How is the movement of the teacher in the classroom?
Always in front.
Are the students active or passive?
The students are mostly active in all methods.
Does the teacher use real objects, pictures etc?
Yes.
Does the teacher correct student errors? How?
Self-correction, peer-correction. The teacher gives a lot of chance to students to correct themselves.
Does the teacher gives rules explicitly or implicitly?
Implicitly.
Does the teacher use L1 or L2 as classroom language?
L2 is used. But it is not forbidden to use L1 to give clue.
Is the teacher friendly?
Yes.
Which skill does the teacher heavily emphasize?
Speaking, listening, writing, reading.
Which language area is more emphasized? Grammar or vocabulary?
Vocabulary.
Does the teacher provide the learners with enough examples and exercises?
Yes.
Does the teacher emphasize pronunciation?
Yes. A lot.
For which level or age group do you think this method can be appropriate and for what purpose?
It is not good for children. The teacher builds from known to unknown. For complete beginner only known thing is L1.
Reviewing the principles
The principles of each approach are organised below by answering the ten questions. Not at all the questions are addressed by each approach. All the questions, however, are listed so that it'll be easier for you to make comparisons among the approaches.
What are the goals of teachers who use methods based on this approach?
The teacher should give them only what they absolutely need to promote their learning. The teacher makes the students be responsible for their own learning. Students should be able to use the language for self-expressing. Students need to develop their own inner criteria.
What is the role of the teacher? What is the role of the students?
Guides, motivates, prompts. The teacher is not an authority. The role of the students is to make use of what they know with giving their utmost attention. The teacher should give only what is necessary to help. The teacher gives the directions. The teacher works with small groups. The students have to be very attentive.
What are the some characteristics of the teaching / learning process?
From known to unknown. There r a lot of practises, exercises. Different situations are used.
What is the nature of students - teacher interaction? What is the nature of student - student interaction?
Students initiate the interaction towards teacher. The teacher speaks just to give clues. S - S verbal interaction is desirable and is therefore encouraged. The teacher creates a situation, form the based line for the student to interact.
How are the feelings of the students dealt with?
Students' feelings are important. The teacher constantly observes the students. (observation) feedback sessions at the end of the lessons: students have an opportunity to express how they feel (structured feedback)
How is the language viewed? How is the culture viewed?
How they see language? They use it for communication.
What areas of language emphasized? What language skills are emphasized?
Pronunciation, speaking. But all of the skills are emphasized. Students learn to read and write what they have already produced orally.
What is the role of the students' native language?
If necessary L1 can be used, make use of L1 properties to teach L2. Meaning is made clear by translation. L1 is also used in feedback sessions. L1 and L2 similarity in sounds. Teacher can build upon the existing knowledge to introduce the new sounds in the target language.
How is the evaluation accomplished?
The teacher may never give a formal test. But the teacher always observes. It is important how much did the students learn. Progress(steady) is more important, not perfection.
How does the teacher respond to students' errors?
Students errors are seen as a natural, indispensable part of the learning process. The teacher uses students' errors to decide where further work is necessary. Self-correction, peer-correction but not teacher correction.
Way of life:The teacher teaches culture by giving them chance to find it. By giving the furniture, the students find themselves how the house is decorated in England. The teacher only gives clues.
This method focuses on the difference in pronunciation. The teacher is prompting \ courage the students. He never provides a model. The teacher does not pronounce anything. He only gives clues. He does not directly say the truth. He tries to make the students find the truth by giving clues. Discussion on the learning. Process with the students. Immediate feedback how the students feel / what they learn. The teacher is not a modal. He only guides them, does not teach anything.
Silent Way
SILENT WAY
Greets the students.
Always in front.
The students are mostly active in all methods.
Yes.
Self-correction, peer-correction. The teacher gives a lot of chance to students to correct themselves.
Implicitly.
L2 is used. But it is not forbidden to use L1 to give clue.
Yes.
Speaking, listening, writing, reading.
Vocabulary.
Yes.
Yes. A lot.
It is not good for children. The teacher builds from known to unknown. For complete beginner only known thing is L1.
Reviewing the principles
The teacher should give them only what they absolutely need to promote their learning. The teacher makes the students be responsible for their own learning. Students should be able to use the language for self-expressing. Students need to develop their own inner criteria.
Guides, motivates, prompts. The teacher is not an authority. The role of the students is to make use of what they know with giving their utmost attention. The teacher should give only what is necessary to help. The teacher gives the directions. The teacher works with small groups. The students have to be very attentive.
From known to unknown. There r a lot of practises, exercises. Different situations are used.
Students initiate the interaction towards teacher. The teacher speaks just to give clues. S - S verbal interaction is desirable and is therefore encouraged. The teacher creates a situation, form the based line for the student to interact.
Students' feelings are important. The teacher constantly observes the students. (observation) feedback sessions at the end of the lessons: students have an opportunity to express how they feel (structured feedback)
How they see language? They use it for communication.
Pronunciation, speaking. But all of the skills are emphasized. Students learn to read and write what they have already produced orally.
If necessary L1 can be used, make use of L1 properties to teach L2. Meaning is made clear by translation. L1 is also used in feedback sessions. L1 and L2 similarity in sounds. Teacher can build upon the existing knowledge to introduce the new sounds in the target language.
The teacher may never give a formal test. But the teacher always observes. It is important how much did the students learn. Progress(steady) is more important, not perfection.
Students errors are seen as a natural, indispensable part of the learning process. The teacher uses students' errors to decide where further work is necessary. Self-correction, peer-correction but not teacher correction.
Way of life: The teacher teaches culture by giving them chance to find it. By giving the furniture, the students find themselves how the house is decorated in England. The teacher only gives clues.
This method focuses on the difference in pronunciation. The teacher is prompting \ courage the students. He never provides a model. The teacher does not pronounce anything. He only gives clues. He does not directly say the truth. He tries to make the students find the truth by giving clues. Discussion on the learning. Process with the students. Immediate feedback how the students feel / what they learn. The teacher is not a modal. He only guides them, does not teach anything.