Learning Theory Of MM Developed By Dr. Maria Montessori

Theoretical Base: Learning theory of MM developed by Dr Maria Montessori is based on careful observation of what children reveals about their developmental needs. L2 is presented like L1.

Role of T and L: The teacher has to adjust the usage of Montessori materials according to different ages of the learners. Learners are expected first to learn vocabulary through different activities followed by pinking materials.

Skills: MM focuses mainly on Speaking and Writing followed by Reading.

Activities: Repetition, Rhymes, Stories, Songs, Finger-plays, Phonics, Opposites, Memory Cards, Life Experience, etc.

Level(s): MM is Ideal for PP level learners.

9.1.3. Direct Method (DM): 1890s

Theoretical Base: Learning theory of DM is based on inductive learning

Activities: It mainly employs six activities: lexical translation (L1 to L2), sharing learning experience, reflective listening (recording and listening own voices), teachers repeating correct form as many times as the learners need, and small group tasks to know one another.

Level(s): Ideal for SE level learners

9.1.6 Silent Way (SW): 1970s

Theoretical Base: Learning theory of SW is based on Cognitive Psychology and learning is not habit-formation rather rule-formation.

Role of T and L: Though teacher plays a silent role, s/he facilitates learning by knowing what learners already know and what should be the next step for them. Learners play the role of self-learners by learning the rules inductively from known to the unknown facts.

Skills: It focuses mainly on reading and writing followed by speaking and listening.

Activities: It employs five activities: teaching pronunciation with fidel charts, cognitive coding with colour rods, teacher 's silence, structured feedback, practicing daily happenings.

Level(s): Ideal for PP and EP level learners

9.1.7 Suggestopedia:

Audio Visual Method (AVM): 1970s

Theoretical Base: Learning theory of AVM is based on using ICT (Information Communication Technology) which facilitates teachers to teach less and the learner to learn more to accelerate learning. It creates native environment in the classroom with audio and visual devices making learning more pleasurable and effective. Audio and video aids are indispensable to substantially accelerate mastering of English grammar (Shelby, 2012).

The objective of this programme, as stated by Richards Jack,C. and T.S. Rodgers, was for students “to attain conversational proficiency in variety of foreign languages.

Role of T and L: The role of a teacher is to avoid the use of mother tongue and orient the learners towards native pronunciation, stress, intonation, and other supra-segmental aspects of English through video lessons. It is also called Prosodic Feature, in phonetics, a speech feature such as stress, tone, or word juncture that accompanies or is added over consonants and vowels; these features are not limited to single sounds but often extend over syllables, words, or phrases. Learners are expected to imitate native speakers through