1. Learning Theory: There are three hypothesis:
A) Innate Bio-program: There
exists a specific, innate bio-program for language learning, which defines an optimal path
for first and second language development. Children develop listening competence before they
develop the ability to speak. They make “a blue-print” of the language first. They develop
"a cognitive map" of the language during listening process.
B) Brain Lateralisation: The brain
has two main parts: left hemisphere, and right hemisphere , which have different learning functions. If both hemispheres are
activated, learning is more effective.
C) Stress
(an affective filter): Stress intervenes between the act
of learning and what is to be learned. The lower the stress
is, the greater the learning becomes.
2. Language Theory: Language is
primarily oral. It is just like the acquisition of native language. Learners
first listen (silent period), then oral production starts. Oral communication
is crucial. Skilful use of imperatives by the instructor can be helpful for the
acquisition of many vocabulary items and grammatical structures. Asher views
the verb and particularly the verb in the imperative as the central linguistic
motif around which language use and learning are organised.
3. Culture: Culture is
the lifestyle of people who speak the language natively. Daily habits, social
life traditions should be learned.
4. Teachers' Role: Initially
the teacher is the director of all student behaviour. In the later stages, the
teacher is being directed.
5. Students' Role: Initially
students are the followers of the teacher. Usually after ten to twenty hours,
of instruction some students will be ready to speak the language. At this point
they start to direct the teacher.
6. Interactions: T with whole
group, T-respond by students
non-verbally; Sts-Sts; St-st
7. Vocabulary Teaching: Vocabulary
is introduced through imperatives. Verb is the kernel. Other categories like
adjective, adverb, and noun can be introduced around verb. Objects, especially
the objects in the immediate environment are introduced.
8. Grammar Teaching: Imperatives
play an important role. Multi-word chunks,
single-word chunks are used with imperatives. The teacher uses his/her
creativity to introduce various grammatical patterns with the accompaniment of imperatives.
E.g. For the
introduction of “If " clause type 1
"Stand
up if you are from Ankara"
"Smile if you are
wearing a blue T-shirt"
9. Materials: Objects
around in the classroom, visuals, written texts, tasks for kinaesthetic learning
can be used.
10. Syllabus: Sentence based syllabus with
grammatical and lexical criteria is
used. TPR requires initial attention to meaning
rather than to the forms of items.
11. Role of L1: The method is introduced in the
students' L1. After the introduction, rarely would the mother tongue be used. Meaning is made
through body movements.
12. Evaluation: Teachers
will know immediately whether or not students understand by observing heir
students' actions. Formal evaluations can be conducted simply by commanding
individual students to perform a series
of actions. As students become more advanced, their Performance in the skits
they have created can become the basis for evaluation.
13. Goals and Objectives: To make
students enjoy learning the target language and communicate with it. Stress
should be reduced.
14. Error Correction: Errors are
inevitable. The teacher should be tolerant of students' errors; only major errors should be corrected. The
teacher should be gentle when correcting students' errors. As students get more
advanced, teachers can correct more minor errors.
15. Student's Feelings: The teacher
should not force the students to speak. Silent period must be taken into
consideration. When they begin to speak, perfection is not necessary. Stress
should be reduced. The teacher should use "zany commands" and
humorous skits of actions to make classes more enjoyable.
16. Techniques:
A) Commands: Use of
commands is the major technique. Commands are given to students to perform an action; actions make meaning
clear.
B) Role reversal: Students
command their teacher and classmates to perform actions. Students speak after the silent
period. Students should not be forced before they feel ready.
C) Action sequence: The teacher
may give three connected commands (e.g. "Point to the door, walk to the door, and touch the
door")
17. Skills: Natural
order of skills:
1. Listening
(Very important during the silent period)
2. Speaking
(teacher should not force sts to produce the language especially during the
silent period
sts are expected to produce the target language voluntarily)
3. Reading
4. Writing
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