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
Audiolingual:
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
Mentalist perspectives
• Based on reactions to Audiolingualism,
influenced heavily by Chomsky
• The Cognitive Anti-Method
– Learner controlled
– 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
The silent way
• Cuisenaire rods are used
to create non-ambiguous
situations which enable
students to understand
how to go about
expressing different
concepts in the language
being studied.
• Example
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.
– Grammar-Translation
– Direct Method
– Audiolingual Methodology
– Total Physical Response
– Natural Approach
– Community Language Learning
– Silent Way
– Suggestopedia
Reaction response
• Think about the textbook you are 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
• How can we teach the following while
keeping in mind that language should be
meaningful, personal and realistic?
– Grammar, i.e., verb conjugations
– Vocabulary lists
– Culture
Student interaction
• What role does group work play in the
carrying out of Hypothesis #1?
• What is the right balance between
student-dominated and teacher-dominated
methods?
Technology
• What is the role of technology in fostering
proficiency?
• How can technology help us in the
incorporation of the 5Cs?
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
• Is there a way to promote communication
and still focus students’ attention on form
and accuracy?
• What is the best way to provide feedback
and/or correction?
Input and output
• Are input and output equally important in
the L2 classroom?
• What is the relationship between
developing input skills and output skills?
• How does Krashen’s “i + 1” idea relate to
both kinds of skills?
Anxiety
• 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?
Homework
• see calendar