This method begins by using a set of colored rods and verbal commands in order to achieve the
following:
To avoid the use of the vernacular. To create simple linguistic situations that remain under the
complete control of the teacher To pass on to the learners the responsibility for the utterances of the
descriptions of the objects shown or the actions performed. To let the teacher concentrate on what
the students say and how they are saying it, drawing their attention to the differences in
pronunciation and the flow of words. To generate a serious gamelike situation in which the rules
are implicitly agreed upon by giving meaning to the gestures of the teacher and his mime. To permit
almost from the start a switch from the lone voice of the teacher using the foreign language to a
number of voices using it. This introduces components of pitch, timbre and intensity that will
constantly reduce the impact of one voice and hence reduce imitation and encourage personal
production of one's own brand of the sounds.
To provide the support of perception and action to the intellectual guess of what the noises mean,
thus bring in the arsenal of the usual criteria of experience already developed and automatic in one's
use of the mother tongue. To provide a duration of spontaneous speech upon which the teacher and
the students can work to obtain a similarity of melody to the one heard, thus providing melodic
integrative schemata from the start
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