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

The silent waThe silent way: (SW)y: (SW)

The language environment of the child, The language environment of the child, learning his first langualearning his first language .ge .

1.1. RodsRods

2.2. two sound- colour chartstwo sound- colour charts3.3. The teacher’s silence: The teacher’s silence: teacher’s silence is a tool teacher’s silence is a tool

that helps create an environment in which the students re that helps create an environment in which the students re encouraged to take risks, develop independence and feel encouraged to take risks, develop independence and feel responsible for their own learning. responsible for their own learning.

4.4. GesturesGestures

5.5. wallpaperswallpapers

Learners begin learning the target Learners begin learning the target language through its sounds. First they language through its sounds. First they watch the teacher point to sounds which watch the teacher point to sounds which are similar in L1 and L2 that have the are similar in L1 and L2 that have the same colour in sound.same colour in sound.

This helps them make a mental This helps them make a mental association between colours and sounds.association between colours and sounds.

Suggestopedia: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..

Total physical response (TPR)Total physical response (TPR)

Comprehension- based approaches Comprehension- based approaches establish receptive skills.establish receptive skills.

Listening and reading first then speaking Listening and reading first then speaking emerge gradually as a result of exposure emerge gradually as a result of exposure to comprehensible input. Meaning should to comprehensible input. Meaning should be emphasized over form.be emphasized over form.

Second language learners should be exposed to Second language learners should be exposed to a great deal of authentic language through a a great deal of authentic language through a pre-production period.pre-production period.

Prefer teaching procedures that minimized Prefer teaching procedures that minimized learner stress.learner stress.

It involved physical responses to commands.It involved physical responses to commands.

Physical activities accompanied by verbal Physical activities accompanied by verbal behavior create relatively more association I behavior create relatively more association I memory and help the learner retain and recall memory and help the learner retain and recall the linguistic data with greater ease.the linguistic data with greater ease.

TPR activates both the right and the left TPR activates both the right and the left hemispheres of the brain and in this way hemispheres of the brain and in this way learning is accelerated.learning is accelerated.

Children give physical responses to commands Children give physical responses to commands before verbal responses are shaped.before verbal responses are shaped.

Humanistic psychology an important condition Humanistic psychology an important condition for learning is a stress-free environment.for learning is a stress-free environment.

The learners who are not forced to produce The learners who are not forced to produce language and only respond physically do not language and only respond physically do not find find second language learning stressful.second language learning stressful.

Respective skills should precede Respective skills should precede productive skills and recommends.productive skills and recommends.

Learners should not be asked to produce Learners should not be asked to produce language before they are ready.language before they are ready.

In a TPR class first observe the teacher In a TPR class first observe the teacher give commands and perform them himself.give commands and perform them himself.

Games and short humorous plays are also Games and short humorous plays are also included in the material.included in the material.

Errors are corrected indirectly to avoid any Errors are corrected indirectly to avoid any embarrassment on the part of the learner.embarrassment on the part of the learner.

Proved to be an effective method at early Proved to be an effective method at early stages of language learning.stages of language learning.

Community language learning (CLL)Community language learning (CLL)

To create an atmosphere of caring and To create an atmosphere of caring and sharing in the language classroom and sharing in the language classroom and humanistic techniques.humanistic techniques.

Help learners achieve a trusting Help learners achieve a trusting relationship, be themselves, make relationship, be themselves, make decisions and be accepted in the decisions and be accepted in the community ( group)community ( group)

Presenting a message or lesson in L1 and Presenting a message or lesson in L1 and then again in L2then again in L2

Language is learnt through social Language is learnt through social interaction with others and students work interaction with others and students work in pairs and groups instead of individually.in pairs and groups instead of individually.

Listening to other learners generate a Listening to other learners generate a message in L1; the knower translates it message in L1; the knower translates it into L2 and the learner conveys the into L2 and the learner conveys the message in L2 to another member in the message in L2 to another member in the group.group.

FiveFive stages in the learner’s development similar to the stages in the learner’s development similar to the development of a child becoming an independent adult:development of a child becoming an independent adult:

1.1. At the first stage, the learner is totally dependent on At the first stage, the learner is totally dependent on the knower.the knower.

2.2. At the second stage, the learner shows some At the second stage, the learner shows some independence.independence.

3.3. At the third stage, the learner starts communicating At the third stage, the learner starts communicating independently.independently.

4.4. At the fourth stage, the learner feels confident enough At the fourth stage, the learner feels confident enough to communicate with the members of the group.to communicate with the members of the group.

5.5. At the fifth stage, the learners have become At the fifth stage, the learners have become psychologically and linguistically independent.psychologically and linguistically independent.

SARD:RD: ““S” stands for security.S” stands for security. ““A” stands for attention.A” stands for attention. Aggression: the students should feel secure Aggression: the students should feel secure

enough to participate in class activities and use enough to participate in class activities and use the language.the language.

““R” stands for reflection and retention.R” stands for reflection and retention. The learners The learners are asked to reflect or think about their experiences.are asked to reflect or think about their experiences.

““D” stands for discrimination. Discrimination D” stands for discrimination. Discrimination helps them recognize the differences among helps them recognize the differences among language forms.language forms.

Teacher is expected to have a perfect command Teacher is expected to have a perfect command of two languages (L1 and L2) and good of two languages (L1 and L2) and good knowledge of counselling techniques.knowledge of counselling techniques.

To create an atmosphere of trust and security in To create an atmosphere of trust and security in the language class.the language class.

Facilitate learning Facilitate learning

Translate and transcribe what they have Translate and transcribe what they have generated and give explanations about generated and give explanations about language form.language form.

Communicative language teaching (CLT)Communicative language teaching (CLT)

Communicative competence consists of Communicative competence consists of the knowledge the users of the language the knowledge the users of the language have internalised.have internalised.

Knowledge of the formal systems of the Knowledge of the formal systems of the language.language.

Knowledge of rules of conversationKnowledge of rules of conversation

Recognizing and interpreting Recognizing and interpreting

Knowing how to use and respond to Knowing how to use and respond to different speech acts such as requests, different speech acts such as requests, invitations, apologies, etc.invitations, apologies, etc.

Knowing how to use language Knowing how to use language appropriately.appropriately.

The work of British applied linguists :The work of British applied linguists :

Emphasis was given to socio-linguistics and Emphasis was given to socio-linguistics and communicationcommunication

Seven developmental functions of language:Seven developmental functions of language: Descriptive function: convey factual informationDescriptive function: convey factual information Expressive function: to express the speaker’s Expressive function: to express the speaker’s

feelingfeeling The social function: to establish social relations The social function: to establish social relations

between people.between people.

The work of the council of Europe:The work of the council of Europe:

Language could be classified in terms of Language could be classified in terms of what people do with the language what people do with the language (function) and in terms of what meaning (function) and in terms of what meaning people want to convey (nations)people want to convey (nations)

People use language to greet, persuade, People use language to greet, persuade, apologize, recommend, and apologize, recommend, and praise(functions)praise(functions)

Learning objectives:Learning objectives:1.1. The situations in which the learners will need to use he The situations in which the learners will need to use he

foreign language (e.g. travel, business)foreign language (e.g. travel, business)

2.2. The topics the learners will have to deal with (e.g. The topics the learners will have to deal with (e.g. personal identification, profession, entertainment)personal identification, profession, entertainment)

3.3. The functions the learners will have to fulfil (e.g. giving The functions the learners will have to fulfil (e.g. giving information, agreeing or disagreeing, expressing information, agreeing or disagreeing, expressing gratitude)gratitude)

4.4. The language forms (structures, words, and phrases) The language forms (structures, words, and phrases) the learner will have to use.the learner will have to use.

5.5. The language activities the learners will engage The language activities the learners will engage in(understanding, reading, writing a paper, summarizing in(understanding, reading, writing a paper, summarizing orally what the learner has read , etc.)orally what the learner has read , etc.)

Class activities:Class activities:

Sharing information, interacting, and Sharing information, interacting, and negotiating meaning.negotiating meaning.

Procedures are common practice in CLT Procedures are common practice in CLT classes.classes.

Learner-centred and experience-Learner-centred and experience-based view of language teaching:based view of language teaching:

Learner-centred instruction refers to Learner-centred instruction refers to classroom practices that permit the classroom practices that permit the learners to have some control over what learners to have some control over what they learn.they learn.

Experience-based language teaching refer Experience-based language teaching refer to the concept of “learning by doing” and to the concept of “learning by doing” and consider the possibility that language consider the possibility that language learning through using it communicatively.learning through using it communicatively.

1.1. Use of Authentic Material:Use of Authentic Material: to familiarize to familiarize the learners with real world situations and the learners with real world situations and natural language.natural language.

2.2. Scrambled Sentences: Scrambled Sentences: enables them to enables them to practice cohesion and coherence.practice cohesion and coherence.

3.3. Role Play: Role Play: giving the learners roles and giving the learners roles and assigning an objective.assigning an objective.

4.4. Simulations: Simulations: involves a larger group.involves a larger group.

5.5. Drama: Drama: similar to role-play or simulation . similar to role-play or simulation . members may write the script and perform it.members may write the script and perform it.

6.6. Projects:Projects:

7.7. Interview: Interview: for pair work one learner pretends for pair work one learner pretends to be a well-known politician and the group to be a well-known politician and the group pretend to be journalists.pretend to be journalists.

8.8. Problem Solving:Problem Solving: the group is given a the group is given a problem to solve.problem to solve.

Information gap, choice, and feedback:Information gap, choice, and feedback:

Students in a CLT class are responsible for their Students in a CLT class are responsible for their own learning by taking part in class activities.own learning by taking part in class activities.

The teacher may provide the necessary The teacher may provide the necessary language to help them in their communicative language to help them in their communicative activities. In fact the teacher acts as an advisor.activities. In fact the teacher acts as an advisor.

The teacher’s main responsibility is to initiate The teacher’s main responsibility is to initiate class activities and establish situations that class activities and establish situations that prompt communiation.prompt communiation.

Both accuracy and fluency are stressed and Both accuracy and fluency are stressed and natunaturally use.rally use.

Only global errors ( errors that block Only global errors ( errors that block communication) are corrected.communication) are corrected.

The critics have argued that :The critics have argued that :

1.1. Teacher of English who is not a native Teacher of English who is not a native speakerspeaker

2.2. Not being appropriate for all levels of Not being appropriate for all levels of language programme.language programme.