response The Silent Way

The humanistic methods

In groups of 4 people, each person will be the person in charge for each practice. Assign a person for each practice.

Community language learningSuggestopedia Total Physical Response The Silent Way

Community language learning practice

Follow the instructions

1. Form circles in groups

2. Translation and recording

4. Reflection

3. Transcription

Learners express what they want to say in their L1 (English). The teacher then translates their thoughts into the target language (Polish/Turkish/French/Spanish). The conversation is recorded, allowing learners to hear correct pronunciations and structure.

Students reflect on their learning experience, allowing them to develop autonomy and identify personal challenges or progress.

1 person is the teacher, the rest are studentsThe teacher asks in L1 (English in this case): "How do you feel today?"

Learners receive a written transcript of the conversation in both languages.

Characteristics

• Learner-Centered Approach: The student plays a central role in guiding the learning process.
• Counseling-Learning Method: The teacher is the counselor, and the students are the clients. The goal is to create a safe, non-threatening environment that fosters language learning.
• Collaboration and Group Dynamics: Language is learned in small groups where students interact with each other.
• Translation and Recording: Typically, a conversation between students takes place in the learner's native language, and the teacher helps translate it into the target language. The conversation is then recorded and analyzed to foster understanding.
• Personalization: CLL encourages learners to bring their personal experiences into the learning process, making the content more meaningful and relevant.
• Reflection and Feedback: After each session, learners are encouraged to reflect on their experiences. This reflection can include feelings about the learning process, challenges they faced, and how the method helped them.

Community Language Learning

Community Language Learning (CLL) is an approach developed by Charles A. Curran in the 1960s. It's based on humanistic principles and places a strong emphasis on collaboration, empathy, and the personal relationship between learners and teachers. The method is inspired by counseling techniques and aims to reduce the anxiety often associated with language learning.

4. & 5. Elaboration & practice

Suggestopedia practice

After the concert sessions, learners engage in activities such as role-playing, games, and group discussions. These activities are designed to reinforce what they have learned and encourage creative use of the language in a relaxed manner. Students practice the new language in a fun, non-threatening manner through games, songs, and discussions. The aim is to use the new vocabulary and structures without fear of making mistakes.

3. Concert Session:

2. Presentation

1. Preparation

Active Concert: The teacher reads or plays the dialogue or text again, while students follow along with the material. Passive Concert: The material is read or played again while students relax and close their eyes. This reinforces the learning process and allows them to absorb the material without any pressure.

The teacher introduces the content of the lesson and creates a positive and relaxing atmosphere. They might use calming music or have students practice breathing exercises to help them enter a relaxed state of mind.

The teacher presents the new material, often through a dialogue, text, or story, while classical music plays softly in the background. The material is read out in a rhythmic, dramatic, or artistic way, designed to engage the students emotionally and help them remember.

Characteristics

• Relaxation and Positive Atmosphere: The core idea behind Suggestopedia is that learners acquire language best when they are relaxed and free of stress.
• Music and Art: Classical music (especially Baroque) is played in the background during lessons.Additionally, art, dramatization, and role-playing are incorporated into the learning process to make it more engaging and immersive.
• Role of Suggestion: Suggestion plays a crucial role in this method. Positive suggestions, both verbal and non-verbal, are used to boost learners’ confidence and eliminate psychological barriers to learning.
• Peripheral Learning: Visuals and language input are placed around the classroom to create an immersive environment. .
• Desuggestion and Receptivity: Lozanov believed that people limit their learning potential due to "psychological barriers" or negative beliefs about their own learning abilities. Suggestopedia aims to break down these barriers and make learners more open to acquiring new knowledge.

Suggestopedia

Suggestopedia was developed by Bulgarian psychiatrist and educator Georgi Lozanov in the 1970s. It focuses on creating a relaxed and stress-free learning environment to enhance the learner’s ability to absorb and retain new information. Lozanov believed that by using suggestion and positive reinforcement, learners could tap into their subconscious mind and learn languages more effectively.

Total Physical Response

Follow the instructions in this script

1. & 2. Introduction and modelling actions

3. Group participations

4. Command game

5. Cool down and review

Characteristics

• Learning Through Action: TPR integrates physical movement with language learning, allowing learners to respond to commands or phrases through actions, thus reinforcing their understanding and retention of the language.
• Comprehension Before Production: The method prioritizes understanding over speaking initially. Students respond to commands without needing to produce language right away, which helps reduce anxiety and builds confidence.
• Stress-Free Environment: TPR encourages a fun and engaging classroom atmosphere, making language learning enjoyable and reducing the fear of making mistakes.

• Natural Language Acquisition: TPR mimics the way children learn their first language, where they hear commands and observe actions before beginning to speak. It focuses on the natural development of language skills.

Total physical Response

Total Physical Response (TPR) is a language teaching method developed by James Asher in the 1970s. It is based on the idea that language learning is most effective when paired with physical movement, emphasizing kinesthetic learning. TPR is particularly effective for teaching young learners and beginners, as it uses physical actions to help students understand and remember new vocabulary and structures.

The Silent Way

Follow the instructions in this script

1. Introduction

2. Student exploration

3. & 4. Pronuciation practice and application

5. Wrap-up

Characteristics

• Learner-Centered: The method puts the student at the center of the learning process. Learners are encouraged to use the language actively and make discoveries on their own.
• Minimal Teacher Intervention: The teacher speaks as little as possible, creating an environment where students feel comfortable exploring the language without fear of making mistakes.
• Use of Visuals: The Silent Way employs various visual aids, such as colored rods (Cuisenaire rods), charts, and drawings, to illustrate language concepts and facilitate understanding.
• Discovery Learning: Students learn through exploration and problem-solving, which helps them develop critical thinking skills and a deeper understanding of the language.
• Focus on Pronunciation: The method places a strong emphasis on pronunciation from the very beginning, helping students develop a clear and accurate speaking style.

The Silent Way

The Silent Way is a language teaching method developed by Caleb Gattegno in the 1960s. This approach emphasizes learner autonomy and encourages students to take charge of their learning process. The teacher's role is primarily to facilitate rather than direct, allowing students to discover and internalize language patterns through experience rather than rote memorization.

Review time!

Dra. Lucía Sánchez Bejerano

Thank you for your attention!

Dra. Lucía Sánchez Bejerano