Descriptive Analysis of Vaughan Systems, Assets and ... · PDF fileBETSABÉ NAVARRO...

PORTA LINGUARUM 19, enero 2013 SS��

Descriptive Analysis of Vaughan Systems, Assets and Pitfalls of an Audiolingual MethodBETSABÉ NAVARRO ROMERO8QLYHUVLGDG� GH� 6DQWLDJR� GH�&RPSRVWHOD

Received: 22 November 2011 / Accepted: 14 June 2012,661��

ABSTRACT: This article explores the advantages and disadvantages of English language immersion courses, subsidized by the Spanish Ministry of Education and organized by the International University Menendez Pelayo, which hires the services of the American company Vaughan Systems. These immersion courses, called “Immersion for Verbal Agi-lity”, follow the “Vaughan Method” - a language learning methodology based, according WR� WKH�DXWKRU��RQ� WKH�ZHOO�NQRZQ�$XGLROLQJXDO�DQG�*UDPPDU�7UDQVODWLRQ�PHWKRGV��7KH�present study, based on observation and participation in one of the mentioned intensive courses, analyses the assets and pitfalls of what it is now a traditional language teaching method, providing a theoretical discussion on Second Language Acquisition and a brief review of the corresponding second language teaching methods. Keywords: Ministry of Education, Vaughan Systems, Audiolingual method, Grammar 7UDQVODWLRQ� PHWKRG�� 6HFRQG� /DQJXDJH� $FTXLVLWLRQ�� 6HFRQG�)RUHLJQ� /DQJXDJH� /HDU-ning.

Análisis descriptivo de Vaughan Systems: ventajas y desventajas de un método audiolingual

RESUMEN:� (O� SUHVHQWH� DUWtFXOR� H[SORUD� ODV� YHQWDMDV� \� GHVYHQWDMDV� GH� ORV� &XUVRV� GH�Inmersión Lingüística subvencionados por el Ministerio de Educación, impartidos en la Universidad Internacional Menéndez Pelayo, y organizados por la compañía norte-DPHULFDQD� 9DXJKDQ� 6\VWHPV�� (VWRV� FXUVRV� GH� LQPHUVLyQ�� OODPDGRV� &XUVRV� GH� ³9HUEDO�$JLOLW\´�R�ÀXLGH]�YHUEDO��VLJXHQ�OR�TXH�KDQ�OODPDGR�0pWRGR�9DXJKDQ��XQD�PHWRGRORJtD�de enseñanza del Inglés que se basa, según el autor, en el conocido método Audiolingual, y el método de Gramática Traducción. El presente estudio, basado en la observación y SDUWLFLSDFLyQ�HQ�XQR�GH�ORV�PHQFLRQDGRV�FXUVRV��DQDOL]D�ORV�EHQH¿FLRV�\�ORV�REVWiFXORV�de lo que ahora es un método de enseñanza tradicional, aportando una discusión teórica sobre la Adquisición de la Segunda Lengua y un breve resumen de los correspondientes métodos de enseñanza de segundas lenguas.Palabras Clave: Ministerio de Educación, Vaughan Systems, Método Audiolingual, Método Gramática Traducción, Enseñanza, Aprendizaje, Adquisición de Segunda Lengua, Aprendizaje de Segundas Lenguas.

1. INTRODUCTION: VAUGHAN SYSTEMS AND THE MINISTRY OF EDUCATION

The Spanish Ministry of Education, in its attempt to promote young people’s education, is aware of their need to learn a foreign language to facilitate their future professional career DQG� LQWHJUDWH� WKHP� LQWR� WKH� ODERXU�PDUNHW��$W� SUHVHQW�� WKH�0LQLVWU\� RI� (GXFDWLRQ� RUJDQLVHV�GLIIHUHQW� HGXFDWLRQ� SURJUDPPHV� IRU� GLIIHUHQW� VWXGHQWV¶� SUR¿OHV� DQG� DW� GLIIHUHQW� OHYHOV�� DQG�

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provides the economic support to help students and their families face the costs of these SURJUDPPHV��%2(��0D\��0RUHRYHU��WKH�&RXQFLO�RI�(XURSH¶V�DLP�WR�SURPRWH�IRUHLJQ�ODQJXDJH�DFTXLVLWLRQ�DPRQJ�(XURSHDQ�FLWL]HQV�ZLWK�PHDVXUHV�VXFK�DV�WKH�&RPPRQ�(XURSHDQ�)UDPHZRUN� RI� 5HIHUHQFH� �&()5�� DQG� WKH� (XURSHDQ� /DQJXDJH� 3RUWIROLR� �(/3�� KDV� OHG� WKH�Spanish Ministry of Education to organize language learning programmes and thus favour ³PXOWLOLQJXDOLVP�� FXOWXUDO� GLYHUVLW\� DQG�PRELOLW\� LQ�(XURSH´� �%2(��0D\� ��

Among the different initiatives, the Ministry of Education offers English language im-mersion courses organized by the International University Menendez Pelayo (UIMP), aimed DW� WKRVH�8QLYHUVLW\� VWXGHQWV�ZKR� DOUHDG\� KDYH� D� WKHRUHWLFDO� DQG� JUDPPDWLFDO� NQRZOHGJH� RI�the language but who have not had the opportunity of using this “oral and communicative VNLOO´� LQWHQVLYHO\� �%2(��0D\� ��1.

In this context, Vaughan Systems is regularly hired by the International University Me-nendez Pelayo in order to teach these language courses. Vaughan has been teaching English in 6SDLQ�VLQFH�WKH�ODWH��V�ZLWK�ZKDW�WKH\�FDOOHG�³9DXJKDQ�0HWKRGRORJ\´��,W�LV�LQWHUHVWLQJ�WR�note that information about the teaching methodology can hardly be found on their website. Emphasis is made on the effectiveness of the method, on dynamic and creative lessons with a focus on conversation, indirect translations, sentence building, and repetition of questions DQG� DQVZHUV� WR� SURPRWH� WKH� VWXGHQW¶V� VXFFHVV� DQG� ÀXHQF\� LQ� RUDO� FRPPXQLFDWLRQ� �³)$4V´�Grupovaughan.com). Although it is not explicitly mentioned, this methodology corresponds with the traditional Audiolingual method in some aspects, and with the Grammar Translation method in others, but it is renamed the “Vaughan Method” in order to give a brand identity to the company’s teaching methodology (Grupovaughan.com).

In this article the author provides an analysis of the Vaughan method, within the IUDPHZRUN� RI� WKH� $XGLROLQJXDO� DQG� *UDPPDU� 7UDQVODWLRQ� PHWKRGV�� 7KH� DLP� LV� WR� UDLVH�WHDFKHUV¶� DZDUHQHVV� RI� WKH� DGYDQWDJHV� DQG� GUDZEDFNV� RI� WKLV�ZHOO� NQRZQ� OHDUQLQJ�PHWKRG��ZKLFK� DOWKRXJK� LV� FRQVLGHUHG�RXWPRGHG�E\� WKH�PRUH� UHFHQW�&RPPXQLFDWLYH�/DQJXDJH�7HD-FKLQJ� �&/7�� DSSURDFKHV�� LW� LV� VWLOO� DSSOLHG� WRGD\� E\� FRPPHUFLDO� FRPSDQLHV� LQ� WKHLU� JRDO� RI�WHDFKLQJ�(QJOLVK�DV�D� IRUHLJQ� ODQJXDJH��:H�ZLOO� HYDOXDWH� WKH�HIIHFWLYHQHVV� ��RU� ODFN� WKHUHRI�-, of the Vaughan method, the assets and pitfalls of a systematic and repetitive technique DQG� LWV� RXWFRPH� LQ� VWXGHQWV¶� LPPHGLDWH� OHDUQLQJ��:LWK� WKLV� DLP� LQ� PLQG�� WKH� DXWKRU� �� RE-server and participant in one of these courses - will provide a description of the lessons, with sample activities, drills, lesson structure, and teachers’ method of assessment. Sub-sequently, an analysis will be carried out with a review of the theoretical methodologies in which Vaughan courses are based, examining the advantages and disadvantages of the

1� )URP��V�RQZDUGV�� WKH� ,QWHUQDWLRQDO�8QLYHUVLW\�0HQHQGH]�3HOD\R� �8,03��KDV� RIIHUHG� DOO� NLQGV�RI�FRXUVHV� LQ� GLIIHUHQW� ¿HOGV� RI� VWXG\� VXFK� DV� 6RFLDO� 6FLHQFHV��+XPDQLVWLF� 6FLHQFHV� �H�J�� 6RFLDO�$QWKURSRORJ\��Psychology…), Technological and Experimental sciences, and they have also organized cultural and social activities such as Music, Theatre, and Poetry (“Historia” Uimp.es). Today UIMP offers Postgraduate courses, DV�ZHOO� DV�/DQJXDJH� FRXUVHV�� HLWKHU� 6SDQLVK�/DQJXDJH� DQG�&XOWXUH� FRXUVHV� IRU� VSHDNHUV� RI� RWKHU� ODQJXDJHV��7UDLQLQJ�&RXUVHV� IRU�7HDFKHUV� RI�6SDQLVK� DV� D�)RUHLJQ�/DQJXDJH�� DQG�(QJOLVK�/DQJXDJH� ,PPHUVLRQ� FRXUVHV�for students (Uimp.es) who are subsidized by the Ministry of Education and taught by the American company Vaughan Systems.

BETSABÉ NAVARRO ROMERO Descriptive Analysis of Vaughan Systems, Assets and...

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Audiolingual and Grammar translation methods, and comparing them with the latest trends RI� WKH� &/7� DSSURDFKHV��$GGLWLRQDOO\�� WKH� DXWKRU� ZLOO� PDNH� UHIHUHQFH� WR� 1RDP� &KRPVN\¶V�theory of language acquisition in order to analyse in depth the effectiveness of the Vaughan 6\VWHP� LQ� WHUPV� RI� 6HFRQG�/DQJXDJH�$FTXLVLWLRQ�7KHRULHV�� ,W� LV� LPSRUWDQW� WR� DFNQRZOHGJH�that this analysis will exclusively be made upon present observation and upon the students’ immediate reactions: no long-term analysis of the learning effects was carried out, leaving this as a future research activity.

2. RESEARCH METHODOLOGY: METHODS AND TECHNIQUES

The following analysis is based on the observation of one of the UIMP courses which WRRN�SODFH� LQ�%DUFHORQD� IURP��VW� WR��WK�$XJXVW��7KH�DXWKRU�EHLQJ�D� UHJLVWHUHG�VWXGHQW�during the course, observation, notes and analysis of the classes will constitute the materials WR� EH� DQDO\VHG� LQ� WKLV� DUWLFOH�� 7KHUH�ZLOO� ¿UVWO\� EH� D� GHVFULSWLRQ� RI� WKH� RUJDQL]DWLRQ� RI� WKH�FRXUVH�� GXUDWLRQ�� WLPHWDEOH�� OHVVRQ� SURFHGXUHV�� WHDFKLQJ�PHWKRGRORJ\� DQG� ¿QDO� DVVHVVPHQW��Examples of class activities will be provided, explaining their didactic purpose and their effect on the students. These examples will be used to analyse the most immediate and instant effects of the teaching system.

)LUVWO\�� LW� LV� QHFHVVDU\� WR�PHQWLRQ� WKH� RUJDQL]DWLRQ� DQG� VWUXFWXUH� RI� WKH�8,03�FRXUVHV��7KH\�DOZD\V� ODVW�¿YH�GD\V�� IURP�0RQGD\� WR�)ULGD\�� LQ�ZKDW� LV� FDOOHG�D� ³ZHHNO\� UHVLGHQWLDO�programme” (“English Agility” Uimp.es) - students are accommodated in a student residence FORVH� WR� WKHLU�FODVVURRPV�WR�PDNH�WKH� LPPHUVLRQ�SURJUDPPH�HDVLHU� WR�UHDOL]H��7KH\�KDYH�DQ�LQWHQVLYH� WLPHWDEOH�� IURP� �� WR� �� LQFOXGLQJ� EUHDNV�� PDNLQJ� D� WRWDO� RI� �� VFKRROLQJ�KRXUV� D� ZHHN�� 6WXGHQWV� KDYH� �� OHVVRQV� D� GD\�� *UDPPDU��9RFDEXODU\� DQG� 3XEOLF� 6SHDNLQJ��HDFK� OHVVRQ� ODVWLQJ� WZR� DQG� D� KDOI� KRXUV��'XULQJ� EUHDNV��PHDOWLPHV�� IUHH� WLPH� DQG� HYHQLQJ�DFWLYLWLHV�� WHDFKHUV�DQG� ODQJXDJH�DVVLVWDQWV��ZKR�DUH�DOO�QDWLYH�(QJOLVK�VSHDNHUV��DFFRPSDQ\�the students in order to elicit conversation in the target language. As such, emphasis is given to oral communication throughout the whole course, not only in class but also during the VWXGHQWV¶� VSDUH� WLPH��7KH� DLP� RI� WKH� FUDVK� FRXUVH� LV� WKDW� VWXGHQWV� HQG� XS� VSHDNLQJ�(QJOLVK�ZLWK� FRQVLGHUDEOH� ÀXHQF\� DIWHU� RQH�ZHHN�� RU� DV� WKH�PHWKRGRORJ\� LV� FDOOHG�� ³,PPHUVLRQ� IRU�Verbal Agility”, which is designed to manage an oral competence in different contexts such as debates, interviews and oral presentations, by learning different strategies and procedures LQ� RUGHU� WR� JDLQ�ÀXHQF\� DQG� FRPPXQLFDWLYH� HI¿FLHQF\� �³(QJOLVK�$JLOLW\´�8LPS�HV��7KLV� LV�achieved by an emphasis on grammatical correctness, using constant drills, instant correc-WLRQ� RI� HYHU\� VLQJOH�PLVWDNH�� DQG� QRQ�VWRS� VWXGHQW� SDUWLFLSDWLRQ�� (YHQWXDOO\�� QR� 6SDQLVK� RU�PRWKHU� WRQJXH� VSHDNLQJ� LV� DOORZHG�

The actual process starts at home when students complete a multiple choice test online WR� JUDGH� WKHLU� OHYHO� RI�(QJOLVK�� VLQFH� D�PLQLPXP�NQRZOHGJH� RI� WKH� ODQJXDJH� LV� UHTXLUHG� LQ�RUGHU� WR� DWWHQG� WKH� FRXUVH��7KH�¿UVW� GD\�RI� WKH� FRXUVH�� D� VLPLODU� WHVW� LV� JLYHQ� WR� VWXGHQWV� LQ�FODVV�� DQG� DQ� RUDO� LQWHUYLHZ� WDNHV� SODFH�ZLWK� WKH� WHDFKHU� WR� YHULI\� WKDW� WKHLU� NQRZOHGJH� FR-rresponds with the written test. However, it is necessary to point out that the multiple choice test focuses mainly on accuracy of grammar issues (prepositions and verbs), vocabulary and


116

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Table 1. Initial Oral Test Sample Questions

Initial Oral test Sample Questions:

T: When’s your birthday?

S: My birthday is on the first of May.

T: Have you ever been given the opportunity to go to Australia?

S: No, I have never been given the opportunity to go to Australia.

Sample questions: Test 1

1) What day is after Tuesday? 2) What’s the date today?

a) Friday a) It’s the January 3rd

b) Tuesday b) It’s the 3rd

of January

c) Thursday c) It’s January the 3

d) Wednesday d) It’s 3rd

of January

3) I don’t like winter. And you? 4) Jeremy is in prison because he ___ a car

a) I don’t like winter neither a) steal

b) I don’t like winter either b) had steal

c) I neither like winter c) stole

d) I don’t like winter too d) had stolen

)LQDOO\�� LQ� DFFRUGDQFH� ZLWK� WKHLU� WHVW� UHVXOWV�� VWXGHQWV� DUH� RUJDQL]HG� LQ� IRXU� OHYHOV��%DVLF�� ,QWHUPHGLDWH� �� ,QWHUPHGLDWH� �� DQG�$GYDQFH�� FRUUHVSRQGLQJ� ZLWK�$�� %�� %�� DQG�&��RI�&()5��1HYHUWKHOHVV�� LW� LV� HVVHQWLDO� WR�PHQWLRQ� DJDLQ� WKDW� WKH� VLPSOLFLW\� RI� JUDPPDU�LVVXHV� LQ� WKH� WHVW� GRHV� QRW� FRUUHVSRQG�ZLWK� OHYHO�&�� LQ�&()5��)XUWKHUPRUH�� DV�ZH�ZLOO� VHH�later in the description of the classes, the vocabulary and grammatical issues do not corres-SRQG�ZLWK�DQ�$GYDQFH� OHYHO�� D�%��PLJKW�EH�PRUH�DFFXUDWH��+HUH�DUH� VRPH�H[DPSOHV�RI� WKH�questions of the initial test:

Table 2. Initial Multiple Choice Test. Sample Questions


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Drills:

“Ask her if she enjoys living in Spain”: “Do you enjoy living in Spain?”

“Ask her if she goes swimming every week”: “Do you go swimming every week?”

“How often do you go fishing?” “I occasionally go fishing”

“How often do you have breakfast?” “I normally have breakfast three times a day”

“Did you get married last year?” “No, I didn’t get married last year”

“Did you get dirty when you fell in a puddle?” “No, I didn’t get dirty when I fell in a puddle”.

“I’ll go there only if you come with me”: “As long as you come with me, I’ll go there”.

“Is it true or not that the more you eat, the fatter you get?”: It’s true that the more you eat the fatter you

get”

“Is it true or not that the longer you live the later you die?”: It’s true that the longer you live the later you

die”.

:hen the test is completed, students are reorganized in small classes according to their OHYHO��(YHU\�FODVV�KDV�DQ�DYHUDJH�RI�¿YH�VWXGHQWV��ZKLFK�ZRXOG�EH�DQ�LGHDO�VLWXDWLRQ�WR�JLYH�HYHU\� VWXGHQW� WKH� RSSRUWXQLW\� WR� XVH� WKH� ODQJXDJH� DQG� HOLFLW� VWXGHQW� WDON��

,Q�HYHU\�JUDPPDU�FODVV� WKH� WHDFKHU� IRFXVHV�RQ�D� VSHFL¿F�JUDPPDWLFDO� LVVXH� WR�EH� OHDU-nt. This could be a particular verb tense (e.g. conditional verb forms, past perfect tense, SDVW� VLPSOH� RU� PRGDO� YHUEV�� D� VSHFL¿F� H[SUHVVLRQ� �H�J�� ³DV� ORQJ� DV´�� ³SURYLGHG� WKDW´�� ³WR�EH�ZLOOLQJ� WR´�� ³KDYH� WURXEOH� �� JHUXQG´�� TXHVWLRQ� WDJV�� RU� QHJDWLYH� LQ¿QLWLYHV��7KH� FKRVHQ�element to be learned in the lesson is introduced without warming up activities; repetition and drills are introduced from the very beginning and they last for the whole lesson. The-refore, the same grammatical structure is constantly repeated orally by every student, one at a time, with the aim to integrate a particular structure and produce an automatic response IURP� WKH� VWXGHQW�� VR� WKDW� DIWHU� D�ZKLOH�� WKH� VWXGHQW� LV� DEOH� WR� ³ÀXHQWO\´� SURGXFH� WKH� FKRVHQ�grammatical scheme. It is interesting to note that the drills - question-answer schemes, restructuring sentences - have no communicative purpose; on many occasions the questions DUH�PHDQLQJOHVV� DQG� WKH� DQVZHUV� DUH� SUHGLFWDEOH�� 7KH� VWXGHQWV� KDYH� WR�PDNH� D� KXJH� HIIRUW�WR�UHPHPEHU�ORQJ�VHQWHQFHV�ZKLFK�KDYH�WR�EH�UHSHDWHG�ZLWK�QR�VLQJOH�PLVWDNH��FRQVHTXHQWO\�the emphasis is normally made on memory, instead of meaning and even structure. During the last ten minutes of the class, as a closure activity the teacher again revises the structures VWXGLHG� LQ�FODVV� WR�FKHFN� WKH�VWXGHQWV�FDQ� UHSURGXFH� WKHP�DW�RQFH�ZLWKRXW�D� VLQJOH�PLVWDNH��0LVWDNHV� DUH� QRW� DOORZHG�� DQG� WKH� WHDFKHU¶V� DLP� LV� WR� DFKLHYH� WKH� SHUIHFW� SURGXFWLRQ� RI� D�VHQWHQFH�� LI� WKH� VWXGHQW�PDNHV� D�PLVWDNH�� WKH� WHDFKHU� LQWHUUXSWV� WKH� VWXGHQW¶V� SURGXFWLRQ� WR�FRUUHFW� WKHP�� 6RPH� H[DPSOHV� RI� WKH� GULOOV� WKDW�ZH� FDQ� ¿QG� LQ� WKHVH� FODVVHV� DUH�

Table 3: Drills


118

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Table 4: Translation Exercises

Translation exercises:

“Lo haremos a pesar de que no hay dinero”: “We’ll do it despite the fact that there isn’t any money”

“Lo hare a pesar de todo”: “I’ll do it in spite of everything”

“Lo harán siempre que los respaldes”: “They’ll do it as long as you back them up”

5HJDUGLQJ�FRUUHFWLRQV�LQ�FODVV��LW�VKRXOG�EH�QRWHG�WKDW�HYHU\�VLQJOH�PLVWDNH�LV�FRUUHFWHG�at once; even synonyms are not allowed to be used in sentence construction - the students need to rebuild the structure using the same words. In this way, no creativity is allowed, which shows that the focus is on form rather than meaning:

Table 5: Accuracy and Corrections

Accuracy and Corrections:

T: “Did you become a better writer?”

S: “Yes, I improved”

T: “Yes, I became a better writer” [correction, recasts]

,Q� WKLV� UHVSHFW�� LI� WKH� VWXGHQW�ZDQWV� WR�DVN�VRPHWKLQJ�RU�GRHV�QRW�XQGHUVWDQG�DQ\WKLQJ��it seems there is no time for questions because drilling and repetition are time consuming, H[KDXVWLQJ�� DQG� UHSHWLWLYH�� ,W� LV� WKHUHIRUH� YHU\� GLI¿FXOW� WR� ¿QG� WKH� DGHTXDWH�PRPHQW� WR� LQ-WHUUXSW� WKH�PDFKLQH�OLNH� V\VWHP� LQ� RUGHU� WR� FODULI\� GRXEWV� RU� DVN� TXHVWLRQV�

In the Vocabulary class, a deductive system is again used to teach vocabulary items. :LWK� QR� LQWURGXFWRU\� DFWLYLWLHV�� D� WRSLF� LV� FKRVHQ� IRU� WKH� GD\� �³WKH� LQWHUQHW´�� ³DGYHUWLVLQJ�DQG�PDUNHWLQJ´�� ³QDWXUDO� GLVDVWHUV´�� ³ODZ�DQG� FULPH´�� SKUDVDO� YHUEV�� LGLRPV�� DQG� WKH� OLVW� RI�YRFDEXODU\� LV�SUHVHQWHG�RQ� WKH�EODFNERDUG�ZLWK�DQ�H[SODQDWLRQ�� LQ�(QJOLVK��RI� WKH�XQNQRZQ�ZRUGV��$IWHU� WKH�SUHVHQWDWLRQ�� WKH� WHDFKHU�DVNV� WKH�VWXGHQWV� WR�VD\�VRPH�VHQWHQFHV�XVLQJ� WKH�QHZ�YRFDEXODU\�WR�FKHFN�WKDW�WKH\�DUH�XVLQJ�LW�DGHTXDWHO\��DQG�DJDLQ��IRU�KRPHZRUN�WR�ZULWH�sentences or a brief story to practice the correct use of the new words. Immediately, a new topic is presented, and the same pattern of class structure follows. At the end of the class, LQ� RUGHU� WR�ZUDS� XS� WKH� FRQWHQWV� RI� WKH� GD\�� WKH� WHDFKHU� DVNV� WKH� VWXGHQWV� WR� OLVW� WKH�ZRUGV�they remember, again as a memory practice. This system corresponds with the so-called Presentation, Practice and Production (PPP) pattern.


119

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Vocabulary lists:

“The Internet”: to download, to search, to surf the web/net, bookmark, browser, search engine, gadget,

mouse, network, cloud, attach a file, homepage…

“The body”: pupil, iris, jaw, earlobe, nostrils, gums, knuckles, thighs, dimples, forehead, mole,

wrinkles, cross feet…

“Advertising and Marketing”: to launch a campaign, to target, agency, billboard, commercial, coupon,

eye catcher, label, public relations, think tank, trademark, brand identity, end user, purchase…

“Natural disasters”: earthquake, volcano, avalanche, flood, monsoon, blizzard, drought, heat wave,

hailstorm, sleet, slush…

)LQDOO\�� LQ� WKH� 3XEOLF� 6SHDNLQJ� FODVV�� WKH� PDLQ� DLP� LV� WR� SUHSDUH� VWXGHQWV� IRU� SXEOLF�presentations, to learn to organize time and content in advance, but also learn how to im-provise and react on time under a “stressful” situation. Help is also given to students; some instructions are given for preparation, as well as a lot of real practice in class. Throughout WKH�ZHHN�� VWXGHQWV� KDYH� WR� LPSURYLVH� VKRUW� SUHVHQWDWLRQV� LQ� HDFK� GD\¶V� OHVVRQ�� DQG� SUHSDUH�ORQJHU� SUHVHQWDWLRQV� DV� KRPHZRUN� IRU� WKH� IROORZLQJ� GD\�

7DEOH� �� 7LSV� RI�$GYLFH� IRU�3XEOLF� 6SHDNLQJ� VHVVLRQV

Tips of Advice for Public Speaking sessions:

1) Establish a good rapport with the audience

2) Catch their attention so that they listen to you

3) Plan and organize your ideas in advance, use an interesting topic and start with a punchy statement.

4) Control your body language, remember eye contact is essential.

5) Learn some key sentences/linkers, they will help you to structure your talk (“that’s beyond my brief for

today…”/ you may perhaps be thinking….”/ “this is not to overlook this point…”).

The presentations in the advance level vary between 2 and 15 minutes, but in lower OHYHOV�YDU\�EHWZHHQ��DQG��RU��PLQXWHV��$PRQJ� WKH�DFWLYLWLHV� WKDW�HOLFLW� VWXGHQW� WDONLQJ�DUH�UROH�SOD\V��GHEDWHV�� LQWHUYLHZV��SURYLGLQJ�SHUVRQDO� LQIRUPDWLRQ�� WDONLQJ�DERXW�D� WRSLF�WKH�VWXGHQWV�ZHUH� LQWHUHVWHG� LQ�� DQG� JDPHV� �VSHFL¿FDOO\�� WDERR� JDPHV�� GH¿QLQJ� LGHDV� RU� REMHFWV�without mentioning a “forbidden word”).

3XEOLF�6SHDNLQJ�FODVVHV�DUH� WKH�PRVW�FUHDWLYH�DQG�IUHH�VW\OH�FODVVHV�RI� WKH�FRXUVH��6WX-GHQWV� DUH� DOORZHG� WR� EH� LPDJLQDWLYH� DQG� WR� H[SUHVV� WKHPVHOYHV�� WR� WDON� DERXW� WKHLU� LQWHUHVWV�and to elaborate sentences freely, without constant correction, or without being forced to XVH� D� SDUWLFXODU� VWUXFWXUH�� 7KHUHIRUH�� SUHVHQWDWLRQV� EHFRPH� WKH� RQO\� NLQG� RI� DFWLYLW\� LQ� WKH�course which is more communicative, focused on content and meaning.


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2YHUDOO��ZH�FDQ�FRQ¿UP�WKDW�DOO�WKUHH�FODVVHV��*UDPPDU��9RFDEXODU\�DQG�3XEOLF�6SHDNLQJ��ODFN� D� IXOO� VWUXFWXUH��ZLWK� QR�ZDUP�XS� DFWLYLWLHV� RU� FORVLQJ� H[HUFLVHV�� 3UHVHQWDWLRQ�� SUDFWLFH�and production - in the form of repetition - shape everyday lessons.

)LQDOO\�� RQ� WKH� ODVW� GD\� RI� WKH� ZHHN� VWXGHQWV� IDFH� WKH� ORQJHVW� RUDO� SUHVHQWDWLRQ� DQG� D�¿QDO� WHVW�� 7KH� WHVW� LV� YHU\� VLPLODU� WR� WKH� LQWURGXFWRU\� WHVW�� XVLQJ�PXOWLSOH� FKRLFH� TXHVWLRQV�WR�FKHFN�KRZ�PXFK�WKH�VWXGHQWV�KDYH�OHDUQHG��+RZHYHU��ZH�VKRXOG�QRWH�WKDW�RQ�PDQ\�RFFD-VLRQV�WKH�TXHVWLRQV�LQ�WKH�WHVW�GR�QRW�¿W�WKH�YRFDEXODU\�RU�JUDPPDU�LWHPV�VWXGLHG�GXULQJ�WKH�ZHHN�� LW� VHHPV� WR� EH� D� WHVW� FKRVHQ� DW� UDQGRP��ZKLFK�PDNHV� WKH� WHVW� UHVXOWV� QRW� FRQFOXVLYH�RU�PHDQLQJIXO� IRU� WKH� OHDUQLQJ� SURFHVV��:LWK� UHJDUGV� WR� WKH� HYDOXDWLRQ�PHWKRG� IRU� WKH�¿QDO�presentation, it is necessary to mention that the teacher focuses on content (thesis statement, SODQ��VWUXFWXUH��YRFDEXODU\�DQG�FRQFOXVLRQ��GHOLYHU\��SDFH��WLPH�NHHSLQJ��SRVWXUH��H\H�FRQWDFW��smiling, hand gestures, use of visual aids and notes), and the ability to handle questions.

3. STUDENTS’ IMMEDIATE REACTIONS TO VAUGHAN SYSTEMS

In terms of Second Language Acquisition, the method described above has advantages DQG�GUDZEDFNV�IRU�WKH�VWXGHQWV¶�OHDUQLQJ��7KLV�$XGLROLQJXDO�DQG�*UDPPDU�7UDQVODWLRQ�EDVHG�method focused on constant drills, repetitions and structure building statements, actually SURPRWHV� WKH�DFTXLVLWLRQ�RI�ÀXHQF\� LQ� VWXGHQWV� DIWHU�RQH� LQWHQVLYH�ZHHN�EHLQJ� LPPHUVHG� LQ�this course. After the systematic repetition and formation of linguistic habits the students DUH� DEOH� WR� SURGXFH� SHUIHFW� JUDPPDWLFDO� VHQWHQFHV� ZLWKRXW�PLVWDNHV� DQG�ZLWK� FRQVLGHUDEOH�HDVH��7KH�PHFKDQL]DWLRQ�RI� VWUXFWXUHV�KDV�D�SRVLWLYH�HIIHFW�RQ� WKH�VWXGHQWV¶�ÀXHQF\��DQG� WKH�apparent general feeling is that this method is actually effective and that the student is able WR�VSHDN�(QJOLVK�DIWHU�RQO\�RQH�ZHHN�RI� LQWHQVH�UHSHWLWLRQ�� ,Q�DGGLWLRQ�� WKH�VWULFW�GHPDQG�RI�FRUUHFW�XWWHUDQFHV�E\� WHDFKHUV�PDNHV� WKH�VWXGHQW�SROLVK� WKHLU� VHQWHQFH�FRQVWUXFWLRQ�DQG�SUR-GXFH�SHUIHFW�JUDPPDWLFDO�VHQWHQFHV��LQFUHDVLQJ�WKH�VWXGHQWV¶�IHHOLQJ�RI�OLQJXLVWLF�SUR¿FLHQF\��Notwithstanding, it is essential to point out that the effects of this method are essentially analysed in terms of the mere observation of the students’ immediate reactions and the appreciation of the general atmosphere at the end of the course among the students, as no long-term evaluation of the method was carried out, and no tests or interviews were made to prove real long-term effects on the students. This remains as ground for future research. :KDW� ,� FRQVLGHU� DV� SLWIDOOV� RI� WKH� ³9DXJKDQ� 0HWKRG´� RU� LWV� XQGHVLUDEOH� UHVXOWV� HQWDLO� WKH�immediate effects this method has on the students.

Therefore, the perception of the “negative” effects that this method causes is exposed DV� IROORZV��)LUVW�RI�DOO�� FDUU\LQJ�RXW� UHSHWLWLYH�GULOOLQJ�VWUXFWXUHV�DQG�VHQWHQFHV� IRU� VR�PDQ\�KRXUV� RYHU� D� ZKROH� ZHHN� SURGXFHV�� RQ� PDQ\� RFFDVLRQV�� ERUHGRP� LQ� WKH� VWXGHQWV�� ,Q� IDFW��WKH� VWXGHQWV¶� FRQFHQWUDWLRQ� QRUPDOO\� GURSV� GXULQJ� GULOOV� EHFDXVH�� ¿UVWO\�� WKHUH� LV� QR� FRP-municative need: questions and answers are completely detached from one another, there is no coherence or sense of discourse and therefore they get exhausted and bored. Secondly, WKH� PHFKDQL]DWLRQ� RI� VWUXFWXUHV� PDNHV� WKH� KXPDQ� EUDLQ� V\VWHPDWL]H� D� SDUWLFXODU� VWDWHPHQW�without awareness and the ability to repeat it instinctively. In addition, when losing con-centration, many students start daydreaming, and they are even able to answer the questions without understanding the content of the question because the only thing they need to do is ³UHSHDW´�� 2Q�PDQ\� RFFDVLRQV� WKH\�PDNH�PDQ\�PLVWDNHV�� QRW� EHFDXVH� WKH\� GRQ¶W� NQRZ� WKH�VSHFL¿F� VWUXFWXUH�� EXW� EHFDXVH� WKH\� DUH� WLUHG� DQG� QRW� DWWHQWLYH� HQRXJK��


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+HUH�ZH� FDQ� UHIHU� WR� SURIHVVRU�0LFKDHO�%\UDP¶V� FULWLTXH� RI� WKH�$XGLROLQJXDO�PHWKRG��in which he enumerates several pragmatic disadvantages of the method:

Learners became bored with drills and pattern practice; the move from repetition and closely guided re-use of learned structures to spontaneous re-use of those VDPH� VWUXFWXUHV� ZDV� QRW� FOHDUO\� VSHFL¿HG�� FRQWUDVWLYH� DQDO\VLV� GLG� QRW� DQWLFLSDWH�and eradicate all the errors learners made; materials and the method itself appeared WR� SURYLGH� RQO\� IRU� WKH� ¿UVW� IHZ� \HDUV� RI� OHDUQLQJ�� DQG� QRW� IRU� LQWHUPHGLDWH� DQG�DGYDQFHG� OHDUQHUV�� %\UDP�� .

In�WKLV�UHVSHFW��DQG�DFFRUGLQJ�WR�D�JHQHUDO�DSSUHFLDWLRQ�RI�WKH�VWXGHQWV¶�IHHOLQJV��ÀXHQF\�is actually achieved and experienced at the very end of the course. However, this conclusion is only drawn from general observation: Although analyses on the Audiolingual method have shown that on many occasions pattern practice and repetition produce short-term learning, VFLHQWL¿F� HYLGHQFH� KDV� QRW� EHHQ� DEOH� WR� EH� HOLFLWHG� IURP� WKH�9DXJKDQ�0HWKRG� IRU� QR� WHVWV�ZHUH� WDNHQ� WR� FRQVLGHU� LWV� UHDO� ORQJ�WHUP� HIIHFWV�� 7KLV� LV� OHIW� IRU� IXWXUH� UHVHDUFK� RQ� WKLV�VSHFL¿F�PHWKRG�

+RZHYHU��WKH�HYLGHQW�ODFN�RI�D�FRPPXQLFDWLYH�DSSURDFK�PDNHV�WKH�ZKROH�V\VWHP�UHSHWLWLYH��systematic and exhausting for students. Some contradictions frustrate students when they are required to participate in class and there is, at the same time, a serious problem of motivation, since they cannot produce creative statements or communicate personal information. Students are only required to repeat the teachers’ prompt sentences and structures. Additionally, the fact that all the teachers come from different countries, which would motivate students to learn about cultural diversity and promote cultural intercommunication, seems to be useless: the system does not allow the utilization of the advantages of having teachers with different DFFHQWV� DQG� GLIIHUHQW� QDWLRQDOLWLHV��:LWK� WKLV� V\VWHPDWLF� DQG� PDWKHPDWLFDO� PHWKRG� WKHUH� LV�QR� UHDO� XVH� RI� WKH� FXOWXUDO� DQG� OLQJXLVWLF� EDFNJURXQG� RI� WKH� QDWLYH� WHDFKHUV�

Moreover, small classes, which would be an ideal situation to promote communicative OHDUQLQJ� DQG� VSHDNLQJ�� EHFRPH� �� DJDLQ� �� D� PLVVHG� RSSRUWXQLW\�� EHFDXVH� DOO� SURGXFWLRQ� LV�repetitive and uncreative. Initiative by students is not allowed; they are given the structures and the vocabulary to be repeated once and again, with no opportunity to discover meanings, to explore or to create.

Overall, there are many disadvantages to this system that, in fact, hinder effective and creative learning. The method promotes above all, tiredness and boredom.

4. THEORETICAL DISCUSSION: SECOND LANGUAGE ACQUISITION AND LANGUAGE TEACHING METHODOLOGY

7R�XQGHUVWDQG�WKH�FRJQLWLYH�SURFHVVHV� WKDW� WDNH�SODFH� LQ�6HFRQG�/DQJXDJH�$FTXLVLWLRQ��so as to choose an appropriate methodology in the teaching of second or foreign languages, LW� LV�HVVHQWLDO� WR�PDNH�UHIHUHQFH�WR�RQH�RI� WKH�PRVW�DXWKRULWDWLYH�YRLFHV�RQ�OLQJXLVWLFV�RI� WKH�WZHQWLHWK�FHQWXU\��1RDP�&KRPVN\�DQG�KLV�WKHRU\�RI�6HFRQG�/DQJXDJH�$FTXLVLWLRQ��&KRPVN\¶V�theory explained that language acquisition is based on the later development of deep, uncons-


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cious and innate grammar rules that underlie all languages and all grammatical rules. This was the so-called Universal Grammar, which “consists of the sorts of grammatical categories DQG�SULQFLSOHV�WKDW�DUH�FRPPRQ�WR�DOO�ODQJXDJHV´��2¶*UDG\��&KRPVN\�VWDWHG�WKDW�children are born with this inner system, which allows them to learn a language:

7KH�¿UVW�IUDJPHQWV�RI�JHQHUDWLYH�JUDPPDU�LQ�WKH��V�DQG��V�VKRZHG��RQ�WKH�RQH�KDQG��WKDW�WKH�LPSOLFLW�NQRZOHGJH�RI�ODQJXDJH�ZDV�DPHQDEOH�WR�D�SUHFLVH�VWXG\�through models which had their roots in the theory of formal systems, primarily in the theory of recursive functions; on the other hand, they immediately underscored WKH� IDFW� WKDW� WKH� LQWXLWLYH� OLQJXLVWLF� NQRZOHGJH� WKDW� HYHU\� VSHDNHU� SRVVHVVHV�� DQG�which guides his linguistic behaviour, is a system of extraordinary complexity and ULFKQHVV�� (YHU\� VSHDNHU� LPSOLFLWO\� PDVWHUV� D� YHU\� GHWDLOHG� DQG� SUHFLVH� V\VWHP� RI�formal procedures to assemble and interpret linguistic expressions. This system is constantly used, in an automatized and unconscious manner, to produce and understand novel sentences, a normal characteristic of ordinary language use. �%HOOHWWL� DQG�5L]]L��

,Q� WKLV� UHVSHFW�� ODQJXDJH� LV� XQGHUVWRRG� DV� D� ³ELRORJLFDO� LQVWLQFW´� �3LQNHU�� ,Q�RWKHU� ZRUGV�� FKLOGUHQ� OHDUQ� WR� VSHDN� EHFDXVH� WKH\� DUH� ERUQ� ZLWK� WKDW� DELOLW\�� EHFDXVH� WKH\�bring unconscious and potential abilities that are developed as the child grows up and VWDUWV� LQWHUDFWLQJ�ZLWK� WKH�ZRUOG�� ,QWHUDFWLRQ�� LQ� WKLV�FRQWH[W�� LV�D�NH\�FRQFHSW� WR�XQGHUVWDQG�WKDW� OHDUQLQJ� WDNHV� SODFH� LQ� DQ� XQFRQVFLRXV� PDQQHU� ZKHQ� D� FKLOG� FRPPXQLFDWHV� ZLWK� WKH�surrounding world through a particular language; hence that language is developed without instruction, without the need to be taught.

([SDQGLQJ�RQ�&KRPVN\¶V�DERYH�WKHRU\��RWKHU�WKHRULVWV��VXFK�DV�3DWV\�0��/LJKWERZQ�DQG�Nina Spada (2000), support and emphasize the important role of interaction in the learning process. As I have argued elsewhere, “this approach has been called ‘social interactionism’ and argues that language is developed as a result of a communicative exchange between the child and the environment” (Navarro, 2010: 119). Thus, it is important to focus on the NH\� WHUP� ³FRPPXQLFDWLYH� H[FKDQJH´�� ZKLFK� LV� FODVVL¿HG� DV� OHDUQLQJ� WKDW� WDNHV� SODFH� ZLWK�LQWHUDFWLRQ��0RUH�FRQFUHWHO\��LW�WDNHV�SODFH�ZLWK�FRPPXQLFDWLYH�LQWHUDFWLRQ��WKH�FKLOG�DFTXLUHV�a language when he or she is immersed in a communicative environment in which language and context, in this case, intertwine so as to create a meaningful communication, giving sense to words, intonation, and grammar.

,Q� RSSRVLWLRQ� WR�&KRPVN\¶V� WKHRU\� RI� ODQJXDJH� DFTXLVLWLRQ�� LW� LV� FRPPRQ� WR� ¿QG� FRQ-ductivist theories which explain language learning as a result of imitation and repetition of sample language: “Traditional behaviourists believed that language learning is the result of LPLWDWLRQ��SUDFWLFH��IHHGEDFN�RQ�VXFFHVV��DQG�KDELW�IRUPDWLRQ´��/LJKWERZQ�DQG�6SDGD��7KLV�DSSURDFK�DUJXHV�WKDW�OHDUQLQJ�WDNHV�SODFH�RQO\�DIWHU�WKH�IRUPDWLRQ�RI�OLQJXLVWLF�KDELWV��language acquisition is understood as an integration of grammatical rules and vocabulary, this being a consequence of repetitive oral input and constant imitation (output), with the corresponding correction that shapes language in a perfect linguistic structure. However, it is essential to provide a counter-argument here, since there are critics who suggest that learning does not occur by mere imitation of sentences, since memory only reaches simple words, and not full sentences. Additionally, learners are creative beings who have the ability


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to produce sentences that they have never listened to before (Navarro, 2010: 119), which opposes the idea that the child only learns what he has previously been taught.

)LQDOO\�� LW� LV� LPSRUWDQW� WR� VWDWH� WKDW� WKH�FKLOG�RU� WKH� OHDUQHU� LV�QDWXUDOO\�DEOH� WR� UHVWUXF-ture their own production, to create a sentence in a different way if they are aware that they KDYH�PDGH� D�PLVWDNH��$V�&KRPVN\� GH¿QHG� LW�� ³$Q� HVVHQWLDO� SURSHUW\� RI� ODQJXDJH� LV� WKDW� LW�SURYLGHV� WKH�PHDQV�IRU�H[SUHVVLQJ�LQGH¿QLWHO\�PDQ\�WKRXJKWV�DQG�IRU�UHDFWLQJ�DSSURSULDWHO\�LQ� DQ� LQGH¿QLWH� UDQJH� RI� QHZ� VLWXDWLRQV´� �&KRPVN\�� )RU� &KRPVN\�� WKLV� LV� WKH�creative aspect of language. On the contrary, from the behaviourist perspective, the output VKRXOG� WDNH� SODFH�PHFKDQLFDOO\�� ÀXHQWO\� DQG� SHUIHFWO\� XWWHUHG� IURP� WKH� EHJLQQLQJ�� ZLWKRXW�DQ\�PLVWDNHV� DQG� DFFRUGLQJ� WR� D� FRQFUHWH� JUDPPDWLFDO� VWUXFWXUH�� LQ� RUGHU� WR� EH� FRQVLGHUHG�D� YDOLG� DQG� D� QDWLYH�OLNH� SURGXFWLRQ�

,Q� OLJKW� RI� WKLV� WKHRUHWLFDO� EDFNJURXQG� RQ� 6HFRQG� /DQJXDJH�$FTXLVLWLRQ�� LW� LV� LPSRU-tant to analyse Vaughan Systems as following a behaviourist and conductivist approach to language learning. The Vaughan Method follows the theory that with constant repetition of VHQWHQFHV��JUDPPDWLFDO�VWUXFWXUHV�DQG�VSHFL¿F�YRFDEXODU\�� WKH�DGXOW� OHDUQHU� UDSLGO\�DFTXLUHV�ÀXHQF\��'ULOOLQJ� LV� WKH�FRUH�SLOODU�RI� WKLV�V\VWHP��DV�ZH�KDYH�SUHYLRXVO\�VHHQ�� WKH�VWXGHQW� LV�subject to the repetition and restructuring of sentences to practice and integrate a particular JUDPPDWLFDO� LVVXH�� )RU� H[DPSOH�

7�� ³,V� LW� WUXH� RU� QRW� WKDW� WKH�PRUH� \RX� HDW�� WKH� IDWWHU� \RX� JHW"´6�� ,W¶V� WUXH� WKDW� WKH�PRUH� \RX� HDW� WKH� IDWWHU� \RX� JHW´7�� ³,V� LW� WUXH� RU� QRW� WKDW� WKH� ORQJHU� \RX� OLYH� WKH� ODWHU� \RX� GLH"´6�� ,W¶V� WUXH� WKDW� WKH� ORQJHU� \RX� OLYH� WKH� ODWHU� \RX� GLH´�

Another important aspect to bear in mind is that this system is effective because the students are adult learners and they are able to analyse and memorise grammatical rules. 7KH\�DUH�¿UVWO\� WDXJKW� WKH� VWUXFWXUH�DQG� WKHQ��SUDFWLFH� WKH� VWUXFWXUH�ZLWK�PHFKDQLFDO� UHSHWL-WLRQ�ZLWKRXW�D�FRQWH[W��7KH� UHVXOW� LQ�DGXOW� OHDUQHUV� LV� WKH�DFTXLVLWLRQ�RI�DQ�HIIHFWLYH�ÀXHQF\�ZKHQ� SURGXFLQJ� IXOO� VHQWHQFHV�� ZLWK� SHUIHFW� OLQJXLVWLF� VWUXFWXUHV� DQG� QRW� D� VLQJOH� PLVWDNH��&RUUHFWLRQ� LQ� WKLV� FRQWH[W� LV� HVVHQWLDO�� DQ\�PLVWDNH� UHVXOWV� LQ� WKH� WHDFKHU� DVNLQJ� WKH� VWXGHQW�to repeat the whole sentence until it is produced in “perfect” English.

In addition, what is more surprising is the fact that synonyms are not allowed in sen-WHQFH� UHSHWLWLRQ��JLYLQJ� WKH� LPSUHVVLRQ� WKDW� WKH\�DUH�DOVR�DQRWKHU� W\SH�RI�PLVWDNH��7KLV� LV� WR�say, learners in their attempt to remember a long sentence sometimes use, unconsciously, a synonym of a given word, and as a result, they are corrected in order to utter the given word. Hence, it is inferred that the focus is on form, and not on meaning, and that linguistic creativity is not allowed:

7�� ³'LG� \RX� EHFRPH� D� EHWWHU�ZULWHU"´6�� ³<HV�� ,� LPSURYHG´7�� ³<HV�� ,� EHFDPH� D� EHWWHU�ZULWHU´�

$V� D� VLJQL¿FDQW� GUDZEDFN� RI� WKLV� V\VWHP�� ZH� QHHG� WR� KLJKOLJKW� WKH� IDFW� WKDW� VWXGHQWV�actually have problems remembering the long sentences they are required to repeat and, as a FRQVHTXHQFH��PDNH�QXPHURXV�PLVWDNHV��7KHUHIRUH��D�JUHDW�HIIRUW� LV�PDGH�WR�UHPHPEHU�WKHVH�


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loQJ�VHQWHQFHV�ZRUG�E\�ZRUG�ZLWKRXW�PDNLQJ�D�VLQJOH�PLVWDNH�� LQ� WHUPV�RI�ERWK�YRFDEXODU\�and grammatical structure. This exercise does not prove that the students have truly inte-JUDWHG� WKH� SDUWLFXODU� JUDPPDWLFDO� LVVXH� RU� QRW�� LW� RQO\� VHUYHV� WR� UHSHDW� D� VSHFL¿F� VWUXFWXUH�immediately. A need to evaluate these activities’ effect on the students’ long-term memory is necessary in order to assess the real effectiveness of this method. As I have mentioned above, this remains for future research.

+RZHYHU��DQG�GHVSLWH�WKH�ODFN�RI�VFLHQWL¿F�HYLGHQFH�LQ�WKH�UHDO�HIIHFWV�RI�WKLV�SDUWLFXODU�method, general theories on memory and learning, especially studies on psycholinguistics, H[DPLQH� KRZ� PHPRU\� ZRUNV� DQG� ZKHUH� WKH� UHODWLRQVKLS� EHWZHHQ� PHPRU\� DQG� ODQJXDJH�OHDUQLQJ� VLWV�� ([SHUWV� VXFK� DV�0LFN� 5DQGDOO� KDYH� DQDO\VHG� KRZ� WKH� GLIIHUHQW� W\SHV� RI� PH-mory interrelate with the process of learning a language. On the one hand, “Associative /HDUQLQJ´��GHIHQGHG�E\�WKH�EHKDYRXULVW�SKLORVRSK\��VWDWHV�WKDW��³,Q�JHQHUDO��ZRUN�RQ�OHDUQLQJ�new material has shown that the greater the number of repetitions, the stronger the learning” �5DQGDOO��7KH�DLP�LV�WR�FUHDWH�DQ�DVVRFLDWLRQ�VWLPXOXV�UHVSRQVH��'HVSLWH�WKH�IDFW�WKDW�QR�WHVWV�ZHUH�PDGH�WR�FKHFN�WKH�ORQJ�WHUP�HIIHFWV�RI�DVVRFLDWLYH�PHPRU\�LQ�WKH�9DXJKDQ�0HWKRG�� RWKHU� FDVH� VWXGLHV� LQ� WKH� ¿HOG� DQG� SV\FKROLQJXLVWLF� WKHRULVWV� VXJJHVW� WKDW� WKHUH� DUH�better results in memory through a dynamic and procedural learning, than through the repe-tition of systematic utterances. Manipulation of meaning is more effective than meaningless VWLPXOXV�UHVSRQVH� DFWLYLWLHV� RQ� D� ORQJ�WHUP� EDVLV� �6WHYLFN�� 2. In this respect, Earl :��6WHYLFN�JRHV�RQ� WR� VD\� WKDW� DFFRUGLQJ� WR� UHVHDUFK� DQG� H[SHULPHQWV�� RUDO� GULOOV� KDYH� HYL-dent advantages on the short-term memory, and only through an emotional or manipulative DFWLYLW\� WKH� UHWHQWLRQ� RI� WKDW� OLQJXLVWLF� ³LPDJH´�ZRXOG� WDNH� SODFH� LQ� WKH� ORQJ�WHUP�PHPRU\��6WHYLFN��2WKHU�VWXGLHV�RQ�PHPRU\�VXJJHVW� WKDW� UHSHWLWLRQ�DFWXDOO\�¿[HV�XS� WR�seven new items (words/sentences) on the short-term memory in every memory session, yet only some of these items will enter the long-term memory, which shows that other factors VXFK� DV� WLPH�� HIIRUW� RU� DWWHQWLRQ� SD\� D� NH\� UROH� LQ� ³PHPRUDELOLW\´� �6FKZDUW]� DQG�5HLVEHUJ��)XWXUH� UHVHDUFK�QHHGV� WR�EH�FDUULHG�RXW� LQ�RUGHU� WR�HYDOXDWH� LI� WKH�9DXJKDQ�Method actually has long-term effects on memory.

On the other hand, and following Randall’s distinction, we have the “Procedural Memory”, ZKLFK� UHIHUV� WR� WKH� W\SH� RI� PHPRU\� H[HUFLVHG� LQ� D� NLQG� RI� H[SHULHQWLDO� OHDUQLQJ�� OHDUQLQJ�LQ� DFWLRQ�� RU� OHDUQLQJ� E\� GRLQJ�� )URP� WKLV� SHUVSHFWLYH��ZH� FRXOG� DUJXH� WKDW� FRPPXQLFDWLYH�language teaching approaches understand that learning a language through communication requires this procedural memory, where interaction and meaning produce an unconscious H[SHULHQWLDO�RU�SURFHGXUDO�OHDUQLQJ��:LWK�UHJDUGV�WR�LQWHUDFWLRQ��LW�LV�WUXH�WKDW�LQ�WKH�9DXJKDQ�FRXUVHV� DQ� LQWHUDFWLRQ� H[LVWV� EHWZHHQ� WKH� WHDFKHU� DQG� WKH� OHDUQHU��<HW�� WKLV� LQWHUDFWLRQ� WDNHV�SODFH� LQ� WKH� IRUP�RI�GULOOV�� WKH� WHDFKHU�DVNV�� WKH�VWXGHQW� UHVSRQGV��DQG� WKHUHIRUH�� WKHUH� LV�QR�communicative interaction in the classroom, which is based on repetitive sentences with the IRFXV� RQ� IRUP�� DQG� QRW� RQ�PHDQLQJ��&RQVHTXHQWO\�� WKH� VWXGHQWV� HDVLO\� JHW� ERUHG��

2�(DUO�:��6WHYLFN�PHQWLRQV�� LQ�KLV�ERRN�HQWLWOHG�0HPRU\��0HDQLQJ�DQG�0HWKRG� ��GLIIHUHQW�H[SH-riments where researchers evidenced the real effects that certain instrumental, active and deductive activities had on memory, in comparison with a mere repetition of some particular linguistic units. These investigators XVHG� GLIIHUHQW� JURXSV� RI� OHDUQHUV� ZKR� ZHUH� H[SRVHG� WR� GLIIHUHQW� NLQGV� RI� VWLPXOL� DQG� GLIIHUHQW� DFWLYLWLHV� LQ�RUGHU�WR�PDNH�WKHP�OHDUQ�QHZ�ZRUGV��7KH�UHVXOW�RI�WKHVH�VWXGLHV�ZDV��EURDGO\�VSHDNLQJ��WKDW�WKH�SHUIRUPDQFH�of those learners who went through more (mentally) dynamic activities was superior to those learners who ZHUH� H[SRVHG� WR�PHUH� UHSHWLWLRQ� �6WHYLFN��


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In an attempt to create an interactive and communicative atmosphere, there are some ELOLQJXDO� VFKRROV� DQG� RWKHU� LPPHUVLRQ� SURJUDPPHV� WKDW� SURPRWH� D� GLIIHUHQW� NLQG� RI� OHDU-ning. Their main aim is to provide students with a meaningful context in which they can learn maths, science or music in English (in the case of bilingual schools), and any other NLQG� RI� FRQWHQW� LQ� JHQHUDO� LPPHUVLRQ� SURJUDPPHV3. Roy Lyster, in Learning and Teaching /DQJXDJH� WKURXJK�&RQWHQW� �� H[SODLQV� WKH� LPSRUWDQW� UROH�RI� LPPHUVLRQ�SURJUDPPHV� LQ�the acquisition of the second language. In such courses, the students have a greater amount of contact hours with the Second Language (L2) and the methodology used is focused on a more naturalistic and communicative approach to learning. Therefore, the quantity and quality of the input the students receive increase, which in turn has positive results on the acquisition of the new language.

7KHUHIRUH��WKH�JUHDWHVW�EHQH¿W�RI�9DXJKDQ�6\VWHPV�FRXUVHV�LV�WKH�IDFW�WKDW�WKH\�DUH�FUDVK�courses in which the quantity of input is considerably higher than in the students’ normal circumstances. In this respect, it is true that the amount of contact hours with the L2 has evident and positive results in students’ learning. However, concerning the quality of input, LW� QHHGV� WR� EH� KLJKOLJKWHG� WKDW� GULOOLQJ� FRQYH\V� D� ULVN� RI� ERUHGRP�� DQG� WKH� V\VWHPDWLVDWLRQ�RI� RQO\� VRPH� VSHFL¿F� VWUXFWXUHV�� OLPLWLQJ� RWKHU� GLIIHUHQW� VWUXFWXUDO� SRVVLELOLWLHV��

)LQDOO\�� LI�ZH�EULHÀ\� UHFDOO� WUDGLWLRQDO�PHWKRGV� RI� ODQJXDJH� WHDFKLQJ��ZH� FDQQRW� DYRLG�mentioning the Audiolingual method and the Grammar Translation method as the methodo-logical teaching sources on which the Vaughan Method is based. On the one hand, the *UDPPDU�7UDQVODWLRQ�PHWKRG�IRFXVHG�RQ�VSHFL¿F�JUDPPDWLFDO�VWUXFWXUHV��VSHFL¿F�YRFDEXODU\�DQG�VSHFL¿F� WUDQVODWLRQ�H[HUFLVHV� LQ�RUGHU� WR�SUDFWLFH� WKH�JLYHQ�OLQJXLVWLF� LVVXHV��6XFK�WUDQV-ODWLRQ�H[HUFLVHV� DUH�SUHVHQW� LQ� WKH�9HUEDO�$JLOLW\�&RXUVHV� �VHH� WDEOH��ZKHQ� VWXGHQWV� DUH�required to translate, orally, a particular sentence in order to practice a grammatical rule and the given vocabulary. However, a teaching method based mainly on translation entails some REVWDFOHV�� -HUHP\� +DUPHU� PHQWLRQV� WKH� ODFN� RI� QDWXUDO� ODQJXDJH� LQSXW� WR� ZKLFK� VWXGHQWV�DUH� H[SRVHG�� DQG� WKH� FRQVHTXHQW� ODFN� RI� QDWXUDO� RXWSXW� DQG� UHDO� ODQJXDJH� WKDW� WKH� VWXGHQWV�will be able to produce:

$� WRWDO� FRQFHQWUDWLRQ�RQ�JUDPPDU�WUDQVODWLRQ� VWRSV� VWXGHQWV� IURP�JHWWLQJ� WKH�NLQG�of natural language input that will help them acquire language (since they are DOZD\V� ORRNLQJ� DW�/�� HTXLYDOHQWV�� DQG� LW� IDLOV� WR� JLYH� WKHP�RSSRUWXQLWLHV� WR� DFWL-YDWH� WKHLU� ODQJXDJH� NQRZOHGJH�� ,I� WKH\� DUH� DOZD\V� WUDQVODWLQJ� WKH� ODQJXDJH�� WKH\�are not using the L2 for communication. The danger with Grammar-translation, in other words, is that it teaches people about language but doesn’t really help them WR� FRPPXQLFDWH� HIIHFWLYHO\�ZLWK� LW�� +DUPHU��

On the other hand, regarding the Audiolingual method, we cannot but mention the “military” style with which drills are practiced by students participating in Vaughan Systems

3� ,PPHUVLRQ�SURJUDPPHV�DUH�VRPHWLPHV�RUJDQLVHG�WR� WHDFK�(QJOLVK�WR�FKLOGUHQ�DQG�ZRUN�ZLWK�WKHP�IRU�DERXW�RQH�ZHHN�LQ�D�IDUP�RU�DQ\�RWKHU�HGXFDWLYH�DQG�UHFUHDWLRQDO�DWPRVSKHUH��,Q�VXFK�FRQWH[WV��VWXGHQWV�OHDUQ�YRFDEXODU\� �L�H�� DQLPDOV�� IRRG«��FRPPRQ�VSHDNLQJ�H[SUHVVLRQV�DQG� VLPSOH�DFWLRQV� �L�H�� ³RSHQ�\RXU�KDQG´��7KH\� QRUPDOO\� WDNH� SODFH� LQ� D� FRPPXQLFDWLYH� DWPRVSKHUH�� SODFLQJ� HPSKDVLV� RQ�PHDQLQJ�� QRW� RQ� IRUP�


126

FRXUVHV�� 6WXGHQWV� DUH� JLYHQ� VHQWHQFHV� WR� WUDQVIRUP� DFFRUGLQJ� WR� D� VSHFL¿F� SDWWHUQ�� RU� XVLQJ�D� VSHFL¿F�YHUE� WHQVH��EXW� WKH\�DUH� UHTXLUHG� WR�EH� UHSHDWHG� WR�PHPRULVH� WKH� VWUXFWXUH��ZKLFK�resembles repetitive militarist behaviour (see table 1.3). This recalls the true origins in which WKLV� PHWKRG� ZDV� ERUQ�� ,W� LV� ZHOO�NQRZQ� WKDW� WKH�$XGLROLQJXDO� PHWKRG� ZDV� D� FRQVHTXHQFH�of the need to instruct American soldiers in foreign languages after the entry of the United 6WDWHV� LQWR�:RUOG�:DU� ,,��7KH\�QHHGHG� WUDQVODWRUV� DQG� LQWHUSUHWHUV� LQ�D�YHU\� VKRUW�SHULRG�RI�WLPH� VR� WKH�JRYHUQPHQW� DVNHG�XQLYHUVLWLHV� WR�GHVLJQ� IRUHLJQ� ODQJXDJH�SURJUDPPHV� IRU� WKHLU�soldiers (Richards and Rodgers, 1992: 44). This method, based on a behaviourist psycho-logical theory, suggests that:

/DQJXDJH� OHDUQLQJ� LV� VLPSO\� D� PDWWHU� RI� LPLWDWLRQ� DQG� KDELW� IRUPDWLRQ�� &KLOGUHQ�imitate the sounds and patterns which they hear around them and receive positive UHLQIRUFHPHQW��ZKLFK�FRXOG�WDNH�WKH�IRUP�RI�SUDLVH�RU� MXVW�VXFFHVVIXO�FRPPXQLFD-tion) for doing so. Thus encouraged by their environment, they continue to imitate and practice these sounds and patterns until they form “habits” of correct language XVH�� /LJKWERZQ� DQG�6SDGD��

This traditional method received a lot of criticism by new teaching tendencies, arguing that this unnatural and systematic teaching approach deprived students from receiving and using real and natural language, and that learning was more than acquiring habits: students should be able to use and create their own personal communication. As Harmer comments:

Audio-lingualism (and behaviourism) lost popularity because commentators argued WKDW� ODQJXDJH� OHDUQLQJ�ZDV� IDU�PRUH� VXEWOH� WKDQ� MXVW� WKH� IRUPDWLRQ� RI� KDELWV�� )RU�H[DPSOH�� VWXGHQWV� DUH� TXLFNO\� DEOH� WR� SURGXFH� WKHLU� RZQ� FRPELQDWLRQV� RI� ZRUGV��whether or not they have heard them before […] Methodologists were also concerned that in Audio-lingualism students were not exposed to real or realistic language, DQG� ZHUH� WKHUHIRUH� XQOLNHO\� WR� SURGXFH� QDWXUDO�VRXQGLQJ� ODQJXDJH� WKHPVHOYHV��+DUPHU��

)URP� WKH� ��V� RQZDUGV�� D� UHDFWLRQ� DJDLQVW� WRR� PXFK� IRUPDO� DQG� VWUXFWXUDO� LQVWUXF-WLRQ� WRRN� SODFH�� DQG� WKHRULVWV� SOHDGHG� IRU� D� PRUH� PHDQLQJIXO� DQG� FRQWH[WXDOL]HG� OHDUQLQJ��+HUH� ZH� FDQ� IUDPH� WKH� &RPPXQLFDWLYH� /DQJXDJH� 7HDFKLQJ� DSSURDFKHV� �&/7�� ZKLFK� VWDUW�prioritizing language in context and language in use, understanding language as a tool for communication:

The communicative approach in language teaching starts from a theory of langua-ge as communication. The goal of language teaching is to develop what Hymes �� UHIHUUHG� WR� DV� ³FRPPXQLFDWLYH� FRPSHWHQFH´� >«@� +\PHV� KHOG� WKDW� VXFK� D�view of linguistic theory was sterile, that linguistic theory needed to be seen as part of a more general theory incorporating communication and culture. (Richards DQG�5RGJHUV��

Despite the popularity that this approach has had in recent decades - being considered as the most successful approach to language teaching during the late twentieth and the early


127

twHQW\�¿UVW� FHQWXULHV� ��ZH�FDQ�QRZ�FHUWLI\� WKDW� WUDGLWLRQDO�DQG�FRQGHPQHG�PHWKRGV� VXFK�DV�the Audiolingual and the Grammar Translation are presently used in private language schools and also currently subsidized by the Spanish Ministry of Education.

5. CONCLUSIONS

It is important to be critical of the teaching methodologies that are employed not only in private schools but also in courses that are subsidized by public investment; in this case, WKH� 6SDQLVK� 0LQLVWU\� RI� (GXFDWLRQ�� <HW� ZH� QHHG� WR� EH� DZDUH� RI� ERWK� WKH� DGYDQWDJHV� DQG�disadvantages that these methods cause, so as to contribute with constructive criticism and, therefore, be conscious of the positive results that these teaching systems provide as well as those aspects that unfortunately fail to provide effective learning in our students.

In this article the author has given an accurate description of the courses subsidized by the Ministry of Education, and organized by the International University Menendez Pelayo, when hiring the services of the private company Vaughan Systems. The so-called “Vaughan 0HWKRG´�LV�DQ�H[DPSOH��DPRQJ�PDQ\�RWKHUV��RI� WKH�ZHOO�NQRZQ�$XGLROLQJXDO�DQG�*UDPPDU�Translation methods and, as such, the author has emphasized the most immediate assets and pitfalls of its teaching methods.

On the one hand, although no later tests or interviews have been made to consider the effectiveness of this method on a long-term basis, we can highlight an evident and direct LPSURYHPHQW�LQ�VWXGHQWV¶�ÀXHQF\�DQG�JUDPPDWLFDO�DFFXUDF\�DIWHU�DQ�LQWHQVLYH�ZHHN�RI�GULOOLQJ�and sentence construction and reconstruction (this was the general perception among the students). The general feeling (according to observation) is that this method is undoubtedly HIIHFWLYH�� VLQFH� WKH\� DUH� DEOH� WR� VSHDN� ÀXHQWO\� DQG� IHHO� FRQ¿GHQW� ZKHQ� SURGXFLQJ� VSHFL¿F�statements that have been practiced throughout the whole course. On the other hand, this method is evidently detrimental to students’ motivation; they get easily bored, as they are subject to constant automatic repetitions. This ultimately decreases all the good potential WKDW�DQ�LPPHUVLRQ�FRXUVH�OLNH�WKLV�FRXOG�KDYH�LI� LW�ZDV�EDVHG�RQ�D�PRUH�FRPPXQLFDWLYH�DQG�meaningful language learning process. Eventually, there is a future need to consider its real long-term effects by means of testing or interviewing the students time after the course has ¿QLVKHG��ZKLFK� UHPDLQV� IRU� ODWHU� UHVHDUFK�

6. WORKS CITED

%HOOHWWL�� $�� DQG� 5L]]L�� /�� HGV�� ³6RPH� &RQFHSWV� DQG� ,VVXHV� LQ� /LQJXLVWLF� 7KHRU\´�� LQ�&KRPVN\��1��On Nature and Language��&DPEULGJH��&DPEULGJH�8QLYHUVLW\� 3UHVV��

%\UDP��0�� ³$XGLROLQJXDO�0HWKRG´�� LQ�0��%\UDP�� HG��5RXWOHGJH�(QF\FORSHGLD�RI�/DQ-

guage Teaching and Learning�� /RQGRQ�1HZ�<RUN��5RXWOHGJH�� &KRPVN\��1��$VSHFWV�RI�WKH�7KHRU\�RI�6\QWD[. Massachusetts: The Massachussets Institute

of Technology Press.+DUPHU�� -�� +RZ� WR� 7HDFK�(QJOLVK� Harlow: Pearson Education Limited.


128

Lightbown, P. M., and Spada N. (2000). +RZ�/DQJXDJHV�DUH�/HDUQHG� Oxford: Oxford University Press.

²²��+RZ�/DQJXDJHV� DUH� /HDUQHG� Oxford: Oxford University Press./\VWHU�� 5�� Learning and Teaching Languages through Content.� $PVWHUGDP�� -RKQ� %HQ-

jamins.1DYDUUR�5RPHUR�� %�� ³$GTXLVLFLyQ� GH� OD� 3ULPHUD� \� 6HJXQGD� /HQJXD� HQ�$SUHQGLHQWHV� HQ�

Edad Infantil y Adulta”, in Philologica Urcitana�� YRO�� 2¶*UDG\��:�� +RZ�&KLOGUHQ� /HDUQ�/DQJXDJH��&DPEULGJH��&DPEULGJH�8QLYHUVLW\� 3UHVV�3LQNHU�� 6�� The Language Instinct.�1HZ�<RUN��:LOOLDP�0RUURZ� DQG�&RPSDQ\�5DQGDOO��0��0HPRU\��3V\FKRORJ\�DQG�6HFRQG�/DQJXDJH�/HDUQLQJ� Amsterdam/Philadelphia:

-RKQ�%HQMDPLQV� 3XEOLVKLQJ�&RPSDQ\�5LFKDUGV�� -�� &�� DQG� 7�6�� 5RGJHUV� �� Approaches and Methods in Language Teaching: A

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pany.6WHYLFN��(�:�� 0HPRU\��0HDQLQJ�DQG�0HWKRG��6RPH�3V\FKRORJLFDO�3HUVSHFWLYHV� RQ�/DQ-

guage Learning. Rowley: Newbury House. Institutional Documents and Organisations.%2(� �� ³2UGHQ� ('8�� RQ� �� 0D\� ��´�� 1XPEHU� �� 6HFWLRQ� ,,,�� S��

�� KWWS��ZZZ�ERH�HV�ERH�GLDV��SGIV�%2(�$��SGI��:HE� DFFHVVHG�20 August 2011.

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