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TASK BASED LANGUAGE LEARNING

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TASK BASED LANGUAGE LEARNING  Task-based Learning (TBL) is an approach that has roots in the Communicative Language Teaching method, where the teaching process is done entirely through communicative tasks. In order to fully acquire language, it must have real meaning by being used in natural contexts. With Task-based Learning, teachers ask students to complete purposeful tasks that elicit the use of the target language. Assessment centers around the general outcome of the task, rather than meticulously picking apart each element of speech. In doing this, you celebrate the successful, appropriate completion of a task, which in turn boosts student confidence immensely.ased Language Learning. The first principle, scaffolding, claims that the chosen lessons and materials have to ensure that learning can take place. Thus, the learners have to be provided the language they need in order to complete the task (Nunan 2007: 35). Second, task dependency states that each task has to be c
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COMMUNITY LANGUAGE LEARNING

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  COMMUNITY LANGUAGE LEARNING Community Language Learning (CLL) is a teaching method developed in the 1970s in the USA by Jesuit priest, psychologist and educator Charles Curran. Drawing on principles of counselling therapy then prevalent, CLL emphasizes the importance of the learners themselves by calling them "clients" and letting them design lesson content. The teacher plays the part of "counsellor", while the learners are encouraged to work together, interacting and helping each other personally in a supportive community. The method, which aims to alleviate the anxiety and threat so often felt by language learners, is sometimes described as "counselling learning". Typical features of a CLL lesson: • target  language/mother tongue. • teacher/learner-centred. • counselling role for teacher; client roles for learners. • in-a-circle seating for learners. • recorder inside circle and teacher outside. • TL dialogue generated learner by le
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THE SILENT WAY METHOD

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THE SILENT WAY METHOD The Silent Way was founded in the early 1970s by the Egyptian mathematician and educator Caleb Gattegno. It is based on the idea that language learning can be enhanced in three main ways: discovery rather than teaching; problem solving in the target language; the use of physical tools. Above all, the teacher should be seen and not heard. In the Silent Way, the teacher is a facilitator, intervening vocally only if absolutely necessary. Learning is achieved through the use of color-coded charts that represent the sounds and spellings of language and small, colored, multi-length blocks of wood called Cuisenaire rods (originally designed for mathematics). An essential tenet of the Silent Way is that the teacher does not teach but helps the learner learn. TYPICAL FEATURES OF SILENT WAY LESSON: • target language/some mother tongue. • learner-centred. • teacher silence except as last resort. • TL sounds presented via sound-colour chart. • Cuisen
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Communicative Langugage teaching (CLT) and Communicative Approach

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Communicative Langugage teaching (CLT) and Communicative Approach The origins of Communicative Language Teaching (CLT) are to be found in the changes in the British language teaching tradition dating from the late 1960s until then, situational language represented the major British approach to teaching English as a foreign language, in situational Language Teaching, language was taught by practicing basic structures in meaningful situation-based activities. British applied linguists emphasized another fundamental dimension of language that was inadequately addressed in current approaches to language teaching at that time, the functional and communicative potential of language and they saw the need to focus in language teaching on communicative proficiency rather than on mere mastery of structures Another impetus for different approaches to foreign language teaching came from changing educational realities in Europe with the increasing interdependence of European countries c
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Total physical response

Total physical response Total physical response is a language teaching method developed by James Asher, a professor emeritus of psychology at San José State University, It is based on the coordination of language and physical movement, In total physical response, instructors give commands to students in the target language with body movements, and students respond with whole-body actions, so the comprehension approach to language teaching is when listening and responding with actions serves two purposes: It is a means of quickly recognizing meaning in the language being learned, and a means of passively learning the structure of the language itself, so the grammar is not taught explicitly but can be learned from the language input Is a method of teaching language or vocabulary concepts by using physical movement to react to verbal input. The process mimics the way that infants learn their first language, and it reduces student inhibitions and lowers stress Wh
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Lexical Approach

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Lexical Approach Since the publication of the “Lexical Approach” by Michael Lewis in 1993, Language teaching practices have been widely reviewed and discussed, so the lexical approach is a method of teaching foreign languages described by Michael, the basic concept on which this approach rests is the idea that an important part of learning a language consists of being able to understand and produce lexical phrases as chunks "Once the importance of prefabricated language is acknowledged, the grammar/vocabulary dichotomy becomes obviously false; In fact, language has long been analyzed as consisting of grammatical structures and a set of usually single vocabulary items. Grammar has been given priority over vocabulary" The lexical approach is a way of analyzing and teaching language based on the idea that it is made up of lexical units rather than grammatical structures and the units are words, chunks formed by collocations, and fixed phrases The main fe
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Suggestopedia

Suggestopedia "Often considered to be the strangest of the so-called "humanistic approaches", suggestopedia was originally developed in the 1970s by the Bulgarian educator Georgi Lozanov. Extravagant claims were initially made for the approach with Lozanov himself declaring that memorization in learning through suggestopedia would be accelerated by up to 25 times over that in conventional learning methods" This method was born as an attempt to explore all the possibilities of the human brain in order to increase mental capacity and expand memory by stimulating the two hemispheres of the human brain. Born in the seventies with the psychologist professor Georgi Lozanov, who thought about the use of suggestion through music, relaxation, deep breathing, imagination and concert sessions to get apprentices to acquire a second language quickly, entertaining and effective Suggestopedia frees students from the mental inhibitions and limitations imposed by socia
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