SECOND-LANGUAGE TEACHING

15.12.2014

Dimensions and methods

Characterization of language-teaching methods on the basis of
5 principal dimensions:

1.

Language mode: Speech reading

2.

Meaning: Actual Object/ Situation Translation

3.

Grammar: Induction Explication

4.

Psychology: Mentalist Behaviourist

5.

Linguistics: Mentalist Structuralist

TRADITIONAL METHODS
1.

 Description
- emphasis on reading and writing; grammar and vocabulary taught through
explication and translation
- little emphasis on oral skills
- Europe, 17th cent. Renaissance, study of ordinary languages
- Textbooks: a reading passage; vocabulary items +translation; explanation of grammar
- Translations mostly done from target language into native language
Why is it still accepted?
- it is suitable for
- teachers who lack verbal fluency (Japan, large groups);
- self-study
- all levels of learners (introductory to advanced)
- It can adapt to ever-changing psychological and linguistic theories
Disadvantages
- However lack of emphasis on oral skills! + inappropriate for young learners

2. The natural method

Description
19th century outgrowth of scientific thought on the nature of language and learning in Europe
presenting the second language to learners as the native language had been presented
adherence to the natural sequence of the childs acquisition of the first language (comprehension then
production, > reading and writing)
grammar learned only through induction. Exposure to sentences in a situational context
vocabulary gained through experience and exposure to objects
translation avoided!
no prepared material beforehand > teaching spontaneously through conversation and demonstration in
the target language > focus on acquisition of the oral skills

Disadvantages
- Difficult for students and teachers + teachers must create interesting situations (ss. exposed to natural
language) & be fluent in the target language
- Class size a problem

3.

 Description
late 19th and early 20th century, Harold Palmer-most articulate and eminent advocate: combine
the Natural method with systematic procedures based on knowledge from psychology and
linguistics
Mentalistically oriented: learner is a thinking being who can learn abstract ideas
Induction > language materials are preselected and graded on the basis of linguistic complexity
Lessons: devoted to oral communication following the acquisition order of the first language
Elementary social dialogues, questions, commands for action, oral pattern drills and
memorization of dialogues, sometimes- grammar and translation
Disadvantages
Can be used in large classes but require a fluent teacher

4.

 Description

1940s rise due to the American linguistic and psychological theories

Adopted many features from the Direct method: planned situations, graded materials and such
techniques as pattern drills and dialogue memorization tape recorders and audiovisual
equipment
However, dropped the use of natural situations and spontaneous speech (speech occurrences
under the rigorous control of the teacher) drilling of sentence patterns and memorization of
dialogues
Why it failed?
Failed to produce the fluent communicating speakers it aimed to inadequate to prepare students
for communication with speakers in the real world

The Chomskyan revolution and contemporary methods

Chomskys Mentalism and effect on methods

Chomsky: speakers do not imitate they create by means of rules!

This cannot be explained in the stimulus and response terms of Behaviourism or related notions of Structural
Linguistics
Mental grammar: a system of abstract language rules which speakers have in their minds

Contemporary methods

Thrive category
Total Physical Response, Communicative Language Teaching and the Natural Approach
Struggle-to-survive category
Silent way and Suggestopedia

 Description
TPR- a natural type method speech understanding precedes speech production
Asher (1970s), learners perform physical actions in response to the teachers commands in the target
language (Stand up, Sit down, Open the door, Where is the book? etc.). With time ss. are presented
more complex sentences (e.g. If you have a yellow card place it under the book).
Only target language used in the classroom
Meaning - derived from actual objects and situations - Teacher points to objects or performs actions; Ss. are
encouraged to induce rules on their own and speak when ready
Ss. can easily learn around 25 new lexical items in an hour along with a variety of structures

Limitations
Fluent and creative teachers (best used for the introductory phrases of second-language learning)
Problem of homework (a combination of TPR with Grammar-Translation method is better)
Some students feel embarrassed to move and do things (especially adults!)

 Description
Wilkins (1970s), 2 aspects of communicative speech: functions and notions
Functions: requests, denials, complaints, excuses etc. the learner is provided with a means of performing a given
function
Notions: expressions of frequency, quantity, location etc.
-

Enable ss. to communicate: reading and hearing a dialogue based on a real-life situation

Eclectic approach + flexible to include other approaches

CLT permits:

reading and writing immediately

grammatical explanations (not only induction) + translation

Get people to communicate by any means available

Most accepted, widespread, especially in Europe

 Description
- Terrell and Krashen (1980s), new philosophy of language teaching
- The importance of listening comprehension and delayed speech production (until student is ready) is
stressed
- Grammatical structures and rules are seldom explained expected to be acquired by receiving appropriate
language input
- Method for developing basic personal communication skills, oral and written
Goals
- the ability to engage in simple conversational exchanges, to understand announcements in public places,
to read newspapers, write personal letters etc.
- Teachers use pictures, objects, charts and situations in the classroom
- Personal learning factors: motivation, self-confidence and anxiety (Krashen: Affective Filter, low AF-most
desirabless. shouldnt worry about grammar mistakes)
Difference between acquisition and learning
- Krashen, Monitor Hypothesis (learned rules are always monitored, consciously applied in the production
of sentences)
- Criticism: Gregg and McLaughlin: certain learned rules become unconscious and automatic

THE SILENT WAY

 Description
-

Developed by Gattegno, teacher is as silent as possible

The method reverses the natural sequence in first-language learning > production precede comprehension

Alphabetic letters are used to get students to speak teacher points: students pronounce

Teacher is required to use a set of physical objects: number of coloured rods of different sizes > provide a situational
context in which speech is produced (ss. even encouraged to make nonsense sounds=bubbling)

Good pronunciation serves as a model

creative aspect of language learning ss. Induce grammatical rules and structures

Disadvantages

- Some ss. feel uncomfortable, are stressed out

SUGGESTOPEDIA

 Description
Founded by Georgi Lozanov
magic method produce in the students an altered state of consciousness- Hypermnesia super memory:
relaxation techniques music at a specific tempo to induce the desired state of mental readiness
Armchairs and pleasantly decorated rooms

In 24 days learners can learn 1800 words

Presentation of dialogues and vocabulary (first in written (+translation) and then in spoken form)
Materials presented to three times (1st ss. follow by reading, 2nd and 3rd just listen (+ music played))

The method hasnt offered convincing evidence in support of its extravagant claims

Conclusion
-

No method is a total failure or success

No empirical research done to evaluate the comparative effectiveness

of the teaching methods

In judging the relative merits of teaching methods one must consider

goals

With both speech and literacy as objectives, one could adopt eclectic
approach combining: Communicative Language Teaching and
supplement it with physical activities (TFR), pattern practice drills (ALM)
and explication and translation (GTM).

Select one method/approach and teach in English (or any other language) one of the given
vocabulary or grammar items:
-

Sports terms/ any other specific terminology

Giving directions

Parts of the body

A song

1st and 2nd conditional

Past simple tense

Question formation