Orientation Unit-Lecture

Theories of English Language Learning

As noted in Jabri (2011), in the early 1970s, Rogers, inspired by Curran’s

“Counseling-Learning” model of education, introduced the concept of Community

Language Learning, where a class is viewed as a group, social dynamics play a key role in

learning, and the teacher plays the role of counselor (Brown, 2001). Next, Lozanov’s

Suggestopedia method of teaching became popular, emphasizing a relaxed classroom

environment to maximize learner retention. Central to Suggestopedia was music, which is

intended to decrease pulse rate and blood pressure in learners as they performed various

tasks in the English classroom. In the mid 1980s, Gattegno suggested a new cognitive

theory to learning which he named The Silent Way, where learning is facilitated by

creating rather than remembering or repeating what was learned, and learners engage in

problem solving-activities with the learned material.

Concurrently with The Silent Way, a new concept, developed by Asher, was

becoming popular, called Total Physical Response (TRP). TRP applies observations of

how an L1 is learned, by first remaining silent and performing physical responses to

commands, before attempting anxiety producing tasks such as interacting (Brown, 2001).

TRP, upon application, displayed its effectiveness in early stages of language learning, but

lost its distinctiveness in higher levels of proficiency. Subsequent to TRP was the Natural

Approach to language learning, developed by Terrell, which theorized the best language

acquisition is based upon a relaxed atmosphere where much communication is taking

place, as opposed to analysis of the target language. Learners are then expected to
naturally produce language, at a time when they feel comfortable producing it (Brown,

2001).

The latest trends in English language research culminated in the Communicative

Approach (CA) to language teaching, especially when learner needs analysis revealed the

importance for using language to communicate, not just knowing grammar rules,

functions, and reading artificial articles (Zhang, 2009). CA is characterized by

classrooms encompassing activities which involve real communication, where language

is meaningful with “processes such as information sharing, negotiation of meaning, and

interaction” take place (Brown, 2001, p. 35). While CA has taken the field of English

language learning by storm, critics continue to question whether it is the best

methodology for facilitating acquisition of children or adult learners. Children have

traditionally had numerous advantages over adults in language learning, but adults have

superior levels of language acquisition at certain stages of language learning (Nikolov &

Mihaljević Djigunović, 2006).

 References

Brown, H. D. (2001). Teaching by principles: An interactive approach to language

pedagogy (2nd ed.). White Plains, NY: Pearson.

Jabri, M. (2011). Grammar Translation Method (GTM) or Communicative

Approach (CA): Enhancing Adult Syrian Employees’ English

Proficiency. (Doctoral dissertation, American University, London, 2011).

Nikolov, M., & Mihaljević Djigunović, M. (2006). Recent research on age, second

language acquisition, and early foreign language learning. Annual Review of

Applied Linguistics, 26, 234-260.

Zhang, Y. (2009). Reading to speak: Integrating oral communication skills. English

Teaching Forum, 47(1), 32-34.