DELTA Methodology

SILENT WAY (SW) (Caleb Gattegno)

Cognitive Psychology is the basis. Language learning is not habit formation. It is rule formation. Language learning has a sequence from the known to the unknown. Students induce the rules from examples and the languages they are exposed to, therefore learning is inductive Languages of the world share a number of features (e.g. every language uses subject, object; every language has adjective, adverb, verb ...etc.) However each language is unique. Language is for self expression (to express thoughts, perceptions, ideas and feelings). "Cognitive Coding" helps learners learn the language. "Colour rods" and "Fidel Chart" are used for cognitive coding. The teacher is a technician or an engineer who facilitates learning. Only the learner can do learning. Students should make use of what they already know. They actively take part in exploring the language. St-st interaction is important. Sts can learn from each other. Vocabulary is taught by means of visual aids and word-charts. There is a focus on the structures of the language although explicit grammar rules are never given. L1 can be used to give instructions when necessary. Meaning is made clear by focusing the student's perceptions, not by translation. Errors are natural and inevitable. The teacher uses students' errors to decide where further work is necessary. Self correction is necessary for the students to compare their own production with their developing inner criteria. Pronunciation is emphasised at the very beginning. It is important that students acquire the melody of the language. All four skills (reading, writing, speaking, and listening) are worked on from the beginning. Materials: Sound Colour Charts (For teaching pronunciation; one colour represents one sound), Colour Rods (for cognitive coding of grammatical patterns), 8 Fidel Charts (used for sound spelling association. Techniques: 1. Teaching pronunciation with "sound colour charts" 2. Cognitive coding with colour rods. 3. Peer correction to improve co-operative manner. 4. Self correction gestures 5. Teacher's Silence 6. Structured feedback

DIRECT METHOD (DM)

DM was born as a reaction to GTM because GTM cannot prepare learners for real life language situations in which oral communication is the media. Inductive learning is essential. There is a direct relation between form and meaning. L2 learning is similar to L1 acquisition. There is a direct exposure to the target language. Exposure of long chunks in the target language. Learning occurs naturally. Language is for oral use. Each language is unique. No other language should interfere when learning a language. The teacher usually directs the interactions but he/she is not as dominant as in GTM. Sometimes acts like a partner of the students. Sts are active participants. Sometimes pair works take place. Even the teacher takes roles in activities. L1 is not permitted. Especially speaking and listening are emphasised. Vocabulary is over grammar Materials: pictures, realia, examples, sample sentences are used to teach vocabulary. Grammar is taught inductively. Examples and drills are given and students are expected to discover and acquire the rules. Techniques: reading aloud, question and answer exercise, self correction, conversation practice, fill-in-the-blank exercise, dictation, drawing (for listening comprehension), and paragraph writing.

GRAMMAR TRANSLATION METHOD (GTM)

It is a method of teaching foreign languages derived from the classical method of teaching Greek and Latin. In grammar-translation classes, deductive learning is essential. First, the teacher gives rules explicitly then the rules are reinforced with examples and exercises. Language is for understanding the literature. Translation is the way to learn the language. Oral communication is not primarily important. Written language is superior to spoken language. Students also learn the structure of their own native language. Those who study a foreign language become more cultured and intellectual. Since oral communication in the target language is not important, classroom instructions are given in L1. Accuracy is emphasised strictly. Teacher is the strict authority. Classes are teacher-centred. Students are the passive receivers of the new information. The primary skills to be improved are "reading" and "writing". Materials: Texts from the target language literature are used. The teacher may either write the text or use an authentic literary text. Techniques: memorisation, fill-in gaps, translation of a literary passage, deductive application of rules grammar exercises

SUGGESTOPEDIA (Georgi Lazanov)

It is concerned above all with the physical environment in which the learning takes place. Students need to be comfortable and relaxed so that their affective filter is lowered. Traumatic topics are avoided, at at one stage of a three-part procedure, the teacher reads a previously-studied dialogue to the accompaniment of music (Baroque concertos work very well for this purpose.). During this phase there are also 'several minutes of solemn silence and the students leave the room silently. T.eacher is the authority and students must trust and respect that authority. Authority is also used to suggest a teacher-student relation like that of "parent-child" relationship. In the child's role the learner takes part in role playing, games, songs and gymnastic exercises that help the older student regain the self confidence, spontaneity and receptivity of the child. "St-st" and "T-st" interactions occur. Students often do "pair work" and "group work". L1 is used to make the meaning of dialogues clear. The teacher can use L1 when necessary but he uses L1 less and less as the course proceeds. Materials: Dialogues are used with their translations in L1 on the opposite side. Texts with literary value are used. The textbook posters are used for peripheral learning. Vocabulary and oral communication are emphasised. Speaking and listening are important. Writing and reading are also important. Errors: At the beginning levels, errors are not corrected immediately because the emphasis is on communication. Techniques: • Classroom set up: dim lights, soft music, cushioned armchairs, and posters on the walls. • Positive Suggestion: 1. Direct Suggestion: The teacher tells students they are going to be successful to create self-confidence. 2. Indirect Suggestion: This is provided by music and comfortable physical conditions of the classroom. 3. Peripheral Learning: Posters, lists, charts, texts, paintings, and graphs are hung on the walls of the classroom. Students learn from these although their attentions are not directly on these materials. 4. Visualisation: Students are asked to close their eyes and concentrate on their breathing. Then the teacher describes a scene or an event in detail so that students think they are really there. When the scene is complete, the teacher asks students to slowly open their eyes and return to the present. This can be done just before students write a composition in order to activate their creativity. 5. Choose a New Identity: Students can be asked to write about their fictional new identity, new home town, family, etc. 6. First and Second Concerts: Music is played. The teacher begins a slow, dramatic reading, synchronised in intonation with the music. The music is classical. Teacher's voice is usually hushed, but rises and falls with the music. 7. Primary Activation: Primary activation and secondary activation are the components of the active phase of the lesson. Students read the dialogue in the target language aloud as individuals or groups. They read it sadly, angrily, and amorously. 8. Secondary Activation: Students engage in various activities such as singing, dancing, dramatising, and playing games. Linguistic forms are not important. Communication is important. In order to make students focus on communication, activities are varied.

AUDIO-LINGUAL METHOD (ALM)

Learning is based on the principles of Behaviourism. Habit Formation is essential. Rules are induced from examples. Explicit grammar rules are not given. Learning is inductive. Habit formation is actualised by means of repetitions and other mechanical drills. Language is based on descriptive linguistics. Every language is seen as its own unique system. The system is comprised of several different levels. (i.e. phonological, morphological, and syntactic). There is a natural order of skills. 1. Listening, 2. Speaking, 3. Reading, 4. Writing. Everyday speech and oral skills are important. Perfect pronunciation is required. Language is primarily for Oral Communication. T is like an orchestra leader. S/he directs and controls the language behaviour of the students. T is a good model of the target language, especially for pronunciation and other oral skills. The differences between Sts' L1 and L2 should be known by the teacher. Sts are imitators of the teacher as perfect model of the target language or the native speakers in the audio recordings. Interactions are mostly initiated by the teacher. Errors are corrected by the teacher since errors may cause bad habit formation. Listening and speaking are emphasised. Techniques: 1. Dialogue Memorisation 2. Minimal pairs: (for teaching pronunciation) 3. Complete the dialogue 4. Grammar Games 5. Mechanical Drills a) Repetition drill b) Chain Drill c) Single- slot Substitution Drill d) Multiple-slot Substitution Drill