On teaching a language principles and priorities in methodology

Some definitions• Consider the terms: – Second language acquisition theory – Philosophy of teaching – Methodology – Syllabus • What does each mean to you?. The direct method:A rationalis

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

• “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

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

– 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

• 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

• Cuisenaire rods are used

to create non-ambiguous situations which enable students to understand how to go about

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.

Reaction response

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…

Meaningful language

while keeping in mind that

language should be meaningful, personal and realistic?

Student interaction

in the carrying out of

Level of learner

• If we need to include authentic

materials in all our classes, from the beginning, how can we keep the level of the learner in mind?

• What is the relationship

between text and task, and how can this be manipulated?

Focus on form

communication and still focus

students’ attention on form and accuracy?

feedback and/or correction?

Input and output

important in the L2 classroom?

developing input skills and

output skills?

relate to both kinds of skills?

• Anxiety can serve both debilitating

and facilitating roles in a second

language classroom How is this

possible?

• What do you believe is the anxiety

level of the students in your class? Is this intentional on your part? What can

we do to help control anxiety levels?

• see calendar