Meu mural prazeroso by LUCY MARY R. KUNTZ https://padlet.com/lucynhastar/f5hycfxpns65 Feito com brio en-us 2018-07-09 12:40:24 UTC 2018-07-10 02:28:29 UTC hello@padlet.com DIRECT APPROACH lucynhastar https://padlet.com/lucynhastar/f5hycfxpns65/wish/269733606 (1900...)
Evidence of its use dates back to the beginning of the 16th century. The case of Montaigne, famous French essayist, that already in the 1530s learned Latin by the direct method, is cited by proponents of Direct Approach as an example of its success.
The "Direct Approach" (Direct Method), proposes that the second language is learned from the second language itself, and the mother tongue should not be used in the classroom. To facilitate learning without using the mother tongue, gestures and engravings are used, so the student learns to "think in the language" (Leffa 1988, 6). The skill that prevails is orality, and writing in the first classes can also be approached. This methodology prioritizes exercises that involve subjects of daily life of the student, including, first develops orality and then do written activities.

A demonstrative video of this method is available at:
]]> 2018-07-09 12:44:17 UTC https://padlet.com/lucynhastar/f5hycfxpns65/wish/269733606 NATURAL APPROACH (1983) lucynhastar https://padlet.com/lucynhastar/f5hycfxpns65/wish/269761996 As well, the goal of learning the mother tongue is to use it fluently, aiming to develop its communication skills and not necessarily grammatical perfection. Process that for the child, happens at the level of the subconscious, through hearing and understanding and not grammatical rules. The Natural Approach to acquiring language skills, was created by linguists Tracy D. Terrell and Stephen Krashen in the end of twentieth century and is based on the "natural way" of acquiring the language. The Method involves the ability to distinguish between traditional learning and language acquisition. The initial emphasis is on listening, using materials that are easy to understand, but always at a level above students' communicative competence. Language competence can not be learned, but acquired. The mother tongue should not be used in the classroom, the teacher uses only the language target.

A demonstrative video of this  method is available at:

]]> 2018-07-09 17:32:42 UTC https://padlet.com/lucynhastar/f5hycfxpns65/wish/269761996 AUDIOLINGUAL APPROACH (Period of Second War) lucynhastar https://padlet.com/lucynhastar/f5hycfxpns65/wish/269765387 This approach was a reprint of the Direct Approach. It prioritizes oral language, emphasizing listening and speaking first, and then reading and writing. In the same way as the mother tongue, because it’s believed that presenting the writing before speech will impair the development of pronunciation. "The student should only be exposed to written language when oral language standards are already well automated." (LEFFA, 1998, p.12). An important learning tool of this method, in order to enable correct pronunciation, was to introduce students to recordings of native speakers. The activities of the audio-lingual methodology consist of dialogues and drills. Students didn’t use their creativity or their previous experiences. The contextualization of the linguistic structures were given through dialogues previously created, to illustrate the situations in which they can be applied, like some cultural aspects of the target language (RICHARDS and RODGERS, 1986). The teacher plays a central role and the emphasis is on language development. According to the method, learning occurs through the repetition, reinforcement in the correctness and the evidence of the differences between mother tongue and target language, in order to avoid the errors due to interference of their mother tongue.

A demonstrative video of this method is available at:
]]> 2018-07-09 18:22:58 UTC https://padlet.com/lucynhastar/f5hycfxpns65/wish/269765387 COMMUNICATIVE LANGUAGE TEACHING (early 1980) lucynhastar https://padlet.com/lucynhastar/f5hycfxpns65/wish/269770315 This method takes into account the interest in the development of communicative competence in a foreign language, whether it is speaking, listening, writing and doing it in another language. The development of communicative competence is highly relevant, since English is an integral part of our daily life According to Rocha (2011), communicative methods value the importance of the medium and interactions, in addition, communication is an element of connection, so we can see that communicative methods have in common as a characteristic: the focus on meaning and interaction between subjects in the foreign language. In this sense, learning is based on relevant activities that meet the student's interest or needs, since their goal is to use the foreign language in a broad way in their interactions. 
The emphasis of the Teaching of the Communicative Language consists in the necessity of real objects or texts, so that the learning is contextualized and has connection with the daily life of the student.

A demonstrative video of this method is available at:
]]> 2018-07-09 19:40:02 UTC https://padlet.com/lucynhastar/f5hycfxpns65/wish/269770315 SILENT WAY METHOD (1963) lucynhastar https://padlet.com/lucynhastar/f5hycfxpns65/wish/269783674 The Silent Method is a language-teaching method created by Caleb Gattegno that makes extensive use of silence as a teaching method. Gattegno introduced the method in 1963, in his book Teaching Foreign Languages in Schools: The Silent Method. Gattegno was critical of mainstream language education at the time, and he based the method on his general theories of education rather than on existing language pedagogy. It is usually regarded as an "alternative" language-teaching method. Use sticks, graphics and gestures in the instruction. In this method, the teacher's silence constitutes a teaching technique with the purpose of stimulating the active and autonomous participation of the student.
A demonstrative vieo video of this method is available at:]]> 2018-07-10 00:07:50 UTC https://padlet.com/lucynhastar/f5hycfxpns65/wish/269783674 TOTAL PHYSICAL RESPONSE (1977) lucynhastar https://padlet.com/lucynhastar/f5hycfxpns65/wish/269785352 Total physical response (TPR) is a language teaching method developed by James Asher. It is based on the coordination of language and physical movement. In this method the teacher give commands to students in the target language with body movements, and students respond with whole-body actions.

The method is an example of the comprehension approach to language teaching. The 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. Grammar is not taught explicitly, but can be learned from the language input. Is a good way to learn vocabulary and idiomatic expressions.

Total physical response is often used alongside other methods and techniques. It is popular with beginners and with young learners, although it can be used with students of all levels and all age groups.

A demonstrative video of this is available at:
]]> 2018-07-10 00:36:32 UTC https://padlet.com/lucynhastar/f5hycfxpns65/wish/269785352 SOCIAL COGNITIVE APPROACH lucynhastar https://padlet.com/lucynhastar/f5hycfxpns65/wish/269793883 2018-07-10 02:23:41 UTC https://padlet.com/lucynhastar/f5hycfxpns65/wish/269793883