Innovative methods in language teaching : (1970’s and 1980’s)

1. Innovative methods in language teaching: (1970’s and 1980’s) The silent way: (SW) The language environment of the child, learning his first language .

2. Rods • two sound- colour charts • The teacher’s silence: teacher’s silence is a tool that helps create an environment in which the students re encouraged to take risks, develop independence and feel responsible for their own learning. • Gestures • wallpapers

3. Learners begin learning the target language through its sounds. First they watch the teacher point to sounds which are similar in L1 and L2 that have the same colour in sound. • This helps them make a mental association between colours and sounds.

4. Suggestopedia: • Means the application of psychology and pedagogical principles. • If learning blocks such as fear of failure, lack of confidence , in performing the learners will be able to learn with ease and speed.

5. Total physical response (TPR) • Comprehension- based approaches establish receptive skills. • Listening and reading first then speaking emerge gradually as a result of exposure to comprehensible input. Meaning should be emphasized over form.

6. Second language learners should be exposed to a great deal of authentic language through a pre-production period. • Prefer teaching procedures that minimized learner stress. • It involved physical responses to commands. • Physical activities accompanied by verbal behavior create relatively more association I memory and help the learner retain and recall the linguistic data with greater ease.

7. TPR activates both the right and the left hemispheres of the brain and in this way learning is accelerated. • Children give physical responses to commands before verbal responses are shaped. • Humanistic psychology an important condition for learning is a stress-free environment. • The learners who are not forced to produce language and only respond physically do not find second language learning stressful.

8. Respective skills should precede productive skills and recommends. • Learners should not be asked to produce language before they are ready. • In a TPR class first observe the teacher give commands and perform them himself. • Games and short humorous plays are also included in the material.

9. Errors are corrected indirectly to avoid any embarrassment on the part of the learner. • Proved to be an effective method at early stages of language learning.

10. Community language learning (CLL) • To create an atmosphere of caring and sharing in the language classroom and humanistic techniques. • Help learners achieve a trusting relationship, be themselves, make decisions and be accepted in the community ( group)

11. Presenting a message or lesson in L1 and then again in L2 • Language is learnt through social interaction with others and students work in pairs and groups instead of individually. • Listening to other learners generate a message in L1; the knower translates it into L2 and the learner conveys the message in L2 to another member in the group.

12. Five stages in the learner’s development similar to the development of a child becoming an independent adult: • At the first stage, the learner is totally dependent on the knower. • At the second stage, the learner shows some independence. • At the third stage, the learner starts communicating independently. • At the fourth stage, the learner feels confident enough to communicate with the members of the group. • At the fifth stage, the learners have become psychologically and linguistically independent.

13. SARD: • “S” stands for security. • “A” stands for attention. • Aggression: the students should feel secure enough to participate in class activities and use the language. • “R” stands for reflection and retention. The learners are asked to reflect or think about their experiences. • “D” stands for discrimination. Discrimination helps them recognize the differences among language forms.

14. Teacher is expected to have a perfect command of two languages (L1 and L2) and good knowledge of counselling techniques. • To create an atmosphere of trust and security in the language class. • Facilitate learning • Translate and transcribe what they have generated and give explanations about language form.

15. Communicative language teaching (CLT) • Communicative competence consists of the knowledge the users of the language have internalised. • Knowledge of the formal systems of the language. • Knowledge of rules of conversation

16. Recognizing and interpreting • Knowing how to use and respond to different speech acts such as requests, invitations, apologies, etc. • Knowing how to use language appropriately.

17. The work of British applied linguists : • Emphasis was given to socio-linguistics and communication • Seven developmental functions of language: • Descriptive function: convey factual information • Expressive function: to express the speaker’s feeling • The social function: to establish social relations between people.

18. The work of the council of Europe: • Language could be classified in terms of what people do with the language (function) and in terms of what meaning people want to convey (nations) • People use language to greet, persuade, apologize, recommend, and praise(functions)

19. Learning objectives: • The situations in which the learners will need to use he foreign language (e.g. travel, business) • The topics the learners will have to deal with (e.g. personal identification, profession, entertainment) • The functions the learners will have to fulfil (e.g. giving information, agreeing or disagreeing, expressing gratitude) • The language forms (structures, words, and phrases) the learner will have to use. • The language activities the learners will engage in(understanding, reading, writing a paper, summarizing orally what the learner has read , etc.)

20. Class activities: • Sharing information, interacting, and negotiating meaning. • Procedures are common practice in CLT classes.

21. Learner-centred and experience-based view of language teaching: • Learner-centred instruction refers to classroom practices that permit the learners to have some control over what they learn. • Experience-based language teaching refer to the concept of “learning by doing” and consider the possibility that language learning through using it communicatively.

22. Use of Authentic Material:to familiarize the learners with real world situations and natural language. • Scrambled Sentences: enables them to practice cohesion and coherence. • Role Play: giving the learners roles and assigning an objective. • Simulations: involves a larger group. • Drama: similar to role-play or simulation . members may write the script and perform it.

23. Projects: • Interview: for pair work one learner pretends to be a well-known politician and the group pretend to be journalists. • Problem Solving: the group is given a problem to solve.

24. Information gap, choice, and feedback: • Students in a CLT class are responsible for their own learning by taking part in class activities. • The teacher may provide the necessary language to help them in their communicative activities. In fact the teacher acts as an advisor. • The teacher’s main responsibility is to initiate class activities and establish situations that prompt communiation.

25. Both accuracy and fluency are stressed and naturally use. • Only global errors ( errors that block communication) are corrected. • The critics have argued that : • Teacher of English who is not a native speaker • Not being appropriate for all levels of language programme.