University A_Mira, Bejaia

Department of English
Course: didactics
Level: L3/ sections 1+2
Lecturer: Dr Kadri-Bensidhoum
Email: nawal.k.09@hotmail.fr

Lecture two

IV. The silent way method

 The method is develop by Galeb Gattegno.
 It is based on the structural view of language and artificial approach to language learning.
 The teacher should be silent as much as possible.
 The learner should produce as much language as possible.
 Learning occurs through discovery and creation; the focus is on the learner’s priorities
and commitment.
 Learning is viewed as a problem solving, creative and discovering activity.
 Learning is facilitated if the learner discovers or creates rather than remembers and
repeats what is to be learned.
 Learners discover the rules of language then apply them.
 Learning is accompanied by physical objects like charts and coloured cuisenaire rods and
activities include commands, questions and visual cues .
 The use of the target language.
 It develops learners’ responsibility, independence and autonomy.
 The teacher models words, phrases and sentences then elicits responses from learners
who create their own utterances putting together old and new information.
 Learners should be active and independent and they are supposed to work cooperatively
to correct each other.

V. Suggestopedia
 The method is developed by Georgi Lozanov during the 1970’s.
 It suggests new ways of teaching and learning.
 It suggests that the human brain could process great quantities of material if simply given
the right conditions for learning, among which are a state of relaxation and giving over
the control of the teacher.
 Learning is facilitated in an environment that is as comfortable as possible, featuring soft
cushioned seating and dim lighting.
 Baroque music is played softly in the background to increase mental relaxation and
potential to take in and retain new material during the lesson.
 Setting a favorable learning atmosphere (fun, cheerful, enjoyable, ...).
 Reading occurs in a relaxed environment through music.
 Learning occurs by experiencing the language material.
 Activities include: imitation, role play, questions /answers, puzzles, drama, dialogues, ...

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 Learning is encouraged through the presence in the learning environment of posters and
decorations featuring the target language and various grammatical information.
 The teacher assumes a role of complete authority and control in the classroom, but
learners should participate.

VI. Total physical response

 A natural method developed by James Asher to aid learning second languages.
 It reflects a grammar-based view of language.
 Grammar is taught inductively; the method requires initial attention to meaning rather
than to the form of items.
 Learning is viewed as a stimulus-response process.
 Successful second language learning should be a parallel process to child first language
acquisition.
 Learning occurs first via listening then speech evolves naturally.
 Physical activities (gestures, body movements, action-based drills, slide presentations,
role plays, ...) are designed to reinforce listening comprehension.
 The teacher replaces the textbook at the early stages of learning (the teacher voice,
actions and gestures are the basic classroom activities).
 The teacher selects and decides on what to teach, presents and models the new material
and selects supporting material for classroom use.
 The teacher has the responsibility of providing learners with the best kind of exposure to
language and feedback (like parents).
 Learners have the role of listeners and performers; they respond to commands that
require physical movement (listen, watch, imitate like children).
 Learners are encouraged to speak when they feel ready to speak.
 Appropriate activities can produce stress-free learning.

References
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy
(2nd ed.). White Plains, NY: Longman.
Harmer, J. (2007). The practice of English language teaching (4th ed.). Harlow: Pearson
Longman.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching.
Cambridge: Cambridge University Press.
Richards, J. & Schmidt, R. (2002). Longman dictionary of language teaching and
appliedlinguistics (3rd ed.). UK: Pearson Education Limited.