Summary of Principles in Language Teaching

Provided by Dr. Bill Flick, Director of ESL at Auburn

GrammarTranslation 1. Goals Read literature in L2. Develop mind. Learn grammar, vocabulary, and culture. Traditional. T is the authority. Ss learn from the T. Translation. Deductive study of grammar. Memorize vocabulary. Direct Method Communication. Think in L2. Direct association in L2 without translation. T-centered. T directs. Associate L2 and meaning directly in real context. Use L2 only. Inductive grammar. Syllabus based on topics/ situations. Both initiate interaction. Some S/S interaction. N.A. Audio-Lingual Method Communication. Automaticity by learning new habits. T-centered. T provides model of L2 for imitation. New grammar and vocabulary through dialogues. Drills. Inductive grammar. Learning is habit formation. T-directed. S/S in drills. N.A. Silent Way Self-expression of Ss; independence from T. Suggestopedia Everyday Comm. Tap Ss mental powers by desuggesting barriers to learning. S must trust and respect T as authority. Ss adopt childlike roles once they feel secure. Relaxing atmosphere, music, activate whole brain + peripheral learning. Reception then activation phase.

2. Role of the teacher/student 3. Teaching/ Learning Process?

T as facilitator, resource, provides what Ss need. Ss guided to discover the structure of L2. Initial focus on accurate pronunciation.

4. Nature of student/teacher interaction 5. How are students feelings dealt with? 6. View of language/ culture? 7. What language skills are emphasized? 8. Role of the native language? 9. How does evaluation occur? 10. Treatment of errors? 11. Associated with whom?

T to S.

T active, but mostly silent. S/S interaction encouraged. Positive feelings encouraged, also S/S cooperation. Language expresses the spirit of a culture. Pronunciation & intonation. Structure. Oral before written. Used to form sounds in L2 and for feedback. Otherwise not used. Continuous observation. Ss develop their own criteria. Self-correction; peer correction. Caleb Gattegno

T/S and S/S interaction from beginning. Focus on confidence and sense of security via suggestions. Communication as a 2-phase process: language + extralinguistic factors. Vocabulary. Explicit but minimal grammar. Language use over linguistic form. L1 used in translation of dialogues. As course proceeds, L1 reduced. In-class performance. No overt correction Modelled correctly. Georgi Lozanov

N.A.

Literary language over spoken language. Vocabulary/ grammar. Reading/writing. L1 in classroom. Twoway translation. Written translations. Apply grammar rules. T supplies correct answer. Moses

Spoken language over written. Vocabulary over grammar. Focus on communication. Not used.

Language as system of patterns/units. Simple to complex. Structure important. Listen-speak-readwrite. L1 habits interfere with L2. Avoid L1. Discrete point testing for accuracy. Avoid errors by overlearning. Charles Fries

Use of language (interview). Self-correction. Francois Gouin, Charles Berlitz

Community Language Learning 1. Goals Communication. Promote nondefensive learning.

Total Physical Response Communication. Learning L1= learning L2. Director. T provides model of L2 for imitation. Later role reversal. Comprehension before production. Modelling by T followed by performance. T speaks, Ss respond nonverbally. Later, Ss verbalize. Ss have fun in a nonstressful situation.

Natural Approach Communicative competence. Facilitate acquisition by providing comprehensible input (i+1). T as facilitator. Primary responsibility is with S.

Communicative Language Teaching Communication in social context. Appropriacy. Functional competence. Facilitator. Manager of learning activities. Promotes communication among Ss. Ss learn to communicate by negotiating meaning in real context. Activities include information gap, choice, feedback. T arranges tasks for communication. S/S interaction. Ss are motivated to learn thru usefulness of language functions. Language in social context, for communication. Function over form. Discourse and sociolinguistic competence + all 4 skills. Generally not used.

2. Role of the teacher/student?

3. Teaching/ Learning Process

4. Nature of student/teacher interaction? 5. How are students feelings dealt with? 6. View of language/ culture? 7. What skills are emphasized?

Counselor/client. As S assumes more responsibility, becomes independent of T. Security, aggression, attention, reflection, retention, discrimination. Ss initiate speech in L1, T supplies L2. Changes over time. Importance placed on cooperative relationship between T/S and S/S. S viewed as whole person, no separation of intellect and feelings. T "understands Ss. Language for developing critical thinking. Culture integrated with language. Ss determine syllabus by what they what to say.

Spoken over written.

8. Role of L1?

Used in the beginning, less in later stages. Integrative tests. Selfevaluation. Nonthreatening. Correction by modelling. Charles Curran

Grammar and vocabulary (initially via imperatives). Comprehension precedes production. Not used.

9. How does evaluation occur? 10. Treatment of errors? 11. Associated with whom?

By observation.

Unobtrusive correction.

James Asher

Comprehension before production. Developing model approximates L2 (L1, . . . L2). Gradual emergence of speech. Task oriented. S-centered. Both initiate interaction. S/S interaction in pair and small group activities. Affective factors over cognitive factors. Optimal learner has low affective filter. Language as a tool for communication. Language function over linguistic form. Vocabulary over grammar. Function over form. Comprehensione earlyproductions speech emergence. L1 can be used in preproduction (comprehension) activities. Communicative effectiveness. Fluency over accuracy. Task oriented. No error correction unless errors interfere with communication. Tracy Terrell, Stephen Krashen

Communicative tests. Fluency and accuracy. No error correction unless errors interfere with communication. Various.

Based on Diane 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).
http://www.auburn.edu/~nunnath/engl6240/principl.html