TIMELINE ABOUT THE TEACHING METHODS

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Here my timeline about the teaching methods.
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See you soon!!https://line.do/ww/teaching-methods/25kc/vertical

COOPERATIVE LANGUAGE LEARNING

Here the slides and the sample class:



https://drive.google.com/file/d/0BzMDSeWxfHH_dUR5cjBBMVF6UkU/view?usp=sharing

Suggestopedia

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Here our video about Suggestopedia!

I'm sorry for my absence.

Please, write down your comments.

Made by:

Diana and Monica

Oral Approach and Situational Language Teaching Diagram

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Here the  Link of the diagram
It's made by
Monica and me

https://www.goconqr.com/es-ES/p/9212048

THE AUDIOLINGUAL METHOD ESSAY

The Audiolingual Method essay

The approach developed by linguists at Michigan became known as the Oral Approach, the Aural-Oral Approach, and The Strucutral Approach. This influenced the way language were taught in the United States throughout the 1950s. The incoporation of the linguistic principles of the Aural-Oral approach with psychological learning theory became to be known asAudiolingualism.
     The Structural Approach developed by Fries and his collegues adding insights taken from behaviorist psychology. Audiolingual Method is a result of the combination of structural linguistic theory, contrastive analysis and aural-oral procedures.

As linguists discovered new sound types, new patterns of linguistic invention and organization a new interest in phonetics, phonology, morphology and syntax was developed. Learning a language it was building blocks of the language and learning the rules by which these elements are combined. 

To the behaviorist, the human being is an organism capable of a wide repertoire of behaviors. The occurrence is depending on the 3 crucial elements:

1.- STIMULIS, serves to elicit behavior.

2.- RESPONSE, triggered by a stimulus.

3.- REINFORCEMENT, serves to mark the response as being appropriate and encourages the repetition of the response in the future.

The audiolingual method has two objectives: 

- short objectives include training in listening comprehension, accurate pronunciation, recognition of speech, symbols as graphic signs in writing. 

- long range must be language as the native speaker uses it.

The teaching of listening comprehension, pronunciation, grammar, and vocabulary are all related to development of oral fluency. The syllabus contains the key items of phonology, morphology, and syntax according to the language presented. The language skills are taught in the order of listening, speaking, reading and writing.

There are many types of learning and teaching activities, some are: dialogues which are used  for repetition and memorization,  drills and pattern  practices is a distinctive feature of the Audiolingual Method. The learner plays a reactive role by responding to stimuli. They have a little control over the content, pace or style of learning, the teacher’s role is central and active.

The procedure or process of teaching involves extensive oral instruction, the focus is on immediate and accurate speech.

To sum up, the audiolingualism, is a formal, rule-governed system. In fact, between Situational Language Teaching and Audiolingualism , there are similarities, for example, reflect similar views about the nature of language and of language learning, these views were developed from quite different traditions. 

VENN'S DIAGRAM ABOUT THE SILENT WAY METHOD

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Here, My Venn's Diagram About The Silent Way Method

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TOTAL PHYSICAL REPONSE'S CHART

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Here, our chart about the total physical response method.

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Made by:

Monica Aime

Diana

TOTAL PHYSICAL RESPONSE
BACKGROUND
The TPR is a language teaching method built around the coordination of speech and action, developed by James Asher. He claimed that speech directed to young children consists primarily of commands. This method is undemanding in terms of linguistic production and that involves game like movements reduces learner stress.
APPROACH
Reflects a grammar-based view of language. TPR can also be linked to the “trace theory” of memory in psychology. Combined tracing activities, for example: verbal rehearsal accompanied by motor activity. This dimension of his learning theory he draws on three rather influential learning hypothesis:
THE BIO-PROGRAM	Asher’s Total Physical Response is a Natural Method. The foreign language should first internalize a “cognitive map” First and second language learning are parallel processes. These are central: 1.       Children develop listening competence before they develop the ability to speak  2.       Children’s ability in listening comprehension is acquired because they are required to respond to spoken language in the form of parental commands. 3.       Once of foundation in listening comprehension has been established. Listening should be accompanied by physical movement.
BRAIN LATERALIZATION	Asher holds that the child language learner acquires language through motor movement. Right-hemisphere activities must occur before the left-hemisphere can process language for production. When a sufficient amount of right-hemisphere learning has taken place, the left hemisphere will be triggered to produce language and to initiate other.
REDUCTION OF STRESS	An important condition for successful language learning is the absence of stress. The key to stress-free learning is to tap into the natural bio-program for language development Recapture the relaxed and pleasurable experiences that accompany first language learning The learner should be liberated from self-conscious and stressful situations.
DESIGN: OBJECTIVES, SYLLABUS, LEARNING ACTIVITIES, ROLES OF LEANERS, TEACHERS, AND MATERIALS
General objectives are to teach oral proficiency at a beginning level, the ultimate aim is to teach basic speaking skills, these will depend on the particular needs of the learners. It uses action-based drills in the imperative form. The use of a sentence-based syllabus, with grammatical and lexical criteria. Grammar is thus taught inductively Imperative drills, conversational dialogue. , role plays and slide presentations are the activities more used in this method. Learners have the roles of listener and performer; they recognize and respond to novel combinations of previously taught items, they monitor and evaluate their own progress. Teacher plays an active and direct role; he/she decides what to teach, presents the new material, selects supporting material for classroom use, also allow speaking abilities to develop in learners’ own natural pace.
PROCEDURE
Asher provides a lesson-by-lesson account, the procedures used in the TPR are: -Review: warm up -New commands: -Vocabulary - Asking simple questions -Role reversal -Reading and writing:
CONCLUSION
Total Physical Response emphasizes the role of comprehension in second language acquisition. It should be used in association with other methods and techniques. The TPR is a useful set of techniques and is compatible with other approaches to teaching.