On teaching a language principles and priorities in methodology

On teaching a language:
principles and priorities
in methodology
Omaggio Chapter 3


Some definitions
• Consider the terms:
– Second language acquisition theory
– Philosophy of teaching
– Methodology
– Syllabus

• What does each mean to you?
What are the similarities that unite
them? What are the differences?


How to compare
methodologies?
• Given the large number of approaches
and methodologies, we need some
standard by which to evaluate them all.
• For us, that standard will be the standard
of proficiency.
• Subsumed under “proficiency” then, is
how well the method or approach
encourages proficiency and enables the
incorporation of the 5Cs.

Guidelines & Standards
• These are NOT syllabi or
methodologies.
• But they do help us derive
implications for instruction
(Galloway 1997).
– Instructors can shift emphasis of instruction to
develop certain skills.
– Instructors can use the Cs as a guiding framework for
their classes.


Some current methods
and approaches
A brief overview


Traditional method:
Grammar-Translation
• Based on idea that mental order is
essential for growth the mind.
• Grammar rules and bilingual
vocabulary lists
• Translation exercises
• Comparison between L1 and L2
• Minimal listening and speaking
practice


The direct method:

A rationalist perspective
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“Active method” starts with the here and now
Paraphrase in order to avoid the use of
translation
Students hear complete and meaningful
sentences
Emphasis placed on correct pronunciation
Grammar is assumed to be learned through
practice, not directly taught
Texts are understood “directly” without
translations or dictionaries


Audiolingual:
An empiricist perspective
• “Scientific” approach to language
• Goal is to develop same abilities as native
speakers
• No L1 use at all
• Students learn through stimulus-response
techniques, no time for analysis
• Pattern drills without explanation
• Natural sequence of four skills

Mentalist perspectives
• Based on reactions to
Audiolingualism, influenced heavily by
Chomsky
• The Cognitive Anti-Method
– Learner controlled
– Innate ability to learn languages
– No attention to form necessary
– Language is acquired globally
– Errors are inevitable, shouldn’t be corrected
– L1 interference naturally disappears with more
experience


Mentalist perspectives
• The Cognitive-Code Method
– Goal is to develop same abilities as natives
– The instructor must move from the known to
the unknown
– Promote creative use of language
– Students should understand the rule system,
not memorize it
– Learning should be meaningful


Functional approach:
Communicative Method

• Approach, not a method
• Meaning, contextualization are essential
• Learners should attempt to communicate
in the L2
• Sequencing determined by
content/function/meaning
• Varied activities and strategies
• Goal is communicative competence,
emphasis on fluency and acceptable use


Total Physical Response
• Premise that listening
comprehension should be developed
first, before speaking is attempted
• Understanding and retention best
achieved through movement
• Adult language learning can parallel
child language learning


Total Physical Response


The Natural Approach
• Terrell 1977, 1982
• Entire class devoted to communication
• No error correction
• L1 acceptable in early stages
• Listening comprehension takes form of

“comprehensible input”
• Goal is intermediate competence
• Prefer acquisition over learning
• Affective factors are primary


Humanistic approaches:
Community Language Learning

• Stresses role of affective domain,
importance of community
• 6-12 learners in close circle
• Make statements in L1, teacher
whispers translation
• Eventually students achieve
independence from teacher, results in
free interaction


Humanistic approaches:
The silent way
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Independence, autonomy, responsibility
Teaching subordinated to learning
Learning is not imitation or drill

Mind draws on everything it has already acquired
Teacher must stop interfering with learner’s
progress (“Teach, then test, then get out of the
way”)
• Use of colored rods – Cuisenaire rods – as well
as color-coded phonetic and word charts


The silent way
• Cuisenaire rods are used
to create non-ambiguous
situations which enable
students to understand
how to go about
expressing different
concepts in the language
being studied.
• Example


Humanistic approaches:
Suggestopedia
• Lozanov Method, Bulgaria
• Suggestive atmosphere: soft
lights, baroque music, cheerful
room decorations, comfortable
seating, dramatic techniques
• Infantilization, pseudopassivity
• Reflection, meditation, etc.

Suggestopedia


Of all of these…
• Which approach or method makes the
most sense to you as a teacher? Why?
• As a student, which approach do you
think you would prefer? Why?
• What method or approach does UF use
or do the textbooks we adopt employ?
Do you follow this approach in your
class?


Communicative Approach :
Pros and Cons
• Advantages
– Developed precisely to promote
communication, interaction, etc.
– Many principles (communicative, task,
meaningfulness) conform to the 5 hypotheses
of “proficiency”
– Flexible approach to teaching
– Repertoire of “best practices”


Communicative Approach :
Pros and Cons
• Disadvantages

– Some students want more explicit emphasis
on grammar
– Hard to coordinate multi-section courses
– Difficult to test in the way we teach
– Others?


More Pros and Cons

• In your opinion, which of the
approaches listed here has the most
to offer in terms of proficiency? The
least to offer? Explain.
– Grammar-Translation
– Direct Method
– Audiolingual Methodology
– Total Physical Response
– Natural Approach
– Community Language Learning
– Silent Way
– Suggestopedia


Reaction response

• Think about the textbook you are
using in the class you teach. What
is the theoretical basis of the
book? What types of activities are
included? How are they

sequenced? How are the four skills
integrated? What do you view as
the main strengths and
weaknesses of the book? What
would you change about the text?


Some other questions to
consider…