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Some theorists maintain that because the grammar-translation method is not research-based, it has no
academic status. But, as we know, one can always find a matching theory. Grammar-translations
theoretical base might be called behavioristicthat is, habit formation via repetition and reinforcement.
This is a stretch in the sense that the method is really centuries old, having been employed long before
Pavlov began torturing dogs to measure their saliva output.
PRE-BEHAVIORISM
The first theory-based methods of second-language instruction started with Franois Gouin in the midnineteenth century. And even though his work did not win universal and lasting recognition, it set the
stage for later theorists.
The Series Method
As the story goes, Gouins theory of language acquisition rose out of the ashes of his own failure to learn
German. The modern observer can only wonder why he bothered spending a year in Germany sequestered
in his study, memorizing thousands of verb declensions and vocabulary words, and all the while, avoiding
conversation with native speakers of German. Imagine trying to learn a foreign language by shunning
interaction with the very people who speak it. Well, it was the nineteenth century. Discouraged and
effectively monolingual, he returned to his native France and discovered that during his twelve-month
absence, his three-year-old nephew had become miraculously fluent in French. Wondering how a toddler
could so easily out-perform his own considerable intellect, he decided to observe his nephew and other
children who were in the process of acquiring language. As a consequence, he was able to theorize that
the language one uses is related to ones actions at the time of the utterance. On these bases, he developed
the Series Method, which sought to teach second language by recreating conditions in which children
learn a first language. Specifically, the teacher does an activitywalking to the doorand
simultaneously verbalizes the process of walking to the door: I walk toward the door. I draw near to the
door. I draw nearer to the door. I get to the door. I stop at the door (Brown 44). The student then mimics
the instructor. As time goes on, the student is able to expand his/her linguistic skills: Am I walking to the
door? Did I walk to the door? I am thinking about walking to the door. I am walking to the
window.
Although the method was deemed successful, it faded after a brief hour of glory and the good old
grammar-translation method returned in full-dress regalia. Nonetheless, as shall see, the Series Method
was gone, but would one day enjoy a resurrection of sorts. Gouin, if seems, was born in the wrong
century.
The Direct Method
Second-language theorists maintain that the first real method of language teaching was the Direct
Method, which was developed as a reaction against the monotony and ineffectiveness of grammartranslation classes. The Direct Method was the brainchild of Charles Berlitz, a nineteenth-century linguist
whose schools of language learning are famous throughout the world. It borrowed and applied Gouins
findings of the previous generation, seeking to imitate his naturalistic approach. In light of Gouins
miserable failure in German, Berlitz wanted to immerse students in the target language. He believed, as
did Gouin, that one could learn a second language by imitating the way children learn their first language;
that is, directly and without explanations of grammatical points and using only the target language.
Therefore, grammar was taught inductively. The objectives were speaking and listening comprehension,
not translation; for this reason, vocabulary was introduced in context and through demonstrations and
pictures; and an emphasis was placed on correct usage and pronunciation. Students learned to write by
taking dictation in the target language.
A typical Direct Method class had few students. Students might first take turns reading aloud, preferably a
dialogue or anecdotal passage. To test for understanding, the teacher would then ask questions in the
target language and students would have to respond appropriately in the target language. Following the
question-response session, the instructor might dictate the passage to the students three times. Students
would then read the dictation back to the class.
The Direct Method was popular in Europe and the United States, especially during the first quarter of the
twentieth century. Nevertheless, its very intensity and necessarily small class sizes made the method
impossible for public schools. In addition, it was considered a weak method because it was not supported
by heavy-duty theories and it depended too much on teachers ability to teachGod forbidas well as
their fluency in the target language. So, it was back to the old reliable grammar-translation method until
behaviorism began to shine its light on the field of second-language teaching.
BEHAVIORISM
We can thank researchers such as Pavlov, Skinner, and Watson for behaviorism-based techniques
employed in US classrooms as well as the Audiolingual Method of second-language instruction.
Skinners theory of operant conditioning is based on the concept that learning results from a change in
overt behavior. Applied to language acquisition, one learns language by emitting an utterance (operant),
which is reinforced by a response by another (consequence). If the consequence of the imitated behavior
is negative, one does not repeat the behavior; if the response is positive, one repeats the behavior.
Repetition then leads to habit formation. Thus, behaviorists agree with the likes of Francis Bacon and
John Locke that one is born a tabula rasa, a blank slate, and all learning is the result of outside stimuli.
From this thinking sprang the popular Audiolingual Method, which left grammar-translation by the
wayside.
The Audiolingual Method (ALM)The Audiolingual Method was first known as the Army Method because
it had been adopted by the military during the Second World War when it became evident that most
Americans were hopelessly monolingual. ALM is not unlike the Direct Method in that its purpose is to
teach students to communicate in the target language. The Audiolingual Method is a purely behavioristic
approach to language teaching. It is based on drill work that aims to form good language habits, and it
makes use of extensive conversation practice in the target language. Students enter the target-language
classroom with their cognitive slates entirely blankat least in theoryand they receive various
linguistic stimuli and respond to them. If they respond correctly, they enjoy a reward and repeat the
response, which promotes good habit formation. If they respond incorrectly, they receive no reward and
therefore repress the response, which represses the response. Voila! Fluency.
Its theoretical support also comes from post-war structural linguists. Structural linguists analyze how
language is formed, not in a historical-descriptive, or diachronic, sense, but as it is currently spoken in
the speech community (Stafford paragraph 3). Language was now seen as a set of abstract linguistic
units that made up a whole language system. The realization that all languages are complex, unique
systems allowed linguists to understand the multifaceted, singular structure of English without comparing
it to Latin, which had long been the paragon of excellence among prescriptive grammarians. This led to
new thinking in terms of how language should be taught. Individual structures should be presented one at
a time and practiced via repetition drills. Grammar explanations should be minimal or nonexistent, for
students will learn grammatical structures by inductive analogy.
A typical ALM class consists of ten-minute drill periods interspersed with activities such as the reading
and memorization of a dialogue. The instructor then examines a grammar point by contrasting it with a
similar point in the students native language. (The teacher speaks in the native language, but discourages
its use among students.) This is followed by more drillschain drills, repetition drills, substitution drills.
Target language vocabulary is introduced and learned in context, and teachers make abundant use of
visual aids. Like its predecessors, ALM focuses on the surface forms of language and rote learning.
While some students, especially those who could memorize dialogues, did well in the classroom, they still
were not able to use the target language with any proficiency.
UNIVERSAL GRAMMAR
The 1960s shook up traditional thinking about the need to avoid errors and the idea that language learning
was a matter of developing good habits by mimicry, repetition, and over-learning. Noam Chomsky
entered the scene with a brand new view of first-language acquisition, which had a resounding effect on
theories and methods of second-language acquisition. No longer did babies begin life with a tabula rasa;
in fact, it was just the oppositethey are born with an innate system of grammar already fired up and
ready to go. Behaviorism went right out the window. Humanistic thinkers such as Carl Rogers insisted
that people arewellpeople. Everyone is a unique individual who responds in her/his unique way to
any given situation. No wonder no one had been able to learn a second language! Victims of grammartranslation, the Direct Method, and ALM had been tormented long enough. It was time to compensate for
their suffering and devise kinder, gentler teaching methodologies.
David Ausubel was there to help. Influenced by Piaget and other cognitive psychologists, Ausubel
theorized that the most important factor influencing learners is what the learner already knows (cf Bowen
paragraph 3). He repudiated the old rote-learning methods in favor of meaningful, or relevant, methods of
instruction. When material is meaningful, students are able to relate, or subsume, the new information to
elements in their cognitive structure (Brown 84). Consequently, a new series of so-called designer
methods of second-language teaching was developed during the 1970s (Brown 103). Their initial
popularity was short-lived; but many linger on the periphery of current methodologies, and some still
make cameo appearances in classroom mini-lessons. The underlying message in cognitive language
learning is that individual learners must be gently guided toward their own comprehension of prescriptive
rules.
Community Language Learning
Developed by Charles Curan in 1972, Community Language Learning dispensed with the hierarchical
student-teacher relationship and adopted a counselor-client relationship. The idea was to eliminate any
sense of challenge or risk-taking from the emotionally delicate client, which theoretically would free
him/her to learn a second language without really trying. The counselor would translate and gently
facilitate all learning activity. Community Language Learning was inspired by Rogers theory that all
living creatures are motivated to live up to their potential; but, human beings are often blocked by
environmental and personal problems. Once the problems are eliminated, the individual can live up to
his/her potential. We will see that this thinking was further developed during the 1980s by Stephen
Krashen in his examination of affective filters. In terms of second-language acquisition, certain affective
factorselements in the environment or in the students psychemay cause a mental block that prevents
input (target language) from reaching the language acquisition device (cf Cook paragraph 5).
In a typical session, clients (AKA students) and counselor (AKA teacher) are seated in a circle. The
counselor begins by explaining what the clients will be doing. When moved by the spirit, one client will
raise his/her hand, a signal for the counselor to approach. The client then says a phrase in her/his native
language, which the counselor repeats in the target language. The client then repeats the phrase in the
target language. The target-language portion of this conversation is recorded. The class listens to the
recording. The counselor then writes the clients portion of the conversation on the board and the most
courageous fellow clients volunteer to translate the sentences into their native language. All the while,
clients receive tender reassurance from the counselor.
Suggestopedia
Yet another you-dont-have-to-work-for-anything theory was developed by Georgi Lozanov in 1979. It
states that when the mind and body are relaxed, the brain absorbs knowledge without effort. Thus, another
academic panacea was applied in the language classroom, producing yet another group of graduates who
couldnt speak the target language. The Suggestopedia classroom uses musicparticularly Baroque
music with its ideal sixty beats per minuteto help soothe students as teachers employ various languagelearning activities. In this classroom, even adult learners are encouraged to behave as pliable, suggestible
children, and to regard their teacher as a super-mentor parental figure. Imagery, music, suggestion,
relaxation, comfy armchairs, and dim lighting are the essential ingredients of the Suggestopedia
classroom. With soft music playing in the background, students role-play and learn vocabulary under the
guidance of the all-powerful teacher.
In a typical lessonor concertthe teacher plays a piece of music, preferably Baroque, but any
emotionally charged music will do. S/he then reads a passage from a text in the target language, trying to
harmonize with the music while maintaining a slow, rhythmic pace. Students follow along with their own
texts and translation. Students then return their translations to the teacher, close their eyes and settle back
to listen to a replay of the music and reading performance.
The Silent Way
The Silent Way found its way into classrooms following the publication of Gattegnos text, also called
The Silent Way. According to Sidhakara, the Silent Way is based on a theory of learning and teaching
rather than on a theory of language (paragraph 1). The objective is to make learning automatic by
encouraging students to discover, rather than memorize, the lexicon and prescriptive rules of the target
language. This is achieved by teaching students to associate physical objectsspecifically, color-coded
rodswith phonemes. The teacher is supposed to be a facilitator who only intervenes in students
learning if they are wandering hopelessly off course. In addition to the colored rods, classroom materials
include a sound/color wall chart, with each color representing a phoneme; a 500-word color-coded word
chart; a spelling chart, or Fidel, that color-codes all possible spellings for every phoneme; and wall
WORKS CITED
Bowen, Barbara. Educational Psychology: David Ausubel.
<http://web.csuchico/.edu/~ah24/ausubel.htm>.
Brown, H. Douglas. Principles of Language Learning and Teaching 4th edition. New
York: Addison, Wesley, Longman, 2000.
Cook, Vivian. Krashens Input Model of L2 Learning.
Http://privatewww.essexac.uk~vcook/Krashen.htm>.
Reyhner, Jon Language Immersion for Indigenous Language Revitalization. Teaching
Indigenous Languages. December 2002.
Rogers, Theodore. Language Teaching Methodology. ERIC Digest Sept. 2001 Issue Paper
Sidhakarya, I. Wayan. The Silent Way Plus: The Search of a Method and Curriculum.
Stafford, Amy. Structural Linguistics: Its History, Contributions and Relevance.
Vedat Kiymazarslan The Natural Approach: What is it? 1995.
Posted by Joan Taber at 1:51 PM
Labels: ESL Education