Overview

Integrating several learning theories of language acquisition into an ACT approach, this book aims to help teachers transform teaching and learning into an enjoyable and effective process. The book draws upon contemporary brain research, integrative learning, Lozanov's accelerated learning techniques, the communicative strategies of neuro-linguistic programming (NLP), psychosynthesis, and the author's classroom experience.

Full Product Details

Author:   Lynn Dhority
Publisher:   Gordon & Breach Science Publishers SA
Imprint:   Gordon & Breach Science Publishers SA
Edition:   Expanded 2 ed
Dimensions:   Width: 15.20cm , Height: 1.40cm , Length: 22.90cm
Weight:   0.453kg
ISBN:  

9782881245565

ISBN 10:   2881245560
Pages:   252
Publication Date:   05 November 1992
Audience:   College/higher education ,  Professional and scholarly ,  Undergraduate ,  Postgraduate, Research & Scholarly
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Preface -- Acknowledgements -- CHAPTER: THE BRAIN AS BACKGROUND -- Right Brain/Left Brain -- The Theory of Leslie Hart -- CHAPTER 2: THE CONTRIBUTION OF LOZANOV -- The Mental Reserve Capacities -- The Limiting Social Suggestive Norms -- The Key Principles of Suggestology -- The Rok of Suggestion -- The Anti-Suggestive Barriers -- Lozanov’s Means of Suggestion -- Authority -- A Childlike State -- Pseudopassiviiy -- Doubleplaneness -- Peripheral Stimuli -- Lozanov’sSuggestopedia -- The Means of Lozanov’s Suggeslopedia -- CHAPTER 3: LANGUAGE ACQUISITION! -- LANGUAGE LEARNING -- The Pioneering Work of Krashen, Asher and Terrell -- The Work of Stephen Krashen -- Krashen’s Five Hypotheses -- Two Successful Models for Second Language Acquisition -- The Total Physical Response Approach (TPR) -- The Natural Approach -- CHAPTER 4: THE ACT MODEL OF ACCELERATIVE, FULL-SPECTRUM LEARNING -- Overview -- Bridging Conscious and Subconscious Elements -- The Role of Suggestion -- The Role of the Physical Environment -- The Role of the Teacher -- CHAPTER 5: SOME “HOW-TO’S” OF SUGGESTION -- Meditation and/or Centering Techniques -- Visualization Techniques -- Rapport-Building Techniques -- Acknowledging Eyes -- Voice Intonation -- Body Presence -- Entrainment: Our Intimate Dance of Communication -- How WeDress -- CHAPTER 6: THE EVOCATIVE POWER OF WORDS Speaking to the Whole Person -- Words as Catalysts -- Words for Seeing and Hearing and Feeling -- The Use of Metaphors -- A Guided Fantasy Recalling a Positive Learning Experience -- TempoinGuidingFantasies -- Degree of Directiveness -- Embedded Suggestions -- Embedding Direct Suggestions -- Anchonng -- The Stoiy as Metaphor -- Commentary -- Pacing -- Leading -- Positively Suggestive Language and Images -- Positive Inter-Personal Relations and Group Interaction -- Renewed Doubt and Challenge -- Future Pacing -- Name Symbolin -- CHAPTER 7: GET11NG STARTED RIGHT -- Crucial First Impressions -- Before the Course Begins -- The First Day of Class -- TheRoom -- General Arrangement -- Purposeful Use of Visual and Peripheral Stimuli -- Student Sealing -- First Contact -- Non-Verbal Messages -- Opening Welcome -- Grades and Dispelling Fear of Failure -- Invitation into a New Language -- Invitation to Play: Assuming aFanlasy Identity -- Language through Actions: An Initial Semi-Silent Period -- CHAPTER 8: THE ACT TEXT -- Main Features -- Commcreial Texts -- Supplementary Materials for Grammar and Practice -- CHAPTER 9: MUSIC AND THE PRESENTATION OF MATERIAL -- The Role of Music -- Background Music before Class and during Breaks -- Background Support for Guided Fantasies and Relaxations -- Songs: Folksongs, Popular Songs, Classical Art Songs, and Fol.kdances -- General Background Music: To Use or Not to Use -- The Presentation of New Material: Musical, Relaxed. Global and Multi-Modal -- The Global Prelude -- The Concert Presentations -- The First or Active Concert -- ‘The Second orPassive Concert -- CHAFFER 10: THE ACTIVATION PHASES -- Retrieving and Using What Is Learned -- Activation Is More Than Speech Production -- Setting the Stage for Easy Activation -- Puppets and Rapport -- Primary Activation Activities -- Whole Group Choral Echo/Antics -- Role Reading in Diads or Triads -- Individual or Small Group Role Reading -- Ccwnprehension Check -- Secondary Activation Activities -- Appealtothelmagtnauo -- Using Props -- Singing. Miming and Dancing -- Drama*izations -- Games -- The Accelerative Snowball Effect -- CHAPTER 11: ERROR CORRECTION, GRAMMAR ANDHOMEWORK -- Error Correction -- TheRole of Grammar -- Homework -- CHAFFER 12: DOCUMENTED RESULTS I -- The ACT Courses at the University ol Massacbusetts at Boston -- ACT German Courses at the University of Massachusetts at Boston -- ACT German: Level I -- Students -- ClassForrnat -- Method -- Physical Setting -- Instructional Materials -- Credits -- Grades -- Requirements -- EvaluationandTesting -- Video Taping and Outside Observers -- The Students Own Post-Course Evaluations -- Testing -- Conclusions -- ACT German: Level II -- Rationale -- Level 2 Objectives -- Students -- Class Format and Facilities -- Melhod -- Materials -- Credits, Grades and Requirements -- Evaluation, Testing, and Results -- Standardized Testing -- Video Taped Drama Peiformance -- Conclusions -- CHAPTER 13: THE ACT APPROACH FOR THE US. ARMY -- A Documented Experiment -- Background -- Purpose -- Objectives -- Description of Course -- Student Selection -- Language Background -- Tablel -- Disparity in Linguistic Background -- Pre-Testing -- Course Format -- Course Materials -- The Instructional Environment -- Physical Setting -- Psychological Setting and Psychological Means -- First Contact -- Guiding the Emerging Group Dynamics -- First Day of Class -- Establishing Rapport -- Integrating the Total Physical Response Approach (TPR) -- The Use of Music -- Activation Techniques: From Skits to Formal Briefings -- ATypicalDayinCbss -- The Snowball Effect of Success -- CourseEvaluation -- Procedures and Tests -- The Defense Language Proficiency Test (DLPT) -- A Special Task Oral Eram (STO) -- Scoring -- Listening and Reading -- Speaking -- ResultsandDiscussion -- Table 2 -- Discussion -- DLPT Listening Comprehension -- DLPT Reading -- STO Listening -- STO Speaking -- Other -- Comparing the Experimental Course with Regular Devens Geniian Courses -- Comparing the Achievement of Course Objectives -- Table3 -- Comparing DLPT Scores -- Table 4 -- Discussion -- CHAPTER 14: TESTING -- Some Personal Thoughts on Its Use and Abuse -- Testing to Demonstrate Course Effectiveness -- Other Ways of Knowing about Course Effectiveness -- Testing and Homework to Produce Grades -- An Expenment with More Homework and Tests -- Some Concluding Thoughts on Our Obsession with Testing -- APPENDICES -- Appendix 1: ACT Text Exceipt -- Appendix 2: Activation Ideas -- Appendix 3: ACTFL Provisional Proficiency Guidelines -- Appendix 4: Defense Language Institute (DLI) Skill Level Descriptions -- REFERENCES -- BIBLIOGRAPHY.

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Lynn Dhority University of Massachusetts Boston, USA.

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