Scribd
Upload
59 views3 pages

APPROACHES Written Repoort

The document discusses several approaches, methods, and activities used in language teaching, including designer methods from the 1970s like community language learning, suggestopedia, the silent way, and total physical response. It also covers the natural method and communicative language teaching. The natural method focuses on delaying speech production until it emerges naturally, while communicative language teaching emphasizes interaction, authentic texts, learning processes, personal experiences, and linking classroom learning to outside activities.

Uploaded by

Maria Cecilia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
59 views3 pages

APPROACHES Written Repoort

The document discusses several approaches, methods, and activities used in language teaching, including designer methods from the 1970s like community language learning, suggestopedia, the silent way, and total physical response. It also covers the natural method and communicative language teaching. The natural method focuses on delaying speech production until it emerges naturally, while communicative language teaching emphasizes interaction, authentic texts, learning processes, personal experiences, and linking classroom learning to outside activities.

Uploaded by

Maria Cecilia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Angelica Rose C.

Cuyos December 4, 2019


BSED TLE III B

APPROACHES, METHODS AND ACTIVITIES IN LANGUAGE TEACHING

4.) THE “DESIGNER” METHODS


-are products of multidisciplinary researches after ALM waned.
 1970’s
a) COMMUNITY LANAGUAGE LEARNING(CCL)
- This is an effectively-based method.
-reflected by (CARL ROGER’S) view of education
- was primarily designed for monolingual conversation classes where the
teacher-counsellor would be able to speak the learners' L1.
- For example: “GROUP” and “CLASS”

b) SUGGESTOPEDIA
- This grew from BULGARIAN psychologist (GEORGI LOZANOV’S)
-That the human brain could process great quantities of material if simply given
the right conditions for learning, among which are a state of relaxation and giving
over of control to the teacher.
For example: *Baroque Music- he believed that the soft playing of Baroque
Music increases alpha brain waves and decreases blood
Pressure and pulse rate and so one can take in tremendous quantities of material.

c) SILENT WAY
-This method capitalized on discovery learning. It is based on the following
learning theories.
- “A good silent way learner is a good problem solver”.
a) If the learner discovers or creates rather than remembers and repeats what is to
be learned.
For example: let your student discover and explore their critical thinking for them
to be more knowledgeable enough to answer the given activity.
b) By accompanying physical objects.
For example: By presenting an object
c) By problem solving involving the material to be learned.
For example: Through presenting your student an object they can answer the
activity that is given.
(RICHARDS and RODGERS, 1986).

d) TOTAL PHYSICAL RESPONSE


- This anchored on the “trace theory” of learning which claims that memory is
increased if it is stimulated or “traced” through association with physical
activity.
- This method demands listening and acting.
For example: Teacher- “director”
Students- “actors”
5.) THE NATURAL METHOD
-It is believed that learners would be benefited if production is delayed until speech
emerges.
a. Pre-Production stage
-development of listening comprehension skills;
For example: they are more focuses on listening and understanding but not that
much.

b. Early Production Stage


- Usually marked with errors as students struggle with the language.
For example: There is level of difficulty

c. Extending production into longer stretches of discourse involving more


complex games, role-plays, open-ended dialogs, discussions and extended
small work.
For example: They have a level of difficulty but they are more independent and
they also have a self-confidence to face problems and etc.
6) COMMUNICATE LANGUAGE TEACHING (CLT)
-The primary goal of CLT is for students to acquire proficiency through pragmatic
uses of the target language in speaking, listening, reading and writing.

For example: The students will work in pairs and communicate their partners.
(there is collaboration on it)

Five features of CLT:

1) An emphasis on learning to communicate through interaction in the target


language;
For example: focuses on communication like talking to someone and the conversation
occur.

2) The introduction of authentic texts into the learning situation;


For example: Focuses on reading and understanding.

3) The provision of opportunities for learners to focus, not only on language, but
also on learning process itself.
For example: it includes level of difficulty where the student not just focusing on
language but it includes learning and understanding.
4) An enhancement of the learner’s own personal experiences as important
elements to classroom learning.
For example: in every aspect relate it to your lifetime experiences.
5) An attempt to link classroom language learning with language activation
outside the classroom
DAVID NUNAN, 1991
For example: field trips and other outside school activities.

You might also like