Málfríður - 15.03.2006, Blaðsíða 12

1 MÁLFRÍÐUR
They are advised to repeat the new vocabulary or
phrases with the speaker – three times – slowly and
quietly! Only one text or both texts can be used at
once, according to level of the group.
Suggested methodology and adapting RML
by students
1. Fun forms of teaching pronunciation, vocabu­
lary and facilitation of creativity are used for
breaking barriers.
2. Building conditional reflex by sitting in a
relaxed upright position with closed eyes –
always in the same way.
3. Developing the ability to relax body and
mind.
4. Listening to different kinds of music or nature
sounds for supporting imagination develop­
ment and perfecting memory through associa­
tions.
5. Learning specific vocabulary with relaxed
mind /our guided fantasies are just an exam­
ple/.
6. Getting skills in using RML.
7. Using RML also in other subjects when learn­
ing at home.
8. Supporting students in adapting their own
strategy for self development.
Conclusion
During our experimental verification 1997–2000 and
after that we put together a number of useful things
for teachers of English. The outputs are teaching
aids: a textbook, music and text and music cassettes
as well as an instructive videocassette. They are all
meant for better understanding and managing of
FET and RML.
We organised several weekend workshops and
one day seminars for teachers which proved to be
the best way to acquire these alternative approaches
and incorporate them into practice of in­service
teachers. Good luck to all followers and let us know
your experience!