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Transcript

Whole-Person

Learning

TECHNIQUES

Transcription

Tape Recording Student Conversation

Reflective Listening

Reflection on experience

Teachers consider not only their students'

intellect, but also their feelings,

physical reactions, instinctive

protective reactions, and

desire to learn.

Small Grup Tasks

Human Computer

Background

  • Based on Counseling-Learning approach
  • Developed by Charles Arthur Curran
  • Curran studied adult learning for many years.
  • He was influced by Carl Rogers.

Curran (born in 1934)

It is the combination of

two views :

It contrasts with

two views :

Structuralism

Interactional view

Putative learning

Behavioral view

PRINCIPLES

  • Language is for communication.
  • The teacher should be sensitive to students' level of confidence and give them just what they need to be successful.
  • Both teacher and students are whole persons.
  • Teacher stands behind the students, so the threat is reduced and the students' learning is facilitated.
  • Building a relationship with and among students is very important.
  • The teacher creates an accepting atmosphere.
  • The teacher 'counsels' the students.
  • When students know what will happen in each activity and the limits of it, they feel secure and learn non-defensively.
  • They have an opportunity to learn about the language, their own learning, and how to learn from one another in community.
  • The students' native language is used to make the meaning clear and build a bridge from the known to the unknown.
  • Learning is facilitated if students attend to one task at a time.
  • Syllabus is generated primarily by the students.

REFERENCES

  • Students need to learn to discriminate.
  • The teacher encourages students initiative and independence.

Brown, H. Douglas. 1994. Principles of Language

Learning and Teaching. (3rd edn.) Englewood Cliffs,

NJ: Prentice Hall Regents.

Curran, Charles A. 1976. Counseling-Learning in Second

Language. Cliffside Park NJ: Counseling-Learning

Institutes.

Curran, Charles A. 1977. Counseling-Learning:

A Whole-person Approach for Education. (2nd edn.)

Cliffside Park, NJ: Counseling-Learning Institutes.

Rardin, Jennybelle and Daniel Tranel, with Patricia

Tirone and Bernard Green. 1988. Education in a New

Dimension. Cliffside Park NJ: Counseling-Learning

Institutes.

Richards, Jack C. (1986:113) Approaches and Methods in

Language Teaching. Retrieved from https://

en.wikipedia.org/wiki/Community_language_learning

Samimy, Keiko and Jennybelle Rardin. 1994 'Adult

language learner's affective reactions to community

language learning: A descriptive study.' Foreing

Language Annals 27/3: 379-90.

  • Students learn best when they have a choice in what they practice.
  • Cooperation, not competition, is encouraged.

What Is CLL

Prepared by :

ARZU YÖRÜK

32923514098

FUNDA GÜNGÖR

24874507670

  • CLL is the language-teaching method in which students work together to develop what aspects of a language they would like to learn.
  • Adult learners
  • Another country

Community

Language

Learning

(CLL)

CONCLUSION

Learning is persons

Learning is dynamic and creative

Good method for practicing communication

Good method for beginners

The Roles of

The Teacher

Helps beginners to reduce their anxiety

  • Counselor

The Roles of

The Students

  • Client

According to Curran,

there are elements

necessary for nondefensive

and successful learning

in CLL ;

ATTENTION

  • Students focus on one task at a time first

REFLECTION

AGGRESSION

  • Reflection on language

SECURITY

  • Students invest themselves in a learning situation
  • Students are actively involved
  • Students have opportunity to use the new language
  • Reflection on lesson
  • Use of L1
  • Giving clear instructions
  • Setting limits for an activity
  • Giving students as much language as they can handle

RETENTION

DISCRIMINATION

  • Learners see how one thing relates to another
  • What is retained is internalized and becomes a part of learner's new persona in L2.

The Goals of Teacher

in CLL

The Characteristics of The Teaching/Learning

Process

  • To teach how to use the target language communicatively
  • Non-defensive learning is important. There are six elements necessary for non-defensive learning :
  • To teach students to learn about their own learning

Security Reflection

Aggression Retention

Attention Discrimination

DISADVANTAGES

Student - Teacher

Interaction

The Feelings of

The Students

Changes within the lesson and over time.

  • The students are assertive.
  • The teacher is in charge and providing direction.

Student - Student

Interaction

  • Responding to students' feelings is very important. One activity is asking students to comment on how they feel. It is also important to make students feel secure.
  • Spirit of cooperation, NOT competition
  • Trusting relationship

In the beginning some learners find it difficult to speak on tape.

Unplausible application in large groups and young learners

Teacher's translator experience

Languages Areas

and

Language Skills

  • Grammar points, pronunciation patterns, and vocabulary

ADVANTAGES

  • At the beginning listening and speaking
  • Later, reading and writing.

Encourages students' initiative and responsibility for their own learning

The Views of

Language and Culture

The Role of The Students'

Native Language

  • Language is for communication. Learning should be supportive.
  • Student security is enhanced by using native language.
  • Bridge from the familiar to the unfamiliar
  • Culture is an integral part of language learning.

Focuses on students' feelings

Anxiety-free environment

Enhances cooperation

Avoids competition

Evaluation

Error Correction

  • No particular mode of evaluation is prescribed.
  • The teacher should deal with the errors in a non-threatening way. One way of doing this is for the teacher to repeat correctly what the student has said incorrectly.

Includes the 4 skills

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