Total Physical Response (TPR) is a language teaching method that uses physical movement in response to verbal commands to help teach vocabulary. Originating in the 1960s, TPR gained popularity as an alternative to traditional methods which saw high dropout rates. TPR focuses on understanding language through actions before speaking, with no pressure on students to speak. The goal is to develop basic speaking skills through listening and performing commands from the teacher, while building long-term retention of vocabulary in a fun, engaging way. However, TPR should be used alongside other methods for best results.
The Silent Way is a language teaching method developed by Caleb Gattegno in the 1970s that emphasizes learner independence and discovery. Some key principles are that the teacher should be silent as much as possible, students rely on their own resources and problem-solving abilities, and learning is facilitated through the use of accompanying physical objects like color-coded charts. The goal is for students to become independent, autonomous, and responsible learners who can self-correct. The teacher observes students and provides minimal guidance, focusing on creating an environment where students can take risks and learn at their own pace through exploration and interaction with instructional materials and each other.
Total Physical Response_Second Language Instruction Tiffany Polk
Total Physical Response (TPR) is a language teaching method that uses physical movement and actions to help students learn language. It is based on the idea that language is acquired through physical response before verbal production. Students learn by first listening and responding physically to imperatives like "stand up" before saying the words themselves. TPR is effective for beginners to teach basic oral skills through action-based drills and role plays. The teacher acts as the director to provide commands for students to physically perform as they acquire the new language.
The Silent Way is a language teaching method developed by Caleb Gattegno that emphasizes using physical objects and problem-solving to teach grammar and vocabulary with minimal spoken instruction from the teacher. The teacher uses gestures and materials like rods and charts to elicit responses from students, who are encouraged to produce as much oral language as possible. The goal is for students to become independent, autonomous learners who can use their existing language knowledge to explore the target language.
The Silent Way is a language teaching method developed in the 1970s by Caleb Gattegno that emphasizes students taking an active role in their own learning. It is based on the idea that students should discover the rules of the new language through their own cognition rather than habit formation. The teacher remains mostly silent, using gestures and materials like Cuisenaire rods to guide students, who are encouraged to self-correct and help their peers. The goal is for students to develop near-native fluency through an inductive process focused on pronunciation and grammar.
Total Physical Response (TPR) is a language teaching method that uses physical movement in response to verbal commands to help teach vocabulary. Originating in the 1960s, TPR gained popularity as an alternative to traditional methods which saw high dropout rates. TPR focuses on understanding language through actions before speaking, with no pressure on students to speak. The goal is to develop basic speaking skills through listening and performing commands from the teacher, while building long-term retention of vocabulary in a fun, engaging way. However, TPR should be used alongside other methods for best results.
The Silent Way is a language teaching method developed by Caleb Gattegno in the 1970s that emphasizes learner independence and discovery. Some key principles are that the teacher should be silent as much as possible, students rely on their own resources and problem-solving abilities, and learning is facilitated through the use of accompanying physical objects like color-coded charts. The goal is for students to become independent, autonomous, and responsible learners who can self-correct. The teacher observes students and provides minimal guidance, focusing on creating an environment where students can take risks and learn at their own pace through exploration and interaction with instructional materials and each other.
Total Physical Response_Second Language Instruction Tiffany Polk
Total Physical Response (TPR) is a language teaching method that uses physical movement and actions to help students learn language. It is based on the idea that language is acquired through physical response before verbal production. Students learn by first listening and responding physically to imperatives like "stand up" before saying the words themselves. TPR is effective for beginners to teach basic oral skills through action-based drills and role plays. The teacher acts as the director to provide commands for students to physically perform as they acquire the new language.
The Silent Way is a language teaching method developed by Caleb Gattegno that emphasizes using physical objects and problem-solving to teach grammar and vocabulary with minimal spoken instruction from the teacher. The teacher uses gestures and materials like rods and charts to elicit responses from students, who are encouraged to produce as much oral language as possible. The goal is for students to become independent, autonomous learners who can use their existing language knowledge to explore the target language.
The Silent Way is a language teaching method developed in the 1970s by Caleb Gattegno that emphasizes students taking an active role in their own learning. It is based on the idea that students should discover the rules of the new language through their own cognition rather than habit formation. The teacher remains mostly silent, using gestures and materials like Cuisenaire rods to guide students, who are encouraged to self-correct and help their peers. The goal is for students to develop near-native fluency through an inductive process focused on pronunciation and grammar.
This is an approach to Foreign Language teaching that was developed in the early 1960s by Caleb Gattegno. It is called so because the teacher is mostly silent and the focus is more on the students. A lot of props are used to facilitate the learning process.
The Audio-Lingual Method (ALM), also known as the Army Method, was popular during World War II for teaching foreign languages. It was based on behaviorist learning theory which emphasized stimulus, response, and reinforcement. The goals were to use the target language communicatively and automatically without thinking in the native language. Teachers directed drills and modeled language, while students imitated, responded rapidly, and were not allowed to use their native language. Errors were avoided, vocabulary and structures were taught through dialog memorization, and there was little focus on students' creativity, individual needs, or culture.
Situational language teaching is an approach developed in the 1930s that focuses on teaching practical language skills through structured lessons centered around speech situations. The approach is based on behaviorist learning theory that emphasizes habit formation and avoiding mistakes. Lessons follow a controlled practice procedure moving from oral presentation and drilling of new grammar structures to their use in different speech contexts. The teacher acts as a model for students who listen, repeat, and respond, while textbooks and visual aids support the tightly organized lessons focused on grammatical structures.
The Direct Method summarized in 3 sentences:
The Direct Method teaches language through demonstration and action without translation, using the target language exclusively in the classroom. It focuses on oral communication skills and inductive grammar learning, emphasizing correct pronunciation and spontaneous use of the language. While motivating for oral skills, it may lack development of reading and writing abilities.
The Audio-lingual Method was developed in the US during World War II based on behavioral psychology. It views language learning as a habit formation process through repetition and reinforcement. Key principles include using only the target language, modeling dialogues, preventing errors, choral repetition, drilling, and the teacher guiding student behavior. While it aims to construct language through correct patterns, it is criticized as being too rigid, dragging, decontextualized, and time-consuming.
The Communicative Approach of Language TeachingRapanzel Rose
The document discusses the communicative language teaching approach. It traces the origins of the approach to Chomsky's work on competence and performance in the 1960s, which was later developed into the concept of communicative competence by Hymes. The approach aims to teach real-life language use and communicative skills. It focuses on functions like requesting and notions like time. Grammar is taught intuitively through meaningful use. The role of the teacher is as a facilitator and the activities emphasize pair and group work, role plays, games and problem-solving to encourage communication over accuracy.
The document discusses various language teaching methodologies and approaches, including:
- Presentation, Practice and Production (PPP)
- Communicative Language Teaching (CLT), which focuses on language functions rather than grammar
- Task-based learning, which inverts the PPP model
- Total Physical Response, which connects language with physical action
It also notes that the choice of methodology should take cultural implications into account, and that teaching and learning involves agreement between teachers and students.
The document discusses various approaches, methods, procedures and techniques used in language teaching. An approach describes the nature of language and learning. A method is the practical application of an approach and includes procedures and techniques. A procedure is an ordered sequence of techniques. Techniques are single activities. The document then examines several specific methods in more detail, including Grammar Translation, Direct Method, Audiolingualism, Communicative Approach, Task-Based Learning and the Lexical Approach. It notes the importance of choosing eclectically based on principles like exposure, input, lowering anxiety and allowing output. Culture also influences appropriate methodology choices.
The Silent Way is a language teaching method developed by Caleb Gattegno in the 1970s that emphasizes learner independence and autonomy. Some key principles are that the teacher should be silent as much as possible to encourage student production, students rely on their own resources and problem-solving abilities to learn, and learning involves discovering structures rather than repeating them. The teacher sets up learning situations, uses tools like color-coded charts and rods, and provides feedback, while being mostly silent to help students develop their own inner criteria for language. The goal is for students to become independent, autonomous, and responsible learners.
The Audio Lingual Method is a language teaching method from the 1940s that was introduced in the US and later spread to other countries like Indonesia in the 1960s. It focuses on teaching speaking skills through repetition drills and behaviorist techniques to help students learn the target language automatically. Teachers present dialogs for students to repeat together and individually. Variations include expansion drills, chain drills, and substitution drills. While it engages students actively, the method does not explain grammar rules and focuses only on speaking practice.
The Silent Way is a language teaching method created by Caleb Gattegno in the 1970s that emphasizes student autonomy and discovery learning. The teacher plays a minimal role, speaking less than 10% of class time, and uses gestures rather than verbal instruction to guide students. Students are actively engaged in exploring and hypothesizing about the target language's rules through peer interaction and practice without repetition. The goal is for students to develop independence and their own internal criteria for correctness in the language.
Teaching approach: Direct method
Compiled by:
Phattharakan Phiphitphornsirikun
Wanlapa Thaweeapiradeepiti
Pawarit Pingmuang
Faculty of Education
Chiang Mai University
The document outlines principles and techniques for teaching language. It discusses principles like learning language through context, repetition and correction of errors. It emphasizes the important role of teachers in modeling language. Techniques include dialog memorization, substitution drills, question-answer drills, and using minimal pairs. The Silent Way method is also covered, with principles like students creating their own learning criteria and focusing on progress over perfection. Techniques for this method include using color charts and rods to introduce sounds and structures.
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. It is presented as a development of communicative language teaching. TBLT focuses on having students complete meaningful tasks using the target language. A task is any activity that requires students to use language to arrive at an outcome, focusing on meaning over form. Proponents of TBLT argue that it engages students and provides contexts for language development, while critics note that early-stage learners may benefit from more focus on form. Effective TBLT involves scaffolding tasks, recycling language, and integrating form, function and meaning.
Total Physical Response (TPR) is a language teaching method that uses physical actions to help students learn language. In TPR, the instructor gives commands in the target language and students respond through whole-body motions. It is commonly used with beginners and young learners. TPR focuses on developing listening skills first before speaking. Some advantages are that it is engaging, helps build vocabulary in context, and facilitates understanding without much preparation. However, it risks boring students if overused and not all languages suit this method.
This document provides summaries of various language teaching methods throughout history including:
- The Grammar Translation Method focuses on translating passages and grammar explanations with little oral use of the target language.
- The Direct Method emphasizes meaning and oral use of the target language with no translation.
- The Audio-Lingual Method is based on Behaviorism and prioritizes listening and speaking through dialogues.
- Designer Methods created since the 1970s like the Silent Way and Total Physical Response use innovative techniques focused on learner discovery and physical movement.
- Communicative and task-based approaches center lessons around meaningful tasks and interactions in the target language.
- Eclectic teaching combines elements from different methods suited to each lesson.
Suggestopedia is a language teaching method developed by Georgi Lozanov that aims to remove psychological barriers to learning. It makes use of Baroque music, decorated classrooms, and an authoritative teacher role to facilitate a relaxed learning environment. Key aspects include placing the teacher in a parental role, addressing students with intonation and rhythm aligned with the musical background, and exposing students to the target language and their native language through direct and indirect materials. While it claims to increase motivation and reduce stress, it also has disadvantages such as difficulty recreating the colorful environment and potential negative effects of direct translation.
The audio-lingual approach emphasizes oral skills and pattern practice. It originated as the Army Method during WWII and was influenced by behaviorism. Key principles include: foreign language is an oral skill first; learning occurs through habit formation using repetition and memorization; and the teacher guides learning through drills and practice. However, it declined in the 1960s as Chomsky criticized its behaviorist foundations and students had difficulty applying skills outside the classroom.
Total Physical Response (TPR) is a language teaching method commmonly used in children and beginners of a language.
Slides;
- What is TPR?
- Approach:
a) Theory of Language.
b) Theory of Learning.
- Design
a) Objective
b) Syllabus
c) T&L Activities.
d) Teacher´s Roles.
e) Material's Roles.
- Procedure:
a) Nature & Characteristics of TPR.
b) Techniques.
c) Featured activity.
- Advantages & Disadvantages of TPR.
- References:
Authors: Miguel Luna, Ruben Romero, Daniela Mercado, Marian Rodriguez, & Lorena Duarte.
Kurzvortrag von Gruppe 1 zum Status Quo ihres Forschungsprojektes zu 'Erfolgsfaktoren von Crowdfunding-Projekten' im Master-Forschungsmodul ’Social Entrepreneurship’ an der TU Ilmenau.
This is an approach to Foreign Language teaching that was developed in the early 1960s by Caleb Gattegno. It is called so because the teacher is mostly silent and the focus is more on the students. A lot of props are used to facilitate the learning process.
The Audio-Lingual Method (ALM), also known as the Army Method, was popular during World War II for teaching foreign languages. It was based on behaviorist learning theory which emphasized stimulus, response, and reinforcement. The goals were to use the target language communicatively and automatically without thinking in the native language. Teachers directed drills and modeled language, while students imitated, responded rapidly, and were not allowed to use their native language. Errors were avoided, vocabulary and structures were taught through dialog memorization, and there was little focus on students' creativity, individual needs, or culture.
Situational language teaching is an approach developed in the 1930s that focuses on teaching practical language skills through structured lessons centered around speech situations. The approach is based on behaviorist learning theory that emphasizes habit formation and avoiding mistakes. Lessons follow a controlled practice procedure moving from oral presentation and drilling of new grammar structures to their use in different speech contexts. The teacher acts as a model for students who listen, repeat, and respond, while textbooks and visual aids support the tightly organized lessons focused on grammatical structures.
The Direct Method summarized in 3 sentences:
The Direct Method teaches language through demonstration and action without translation, using the target language exclusively in the classroom. It focuses on oral communication skills and inductive grammar learning, emphasizing correct pronunciation and spontaneous use of the language. While motivating for oral skills, it may lack development of reading and writing abilities.
The Audio-lingual Method was developed in the US during World War II based on behavioral psychology. It views language learning as a habit formation process through repetition and reinforcement. Key principles include using only the target language, modeling dialogues, preventing errors, choral repetition, drilling, and the teacher guiding student behavior. While it aims to construct language through correct patterns, it is criticized as being too rigid, dragging, decontextualized, and time-consuming.
The Communicative Approach of Language TeachingRapanzel Rose
The document discusses the communicative language teaching approach. It traces the origins of the approach to Chomsky's work on competence and performance in the 1960s, which was later developed into the concept of communicative competence by Hymes. The approach aims to teach real-life language use and communicative skills. It focuses on functions like requesting and notions like time. Grammar is taught intuitively through meaningful use. The role of the teacher is as a facilitator and the activities emphasize pair and group work, role plays, games and problem-solving to encourage communication over accuracy.
The document discusses various language teaching methodologies and approaches, including:
- Presentation, Practice and Production (PPP)
- Communicative Language Teaching (CLT), which focuses on language functions rather than grammar
- Task-based learning, which inverts the PPP model
- Total Physical Response, which connects language with physical action
It also notes that the choice of methodology should take cultural implications into account, and that teaching and learning involves agreement between teachers and students.
The document discusses various approaches, methods, procedures and techniques used in language teaching. An approach describes the nature of language and learning. A method is the practical application of an approach and includes procedures and techniques. A procedure is an ordered sequence of techniques. Techniques are single activities. The document then examines several specific methods in more detail, including Grammar Translation, Direct Method, Audiolingualism, Communicative Approach, Task-Based Learning and the Lexical Approach. It notes the importance of choosing eclectically based on principles like exposure, input, lowering anxiety and allowing output. Culture also influences appropriate methodology choices.
The Silent Way is a language teaching method developed by Caleb Gattegno in the 1970s that emphasizes learner independence and autonomy. Some key principles are that the teacher should be silent as much as possible to encourage student production, students rely on their own resources and problem-solving abilities to learn, and learning involves discovering structures rather than repeating them. The teacher sets up learning situations, uses tools like color-coded charts and rods, and provides feedback, while being mostly silent to help students develop their own inner criteria for language. The goal is for students to become independent, autonomous, and responsible learners.
The Audio Lingual Method is a language teaching method from the 1940s that was introduced in the US and later spread to other countries like Indonesia in the 1960s. It focuses on teaching speaking skills through repetition drills and behaviorist techniques to help students learn the target language automatically. Teachers present dialogs for students to repeat together and individually. Variations include expansion drills, chain drills, and substitution drills. While it engages students actively, the method does not explain grammar rules and focuses only on speaking practice.
The Silent Way is a language teaching method created by Caleb Gattegno in the 1970s that emphasizes student autonomy and discovery learning. The teacher plays a minimal role, speaking less than 10% of class time, and uses gestures rather than verbal instruction to guide students. Students are actively engaged in exploring and hypothesizing about the target language's rules through peer interaction and practice without repetition. The goal is for students to develop independence and their own internal criteria for correctness in the language.
Teaching approach: Direct method
Compiled by:
Phattharakan Phiphitphornsirikun
Wanlapa Thaweeapiradeepiti
Pawarit Pingmuang
Faculty of Education
Chiang Mai University
The document outlines principles and techniques for teaching language. It discusses principles like learning language through context, repetition and correction of errors. It emphasizes the important role of teachers in modeling language. Techniques include dialog memorization, substitution drills, question-answer drills, and using minimal pairs. The Silent Way method is also covered, with principles like students creating their own learning criteria and focusing on progress over perfection. Techniques for this method include using color charts and rods to introduce sounds and structures.
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. It is presented as a development of communicative language teaching. TBLT focuses on having students complete meaningful tasks using the target language. A task is any activity that requires students to use language to arrive at an outcome, focusing on meaning over form. Proponents of TBLT argue that it engages students and provides contexts for language development, while critics note that early-stage learners may benefit from more focus on form. Effective TBLT involves scaffolding tasks, recycling language, and integrating form, function and meaning.
Total Physical Response (TPR) is a language teaching method that uses physical actions to help students learn language. In TPR, the instructor gives commands in the target language and students respond through whole-body motions. It is commonly used with beginners and young learners. TPR focuses on developing listening skills first before speaking. Some advantages are that it is engaging, helps build vocabulary in context, and facilitates understanding without much preparation. However, it risks boring students if overused and not all languages suit this method.
This document provides summaries of various language teaching methods throughout history including:
- The Grammar Translation Method focuses on translating passages and grammar explanations with little oral use of the target language.
- The Direct Method emphasizes meaning and oral use of the target language with no translation.
- The Audio-Lingual Method is based on Behaviorism and prioritizes listening and speaking through dialogues.
- Designer Methods created since the 1970s like the Silent Way and Total Physical Response use innovative techniques focused on learner discovery and physical movement.
- Communicative and task-based approaches center lessons around meaningful tasks and interactions in the target language.
- Eclectic teaching combines elements from different methods suited to each lesson.
Suggestopedia is a language teaching method developed by Georgi Lozanov that aims to remove psychological barriers to learning. It makes use of Baroque music, decorated classrooms, and an authoritative teacher role to facilitate a relaxed learning environment. Key aspects include placing the teacher in a parental role, addressing students with intonation and rhythm aligned with the musical background, and exposing students to the target language and their native language through direct and indirect materials. While it claims to increase motivation and reduce stress, it also has disadvantages such as difficulty recreating the colorful environment and potential negative effects of direct translation.
The audio-lingual approach emphasizes oral skills and pattern practice. It originated as the Army Method during WWII and was influenced by behaviorism. Key principles include: foreign language is an oral skill first; learning occurs through habit formation using repetition and memorization; and the teacher guides learning through drills and practice. However, it declined in the 1960s as Chomsky criticized its behaviorist foundations and students had difficulty applying skills outside the classroom.
Total Physical Response (TPR) is a language teaching method commmonly used in children and beginners of a language.
Slides;
- What is TPR?
- Approach:
a) Theory of Language.
b) Theory of Learning.
- Design
a) Objective
b) Syllabus
c) T&L Activities.
d) Teacher´s Roles.
e) Material's Roles.
- Procedure:
a) Nature & Characteristics of TPR.
b) Techniques.
c) Featured activity.
- Advantages & Disadvantages of TPR.
- References:
Authors: Miguel Luna, Ruben Romero, Daniela Mercado, Marian Rodriguez, & Lorena Duarte.
Kurzvortrag von Gruppe 1 zum Status Quo ihres Forschungsprojektes zu 'Erfolgsfaktoren von Crowdfunding-Projekten' im Master-Forschungsmodul ’Social Entrepreneurship’ an der TU Ilmenau.
NetFed - Online-Bestellung von Print-GeschäftsberichtenNetFederation GmbH
Die Untersuchung hat den Online Bestellprozess von Gerschäftsberichten der MDAX, TecDax und DAX30 Unternehmen unter die Lupe genommen. Klar wird, dass immer noch zu viele Möglichkeiten ausgelassen werden, mit dem möglichen Investor in Kontakt zu treten.
El documento analiza a Jesucristo como el eterno contradictor del mundo. Señala que Jesucristo contradice las filosofías y cosmovisiones de este mundo a través de su vida, muerte y resurrección. También sugiere que los que siguen a Jesucristo deben ser contradictores al rechazar prácticas como el consumo de drogas y la rebelión, y en cambio vivir de acuerdo con la voluntad de Dios.
El documento lista diferentes tipos de muebles y espacios para el hogar y la oficina como mesas, camas, comedores, bibliotecas, cocinas, escritorios, baños, closets, puertas, sillas y divisiones.
Mit Hilfe unserer Branchenreports erhalten Sie schnell ein Gespür dafür, welche Herausforderungen Ihre Zielgruppe derzeit umtreiben. Sind es eher Sicherheitsthemen oder spielt Kostendruck eine Rolle? Geht es der Branche darum, gezielter auf Kundenanforderungen einzugehen oder kämpft sie damit, gesetzliche Vorgaben einzuhalten? Unsere Branchenreports liefern Ihnen aktuelle Anhaltspunkte dazu für Ihre direkte Kundenkommunikation sowie für Marketing- und Vertriebskampagnen.
Kurzvortrag von Gruppe 2 zum Status Quo ihres Forschungsprojektes zu ’Erfolgsfaktoren von Kommunikation in Crowdfunding-Projekten’ im Master-Forschungsmodul ’Social Entrepreneurship’ an der TU Ilmenau.
Rapport du médiateur auprès de la Fédération bancaire françaiseMonimmeuble.com
Le présent rapport a pour objet de présenter pour 2014 les
activités de Monsieur LORIDANT, médiateur auprès de la
Fédération Bancaire Française (FBF).
http://www.fbf.fr/
This recipe document outlines the steps to make panellets which includes tasting the ingredients, mixing them together, making the dough, shaping the dough into panellets, decorating them, placing them on plates, having some mothers help bake them, and presenting the finished panellets.
Este documento presenta el sistema modular mc6 para equipamiento de laboratorios. El sistema ofrece flexibilidad y variabilidad gracias a su diseño modular, permitiendo adaptarse fácilmente a diferentes configuraciones y necesidades. Incluye soportes de servicio, mesas de trabajo, vitrinas, almacenes y sistemas para escuelas de manera modular. El concepto se basa en separar la infraestructura técnica de los muebles para permitir mayor movilidad.
El documento describe los efectos negativos del consumo de tabaco en la salud. Explica que fumar aumenta significativamente el riesgo de cáncer y enfermedades pulmonares como bronquitis crónica y enfisema. También aumenta el riesgo de problemas cardíacos como arteriosclerosis e hipertensión arterial. Fumar perjudica la oxigenación de los tejidos y favorece la agregación plaquetaria.
Llegaron las "Xo" a 1er. año A de la Escuela Nº 6 de MeloMª Emilia Contrera.
El documento habla sobre la entrega de las computadoras Ceibalitas a los estudiantes de primer año de la escuela No 6 "Treinta y Tres Orientales". Se realizó una actividad didáctica para enseñar a los niños el manejo básico de las computadoras como encendido, apagado y cómo conectarse a Internet. Con la ayuda de la maestra Rita Lemos, los estudiantes ingresaron a una página sobre mandalas para descubrir cosas hermosas.
Learn German with this course from the Foreign Services Institute. Download the full course (with audio) at http://www.101languages.net/german/free-german-course-2
Supporting language learners through online phonetics tutorials in heterogenic learner groups - the case of German for beginners for Chinese or Japanese native speakers.
While listening and pronunciation exercises are integral parts of most syllabi and present in most course books used for teaching German as a foreign language, few of them start with the very basic phonetic information needed to successfully engage with these: the underlying insight into how to produce the correct phonemes in the language. Especially students with a background in a non-romance or non-germanic language (e.g. Chinese or Japanese native speakers) can find this challenging and, as a result, can fall behind the progress of their peers in a mixed group of learners. This paper advocates the integration of phonetic content along with a variety of exercises into the syllabus of a German language class, in order to counter this problem. It explores the feasibility of supplying it as a part of the curriculum, or as an optional remedial class or online tutorial. The paper will begin by exploring the value of phonetics teaching in a language class and proceed to look into the challenges of German phonetics for students with a non-romance or non-germanic language background, along with a depiction of the most difficult phonetic aspects. It will finish by looking at ways to remedy this and showcase the use of an online delivery method.
While the paper looks in particular at German language teaching, the similarity of experiences of teachers of other “euro-centric“ languages such as French, Spanish, Italian etc. should make it of interest to a wider audience.
Latein lernen kann auch leicht sein und zudem auch noch Spaß machen! Vokabellisten und Grammatikregeln auswendig lernen sind Teil der „alten“ Lernmethoden, die viele Schwierigkeiten mit sich bringt. Die Birkenbihl-Methode ist anders. Erfahren Sie in diesem Artikel warum!
Als Nominalstil wird die in der Literatur und Journalistik nur von wenigen bevorzugte Satzbildung durch die Verwendung von Hauptwörtern bezeichnet. Sie stutzen bei diesem Satz? Zu Recht. Denn dieser Einleitungssatz ist gerade aus jenem Holz geschnitzt, das Sie zukünftig bitte kräftig spalten und hilfsweise in der Glut Ihres Schreibschaffens verfeuern sollten. Lesen Sie, warum Sie den Nominalstil für die Kommunikation Ihrer Wissenschafts-Ergebnisse weiträumig umfahren sollten.
Ефективні методи, техніки та прийоми навчання німецької мови як другої іноземноїЕлектронні книги Ранок
Всеукраїнський педагогічний інтерактивний марафон
Тема: Ефективні методи, техніки та прийоми навчання німецької мови як другої іноземної
Спікер: Сотникова Світлана Іванівна, кандидат філологічних наук, доцент кафедри німецької філології і перекладу Харківського національного університету імені В. Н. Каразіна, автор серії підручників — переможців Всеукраїнського конкурсу
2. ALM? ALM: audiolingualeMethode Lat. audire = hören Lat. lingua = Zunge Die “Hör – Sprech – Methode” deutetaufeinebestimmte Konzeption von Fremdsprachenunterrichthin. Wiekönnte diese Konzeptionaussehen?
3. Vorgeschichte und Entwicklung Der Krieg ist der Vater aller Dinge. So auch der der audiolingualen Methode (ALM). Die audiolinguale Methode wird im Verlauf des zweiten Weltkrieges für die Bedürfnisse des Militärs entwickelt. Es bestand Bedarf an Militärdolmetschern vor allem für Japanisch und Chinesisch. In intensiven Sprachkursen sollten die Teilnehmer in sehr kurzer Zeit in die Lage versetzt werden, sich mit der Bevölkerung in den Kriegsgebieten zu verständigen.
4. Sprachwissenschaftleran die Front In Intensiv – SprachkursenundauditivorientiertemUnterricht in der Ausbildung von Militärdolmetscherndemonstriertensie, daβmanFremdsprachenauchsehr groβen Gruppen von unterschiedlichbegabten “Schülern” beibringenkonnte, undzwar in einemvielkürzerenZeitraumalsbisherangenommen.
5. Strukturalismus Jede Sprache wird nach den in ihrem spezifischen Formensystem vorfindbaren Gegebenheiten beschrieben. Das Untersuchungsverfahren ist deskriptiv (Beschreibung der formalen Phänomene) und synchronisch (Bestandsaufnahme des gegenwärtigen Standes ohne Berücksichtigung der historischen Entwicklung). Das Untersuchungsverfahren ist induktiv (Sammeln, Ordnen und Auswerten der Sprachphänomene). Untersucht wird die gesprochene, nicht die geschriebene Sprache (Literatur). Der Satz ist die grundlegende Untersuchungseinheit. Satzteile werden einheitlich nach formalen Prinzipien klassifiziert, u. a. nach syntagmatischen Kriterien (Beziehung der einzelnen Teile des Satzes zueinander) und nach paradigmatischen Kriterien. (welche sprachlichen Phänomene gehören zusammen?)
6. Ergebnisse der Linguistik Analyse der sprachlichen Strukturen als Grundlage für stufenweise aufzubauende Lehrmaterialien. Vermittlung dieser Strukturen durch einen ausgebildeten Linguisten. Tägliches mehrstündiges Üben mit Hilfe eines Muttersprachlers in kleinen Klassen. Vorrangiges Ziel ist der mündliche Sprachgebrauch.
7. Einfluß lernpsychologischer Theorien. Skinner : Es kein besteht kein grundlegender Unterschied darin, wenn eine Ratte in einem Experimentierkäfig lernt, einen Hebel zu drücken, um als "Belohnung" eine Futterpille zu bekommen, und wenn ein Mensch lernt, stimmliche Signale als „Operanten" zur Befriedigung seiner Bedürfnisse zu verwenden.
8. Fremdsprachenlernen als mechanischer Prozess Gewohnheiten werden durch Verstärkung gefestigt. Die Verstätkung dieser Gewohnheiten beim Fremdsprachenlernen geschieht am wirkungsvollsten durch die Bestätigung richtiger Antworten, nicht durch die Korrektur von Fehlern. Sprache ist Verhalten und Verhalten kann nur gelernt werden, indem es beim Schüler ausgelöst und durch beständiges Üben eingeschliffen wird. Ziel ist das Sprachkönnen, nicht das Sprachwissen. Dabei haben die primären Fertigkeiten Hören und Sprechen Vorrang vor den sekundären Lesen und Schreiben.
9. Unterrichts Prinzipien der ALM Vorrang des Mündlichen vor dem Schriftlichen. Situavität des Unterrichts. Sprachmuster werden in Alltagssituationen eingebettet. Authenzität der Sprachvorbilder. Lehrer ist Muttersprachler. Einübung von Sprachmustern durch Imitation und häufiges Wiederholen. Einsprachigkeit des Unterrichts, Ausschluß der Muttersprache. Progression durch Steigerung der Komplexität der Sprachmuster der Zielsprache.
10. Charakteristische Übungsformen Satzmusterübungen in vielfachen Variationen (pattern drill) Satzschalttafeln / Substitutionsübungen Lückentexte / Einsetzübungen Auswendiglernen und Nachspielen von Modelldialogen
11. BeispielstextzurALM Der Geburtstag Frau Hartmann: Wie gefällt dir die Kamera? Herr Hartmann: Mir? - Gut! Wem gehört sie denn? Frau Hartmann: Stefan. - Du weißt doch, er hat heute Geburtstag. Ich möchte sie ihm schenken. Herr Hartmann: Ja natürlich. Ich vergesse die Geburtstage immer. Frau Hartmann: Gibst du ihm die Kamera, wenn du ihm gratulierst? Das freut ihn bestimmt. - Da kommt er ja. Herr Hartmann: Stefan, wie geht es dir? Stefan: Mir? Prima! Aber warum fragst du mich? Herr Hartmann: Du hast doch heute Geburtstag. Mutti und ich gratulieren dir und schenken dir den Fotoapparat. Gefällt er dir? Stefan: Ja, vielen Dank, Mutti! - Vielen Dank, Vati! Wie funktioniert denn der Apparat? Herr Hartmann: Moment! Ich zeige es dir, und dann machst du eine Aufnahme von uns allen.
12. AUFGABE Wie verläuft das Gespräch zwischen den Eltern? Wie verläuft das Gespräch zwischen den Eltern und Stefan?
14. Aufgabe Entwerfen Sie drei verschiedene Übungen zum Lehrbuchbeispiel. "Der Geburtstag„ (z. B - Lückentext + Satzmusterübung + Reihen-Drill)
15. AVM? AVM: audiovisuelleMethode Lat. audire = hören Lat. videre = sehen Die “Hör – Seh - Methode” hatdieselbenWurzelnwie die ALM, aberdochwesentlicheUnterschiede.
16. ALM - AVM Auch wenn die Wurzeln der audiolingualen und der audiovisuellen Methode dieselben sind, lassen sich wesentliche Unterschiede feststellen. Die Sprache wird, wo immer möglich, mit optischem Anschauungsmaterial verbunden. In einer Dialogsituation wird der Inhalt zuerst durch visuelle Mittel verdeutlicht, dann erst folgt die entsprechende sprachliche Ausdrucksform. Ein Einführungsdialog wird nicht mehr nur durch ein Großfoto illustriert, sondern durch eine Folge von comicartigen Bildern, für die oft auch eine eigene Zeichensprache entwickelt wird. Bilder und Bilderfolgen werden nicht nur bei der Einführung sondern auch bei Übungen und für den Transfer eingesetzt.
17. Unterrichtstechniken der audiovisuellen Methode I 1. Die Unterrichtseinheit beginnt mit der Präsentation eines Bildes oder einer Bilderfolge und eines auf Tonband aufgenommen Dialogs. Das heißt, ein visueller Reiz wird mit einem akustischen Reiz verbunden, so dass beide seine Bedeutungseinheit (semantische Einheit) bilden. 2. In der zweiten Unterrichtsphase werden die Bedeutungen einzelner Gesprächseinheiten erklärt(durch Deuten, wiederholtes Anhören einzelner Passagen, Fragen und Antworten). 3. Durch mehrfaches Wiederholen von Bild und Text müssen die Dialoge in der dritten Phase auswendig gelernt werden.
18. Unterrichtstechniken der audiovisuellen Methode II 4. In der vierten Phase sollen sich die Schüler allmählich von der visuell-akustischen Vorgabe lösen. Sie werden z.B. aufgefordert eigene Dialoge zu den Bildern zu machen oder die Szene im Rollenspiel nachzuahmen. 5. Außerdem werden in jeder Stunde Satzmusterübungen (pattern drills) zu denentsprechenden, in den Dialogen eingeführten Grammatikstrukturen durchgeführt. 6. Schreiben und Lesen werden im späteren Verlauf des Kurses ebenfalls in den Unterricht miteinbezogen.
19. AVM Der Hauptunterschied zur ALM liegt im gleichzeitigen Einsatz von akustischem und visuellem Material.
20. Kritik an der audiovisuellen Methode: Den weitgehenden Ausschluß des kognitiven und kreativen Potential der Lernenden. Die Reduktion des Lernprozesses im Fremdsprachenunterricht auf das behavioristische Konzept. Das rigide Phasenschema des Unterrichtsablaufs, das zur Monotonie im Unterricht führt. Die Einschränkung der Rolle des Lehrers auf die des "Medientechnikers". Den Widerspruch zwischen der Forderung nach Mündlichkeit, Situativität und Authenzität der Sprache einerseits und dem Festhalten an einer Grammatikprogression. Den völligen Ausschluss der Muttersprache. Die Sinnentleerung und Banalisierung der Lehrbuchdialoge und -übungen wegen der Dominanz der Grammatikpatterns und der Marionettenhaftigkeit der Lehrbuchfiguren.
21. ZusammenfassungALM - AVM Ziele Ziel ist die schnelle mündliche Sprachkompetenz. Der Spracherwerb erfolgt nicht auf Basis von grammatischen Regeln, sondern durch häufiges Wiederholen von Mustersätzen (pattern drill), die zu Gewohnheiten (habits) führen.
22. ZusammenfassungALM - AVM Linguistische und lerntheoretische Grundlagen Die audiolinguale (ebenso wie die audiovisuelle) Methode entstanden unter dem Einfluss des amerikanischen Strukturalismus. Die Methoden stützen sich auf die behavioristische Lernpsychologie, nach der das Sprachenlernen eine Frage von Reiz und Reaktion bzw. der Konditionierung ist.
23. ZusammenfassungALM - AVM Unterrichtsprinzipien • Neuer Stoff wird in Dialogform präsentiert. • Strukturen werden aufgeteilt und eine nach der anderen unterrichtet. • Vokabular ist limitiert und wird im Zusammenhang gelernt. • sehr häufiger Gebrauch von Tonbändern, Sprachlabors und visuellen Hilfsmitteln. • Ein Schwerpunkt liegt auf der Aussprache. • Richtige Antworten werden sofort bestätigt bzw. verstärkt. • Die Lernenden sollen sich nach Möglichkeit fehlerfrei äußern.
24. ZusammenfassungALM - AVM Fertigkeiten Sprechen und Hören stehen im Vordergrund; die Aussprache spielt eine große Rolle.
25. ZusammenfassungALM - AVM Inhalte / Textsorten "Alltägliche" Situationen werden in für den Unterricht konstruierten Dialogen präsentiert.
26. ZusammenfassungALM - AVM Übungsformen Wiederholungs-Drill (Lernende wiederholen Lehräußerungen). Reihen-Drill (Frage - Antworten der Reihe nach). Satzmusterübungen in vielfachen Variationen (pattern drill). Satzschalttafeln / Substituierungsübungen. Lückentexte, Einsetzübungen. Auswendiglernen und Nachspielen von Modelldialogen. Aussprache-Übung: Minimalpaare. Grammatikspiele, bei denen es um viel Wiederholung geht.
27. ZusammenfassungALM - AVM Progression Es wird eine strikte Progression verfolgt. Ausgangssprache Der Gebrauch der Muttersprache ist nur gelten erlaubt. Lehrerrolle Sowohl die ALM als auch die AVM sind lehrerdominierte Methoden. Die Lehrkraft gibt das Zielsprachenbeispiel, kontrolliert den Sprachlernprozess und überwacht die Lernerleistung.