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“Use of Suggestopedia As an Innovative Strategy for Promoting Effective Reading Comprehension Abilities in English at the ESL Level” an Experimental Study
“Use of Suggestopedia as an Innovative Strategy for promoting Effective Reading Comprehension abilities in English at the ESL level” An Experimental Study *Kuncham Venkanna Senior Research Fellow in English, The English & Foreign Languages’ University, Hyderabad **Ann Glory P.S M.A. (English), M.Ed. Hyderabad India ABSTRACT The main aim of language learning and teaching, in the modern world, is helping learners to learn and improving the processes of learning. One of the techniques of language teaching, which is an outcome of the Communicative Language teaching (CLT), is Suggestopedia. The present article aims to find out the effectiveness of Suggestopedia as an innovative strategy for enhancing reading comprehension abilities and for promoting effective classroom practices in an ESL context. The article first lists out the major features of the strategy. It discusses the role of the strategy for effective language teaching in an ESL/EFL context. The article presents review of related literature such as concepts, theories and framework for the study in the next part of the article. This study first presents general reading comprehension abilities of ESL learners through a pre-test. Later, the paper lists out the impact of the strategy for enhancing reading comprehension abilities of ESL learners through an intervention. The results are analyzed, interpreted and discussed by employing appropriate statistical measures. Finally, the findings of the present study and suggestions for the further research are presented. KEY WORDS: Suggestopaedia, Reading comprehension abilities, classroom processes, and ESL context. www.ijellh.com 128 Introduction In the twenty first century, English in the ESL/EFL context has become a global language. -
Teaching English As a Foreign Language Routledge Education Books
Teaching English as a Foreign Language Routledge Education Books Advisory editor: John Eggleston Professor of Education University of Warwick Teaching English as a Foreign Language Second Edition Geoffrey Broughton, Christopher Brumfit, Roger Flavell, Peter Hill and Anita Pincas University of London Institute of Education London and New York First published 1978 by Routledge & Kegan Paul Ltd This edition published in the Taylor & Francis e-Library, 2003. Second edition published 1980 Simultaneously published in the USA and Canada by Routledge 29 West 35th Street, New York, NY 10001 © 1978, 1980 Geoffrey Broughton, Christopher Brumfit, Roger Flavell, Peter Hill and Anita Pincas All rights reserved. No part of this book may be reprinted or reproduced or utlized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. British Library Cataloguing in Publication Data Teaching English as a foreign language—(Routledge education books). 1. English Language—Study and teaching—Foreign students I. Broughton, Geoffrey 428’ .2’ 407 PE1128.A2 78–40161 ISBN 0-203-41254-0 Master e-book ISBN ISBN 0-203-72078-4 (Adobe eReader Format) ISBN 0-415-05882-1 (Print Edition) Contents Preface vii 1 English in the World Today 1 2 In the Classroom 12 3 Language and Communication 25 4 Basic Principles 37 5 Pronunciation 49 6 Listening and Speaking 65 7 Reading 89 8 Writing 116 9 Errors, Correction -
DOCUMENT RESUME the Learning Theory Behind the Rosetta Stone
DOCUMENT RESUME ED 404 883 -FL 024 460 AUTHOR Stoltzfus, Allen TITLE The Learning Theory behind the Rosetta Stone Language Library from Fairfield Language Technologies. PUB DATE Feb 97 NOTE 3p.; Paper presented at the Annual Meeting of the National Association for Bilingual Education (Albuquerque, NM, February 1997). PUB TYPE Reports Descriptive (141) Speeches/Conference Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Audiolingual Skills; Computer Assisted Instruction; Feedback; Learning Theories; *Listening Comprehension; *Listening Skills; *Multimedia Instruction; Multimedia Materials; *Natural Language Processing; Programmed Instructional Materials; Second Language Instruction; Second Language Learning; *Second Languages; Skill Development; Teaching Methods IDENTIFIERS Rosetta Stone Language Library ABSTRACT This brief report describes the Rosetta Stone Language Library, a set of multimedia second language instructional materials. These materials emphasize comprehension of spoken language as the first step to acquiring fluency, sometimes referred to as the "comprehension approach" or "natural approach." The materials are designed to develop language learners' listening skills, using pictures to create contexts where meaning is clear, elicit responses, and provide immediate feedback. Seven core themes of the comprehension approach are identified, with reference to a number of language learning theorists and to testimonials about the materials themselves. (MSE) *********************************************************************** -
The Effectiveness of Total Physical Response
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Sebelas Maret Institutional Repository THE EFFECTIVENESS OF TOTAL PHYSICAL RESPONSE (TPR) TO ENHANCE STUDENTS’ VOCABULARY MASTERY (AN EXPERIMENTAL STUDY AT THE SEVENTH GRADE OF SMP N 3 AJIBARANG) IN ACADEMIC YEAR 2009/2010 A THESIS Written by: Nofra Ilwana X2208530 TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY SURAKARTA 2010 v THE EFFECTIVENESS OF TOTAL PHYSICAL RESPONSE (TPR) TO ENHANCE STUDENTS’ VOCABULARY MASTERY (AN EXPERIMENTAL STUDY AT THE SEVENTH GRADE OF SMP N 3 AJIBARANG) IN ACADEMIC YEAR 2009/2010 A THESIS Written by: Nofra Ilwana X2208530 TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY SURAKARTA 2010 vi i CONSULTANT APPROVAL This thesis has been approved by the consultants to be examined by the Board of Thesis Examiners of the English Department of Teacher Training and Education Faculty, Sebelas Maret University. Surakarta, October 2010 Consultant I Consultant II Drs. Suparno, M.Pd. Teguh Sarosa SS M.Hum. NIP. 19511127 198601 1 001 NIP. 19730205 200604 1 001 vi i iii This thesis has been approved by the Board of Thesis Examiners of English Department of Teacher Training and Education Faculty, Sebelas Maret University, and accepted as one of the requirement for getting an Undergraduate Degree of Education in English. Day : Wednesday Date : October 27, 2010 The Board of Examiners: Chairman: Drs. Martono, M.A. ( ) NIP. 19600301 198803 1 004 Secretary Endang Setyaningsih, S.Pd., M.Hum. ( ) NIP. 19800513 200312 2 002 Examiner I Drs. Suparno, M.Pd ( ) NIP. 19511127 198601 1 001 Examiner II Teguh Sarosa, SS., M.Hum. -
ESL/EFL Teacher Training and Peripheral Social Contexts
Forum on Public Policy Meeting the Demand for TESL/TEFL Teachers: An Interdisciplinary Approach to Increasing Program Accessibility and Effectiveness Catherine A. Smith, Heidi E. Vellenga, Marian Parker and Norman L. Butler Catherine A. Smith, Assistant Professor, Troy University Heidi E. Vellenga, Dept. of English, PhD Candidate in Applied Linguistics. Northern Arizona University Marian Parker, Associate Professor, Dept. of Curriculum & Teaching, Troy University Norman L. Butler, Lecturer in English, Dept. of Foreign Languages, AGH University of Science and Technology Abstract This paper assembles innovative ideas from several disciplines and offers an integrated discussion for improving TESL/TEFL curriculum design, specifically for individuals from peripheral social contexts and to address the global demand for ESL/EFL teachers. Overall, the suggested innovations serve to: 1) increase program accessibility to individuals who might not otherwise pursue professional development and/or continuing education, and 2) enhance instructional effectiveness by including instructional topics and techniques which support novice and nonnative English teachers. Adjustments to admission practices, instruction practices, and long-term professional support allow the program to reach a greater population of teachers to serve the ever-increasing worldwide demand for English teachers. A website available prior to, during, and after instruction allows participants to continue research projects, learn about professional development opportunities, and participate in a virtual community of TESL/TEFL professionals, regardless of their current teaching placement environment. More practically-focused instruction which is delivered via both on-site instruction and DL (distance learning) technology results in more competent teachers completing TESL/TEFL programs. The more practically-focused instruction incorporates recent language research and language teaching innovations from applied linguistics, multicultural literature, conflict communication strategies, and educational leadership. -
Phonological Transcribing of English Utterances in Teaching Listening Comprehension for Korean Students PUB DATE 2009-05-20 NOTE 25P
DOCUMENT RESUME AUTHOR Cheung, Yun Kul TITLE Phonological Transcribing of English Utterances in Teaching Listening Comprehension for Korean Students PUB DATE 2009-05-20 NOTE 25p. PUB TYPE Guides – Classroom – Teacher EDRS PRICE DESCRIPTORS English (Second Language); Listening Comprehension; Dictation; Listening Skills; Second Language Instruction; Teaching Methods IDENTIFIERS Korea; Dictation ABSTRACT The purpose of this paper was to discuss the importance of listening and to examine whether or not transcribing utterances in English using the Korean alphabet improved the accuracy in English sentences produced by a group of Korean college students. A total population of 120 students was divided into two groups, control and experiment. The experiment group transcribed the English utterances on a practice TOEIC tape into phonological writing in Korean and then later transposed the Korean writing into English words. The control group transcribed the English sounds only in English without using the Korean alphabet. Statistically significant differences were noted in the accuracy of dictation when the students used the Korean alphabet, especially for the beginning and intermediate students. Statistically significant results were not produced for the advanced students. The findings of the study supported the view of many researchers and methodologists that listening comprehension is important to the acquisition of language skills, and second language instruction should continue to emphasize the importance of listening. (Contains 4 tables and 48 references.) I. INTRODUCTION Research suggests that listening skill is prerequisite to other language skills, i.e., speaking, reading, and writing. Listening comprehension is the first and foremost skill to be acquired in learning a new language – comprehension should precede production. -
Opment in a Comprehension-Based ESL Program 1 2
Reading Comprehension and Second Language Devel opment in a Comprehension-Based ESL Program 1 2 T. Sima Pan1>akht and Marjorie Bingham Wesche The paper reports on an exploratory in a four-skill program. study of the acquisition of specific Findings are reported and discussed content vocabulary, discourse connec in terms of the methodology and instru tives and grammatical knowledge over ments developed and adapted for the time by instructed adult L2 learners. A study, and of learning outcomes for the major objective of the study was the two groups. TIle instruments proved to development of an appropriate metho be largely appropriate for our purposes. dology and instruments for classroom The findings indicate that gains on research on these questions. grammatical knowledge measures were The study followed 37 intermediate somewhat greater for the four-skill level ESL students through one semes class, while the comprehension-based ter, including one class in a theme demonstrated greater gains in vocabu based program centered on comprehen lary knOWledge (both discourse con sion activities, and a comparison class nectives and content wordS). IN1RODUCTION This paper reports on the first stage of a long-term project to investigate the role of comprehension in second language development by young adults. The context is a comprehension based program for beginning to intermediate learners of English as a second language. Our objective is to study the language learning outcomes of a teaching approach which emphasizes global comprehension of written and oral texts. These outcomes include gains in vocabulary, grammatical and discourse knowledge. Inthis context we have focused on vocabulary learning outcomes from written texts used for global reading comprehension and related activities. -
The Silent Way, Community Language Learning, Suggestopedia, Psychodrama
An Exploration Of Humanistic Methodologies Of Language Teaching: The Silent Way, Community Language Learning, Suggestopedia, Psychodrama Carmel Heah Lee Hsia Pusat Bahasa Universiti Malaya Introduction The purpose of this paper is to explore four unconventional methods of teaching languages: the Silent Way, Community Language Learning (eLL), Suggestopedia, Psychodrama or to give it its French name, 'Psychodramaturgie Linguistique.' They are often indiscriminately lumped together as 'fringe methodologies' and conveniently dismissed as 'gimmicky' I Ifads'. 'crazes'. their practitioners being referred to as being on the 'lunatic fringe' They are, in fact, quite different from each other, both in conception and in realisatjon. My interest in these methodologies came about as a result of a British Coun cil Course I attended in Canterbury, England, in 1983 In the course of two weeks, I was taught Greek by the Silent Way, German by CLL, Russian by Suggestopedia, and French by Psychodrama. The impressions gained stem from the necessarily limited viewpoint of the participant-observer, who tries to be a willing learner in demonstration lessons and, at the same time, an open-minded critic of the methods as a whole. I wililirst begin by identifying the basic features of the 'humanistic' move ment with which these methodologies are associated. Then the theory behind each methodology and the implementation of it in the classroom will be outlin ed, followed by a discussion of how theory and practice relate to each Olher and to humanistic language teaching as a whole. Finally, the differences bel ween these methodologies in their interpretation of humanistic principles will be outlined. Humanistic Language Teaching Most of the approaches which have been popular in recent years, and given the label 'humanistic' J have certain features in common. -
Teaching Methodology
Teaching Methodology Abbas Ali Zarei, Associate professor, Imam Khomeini International University, Qazvin Teaching Methodology Preface According to Richards and Rodgers (1986), the proliferation of approaches and methods is a prominent characteristic of contemporary second and foreign language teaching. To some, this reflects the strength of our profession because teachers can have a wider variety of methodological options to choose from. To others, however, the wide variety of method options currently available confuses rather than comforts. This is partly because methods appear to be based on very different views of language and the way it is learnt. The goal of this book is to provide an overview of the field of second/foreign language teaching, with a particular focus on issues related to the teaching of English. It provides an overview of foreign language teaching and learning that will, hopefully, enable both prospective and practicing teachers to have a clearer understanding of the relationships between many of the practical planning and instructional activities and their underlying theoretical positions. The author also hopes to create a better understanding of the nature of language teaching and learning and the roles learners, teachers, teaching methods, and teaching materials play in successful language learning. The book is organized into 13 chapters. The first chapter is a review of the trends of development of the theories of language and learning and the resultant approaches to language teaching. Chapter 2 reviews language and its characteristics. Chapter 3 begins with a 2 Teaching Methodology description of human brain and some of its characteristics and then presents some definitions as well as the implications that the knowledge of the brain may have for theories of learning and, subsequently, teaching methods. -
Post-Method Era and Glocalization in Language Teaching and Learning Jesica Dwi Lusianov
Advances in Social Science, Education and Humanities Research, volume 509 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020) Post-Method Era and Glocalization in Language Teaching and Learning Jesica Dwi Lusianov Department of Linguistics, Faculty of Humanities, Universitas Indonesia, Depok, Indonesia Email: [email protected] ABSTRACT Language learning which develops in this post-global era of the industrial revolution 4.0 cannot be separated from post- methods. The post-method era is a condition that has been occurring in our current language education in which there are various efforts to reconstruct the relationship between theories and practices of methods (and approaches) based on contexts. In short, the post-method era enables teachers to construct classroom-oriented theories of pedagogical practice instead of knowledge-oriented theories of pedagogy. As a result, the post-method condition can lead to what is called “glocalization” (not “globalization”) in language pedagogy. The global principles, designs, procedures, and techniques of methods and approaches that the Western theorists have made are implemented grounded on what local teachers need, want, and experience in the classroom, thus the colonialism or marginalization which places the teachers as the passive consumer of the theorists’ methods and approaches does not happen. This glocalization in English teaching and learning, which is to do with post-methods, can influence or be practiced in many aspects, especially in interlanguage and culture, individual differences, and learning strategies. This paper reviews and highlights that post-method condition is related to glocalization in English language teaching and learning practices in terms of interlanguage and culture, individual differences, and learning strategies. -
A Model for Listening and Viewing Comprehension in Multimedia Environments
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ScholarSpace at University of Hawai'i at Manoa Language Learning & Technology July 1999, Volume 3, Number 1 http://llt.msu.edu/vol3num1/hoven/index.html pp. 73-90 online (page numbers in PDF differ and should not be used for reference) A MODEL FOR LISTENING AND VIEWING COMPREHENSION IN MULTIMEDIA ENVIRONMENTS Debra Hoven University of Queensland, Australia ABSTRACT This paper proposes an instructional design model appropriate for humanistic multimedia Computer-Enhanced Language Learning (CELL) in a self-access environment for second language learning through listening and viewing comprehension. The model is grounded in sociocultural theory, and set against a background of research into the complexities of listening and viewing, individual learner differences and learning styles, characteristics of self-directed and autonomous learning, and user-friendly instructional software design. INTRODUCTION Computers give learners freedom to work at their own pace and level, and to receive immediate and personalised feedback. In terms of group dynamics, they enable learners to pool their knowledge in more effective ways and enhance peer correction and language repair work. For this reason, the term CELL is used here in preference to CALL (Computer-Assisted/Aided Language Learning) to recognise the enhancing role that computers play in the language learning process. Humanistic elements of the use of computers in language learning emerge in discussions of types and techniques of learning, where CELL brings the real world into the classroom, makes learning more relevant, develops the learners' sense of responsibility, promotes non-linear and co-operative learning, helps reduce the need for a meta-language, and changes the role of the teacher (Batley & Freudenstein, 1991, pp. -
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.