DOCSLIB.ORG

English Teachers' Resource Handbook

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
English Teachers' Resource Handbook Students never appreciate their teachers while they are learning. It is only later, when they know more of the world, that they understand how indebted they are to those who instructed them. Good teachers expect no praise or love from the young. They wait for it, and in time, it comes.. Darren Shan English Teachers’ Resource Handbook Supplementary materials for advancing classroom teaching This handbook was created with the purpose to help the school teachers to enhance their teaching methods and practices as well as to bring their instructional planning processes to the standards and requirements of the modern education system. This handbook introduces resources that teachers can utilize in their daily professional life. Contents Chapter 1: Language Learning and Teaching Methods ............................................................................3 Chapter 2: Language Learning Styles .......................................................................................................8 Chapter 3: Lesson Planning and Writing Learning Objectives ...............................................................14 Chapter 4: How to Teach Four Skills: Speaking, Listening, Writing, Reading .........................................19 Chapter 5: How to teach grammar ........................................................................................................31 Chapter 6: Co-Teaching ..........................................................................................................................35 Chapter 7: Working with Limited Resources ..........................................................................................40 Chapter 8: Developing Critical Thinking Skills ........................................................................................50 Chapter 9: Classroom Management ......................................................................................................57 Chapter 10: Non-formal Education ..........................................................................................................62 Chapter 11: Assessment and Evaluation ..................................................................................................69 English Teachers’ Resource Book Page 1 Page 2 English Teachers’ Resource Book Chapter 1: Language Learning and Teaching Methods Around the world, many different teaching methods have been used and developed in the last century, including the grammar-translation method, the direct method, the audio-lingual method, the communicative approach, the silent way, total physical response, and the natural approach. Effective teaching happens when a teacher uses the mixture of different approaches, utilizing each method’s strengths to create lessons that address a range of students’ learning styles and interests. This chapter will offer you information on various language teaching approaches and methods, advantages and disadvantages of each along with the typical classroom activities pertinent to each method. Grammar-Translation Method As the name suggests, this method focuses mainly on students’ understanding of grammar and their ability to translate texts. In this method, grammar and vocabulary are taught out of context with little or no regard for being able to use the target language in everyday situations. Additionally, the classes are taught primarily in the mother tongue, not the target language. This method focuses on learning the language through memorizing dialogues and scripted responses. In this method, emphasis is placed on correct pronunciation and recognizing structural patterns rather than on learning usage of grammar forms and functions, and vocabulary. Tapes, language labs, and visual aids are used to introduce new dialogues and to aid in pronunciation and pattern recognition. Some advantages of using this method: Some disadvantages of using this method: 3 Students do a lot of practice until the accuracy 3 Students get little or no practice in applying the is achieved. Automaticity is acquired through vocabulary or grammar structures they have conditioning memorized to everyday situations. 3 Students learn structures of the foreign 3 Students’ listening and speaking skills are language and compare them to the relevant not well-developed, so they have difficulty structures and forms in the native language. comprehending and contributing to 3 Teacher saves time on explanations by giving the conversations in the target language translation of the lexical items as opposed to 3 There is no room for pair work or group work providing definitions, illustrations and context to and interaction among students in the target explore the meaning and usage of words. language. 3 Students’ creativity and ability to generate original sentences and dialogues is not encouraged. Students learn language without knowing its meaning. Tips on how to use GRAMMAR-TRANSLATION method effectively in the classroom: 3 Introduce and practice grammar in context. Use texts and dialogues rather than isolated sentences. 3 Manage the class time wisely, ensuring that the majority of class is taught in the target language, not the mother tongue. Make any grammar explanations in the mother tongue brief. 3 Give pair or group assignments with grammar worksheets, roles plays for practicing grammar structures, task-based assignments that integrate grammar structures. English Teachers’ Resource Book Page 3 3 Use such games as: Tic Tac Toe Jeopardy For more ideas, please download Grammar Games and Activities Kit from English Raven Education Re- sources (ERES) Audio-Lingual Method This method emphasizes the importance of mimicry, memorization of set phrases, and overlearning. There is great effort to get students to produce error-free utterances and great importance is attached to pronunciation. Structural patterns are taught using repetitive drills and there is little or no grammatical explanation. Grammar is taught by inductive analogy rather than deductive explanation. There is much use of tapes, language labs, and visual aids. Some advantages of using this method: Some disadvantages of using this method: 3 Students do a lot of drilling and repetition, 3 Grammar is neglected which strengthens their pronunciation skills. 3 Students’ creativity and ability to generate 3 Students are exposed to native language original sentences and dialogues is not pronunciation through the use of CDs and encouraged language labs, which improves their listening 3 There is dependence on mimicry, memorization of skills. set phrases, and over learning. 3 Students do a lot of practice in the dialog form. 3 There is a tendency to focus on the accuracy and 3 Teacher uses additional resources such as CDs disregard content. and videos. Tips on how to use AUDIO-LINGUAL method effectively in the classroom: 3 Use a short video clip or a song to introduce the language objectives of the lesson (new grammar rule, vocabulary, etc). 3 Use role plays for students to practice producing coherent conversations in different settings. 3 Teach students a song and have everyone sing it in order to teach correct pronunciation. Some simple songs for younger grades include: “Twinkle, Twinkle Little Star”, “B-I-N-G-O”, “Old MacDonald had a farm” 3 Some simple songs that will help you integrate grammar-translation method with the audio-lingual approach for older grades include: Frank Sinatra “My Way” – Past Simple and Present Perfect The Beatles “Norwegian Wood” - Past Simple The Rolling Stones “Paint It Black” - Present Simple Rod Stewart “Sailing” - Present Continuous Doris Day “Que Sera Sera” – Future Elvis Presley “Return to Sender” – Past Simple For more examples, you can visit the website: http://www.esl-lounge.com/songstop.php 3 Have the students memorize tongue twisters and give prizes to the students who can say them the most quickly and accurately 3 The British Council’s website, Learn English Kids, includes many resources such as popular songs and tongue twisters for kids: http://learnenglishkids.britishcouncil.org/en/ Communicative approach This method emphasizes the importance of being able to communicate effectively in the target language. In this method, all communication has a social purpose, something the speaker has to say or find out; therefore, the focus is on students acquiring functional or usable language skills from an early stage in their learning process. Classroom instruction Page 4 English Teachers’ Resource Book and management is given primarily in the target language, and emphasis is placed on speaking and listening skills. Spontaneous and improvised use of the target language is encouraged. Some advantages of using this method: Some disadvantages of using this method: 3 Students are taught using practical, meaningful 3 Slower learners might not have enough activities with the intent of enabling the vocabulary to communicate. students to survive in a variety of everyday 3 Use of authentic texts requires more learning situations time, as students need to comprehend the 3 Visual stimuli and resources outside of the textbook meaning and content of the text as well as the are used to emphasize creativity and spontaneity language forms used. 3 Material is presented in context 3 Teacher may find it difficult to give sufficient 3 Lessons are adapted to the students’ interests time to students to produce with the language. and learning styles Tips on how to use COMMUNICATIVE method effectively in the classroom: 3 Use the target language to give instructions and maintain discipline
Load more

Recommended publications
  • Total Physical Response Storytelling and the Teaching of Grammar Rules in Second Language Instruction Angela M
    Regis University ePublications at Regis University All Regis University Theses Summer 2006 Total Physical Response Storytelling And The Teaching Of Grammar Rules In Second Language Instruction Angela M. Dettenrieder Regis University Follow this and additional works at: https://epublications.regis.edu/theses Part of the Education Commons Recommended Citation Dettenrieder, Angela M., "Total Physical Response Storytelling And The eT aching Of Grammar Rules In Second Language Instruction" (2006). All Regis University Theses. 762. https://epublications.regis.edu/theses/762 This Thesis - Open Access is brought to you for free and open access by ePublications at Regis University. It has been accepted for inclusion in All Regis University Theses by an authorized administrator of ePublications at Regis University. For more information, please contact [email protected]. Regis University School for Professional Studies Graduate Programs Final Project/Thesis Disclaimer Use of the materials available in the Regis University Thesis Collection (“Collection”) is limited and restricted to those users who agree to comply with the following terms of use. Regis University reserves the right to deny access to the Collection to any person who violates these terms of use or who seeks to or does alter, avoid or supersede the functional conditions, restrictions and limitations of the Collection. The site may be used only for lawful purposes. The user is solely responsible for knowing and adhering to any and all applicable laws, rules, and regulations relating or pertaining to use of the Collection. All content in this Collection is owned by and subject to the exclusive control of Regis University and the authors of the materials.
    [Show full text]
  • Indigenous Language Revitalization in Montana: Perspectives from Four Nations
    University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2003 Indigenous language revitalization in Montana: Perspectives from four nations Mary Groom-Hall The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Groom-Hall, Mary, "Indigenous language revitalization in Montana: Perspectives from four nations" (2003). Graduate Student Theses, Dissertations, & Professional Papers. 9458. https://scholarworks.umt.edu/etd/9458 This Dissertation is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. Maureen and Mike MANSFIELD LIBRARY The University o f MONTANA Permission is granted by the author to reproduce this material in its entirety, provided that tin's material is used for scholarly purposes and is properly cited in published works and reports. ** Please check "Yes" or "No" and provide signature ** Yes, I grant permission ^ No, I do not grant permission _____ Author's Signature Date S)2-V o3> Any copying for commercial purposes or financial gain may be undertaken only with the author's explicit consent. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. INDIGENOUS LANGUAGE REVITALIZATION IN MONTANA PERSPECTIVES FROM FOUR NATIONS Mary Groom Hall B.A.
    [Show full text]
  • In Between Language Teaching Methods: Do We Need (To Know About)
    ACTA UNIVERSITATIS SAPIENTIAE, PHILOLOGICA, 11, 3 (2019) 119–139 DOI: 10 .2478/ausp-2019-0030 In between Language Teaching Methods: Do We Need (to Know About) Methods at All? Imola Katalin NAGY Sapientia Hungarian University of Transylvania, Cluj-Napoca Faculty of Technical and Human Sciences, Târgu-Mureş Department of Applied Linguistics Abstract . In this study, we attempt to approach the problem of foreign language teaching from the viewpoint of language pedagogy development in different historical periods: from the grammar translation method through the audio-lingual approaches and up to communicative and post- communicative methods . We have come today to reconsider the role and status of language teaching not only because globalization has produced an increase in the number of speakers of English all around the world but also due to the fact that the issue of localization (of language teaching methods and techniques) has also come to the fore . This meta-analytical article circumscribes a number of popular methods amongst which teachers can choose, and we also try to summarize the most important foreign language teaching methods that can be spotted in the era of what is presently called the post-method condition . Keywords: language teaching methods, methodology, history of methods, choice between methods, communicative and post-communicative language teaching 1. Introduction The history of the development of language teaching didactics and methodology is a well-documented field of research. In the long history of language teaching didactics, there have been numerous taxonomies regarding trends in language teaching along with different attempts to organize different methods into different categories . For instance, Kumaravadivelu (1994: 29) talks about language-centred methods (e .g .
    [Show full text]
  • Comparing Between Total Physical Response and Silent Way to Develop Speaking Students’ Ability at Second Grade Sman 1 Liliriaja Kab
    i COMPARING BETWEEN TOTAL PHYSICAL RESPONSE AND SILENT WAY TO DEVELOP SPEAKING STUDENTS’ ABILITY AT SECOND GRADE SMAN 1 LILIRIAJA KAB. SOPPENG By A. MUH. SYAFRI IDRIS Reg.Num. 12. 1300.131 ENGLISH PROGRAM TARBIYAH AND ADAB DEPARTMENT STATE ISLAMIC COLLEGE (STAIN) PAREPARE 2016 i ii COMPARING BETWEEN TOTAL PHYSICAL RESPONSE AND SILENT WAY TO DEVELOP SPEAKING STUDENTS’ ABILITY AT SECOND GRADE SMAN 1 LILIRIAJA KAB. SOPPENG By A. MUH. SYAFRI IDRIS Reg.Num. 12. 1300.131 Submitted to the English Program of Tarbiyah and Adab Department of State Islamic College of Parepare in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd) ENGLISH PROGRAM OF TARBIYAH AND ADAB DEPARTMENT STATE ISLAMIC COLLEGE (STAIN) PAREPARE 2016 ii iii COMPARING BETWEEN TOTAL PHYSICAL RESPONSE AND SILENT WAY TO DEVELOP SPEAKING STUDENTS’ ABILITY AT SECOND GRADE SMAN 1 LILIRIAJA KAB. SOPPENG Skripsi As Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd.) English Program Submitted By A. MUH. SYAFRI IDRIS Reg.Num. 12. 1300.131 to ENGLISH PROGRAM OF TARBIYAH AND ADAB DEPARTMENT STATE ISLAMIC COLLEGE (STAIN) PAREPARE 2016 iii iv iv v v vi vi vii ACKNOWLEDGMENT Al-hamdulillāhi rabbil ‘ālamin, First of all, the researcher would like to express his best regard to God Allah swt. the lord of this world, the master of judgment day, and the creator of this universe who has been giving beautiful life, long life, so he can do his obligation as worshipper in this world. Secondly, his shalawat and salam to our prophet Muhammad saw. who have replace flag paganism with flags Islam in this earth and also who brought us from uneducational person to be educational person.
    [Show full text]
  • Teaching Basic Vocabulary Through Children's Songs at Flora Perez De
    MAYOR DE SAN ANDRES UNIVERSITY FACULTY OF HUMANITY AND EDUCATIONAL SCIENCES DEPARTMENT OF LINGUISTCS AND LANGUAGES GUIDED WORK “TEACHING BASIC VOCABULARY THROUGH CHILDREN’S SONGS AT FLORA PEREZ DE SAAVEDRA SCHOOL” CANDIDATE: RUTH CABRERA CACERES ACADEMIC TUTOR: Mg Sc. MARIA EUGENIA SEJAS RALDE LA PAZ – BOLIVIA 2015 ABSTRACT This project implemented the songs as an option to teach a foreign language. The project takes the Total Physical Response (TPR) and Active method in order to promote students English learning process. Working with Total Physical Respond method, we provide instruction exclusively in the target language foster the brain body connection and engage students in developmentally appropriate activities. According to the results, we perceived that the children are good learners of another language, because they appreciated their retention of the vocabulary and enjoyed the language learning process. As we mention in chapter IV the use of children songs in the process of teaching and learning was so successful. The songs are so useful and can be adapted easily to teach other subject. In order to this, the objectives of this project was successfully achieved. This project begins with a Diagnostic section which describes and provides information about the context in which the project was developed, the population that we have worked, the general and specific objectives, the analysis of the results about children’s needs with regard to learning English language and the reason to develop this project. This work contains the Theoretical basis supports, reviews of representative literature related with songs in the teaching English, also about Total Physical Response method and Active method focus in oral communication and corporal actions.
    [Show full text]
  • The Effectiveness of Total Physical Response Storytelling for Language Learning with Special Education Students
    Rowan University Rowan Digital Works Theses and Dissertations 9-10-2012 The effectiveness of Total Physical Response Storytelling for language learning with special education students Laura Holleny Follow this and additional works at: https://rdw.rowan.edu/etd Part of the Special Education and Teaching Commons Recommended Citation Holleny, Laura, "The effectiveness of Total Physical Response Storytelling for language learning with special education students" (2012). Theses and Dissertations. 197. https://rdw.rowan.edu/etd/197 This Thesis is brought to you for free and open access by Rowan Digital Works. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Rowan Digital Works. For more information, please contact [email protected]. THE EFFECTIVENESS OF TOTAL PHYSICAL RESPONSE STORYTELLING FOR LANGUAGE LEARNING WITH SPECIAL EDUCATION STUDENTS by Laura E. Holleny A Thesis Submitted to the Department of Language, Literacy, and Special Education College of Education In partial fulfillment of the requirement For the degree of Master of Arts in Learning Disabilities at Rowan University April 20, 2012 Thesis Chair: S. Jay Kuder, Ed.D. © 2012 Laura E. Holleny Abstract Laura E. Holleny THE EFFECTIVENESS OF TOTAL PHYSICAL RESPONSE STORYTELLING FOR LANGUAGE LEARNING WITH SPECIAL EDUCATION STUDENTS 2012 Dr. S. Jay Kuder Master of Arts in Learning Disabilities The purpose of this exploratory research was to ascertain the validity of the Total Physical Response Storytelling (TPRS) language learning method in comparison with “traditional” language learning methods. The research focused on high school students (n= 44) in grades 9-12 with mild learning disabilities such as specific learning disorder, other health impairment, communication impairment, and multiple disabilities.
    [Show full text]
  • Lessons in Immersion Instruction from the American Indian Language Development Institute (AILDI)
    Lessons in Immersion Instruction from the American Indian Language Development Institute (AILDI) Ivan Ozbolt University of Oklahoma Introduction Every summer, participants at the American Indian Language Development Institute (AILDI) conclude their month of intensive training by performing a “microteaching” session, a hallmark of AILDI (McCarty, Watahomigie, Yamamoto, Zepeda, 2001, p. 373). Microteaching is a twenty-five minute lesson, in which one or several students teach a Native American Language lesson through “immersion”, that is without using any word of English. The microteaching session is now a major component of AILDI’s summer program, which has existed for thirty years. All participants have to conduct a microteaching lesson in order to get their certificate of completion. The mandatory nature of the microteaching session is not surprising, given that AILDI’s mission is to promote the retention of Native American languages. Language immersion - which can be defined as a method of instruction where the target language is used as the language of instruction - is now recognized in the fields of language revitalization and Indigenous language education as the best way to progress towards fluency. In that regard, Indigenous educators have developed a strong interest for communication-based instruction methods in the classroom, instead of the traditional grammar-oriented formal methods, which rarely lead to fluency in the target language. Today, the Native languages of North America are in a wide range of states of vitality. Some languages are still spoken by a substantial number of people and by all age groups, and are sometimes taught from pre- schools to universities. On the other hand, some languages have already lost (or are about to lose) all their fluent speakers, and some tribes have very limited means to teach their languages in school settings.
    [Show full text]
  • A Pilot Study Comparing Total Physical Response Storytelling
    Dominican Scholar Graduate Master's Theses, Capstones, and Culminating Projects Student Scholarship 5-2010 A Pilot Study Comparing Total Physical Response Storytelling™ With the Grammar-Translation Teaching Strategy to Determine Their Effectiveness in Vocabulary Acquisition Among English as a Second Language Adult Learners Ruben Castro Dominican University of California https://doi.org/10.33015/dominican.edu/2010.edu.08 Survey: Let us know how this paper benefits you. Recommended Citation Castro, Ruben, "A Pilot Study Comparing Total Physical Response Storytelling™ With the Grammar-Translation Teaching Strategy to Determine Their Effectiveness in ocabularyV Acquisition Among English as a Second Language Adult Learners" (2010). Graduate Master's Theses, Capstones, and Culminating Projects. 111. https://doi.org/10.33015/dominican.edu/2010.edu.08 This Master's Thesis is brought to you for free and open access by the Student Scholarship at Dominican Scholar. It has been accepted for inclusion in Graduate Master's Theses, Capstones, and Culminating Projects by an authorized administrator of Dominican Scholar. For more information, please contact [email protected]. TPRS for Adults in the ESL Classroom 1 Title Page A Pilot Study Comparing Total Physical Response Storytelling™ With the Grammar-Translation Teaching Strategy to Determine Their Effectiveness in Vocabulary Acquisition Among English as a Second Language Adult Learners Rubén Castro Submitted in Partial Fulfillment of the Requirements for the Degree Master of Science in Education School of Education and Counseling Psychology Dominican University of California San Rafael, CA May 2010 TPRS for Adults in the ESL Classroom 2 Acknowledgements I thank my professor Dr. Madalienne Peters for her words of encouragement and invaluable support; Dr.
    [Show full text]
  • Total Physical Response (TPR) 54 Stories, Rhymes, Songs and Chants 57 the Natural Approach 61
    Designing language teaching — on becoming a reflective professional Albert Weideman University of the Free State ISBN 1-86854-436-2 © AJ Weideman 2002 ii Contents Acknowledgements 1 Introduction 1 2 Traditional approaches 8 The grammar translation method 10 The Direct method 15 The Audio-lingual method 19 Conclusion 25 27 3 Communicative language teaching: origins and mainstream Authentic texts 28 Information gap technique 31 Communicative language teaching: the mainstream 34 45 4 Psychological emphases in Communicative language teaching ‘L’ and ‘P’ emphases in CLT 45 Play and drama techniques 46 Discussion exercises 50 Total physical response (TPR) 54 Stories, rhymes, songs and chants 57 The Natural approach 61 5 Eclecticism revisited 63 Eclecticism: the disadvantages 63 Eclecticism: the positive side 67 The acquisition of transactional competence 70 6 Alternative combinations 82 Giving learners a say 82 A Community Language Learning (CLL) experience 83 Further combinations 90 So? 92 7 Design considerations in language teaching 94 Requirements for a communicative approach 94 A stress index for language methods 97 Language teaching that makes learning possible 103 Teaching with integrity 105 References 108 iii Designing language teaching Introduction 1 UMANS CANNOT LIVE WITHOUT COMMITMENT. IN ALL OF THEIR workaday lives, they make commitments in order to live. The H most prominent example of commitment, probably, comes in setting up durable, loving relationships, such as marriage, with others. But even when we participate in other, less durable relationships, such as keeping an appointment with someone whom we might perhaps meet only once, we make a commitment. Human action is based on it. Teaching is no different, nor is language teaching an exception.
    [Show full text]
  • Suggested Supplementary Materials List
    APPENDIX Suggested Supplementary Materials List All Languages and ESL Reference: Material World: A Global Family Portrait Peter Menzel ISBN 0-87156-430-0 If the World Were a Village David J. Smith 2002 ISBN 1-55074-779-7 Louder Than Words Sergio Aragones (comics) The Macmillan Visual Dictionary ISBN 0-02-578115-4 Classroom Items: Student White Boards Guess Who Board Game El Juego de los Oficios, Español Eggspert Game Show System, Carlex Bingo Oral Activity Books: (these can be ordered from Amazon) Pair Work I Peter Watcyn-Jones and Diedre Howard-Williams 2002 ISBN 0582514630 Pair Work 2 Peter Watcyn-Jones and Diedre Howard-Williams 2002 ISBN 9780582514621 Pair Work 3 Peter Watcyn-Jones and Diedre Howard-Williams 2002 ISBN 9780582514614 Group Work - Intermediate Peter Watcyn-Jones 2007 ISBN 9780582461581 Talk-a-tivities Richard Yorkey ISBN 9780201099119 French I Readers: J’apprends à lire Les Amours de Lulu Papineau et Lepage, ISBN 2-89512-245-8 Trop...C’est trop! Danielle Vaillancourt, ISBN 2-89512-241-5 Papa est un dinosaure Bruno St-Aubin, ISBN 2-89512-113-3 Drôle de cauchemar Bruno St-Aubin, ISBN 2-89512-133-8 Papa est un castor bricoleur Bruno St-Aubin, ISBN 2-89512-186-9 Bambou à l’école des singes Dominique Jolin, ISBN 2-89512-045-5 Bambou à la plage Dominique Jolin, ISBN 2-89512-130-3 Bambou au pays des Bambous Dominique Jolin, ISBN 2-89512-181-8 Un été pas comme les autres Huguette Zahler, ISBN 0-87720-479-9 French II Readers: J’apprends à lire Qu’on me chatouille les orteils! Bruno St-Aubin, ISBN 2-89512-247-4 Les bêtises des parent.
    [Show full text]
  • Suggestopedia – a Teaching Method to Promote Learning in the Second Language Classroom
    MASTEROPPGAVE Suggestopedia – a teaching method to promote learning in the second language classroom Else Bakkehaug 2017 Fremmedspråk i skolen, engelsk Avdeling for økonomi, språk og samfunnsfag Kahlil Gibran: He [the teacher] does not bid you enter the house of his wisdom, but rather leads you to the threshold of your own mind. Abstract The aim of the present study is to investigate the success rate of the method of Suggestopedia in teaching young adult immigrants English as a third language in Norway, as well as teachers’ and students’ attitudes to the method. The methods used were first an E-mail internet survey mapping trained suggestopedists’ view on the method. Second, action research included observations during several classroom sessions. Third, results from the students’ term tests were included, and, fourth, the participating students were interviewed after the classroom study was completed. Results from the classroom study show successful activities and participation, giving improved language skills. These results, are also confirmed by the students themselves, and coincide with the suggestopedists’ knowledge and reflections about Suggestopedia as a teaching method. 2 Table of Contents 1 Introduction ..................................................................................................................................... 5 1.1 Background ............................................................................................................................. 5 1.2 Aim .........................................................................................................................................
    [Show full text]
  • Suggestopedia’ Vs
    International Journal of Humanities and Social Science Vol. 6, No. 4; April 2016 A Relative Comparison Made of Two Teaching Methodologies: The Examples of ‘Suggestopedia’ vs. Total Physical Response Paul C. Talley, Ph.D. I-Shou University International College – Department of International Business Administration No. 1, Section 1, Syucheng Road Dashu District Tu, Hui-ling Tajen University Department of Applied Foreign Languages No. 20, Weisin Road Sin-er Village, Yanpu Township Pingtung County (907), Taiwan, R.O.C. Abstract The necessity to offer comparative teaching methodologies is a reality most teachers face in the classroom setting. No two students comprehend language arts in the same way because of previous learning experiences, temperament, and expectations. As a result, teachers must frequently choose between two or more second language teaching methods to effectively address students’ needs. This paper uses a comparison made between Total Physical Response and Suggestopedia methods as an example of how to choose a practical approach to teaching. The ability to consider traits, strengths, weaknesses, and results in an evaluative manner can help teachers to gain insight in order to determine which method is most effective for teaching language and then to recognize the similarities and differences between these methods. The methods examined in this paper in no way reflect the only approaches open for instruction. It is hoped that a generalized teaching approach which blends the best of many teaching methods may be adopted, adapted, and considered for purposes of instruction. Introduction A relative comparison of two “innovative” methods (Larsen-Freeman, 2000) or “designer methods” (Nunan, 1991) of second language teaching can be made using Total Physical Response (TPR) and ‘Suggestopedia’ as working models.
    [Show full text]