Stílus, módszer

 

Stílus, módszer

 

Style and methodology \ home

Style and Methodology

We have a unique style of teaching at Magna Lingua. If you haven't heard about it or only have some vague ideas about what it is , you will find it useful to read the description below.

While using the communicative method, our language school is known for having four other characteristics that make up the Magna Lingua style: the teachers' charisma, a focus on grammar, implementing activation skills and review.

I. Charismatic Teachers

Our teachers are able to present useful material, that may be otherwise perceived as boring, in an interesting and amusing way. By this we mean that they:
take an active role in their classes.
try to improvise using the jokes or funny remarks their students may make, without deviating from their lesson plan too much.
use body language: gestures and smile a lot
encourage their students with movement.
interact constantly without losing control of their classes.
make the most of their personality.
don't allow personal problems to effect their teaching.

II. Focus on grammar

In the Hungarian state language exams, there is a strong focus put on the understanding and correct usage of grammar. We at Magna Lingua believe that if the students first understand why something is being used, it is more easily brought into active use. This does not mean that the communicative method is overlooked; on the contrary, our grammar focus is based on this method. Each of our teachers are able to dissect spoken sentences into basic components to better explain mistakes and to help students grasp the correct usage of a given grammatical structure. By first understanding and then practicing, the student can cut the time of learning in half.

III. Reviewing

This can be done through:
using the additional material that we have developed, such as handouts, cassettes, vocabulary lists, etc.
games, such as story telling or acting that support the learning of certain topics.
translations
mnemonics or association (when teaching a difficult word, it is sometimes useful to make associations. For example, 'alleviate' means 'to make less burdensome or severe'. It is a difficult word to remember, but if you take it apart and improvise you'll get: 'all evi(ls) (I) ate'.
controlling the conversation of a class in such a way as to use the difficult vocabulary and grammar as often as possible.

IV. Activation

Activation is the method we use to bring new vocabulary and grammar to active use. The fundamental idea is that after going through a text and making sure that the students have fully understood everything, the teacher asks questions and tries to make the students respond by using the vocabulary and grammar in question. Teachers write down all the words and grammatical structures that give their students difficulty and then repeatedly bring them into the conversation. In many cases the students learn new material without even realizing that they did. The basis behind the activation part of our methodology is the following:

People retain:

10% of what they read
20% of what they hear.
30% of what they see.
50 % of what they hear and see.
70% of what they hear, see and say.
90% of what they hear, see, say and do.


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Style and methodology