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9782881245565
Act Approach:Artful Use/Sugges / Edition 1 available in Paperback
- ISBN-10:
- 2881245560
- ISBN-13:
- 9782881245565
- Pub. Date:
- 11/05/1992
- Publisher:
- Taylor & Francis
- ISBN-10:
- 2881245560
- ISBN-13:
- 9782881245565
- Pub. Date:
- 11/05/1992
- Publisher:
- Taylor & Francis
Paperback
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Overview
This edition represents a thorough reworking, expansion and updating of an earlier work, distributed in manuscript from under the title Acquisition through Creative Teaching (ACT). This book is written for teachers, that is, for a wide range of professional communicators and facilitators of learning. It is designed as a practical guide for teachers who wish to learn how to use the art of suggestion to help students tap remarkable brain capacities.
Product Details
ISBN-13: | 9782881245565 |
---|---|
Publisher: | Taylor & Francis |
Publication date: | 11/05/1992 |
Edition description: | Expanded |
Pages: | 252 |
Product dimensions: | 6.00(w) x 9.00(h) x 0.57(d) |
Age Range: | 18 Years |
About the Author
Lynn Dhority University of Massachusetts Boston, USA.
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.From the B&N Reads Blog
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