Approaches to SecondLanguage Teaching

Fundamentos Metodolgicos do Ensino de InglsProfa. Andra Mattos (FALE/UFMG)

A brief history of language teaching

Today, English is the most widely studiedlanguage;

500 years ago, it was Latin. The study of classical Latin and an analysis of its

grammar and rhetoric became the model for foreignlanguage study from the 17th to the 19th centuries

Textbooks consisted of statements of abstract grammarrules, lists of vocabulary and sentences for translation

Latin was taught by means of the so-called ClassicalMethod or Grammar-Translation Method.

The philosopher pulled the lower jaw of thehen.

My sons have bought the mirror of the duke.The cat of my aunt is more treacherous than

the dog of your uncle.

(Titone, 1968 apud Richards and Rodgers, 2001)

The Grammar Translation Method The Classical Method or Grammar Translation Method

is still used nowadays. Classes are taught in the mother tongue, through lists

of isolated words, long elaborate explanations of theintricacies of grammar, and the reading of difficultclassical texts.

Grammar provides the rules for putting wordstogether, and instruction often focuses on the formand inflection of words.

Exercises concentrate on translation of disconnectedsentences and little or no attention is given topronunciation

The Grammar Translation Method Goal of language learning = to read literature in order to

benefit from mental discipline and intellectual development Language learning consists of detailed analysis of rules

(syntax and morphology) and translation of sentences Reading and writing are the major focus Vocabulary selection is based only on the reading texts

used, words are taught through bilingual word lists,dictionary study and memorization

The sentence is the basic unit of teaching and languagepractice

Accuracy is emphasized Grammar is taught deductively L1 is the medium of instruction

The Direct Method

Naturalistic (=L1 learning) Classroom instruction was conducted exclusively in

the target language Everyday vocabulary and sentences were taught;

grammar was taught inductively Oral communication skills were the focus New teaching points were modeled and practiced Concrete vocabulary (demonstration); abstract

vocabulary (association of ideas) Correct pronunciation and grammar were

emphasized

The Methods Era What should the goals of language teaching be? Should a

language course try to teach conversational proficiency,reading, translation, or some other skill?

What is the basic nature of language, and how this affectthe teaching method?

What are the principles for the selection of content inlanguage teaching?

What principles of organization, sequencing, andpresentation best facilitate learning?

What should the role of native language be? What processes do learners use in mastering a language,

and can these be incorporated into a method? What teaching techniques and activities work best and

under what circumstances?

H. D. Browns (1994) principles oflanguage learning and teaching

Cognitive Principles: mental andintellectual functions

Affective Principles: feelings about self,about relationships in communities oflearners, and about emotional tiesbetween language and culture.

Linguistic Principles: language itself andhow learners deal with complex linguisticsystems.

Automaticity Efficient second language learning

involves a timely movement of the controlof a few language forms into theautomatic processing to a relativelyunlimited number of language forms.Overanalyzing language, thinking toomuch about its forms, and consciouslylingering on rules of language all tend toimpede this graduation to automaticity.(1994:17)

Meaninful Learning

Meaningful learning will lead tobetter long-term retentionthan rote learning. (1994:18)

The Anticipation of Reward Human beings are universally

driven to act, or behave, by theanticipation of some sort ofreward tangible or intangible,short term or long term thatwill ensue as a result of thebehavior. (1994:19)

The Intrinsic MotivationPrinciple

The most powerful rewards are thosethat are intrinsically motivated withinthe learner. Because the behaviorstems from needs, wants or desireswithin oneself, the behavior itself isself-rewarding; therefore, noexternally administered reward isnecessary at all. (1994:20)

Strategic Investment Successful mastery of the second

language will be due to a learnersown personal investment of time,effort, and attention to the secondlanguage in the form of anindividualized battery of strategiesfor comprehending and producingthe language. (1994:20)

Language Ego

As human beings learn to use asecond language, they also develop anew mode of thinking, feeling andacting a second identity. (1994:22)

Self-confidence

The eventual success thatlearners attain in a task is at leastpartially a factor of their beliefthat they indeed are fully capableof accomplishing the task.(1994:23)

Risk-taking Successful language learners, in their

realistic appraisal of themselves asvulnerable beings yet capable ofaccomplishing tasks, must be willingto become gamblers in the game oflanguage, to attempt to produce andto interpret language that is a bitbeyond their level of competence.(1994:25)

The Language-CultureConnection

Whenever you teach a language, you alsoteach a complex system of culturalcustoms, values and ways of thinking,feeling and acting. () Especially insecond language learning contexts, thesuccess with which learners adapt to anew cultural milieu will affect theirlanguage acquisition process, and vice-versa, in some possibly significant ways.(1994:25)

The Native Language Effect The native language of learners will be a

highly significant system on which learnerswill rely to predict the target languagesystem. While the native system willexercise both facilitating and interferingeffects on the production andcomprehension of the new language, theinterfering effects are likely to be the mostsalient.(1994:26)

Interlanguage

Second language learners tend to gothrough a systematic or quasi-systematic developmental process asthey progress to full competence inthe target language. (1994:27)

ANTHONYS MODEL Approach Method Technique

(assumptions (Theory is (classroomand beliefs) put to practice) procedures)

approachmethod

technique

Richards and RodgersModel

Method- Approach: Theory of language

Theory of language learning- Design: Objectives

SyllabusTypes of activitiesLearner rolesTeacher rolesRole of materials

-Procedures

The Audiolingual Method

Theory of Language: Language is a system of rule-governed structures hierarchically arranged

Theory of Learning: Habit formation; oral skillsprecedes written skills; analogy not analysis

Objectives: control of sound, form, order;memorization of vocabulary; native-speaker model

Syllabus: arranged around grammar points;contrastive analysis

The Audiolingual Method

Activity types: dialogues and drills, repetitionand memorization, pattern practice

Learner roles: learners can be directed byskilled training techniques to produce correctresponses

Teacher roles: central and active; providesmodel, controls direction and pace

Types of materials: teacher oriented; tapesand visuals, language lab

Total Physical Response

Theory of language: grammar-based view oflanguage (structuralist)

Theory of learning: L2 = L1; comprehensionbefore production; is imprinted throughcarrying out commands; reduction of stress

Objectives: teach oral proficiency to produceuninhibited learners

Syllabus: sentence-based, with grammaticaland lexical criteria, but focus on meaning

Activity types: imperative drills to elicitphysical actions

Learner roles: listener and performer, littleinfluence over the content of learning

Teacher roles: active and direct; the directorof a stage play with students as actors

Types of materials: no basic text; voice,action, and gestures are sufficient

Total Physical Response

The Silent Way

Theory of language: each language iscomposed of elements that give it a uniquerhythm and spirit. Functional vocabulary andcore structure are a key to the spirit of thelanguage.

Theory of learning: L1 L2; L2 learning is anintellectual cognitive process; silentawareness then active trial

The Silent Way

Objectives: near-native fluency; correctpronunciation; basic practical knowledge ofgrammar; learner learns how to learn alanguage

Syllabus: basically structural lessons plannedaround grammatical items and relatedvocabulary; items are introduced accordingto grammatical complexity

The Silent Way Activity types: learner responses to commands,

questions, and visual cues; activities encourage andshape oral responses without grammaticalexplanation or modeling by the teacher

Learner roles: learning is a process of personalgrowth; learners are responsible for their ownlearning and must develop independence,autonomy, and responsibility

Teacher roles: teachers must (a) teach, (b) test, (c)get out of the way. Teachers must resist thetemptation to model, assist, direct

Types of materials: colored rods, color codedpronunciation and vocabulary charts

Community Language Learning

Theory of language: language is more than asystem for communication; it involves wholeperson, culture, education, developmentalcommunicative processes

Theory of learning: involves the whole person;social process of growth from child-likedependence to self direction and independence

Objectives: near-native mastery of language Syllabus: no set syllabus; course progression is

topic-based and provided by the learners

Community Language Learning

Activity types: translation, group work, recording,transcription, observation, listening and freeconversation

Learner roles: members of a community; learningis not viewed as an individual accomplishment butsomething that is achieved collaboratively

Teacher roles: counseling / parental analogy;teacher provides a safe environment in whichlearners can learn and grow

type of materials: textbooks inhibit growth

Suggestopedia Theory of language: very unconventional but

memorization of whole meaningful texts isrecommended; lexis seems to be the focus

Theory of learning: occurs through suggestion,when learners are in a deeply relaxed state.Baroque music is used to induce this state

Objectives: to deliver advanced conversationalcompetence quickly; learners are required tomaster long lists of vocabulary pairs, but the goal isunderstanding not memorization

Syllabus: ten unit courses consisting of 1200 worddialogues graded by vocabulary and grammar

Suggestopedia Activity types: questions and answer, role play,

listening exercises under deep relaxation; classroomwork is essential

Learner roles: must maintain a passive state andallow the materials to work on them (rather thanvice-versa)

Teacher roles: to create situations in which thelearner is mos suggestible and present material in away most likely to encourage positive reception andretention; authority and confidence by the teacher

Roles of materials: texts, tapes and music

Methods tend to have a relatively short shelf

life (some practices tend to becomeunfashionable and/or discredited).

have an advantage over approaches,because their application is veryclear, solving many of the problemsbeginner teachers have to strugglewith.

The Post-Method Era: Criticismto Approaches and Methods

The concept of learner centeredness and teachercreativity tend to be absent of a traditional view ofmethods

Role of contextual factors: approaches and methods areproposed as all-purpose solutions

Lack of research basis: approaches and methods areoften based on the assumption that the processes of L2learning are fully understood

Similarity of classroom practices: it is very difficult for ateacher to use approaches and methods in ways thatprecisely reflect the underlying principles of the method.

Beyond Approaches andMethods

Approaches and Methods draw on a largeamount of experience and practice fromwhich a lot can be learned

Teachers can develop their personalapproach to teaching

Despite changes in status ofapproaches and methods, we canexpect the field of secondand foreign language teachingin the twenty-first century to be

no less a ferment of theories, ideas,and practices than it has beenin the past.

Richards & Rodgers (2001:254)