29.12.09 12:31Summary of Principles in Language Teaching

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Summary of Principles in Language TeachingProvided by Dr. Bill Flick, Director of ESL at Auburn

Grammar-Translation Direct Method Audio-Lingual

Method Silent Way Suggestopedia

1. Goals Read literature inL2. Develop mind.Learn grammar,vocabulary, andculture.

Communication.Think in L2. Directassociation in L2without translation.

Communication.Automaticity by learning new habits.

Self-expression ofSs; independencefrom T.

Everyday Comm. TapSs mental powers bydesuggesting barriersto learning.

2. Role of theteacher/student

Traditional. T isthe authority. Sslearn from the T.

T-centered. T directs.

T-centered. Tprovides model ofL2 for imitation.

T as facilitator,resource, provideswhat Ss need.

S must trust andrespect T as authority.Ss adopt childlikeroles once they feelsecure.

3. Teaching/Learning Process?

Translation.Deductive study ofgrammar.Memorizevocabulary.

Associate L2 andmeaning directly inreal context. Use L2 only.Inductive grammar.Syllabus based ontopics/ situations.

New grammar andvocabulary throughdialogues. Drills. Inductive grammar.Learning is habitformation.

Ss guided todiscover thestructure of L2.Initial focus onaccuratepronunciation.

Relaxing atmosphere,music, activate wholebrain + peripherallearning. Receptionthen activation phase.

4. Nature ofstudent/teacherinteraction

T to S. Both initiateinteraction. SomeS/S interaction.

T-directed. S/S in drills.

T active, but mostlysilent. S/S interactionencouraged.

T/S and S/S interactionfrom beginning.

5. How are students’ feelings dealt with?

N.A. N.A. N.A. Positive feelingsencouraged, also S/Scooperation.

Focus on confidenceand sense of securityvia suggestions.

6. View oflanguage/ culture?

Literary languageover spokenlanguage.

Spoken languageover written.

Language as systemof patterns/units. Simple to complex.

Language expressesthe spirit of a culture.

Communication as a 2-phase process:language + extra-linguistic factors.

7. What language skills are emphasized?

Vocabulary/grammar.Reading/writing.

Vocabulary overgrammar. Focuson communication.

Structure important.Listen-speak-read-write.

Pronunciation &intonation. Structure. Oral before written.

Vocabulary. Explicitbut minimal grammar.Language use overlinguistic form.

8. Role of the nativelanguage?

L1 in classroom.Two-waytranslation.

Not used. L1 habits interfere with L2. Avoid L1.

Used to form soundsin L2 and forfeedback. Otherwisenot used.

L1 used in translationof dialogues. Ascourse proceeds, L1reduced.

9. How doesevaluation occur?

Writtentranslations. Applygrammar rules.

Use of language(interview).

Discrete point testingfor accuracy.

Continuousobservation. Ssdevelop their owncriteria.

In-class performance.

10. Treatment oferrors?

T supplies correctanswer.

Self-correction. Avoid errors byoverlearning.

Self-correction; peercorrection.

No overt correctionModelled correctly.

11. Associated withwhom?

Moses Francois Gouin,Charles Berlitz

Charles Fries Caleb Gattegno Georgi Lozanov

29.12.09 12:31Summary of Principles in Language Teaching

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Community LanguageLearning

Total PhysicalResponse Natural Approach Communicative Language

Teaching

1. Goals Communication. Promotenondefensive learning.

Communication.Learning L1=learning L2.

Communicative competence.Facilitate acquisition byproviding comprehensibleinput (i+1).

Communication in socialcontext. Appropriacy.Functional competence.

2. Role of theteacher/student?

Counselor/client. As Sassumes moreresponsibility, becomesindependent of T.

Director. T providesmodel of L2 forimitation. Later rolereversal.

T as facilitator. Primaryresponsibility is with S.

Facilitator. Manager oflearning activities.Promotes communicationamong Ss.

3. Teaching/Learning Process

Security, aggression,attention, reflection,retention, discrimination.Ss initiate speech in L1, Tsupplies L2.

Comprehension beforeproduction. Modellingby T followed byperformance.

Comprehension beforeproduction. Developingmodel approximates L2 (L1,. . . L2). Gradual emergenceof speech. Task oriented.

Ss learn to communicate bynegotiating meaning in realcontext. Activities includeinformation gap, choice,feedback.

4. Nature of student/teacherinteraction?

Changes over time.Importance placed oncooperative relationshipbetween T/S and S/S.

T speaks, Ss respondnonverbally. Later, Ssverbalize.

S-centered. Both initiateinteraction. S/S interaction inpair and small groupactivities.

T arranges tasks forcommunication. S/Sinteraction.

5. How are students’ feelingsdealt with?

S viewed as whole person,no separation of intellectand feelings. T"understands” Ss.

Ss have fun in anonstressful situation.

Affective factors overcognitive factors. Optimallearner has low affectivefilter.

Ss are motivated to learnthru usefulness of languagefunctions.

6. View of language/ culture?

Language for developingcritical thinking. Cultureintegrated with language.

Spoken over written. Language as a tool forcommunication. Languagefunction over linguistic form.

Language in social context,for communication.

7. What skills areemphasized?

Ss determine syllabus bywhat they what to say.

Grammar andvocabulary (initially viaimperatives).Comprehensionprecedes production.

Vocabulary over grammar.Function over form.Comprehension–eearlyproduction–sspeech emergence.

Function over form.Discourse andsociolinguistic competence+ all 4 skills.

8. Role of L1? Used in the beginning,less in later stages.

Not used. L1 can be used inpreproduction(comprehension) activities.

Generally not used.

9. How does evaluation occur?

Integrative tests. Self-evaluation.

By observation. Communicativeeffectiveness. Fluency overaccuracy. Task oriented.

Communicative tests.Fluency and accuracy.

10. Treatment oferrors?

Nonthreatening.Correction by modelling.

Unobtrusive correction. No error correction unlesserrors interfere withcommunication.

No error correction unlesserrors interfere withcommunication.

11. Associated withwhom?

Charles Curran James Asher Tracy Terrell, StephenKrashen

Various.

Based onDiane Larsen-Freeman, Techniques and Principles in Language Teaching (1986),Alice Omaggio Hadley, Teaching Language in Context (1993),H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy (1994).