Summary of Principles in Language Teaching

Summary of Principles in Language Teaching

Provided by Dr. Bill Flick, Director of ESL at Auburn

Grammar- Audio-Lingual
Direct Method Silent Way Suggestopedia
Translation Method
1. Goals Read literature in L2. Communication. Communication. Self-expression of Ss; Everyday Comm. Tap Ss
Develop mind. Learn Think in L2. Direct Automaticity by independence from T. mental powers by
grammar, association in L2 learning new habits. desuggesting barriers to
vocabulary, and without translation. learning.
culture.

2. Role of the Traditional. T is the T-centered. T-centered. T provides T as facilitator, S must trust and respect
teacher/student authority. Ss learn T directs. model of L2 for resource, provides what T as authority. Ss adopt
from the T. imitation. Ss need. childlike roles once they
feel secure.

3. Teaching/ Translation. Associate L2 and New grammar and Ss guided to discover Relaxing atmosphere,
Learning Process? Deductive study of meaning directly in vocabulary through the structure of L2. music, activate whole
grammar. Memorize real context. dialogues. Initial focus on brain + peripheral
vocabulary. Use L2 only. Drills. accurate pronunciation. learning. Reception then
Inductive grammar. Inductive grammar. activation phase.
Syllabus based on Learning is habit
topics/ situations. formation.

4. Nature of T to S. Both initiate T-directed. T active, but mostly T/S and S/S interaction
student/teacher interaction. Some S/S S/S in drills. silent. from beginning.
interaction interaction. S/S interaction
encouraged.

5. How are N.A. N.A. N.A. Positive feelings Focus on confidence and
students’ feelings encouraged, also S/S sense of security via
dealt with? cooperation. suggestions.

6. View of language/ Literary language Spoken language over Language as system of Language expresses the Communication as a 2-
culture? over spoken written. patterns/units. spirit of a culture. phase process: language
language. Simple to complex. + extra- linguistic
factors.

7. What language Vocabulary/ Vocabulary over Structure important. Pronunciation & Vocabulary. Explicit but
skills are grammar. grammar. Focus on Listen-speak-read- intonation. Structure. minimal grammar.
emphasized? Reading/writing. communication. write. Oral before written. Language use over
linguistic form.

8. Role of the native L1 in classroom. Not used. L1 habits interfere Used to form sounds in L1 used in translation of
language? Two-way translation. with L2. Avoid L1. L2 and for feedback. dialogues. As course
Otherwise not used. proceeds, L1 reduced.

9. How does Written translations. Use of language Discrete point testing Continuous In-class performance.
evaluation occur? Apply grammar (interview). for accuracy. observation. Ss develop
rules. their own criteria.

10. Treatment of T supplies correct Self-correction. Avoid errors by Self-correction; peer No overt correction
errors? answer. overlearning. correction. Modelled correctly.
11. Associated with Moses Francois Gouin, Charles Fries Caleb Gattegno Georgi Lozanov
whom? Charles Berlitz

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Summary of Principles in Language Teaching

Community Language Total Physical Communicative Language

Natural Approach
Learning Response Teaching
1. Goals Communication. Promote Communication. Communicative competence. Communication in social
nondefensive learning. Learning L1= Facilitate acquisition by context. Appropriacy.
learning L2. providing comprehensible Functional competence.
input (i+1).

2. Role of the Counselor/client. As S Director. T provides T as facilitator. Primary Facilitator. Manager of

teacher/student? assumes more model of L2 for responsibility is with S. learning activities.
responsibility, becomes imitation. Later role Promotes communication
independent of T. reversal. among Ss.

3. Teaching/ Security, aggression, Comprehension before Comprehension before Ss learn to communicate by

Learning Process attention, reflection, production. Modelling production. Developing negotiating meaning in real
retention, discrimination. by T followed by model approximates L2 (L1, context. Activities include
Ss initiate speech in L1, T performance. . . . L2). Gradual emergence information gap, choice,
supplies L2. of speech. Task oriented. feedback.

4. Nature of Changes over time. T speaks, Ss respond S-centered. Both initiate T arranges tasks for
student/teacher Importance placed on nonverbally. Later, Ss interaction. S/S interaction in communication. S/S
interaction? cooperative relationship verbalize. pair and small group interaction.
between T/S and S/S. activities.

5. How are S viewed as whole person, Ss have fun in a Affective factors over Ss are motivated to learn
students’ feelings no separation of intellect nonstressful situation. cognitive factors. Optimal thru usefulness of language
dealt with? and feelings. T learner has low affective functions.
"understands” Ss. filter.

6. View of language/ Language for developing Spoken over written. Language as a tool for Language in social context,
culture? critical thinking. Culture communication. Language for communication.
integrated with language. function over linguistic form.

7. What skills are Ss determine syllabus by Grammar and Vocabulary over grammar. Function over form.
emphasized? what they what to say. vocabulary (initially via Function over form. Discourse and
imperatives). Comprehension–e sociolinguistic competence
Comprehension earlyproduction–s + all 4 skills.
precedes production. speech emergence.

8. Role of L1? Used in the beginning, Not used. L1 can be used in Generally not used.
less in later stages. preproduction
(comprehension) activities.
9. How does Integrative tests. Self- By observation. Communicative Communicative tests.
evaluation occur? evaluation. effectiveness. Fluency over Fluency and accuracy.
accuracy. Task oriented.

10. Treatment of Nonthreatening. Unobtrusive correction. No error correction unless No error correction unless
errors? Correction by modelling. errors interfere with errors interfere with
communication. communication.

11. Associated with Charles Curran James Asher Tracy Terrell, Stephen Various.
whom? Krashen

Based on
Diane Larsen-Freeman, Techniques and Principles in Language Teaching (1986),
Alice Omaggio Hadley, Teaching Language in Context (1993),
H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy (1994).

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