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Bruna LuizaBruna Fontoura
Giovana PeriniMarina Garcia
Oral-based approach;
Visual exploration;
Teacher gives model;
Many repetitions;
Role play;
Drill: Repeat main line◦ Change main line with new vocabulary◦ Create and answer Yes/No questions based
on main line;
No grammar rule;
Students need to use language without stopping to think;
Teachers are responsible for leading students;
Dialogs are taught through repetition and imitation;
Grammar and vocabulary are presented through dialogs;
The interaction teacher-student is directed;
Each language has its unique system;
The language skills order are: listening, speaking, reading and writing;
Pronunciation is taught since the beginning;
Students errors are avoided and teacher draws their attention to their difficulties;
Students are guided to repeat as accurately and quick as they can;
The teacher begins the chain drill and then passes the turn to the students;
The teacher presents a sentence and then encourage students to substitute the terms;
Question-answer drill;
Minimal pairs are presented by the teachers, contrasting to the students native language;
Students fill the blanks of the dialogs;
Caleb Gattegno
Shares certain principles with the Cognitive Aproach:
“Teaching should besubordinated to learning”
Gattegno: learning- initiate by ourselves, mobilizing our inner resources;
Goals of the teachers:
• self-expression (thought , perceptions, fellings)
• develop independence• onw inner criteria for correctness
Roles Teacher: technician or engineer
“Only the learner can do the learning”
Respect the student’s autonomy
Role of the Students
• Use of what they know
• Free themselves of any obstacles
• Actively engage – personal responsibility
As Gattegno says:
“The teacher works with the students; the
students work on the language.”
Teaching / Learning Process
Starts through what the students already know
Situations to focus the attention on the structures of the language
Minimal spoken cues
Students receive a great deal of practice
Students gain autonomy by exploring the language and by making choices
Students describe their reactions
Teacher-Student Interactions
• Teacher is silent – give cues
• Non-verbal gestures, tools he has available
• Student-Student interaction is desirable
Techniques and Materials
Sound-color chart Teacher’s Silent Peer Correction Rods Self-Correction Gestures Word Chart Structured Feedback
References
LARZEN-FREEMAN, D. The Audio-Lingual Method. The Silent Way.In: Techniques and principles in language teaching. 2nded. Oxford. 2008.