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Second Language Teaching Methods

The document outlines various second and foreign language teaching methodologies, including the Grammar-Translation Method, the Series Method, the Direct Method, and the Audiolingual Method, highlighting their characteristics, strategies, and drawbacks. It emphasizes the evolution of language teaching methods and introduces newer 'Designer Methods' that emerged from L2 acquisition studies in the 1970s. Key methods mentioned include Total Physical Response (TPR), the Silent Way, Community Language Learning, Suggestopedia, and the Natural Approach.

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13 views16 pages

Second Language Teaching Methods

The document outlines various second and foreign language teaching methodologies, including the Grammar-Translation Method, the Series Method, the Direct Method, and the Audiolingual Method, highlighting their characteristics, strategies, and drawbacks. It emphasizes the evolution of language teaching methods and introduces newer 'Designer Methods' that emerged from L2 acquisition studies in the 1970s. Key methods mentioned include Total Physical Response (TPR), the Silent Way, Community Language Learning, Suggestopedia, and the Natural Approach.

Uploaded by

lanzani 10
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Second / Foreign

Language
Teaching
Methodologies
Brown- “Teaching by Principles” 4th Ed.
What is a Teaching Method?

It is a way of teaching a language which is


based on systematic principles and procedures.
It is the application of an approach (a group of
views on how a language is best taught and
learned.)
I. The Grammar-Translation
Method (or Classical Method)
i . Background
This is one of the most traditional methods,
dating back to the late sixteenth century. It was
originally used to teach 'dead' languages (and
literatures) such as Latin and Greek, which may
account for its heavy bias towards written work
to the virtual exclusion of oral production.
ii. Main characteristics
 Classes are taught in the students' mother tongue.
 Vocabulary is taught in the form of isolated word
lists.
 Elaborate explanations of grammar are always
provided.
 Reading of difficult texts is begun early in the course
of study.
 Little attention is paid to the content of texts.
 Often the only drills are exercises in translating
disconnected sentences.
 Little or no attention is given to pronunciation.
iii. Drawbacks

 Noclass time is allocated to allow students to


produce their own sentences.
 There
is often little contextualization of the
grammar.
 The type of errorcorrection can be harmful to
the students’ learning processes.
II. The Series Method and
the Direct Method
i. Background:
Gouin developed the Series Method as a
reaction to the Grammar Translation Method in
an attempt to imitate L1 acquisition processes.
He was not very popular at the time, but his
idea was later developed through Berlitz’s
Direct Method which successfully integrated
more use of the target language in instruction.
ii. Main Characteristics
 Only use the target language in class.
 The learner should be actively involved in using
the language in realistic everyday situations.
 Students are encouraged to think in the target
language.
 First speaking is taught and then only reading and
writing.
iii. Drawbacks
 L2 should by total immersion technique. This
required native speakers of the target language as
teachers, which were scarse and expensive at that
time.
 It rejects use of the printed word, which is illogical
since L2 learners have already mastered their
reading skills.
 Later disciples of Direct Method took it to extremes
and refused to speak a single word of L1 in lessons.
 Also Direct Methodists failed to grade and
structure their materials adequately.
 Context was not taken into account.
iv. Strategies Using Direct Method
Q & A: The teacher asks questions of any
nature and the students answer.
 Dictation: The teacher chooses a grade
appropriate passage and reads the text
aloud for students to copy.
 Getting Students to Self-Correct: The
teacher should have the students self-
correct by offering them a choice between
what they said and the proper
pronunciation.
III. Audiolingual Method

i. Background
This method is based on the principles of
Behaviourism. It adapted many of the
principles and procedures of the Direct
Method, in part as a reaction to the lack
of speaking skills of the Grammar
Translation Method that had become
fashionable again.
ii. Main Characteristics
 Dependence on mimicry and memorization of
set phrases.
 Teaching structural patterns by means of
repetitive drills.
 No grammatical explanation.
 Learning vocabulary in context.
 Use of tapes and visual aids.
 Focus on pronunciation .
 Immediate reinforcement of correct responses.
iii. Strategies
 Dialogue Memorization
 Backward Build Up
 Transformation Drill
 Complete the Dialogue
 Dictation
 Flashcards
iv. Drawbacks
* It failed to develop long- term
communicative competence.
*Errors were not considered part of the
learning process.
*Habit formation and overlearning did
not foster communication.
*Learners were not able to apply their
knowledge to new situations.
IV. The spirited 70s:
Designer Methods
L2 acquisition studies
and research helped to
provide a solid basis This represented a
for innovative teaching valuable step to leave
methods. ALM aside and
stimulated new
research.
L
Five of these Designer
Methods have left
useful strategies for
L2/FL teaching:
1. TPR

2. The Silent Way

3. Community Language Learning

4. Suggestopedia

5. The Natural Approach


Extra reading on methods:

“Primary Methodology Handbook”


(pp. 10 to 17)

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