L2 Teaching Methods (2)

Seminar 5
19/11/2018
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“Designer”/Humanistic methods
• The Silent Way
• (De)Suggestopedia
• Community Language Learning
• Total Physical Response
• The Natural Approach
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The Silent Way

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The Silent Way

• Caleb Gattegno: ‘Teaching should be
subordinated to learning.’ – discovery learning
• Start from what students already know
• T: doesn’t model the language, gives cues
• Sound-colour charts, word charts, Cuisenaire
rods, gestures, blackboard
• Ss follow the cues, discover and create language
• Self-correction, peer correction
• Pronunciation, structures
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(De)Suggestopedia
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(De)Suggestopedia
• Georgi Lozanov (Bulgarian psychiatrist/educator)
• Remove (desuggest) psychological barriers to
learning (pleasant atmosphere – baroque music)
• Peripheral learning - posters
• Avoid repetition, learning is fun (dramatisation,
singing, dancing, games, role play, fine arts)
• Focus on voc; gr. explicitly but minimally (L1 ok)
• Teacher: authority (trust and respect); parent
+suggestions (Ss: secure & confident); child
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Community Language Learning

• Charles Curran: Counselling-Learning Approach
(whole-person learning – Ss’ feelings, needs)
• Ss in a circle; choice what to say (L1) & practise
• T: language counsellor (‘skilful understander of
the struggles Ss face’) – provides L2 translation
• Ss invited to comment on how they feel (sharing)
• Ss security (translation, activity description)
• Tape recording, transcription, reflective
listening, Human Computer, group tasks
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Total Physical Response (TPR)

• Comprehension Approach (Natural Approach,
Lexical Approach): TPR (James Asher)
• Meaning in L2 conveyed through actions
• Commands to direct behaviour
• Comprehension first
• Retention enhanced when Ss respond physically
• Ss begin to speak when ready (low anxiety)
• Role reversal, action sequence
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Other...
• Task-based Language Teaching (Prabhu)
• Provide Ss with the natural context for L2 use
• Information-gap, problem solving, role-play

• Content-based Instruction
• Subject matter content used for L2 teaching
• CLIL (Content and Language Integrated
Learning) – e.g. III Belgrade High School
 Quiz
Name the method(s):
1. Students choose what to say; teacher counsellor
2. Self-correction and peer-correction particularly
pronounced.
3. Pleasant atmosphere particularly important.
4. Teacher provides a model; mistakes banished
5. Sound-colour charts, Cuisenaire rods used
6. Geography taught in the target language
7. Students begin to speak when ready
 Research article review

- Summary (research question, hypothesis)

- Research methodology
- Findings
- Practical implications
- Research limitations
 Research articles
Write a critical review of one of the following
articles:
1. Tomasello, M. and Herron, C. (1989). Feedback for
language transfer errors: The Garden path technique.
Studies in Second Language Acquisition, 11, 385-395.
2. Spindler, G. & Spindler, L. (1987). Cultural dialogue and
schooling in Schoenhausen and Roseville: A comparative
analysis. Anthropology & Education Quarterly, 18(1), 3-
16.
3. Schulz, R. A. (2001). Cultural differences in student and
teacher perceptions concerning the role of grammar
instruction and corrective feedback: USA-Colombia. The
Modern Language Journal, 85, 244-258.
 Task 2 - review format
• Send by email (attachment) to plinej3@gmail.com
by 02/12/2018, 11:59 pm
Subject: Review 2 – Name Surname
• Format: 1 page
• 12-point Times New Roman font
• Line spacing: 1.5
• Indent the first line of every paragraph
• Margins: top and bottom 2.5 cm
left and right 2.5 cm
• Bibliographic details (at the beginning): 12-point
bold Times New Roman