AUTHOR Doggett, Gina TITLE Eight Approaches to Language Teaching

DOCUMENT RESUME

ED 277 280 FL 016 386 AUTHOR Doggett, Gina TITLE Eight Approaches to Language Teaching. INSTITUTION ERIC Clearinghouse on Languages and Linguistics, Washington, D.C. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, D.C. PUB DATE Dec 86 CONTRACT 400-86-0019 NOTE 7p. PUB TYPE Information Analyses ERIC Information Analysis Products (071) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Audiolingual Methods; *Classroom Communication; *Classroom Techniques; Communicative Competence (Languages); *Educational Objectives; Grammar Translation Method; *Learning Processes; *Second Language Instruction; Student Role; Suggestopedia; Teacher Role; *Teaching Methods IDENTIFIERS Community Language Learning; Error Correction (Language); Silent Way (Gattegno); Total Physical Response ABSTRACT Important features of eight second language teaching methods--grammar-translation, direct, audiolingual, the Silent Way, Suggestopedia, community language learning, Total Physical Response, and the communicative approach--are summarized. A chart outlines characteristics of these aspects of the methods: goals, teacher and student roles, the teaching/learning process, student-teacher and student-student interaction, dealing with feelings, view of language and culture, the aspects of language emphasized, the role of the students' native language, means for evaluation, and response to student errors. The report also lists additional information sources. (MSE)

*********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ********************************************************************** EIGHT APPROACHES TO LANGUAGE TEACHING

Gina Doggett ERIC Clearinghouse on Languages and Linguistics December 1986

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BEST COPYAVAILABLE 1EPII CLEARINGHOUSE ON LANGUAGES AND LINGUISTICS Eight Approachesto Language Teaching

111111111111111EZEZIMI111111 Prepared by Gina Doggett December 1986

Where there was once consensus on the"right" way to subject-verb-prepositional phraseis learned, the speakercan teach foreign languages, many teachers now share the belief that substitute words to make novel sentences. The teacher directs a single right way does not exist. It is certainly true that no com- and controls students' behavior, provides a model, and rein- parative study has consistently demonstrated the superiority of forces correct responses. one method over another for all teachers, all students, and all The Silent Way settings. The theoretical basis of Gattegno's Silent Way is the idea that Presented here is a summary of eight language teaching meth- teaching must be subordinated to learning and thus students ods in practice today: the Grammar-Translation Method, the must develop their own inner criteria for correctness. All four Direct Method, the Audio-Lingual Method, the Silent Way, Sug- skillsreading, writing, speaking, and listeningare taught gestopedia, Community Language Learning, the Total Physical from the beginning. Students' errors are expectedas a normal Response Method, and the Communicative Approach. Ofcourse, part of learning; the teacher's silence helps foster self-reliance what is decribed here is only an abstraction. How a method is and student initiative. The teacher is active in settingup sit- manifest in the class oom will depend heavily on the individual uations, while the students do most of the talking and interact- teacher's interpretatit n of its principles. ing. Some teachers prepr to practice one of these methods to the exclusion of the othen Other teachers prefer to pick and choose Suggestopedia in a principled way at, ong the methodological options that exist, Lozanov's method seeks to help learners eliminate psycholog- creating their own uni ue blend ical barriers to learning. The learning environment is relaxed The chart inside pro, ides a brief listing of the salient features and subdued, with low lighting and soft music in the back- of the eight methods. r more details, 'readers should consult ground. Students choose a name and character in the target Techniques and Princip, es in Language Teaching by Diane Lar- language and culture, and imagine being thatperson. Dialogs sen-Freeman, published in 1986 by Oxford University Press in are presented to the accompaniment of music. Students just New York, on which thismmary was based. Also see references relax and listen to them being read and later playfully practice listed on the back page. the language during an "activation" phase. Community Language Learning Grammar-Translatit n Method In Curren's method, teachers consider studentsas "whole per- The Grammar-Translatic n Method focuseson developing stu- sons," with intellect, feelings, instincts, physical responses, and dents' appreciation of fin. target language's literatureas well desire to learn. Teachers also recognize that learningcan be as teaching the language. Students are presented with target- threatening. By understanding and accepting students' fears, language reading passage and answer questions thatfollow. teachers help students feel secure and overcome their fears, Other activities include tr nslating literarypassages from one and thus help them harness positive energy for learning. The language into the other, nrmorizing grammar rules, andmem- syllabus used is learner-generated, in that students choose orizing native-language eq ivalents of target languagevocab- what they want to learn to say in.the target language. ulary. Class work is highly ; ructured, with the teacher control- Total Physical Response Method ling all activities. Asher's approach begins by placing primary importanceon lis- Direct Method tening comprehension, emulating the early stages of mother The Direct Method allows students to perceive meaning direct- tongue acquisition, and then moving to speaking, reading, and ly through the target langt, age becauseno translation is al- writing. Students demonstrate their comprehension by acting lowed. Visual aids and panto' *me are used to clarify themean- out commands issued by the teacher; teacher provides novel ing -of-vocabularyitems-andotIceptS:-Student-S- speaka great and-offeb-hlimordus variaticins of the commands: Activitiesare deal in the target language E nd communicateas if in real sit- designed to be fun and to allow students to assume active learn- uations. Reading and writing are taught from the beginning, ing roles. Activities eventually include games and skits. though speaking and listening skills are emphasized. Grammar The Communicative Approach is learned inductively. The Communicative Approach stresses the need to teachcom- Audio-Lingual Method municative competence as opposed to linguistic competence; The Audio-Lingual Method isbased on the behaviorist belief thus, functions are emphasized over forms. Students usually that language learning is the a,quisition of a set of correct Ian- work with authentic materials in small groups on communica- guaga habits. The learner r4ats patterns until able to pro- tive activities, during which they receive practice in negotiat- duce them spontaneously. Oncta given patternfor example, ing meaning. 3 Eight Approachesto The Audio-Lingual Method Goals Language Teaching Use the target language comniunicative- ly, overlearn it, so as to be able to use it automatically by forming new habits in the target language and overcoming na- The Grammar-Translation Method The Direct Method tive language habits. Goals Goals Roles To be able to read literature in target To communicate in target language; to Teacher directs, controls students' lan- language; learn grammar rules and vo- think in target language. guage behavior, provides good model for cabulary; develop mental acuity. Roles imitation; students repeat, respond as quickly and accurately as possible. Roles Teacher directsclass activities, but stu- Teacher has authority; students follow dents and teacher are partners in the Teaching' Learning Process instructions to learn what teacher knows. teaching/learning process. New vocabulary, structures presented Teaching/ Learning Process throughdialogs,whicharelearned Teaching/ Learning Process through imitation, repetition. Drills are Students learn by translating from one Students are taught to associate meaning and the target language directly. New based on patterns in dialog. Students' language to the other, often translating correct responses are positivelyrein- reading passages in the target language target language words or phrases are introduced through the use of realia, pic- forced; grammar is induced from models. to the native language. Grammar is usu- Cultural information is contextualized in ally learned deductivelyonthe basisof tures, or pantomime, never the native language. Students speak in the target the dialogs or presented by the teacher. grammar rule:: and examples. Students Reading, writing tasks are based on oral memorize the rules, then apply them to language a great deal and communicate rules are work. other examples. They learn paradigms as if in real situations. Grammar generalizing such as verb conjugations, and they learn learned inductivelyby Interaction:Student-Teacher the native language equivalents of vocab- from examples. Students practice new & Student-Student ulary words. vocabulary using words in sentences. Students interact during chain drills or when taking roles in dialogs, all at teach- Interaction:Student-Teacher Interaction:Student-Teacher er's direction. Most interaction is be- & Student-Student & Student-Student Both teacher and students initiate inter- tween teacher and student, initiated by Most interaction is teacher-to-student; teacher. student-initiated interaction and student- action, though student-initiated interac- Dealing with Feelings student interaction is minimal. tion, with teacher or among each other, is usually teacher-directed. n/a Dealing with Feelings View of Language, Culture Dealing with Feelings n/a Descriptive linguistics influence; every n/a View of Language, Culture language seen as having its own unique Literary language seen as superior to View of Language, Culture system of phonological, morphological, spoken language; culture equated with Language is primarily spoken, not writ- and syntactic patterns. Method empha- literature and fine arts. ten. Students study common, everyday sizes everyday speech and uses a graded speech in the target language. Aspects of syllabus from simple to difficult linguistic Aspects of Language foreign culture are studied such as his- structures. Culture comprises everyday the Approach Emphasizes tory, geography, daily life. Vocabulary, grammar emphasized; read- language and behavior. ing, writing are primary skills; pronun- Aspects of Language Aspects of Language ciation and other speaking/listening skills the Approach Emphasizes the APProach Emphasizes not emphasized. Vocabulary emphasized over grammar; Language structures emphasized; vocab- oral communicationconsideredbasic, ulary contextualized in dialogs but is lim- Role of Students' Native Language with reading, writing based on oral prac- ited because syntactic patterns are fore- Native language provides key to mean- tice; pronunciation emphasized from out- most; natural priority of skillslistening, ings in target language; native language set. speaking, reading, writing, with emphasis is used freely in class. Role of Students' Native Language on first two;pronunciationtaught from Means for Evaluation Not used in the classroom. beginning, often with language lab work Tests require translation from native to and minimal pair drills. target and target to native language; ap- Means for Evaluation Role of Students' Native Language plying grammar rules, answering ques- Students tested through actual use, such Students' native language habits are con- tions about foreign culture. as in oral interviews and assigned written paragraphs. sidered as interfering, thus native lan- Response to Students' Errors guage isnot used in classroom. Contras- ResPonse to Students' Errors Heavy emphasis placed on correct an- tiveanalysis is considered helpful for de- encouragedwhenever __ swers; _teacher_supplies _correct. answers_Self-correction termining points of interference. possible. when students cannot. Means for Evaluation Discrete-point tests in which students distinguish between words or provide an appropriate verb for a sentence, etc. Response to Students' Errors Teachers strive to prevent student errors by predicting trouble spots and tightly controlling what they teach students to say. University Press, Inc. Adapted by permission. apted fromTechniques and Principles in Language Teachingby Diane Larsen-Freeman. Copyright (:) 1986 by Oxford e Silent Way

To use language for self-expression: to Response lo Sludents'Errors develop independence from the teacher, Errors are inevitable, a natural, indis- to develop inner criteria for correctness. pensable part of learning. Roles Suggestopedia Teachingshould be subordinatedto Gces learning. Teachers should give students To learn, at accelerated pace, a foreign only what they absolutdy need to pro- language for everyday communication by mote their learning. Learners are respon- tapping mental powers, ovetcoming psy- sible for their own learning. chological barriers. Teachingl Learning Process , Roles Students begin with sounds, introduced Teacher has authority, commands trust through association of sounds in native ; i and respect of students; teacher ''clesug- language to a sound-color chart. Teacher gests negative feelings and limits to oftenusing z then sets up situations, learning; if teacher succeeds in assuming Cuisenaire rods, to focus students' atten- ' fthis role, atudents assume childiike role. tion on structures. Students interact as ; spontaneous and uninhibited. the situation requires. Teachers see stu- I dents' errors as clues to where the target Teaching' Learning Process language is unclear, and they adjust in- 1 Students learn in a re/axing environment. struction accrirdingly. Students are urged They choose a new identity (name,oc- to take responsibility for their learning. cupation) in the target language and cul- Additional learning is thought to take ture. They use texts of dialogs accompa- place during sleep. nied by :ranslations and notes in theirna- Interaction: Student-Teacher tive language. Each dialog is presented & Student-Student during two musical concerts; once with The teacher is silent much of the time, the teacher matching his or her voice to but very active setting up situations, lis- the rhythm and pitch of the music while tening to students, speaking only to give students follow along. The second time, clues, not to model speech. Student-stu- the teacher reads normally and students dent interaction is encouraged. relax and listen. At night and on waking, the students read it over. Then students Dealing with Feelings gainfacilitywiththe new material Teachers monitor students' feelings and through activities such as dramatizations, actively try to prevent their feelings from games, songs, and question-and-answer interfering with their learning. Students sessions. express their feelings during feedback sessions after class. Interaction: Student-Teacher & Student-Student View of Language, Culture At first, teacher initiates all interaction Language and culture are inseparable, and students respond only nonverbally or and each language is seen to be unique with a few words in target language that despite similarities in structure with oth- they have practiced. Eventually, students er languages. initiateinteraction.Studentsinteract Aspects of Language with each other throughout, as directed the Approach Emphasizes by teacher. All four skill areas worked on from be- Dealing with Feelings ginning (reading, writing, speaking, lis- Great importance is placed on students' tening); pronunciation especially, because feelings, in making them feel confident sounds are basic and carry the melody of and relaxed, in ''desuggesting" theirpsy- the language. Structural patterns are chological barriers. practiced in meaningful interactions. Syl- View of Language, Culture labus develops according to learning abil- . ities and needs. Reading and writing ex- Language is one plane; nonverbalparts of ercises reinforce oral learning. messages are another. Culture includes everyday life and fine arts. Role of Students' Native Language . Although translation is not used at all, the AsPects of Language native language is considered a resource the Approach Emphasizes because of the overlap that is bound to Vocabulary emphasized, some explicit exist between the two languages. The grammar. Students focus on communi- teacher should take into account what the cative use rather than form; reading, students already know. writing also have place. Means for Evaluation Role of Students' Native Language Assessment is continual; but only to de- Translation clarifies dialogs' meaning; terrninecontinually changinglearning teacher uses native language, more at needs. Teachers observe students' ability first than later, when necessary. to transfer what they have learned to Means for Evaluation new contexts. To encourage thedevel- Students' normal in-dass performance is opment of inner criteria, neither praise evaluated. '111ere are no tests, which nor criticism is offered. Students are ex- would threaten relaxed environment. pected to learn at different rates, mrid to Responsr to Stridents'Errors make progress, not necessarily speak Errors are not immediately corrected; perfectly in the beginning. Iteacher models correct forms later during class. 5 nimunity Language Leirning Response to Students' Errors Tn learn language communicatively, to Nonthreateningstyleisencouraged; take responsibility for learning, to ap- modeling of correct forms. proach the task nondefensively, never separating intellect from feelings. The Communicative Approach Goals Roles Teacher acts as' counselor, supporting To become communicatively competent, able to use the language appropriate for students with understanding of a their given social context; to manage the pro- Struggle to ma3ter language inoften Total Physical Response Method cess of negotiating meaning m olh inter- threatening new learning situation. Stu- locutors. dent is at first a dependent client of the Goals counselor and becomes increasingly, in- To provide an enjoyable learning ex- Roles dependent through five specified stages. perience, having a minimum of the stress Teacher facilitates students' learning by that typically accompanies learning a for- Teaching' Learning Process managing clamoom activities, setting up eign language. Nondefensive learning requires six ele- communicative situations. Students are ments:security, aggression (students Roles communicators, actively engaged in ne- have opportunitiestoassert,involve At first the teacher gives commands and gotiating meaning. themselves), attention,reflection(stu- students follow them. Once students are TeachingILearning Process dents think about both the language and "ready to speak," they take on directing Activities are communicativethey rep- their experience learning it), retention, roles. resent an information gap that needs to and discrimination (sorting outdiffer- TeachinglLearning Process be filled; speakers have a choice of what ences among target language forms). Lessons begin with commands by the to say and how to say it; they receive Interaction: Student-Teacher teacher; students demonstrate their un- feedback from the listener that will verify & Student-Student derstanding by acting these out; teachers that a purpose has been achieved. Au- Both students and teacher make deci- recombine their instructions in novel and thentic materials are used. Students usu- sions in ri'le class. Sometimes the teacher often humorous ways; eventually stu- ally work in small groups. directs action, other times the students dents follow suit.Activities later include Interaction: Student-Teacher interact independently. A spirit of coop- games and skits. & SludentStudent eration is encouraged. Interaction: Student-Teacher Teacher initiates interactions between Dealing with Feelings & StudentStudent studentsandparticipatessometimes. Teacher routinely probes for students' Teacher interacts with individualstu- Students interact a great deal with each feelings about learning and shows under- dents and with the group, starting with other in many configurations. standing, helping them overcome nega- the teacher speaking and the students re- Dealing with Feelings tive_ feelings. Emphasis is on developing motivation to View of Language, Culture sponding nonverbally. Later this is re- learn through establishing meaningful, Language is for communication, a medi- versed;studentsissuecommands to purposeful things to do with the target um of interpersonal sharing and belong- teacher as well as each other. language. Individuality is encouraged, as ing, ard creative thinking. Culture is in- Dealing with Feelings well as cooperation with peers, which tegrated with language. The method was developed principally to both contribute to sense of emotional se- Aspects of Language reduce the stress associated with lan- curity with the target language. the Approach Emphasizes guage learning; students are not forced View of Language, Culture ; At first, since students design syllabus, to speak before they are ready and learn- Language is for communication. Linguis- : they determine aspects of language stud- ing is made as enjoyable as possible, stim- tic competence must be coupled with an ied; later teacher may bring in published ulating feelings of success and low anx- ability to convey intended meaning ap- texts. Particular grammar, pronunciation iety. propriately in different social contexts. points are treated, and particular vocab- View of Language, Culture Culture is the everyday lifestyle of native ularybasedonstudents'expressed Oral modality is primary; culture is the speakers of the target language. Nonver- needs. Understanding and speaking are lifestyle of native speakers of the target bal behavior is important. emphasized, though reading and writing language. Aspects of Language . have a place. Aspects of Language the Approach Emphasizes Role of Students' Native Language the Approach Emphasizes Functions are emphasized over forms. Use of native language enhances stu- Grammatical structures and vocabulary with simple forms learned for each func- dents' security. Students have conversa- are emphasized, imbedded in impera- tion at first, then more complex forms. tions in their native language; target lan- tives. Understanding precedes produc- Students work at discourse level. They guage translations of these become the tion; spoken language precedes the mit- work on speaking, listening, reading, and text' around which subsequent activities ten word. writing from the beginning. Consistent revolve. Also, instructions and sessions focus on negotiated meaning. Role of Students' ,Native Language for expressing feelings are in native lan- Role of Students' Native Language guage. Target language is used progres- Method :s introduced in students' native language, hut rarely used later in course. Students' native language usually plays sively more. Where students do not share no role. the same native language, the target Ian- Meaning is made clear through actions. guage is used from the outset, though al- Means for Evaluation Means for Evaluation ternatives such as pantomime are also Teachers can evaluate students through informal evaluation takes place when used. simple observation of their actions. For- teacher advises or communicates; formal evaluation is by means of an integrative Means for Evaluation mal evaluation is achieved by command- test with a real communicative function. No specific means are recommended, but ing a student to perform a series of ac- . adherence to principles is urged. Teacher tions. Response to Students' Errors would help students prepare for any test Response to Students'Errors Errors of form are considered natural; required by school, integrativetests Students are expected to make errors students with incomplete knowledge of would be preferred over discrete-point once they begin speaking. Teachers only forms can still succeed as communicators. tests; self-evaluation would be encour- correct major errors, and do this unob- _aged, promoting students' awareness of trusively. "Fine-tuning" occurs later. their own progress. For Further Reading

General Bowen, D., Madsen, H., & Hilferty, A. (1986). TESOL Stevick, E. (1980). Teaching languages: A way and ways, techniques and procedures. Rowley, MA: Newbury House. Chapters 18-19. Rowley, MA: Newbury House. Larsen-Freeman, D. (1986). Techniques and principles in language teaching. New York: Oxford University Press. On Community Language Learning Richards, J., & Rodgers, T. (1986). Approaches and methods Curran, C.A. (1976). Counseling-learning in second in language teaching. Cambridge, MA: Cambridge language. East Dubuque, IL: Counseling-Learning University Press. Publications. On the Grammar-Translation Method Rardin, J. (1976). A counseling-learning model for second Chastain, K. (1976). Developing second-language skills (2nd language learning. TESOL Newsletter 10 (2). ed.), Chapter 5. Chicago: Rand-McNally. Stevick, E. (1980). Teaching languages: A way and ways. Kelly, L.G. (1969). 25 centuries of language teaching. Chapters 7-17. Rowley, MA: Newbury House. Rowley, MA: Newbury House. On the Total Physical Response Method. On the Direct Method Asher, J. (1982). Learning another language through Diller, K.C: (1978). The language teaching controversy. actions. The complete teacher's guidebook (2nd ed.). Los Rowley, MA: Newbury House. Gatos, CA: Sky Oaks Productions. On the Audio-Lingual Method Blair, R.W. (Ed.). (1982). Innovative approaches to language teaching. Rowley, MA: Newbury House. Chastain, K. (1976). Developing second-language skills (2nd Krashen, S., & Terrell, T. (1983). The natural approach. ed.), Chapter 5. Chicago: Rand McNally. San Francisco, CA: Alemany Press. Rivers, W. (1968). Teaching foreign-language skills, Chapters 2-4. Chicago: University of Chicago Press. On the Communicative Approach On the Silent Way Brumfit, C.J., & Johnson, K. (Eds.). (1979). The communicative approach to language teaching. Oxford: Gattegno, C. (1972). Teaching foreign languages in schools: Oxford University Press. The silent way (2nd ed.). New York: Educational Johnson, K., & Morrow, K. (Eds.). (1981). Communication Solutions (95 University Place, New York, NY 10003). in the classroom. Essex, UK: Longman. Gattegno, C. (1976). The common sense of teaching foreign Littlewood, W. (1981). Communicative language teaching. languages. New York: Educational Solutions. Cambridge, MA: Cambridge University Press. Stevick, E. (1980). Teaching languages: A way and ways, Savignon, S. (1983). Communicative competence: Theory Chapters 3-6. Rowley, MA: Newbury House. and classroom practice. Boston: Addison-Wesley. On Suggestopedia Widdowson, H.G. (1978). Teaching language as Lozanov, G. (1982). Suggestology and suggestopedia. In R.E. communication. Oxford: Oxford University Press. Blair (Ed.), Innovative approaches to language teaching. Wilkins, D.A. (1976). Notional syllabuses. Oxford: Oxford Rowley, MA: Newbury House. University Press.

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