Teaching Methodology Abbas Ali Zarei, Associate professor, Imam Khomeini International University, Qazvin Teaching Methodology Preface According to Richards and Rodgers (1986), the proliferation of approaches and methods is a prominent characteristic of contemporary second and foreign language teaching. To some, this reflects the strength of our profession because teachers can have a wider variety of methodological options to choose from. To others, however, the wide variety of method options currently available confuses rather than comforts. This is partly because methods appear to be based on very different views of language and the way it is learnt. The goal of this book is to provide an overview of the field of second/foreign language teaching, with a particular focus on issues related to the teaching of English. It provides an overview of foreign language teaching and learning that will, hopefully, enable both prospective and practicing teachers to have a clearer understanding of the relationships between many of the practical planning and instructional activities and their underlying theoretical positions. The author also hopes to create a better understanding of the nature of language teaching and learning and the roles learners, teachers, teaching methods, and teaching materials play in successful language learning. The book is organized into 13 chapters. The first chapter is a review of the trends of development of the theories of language and learning and the resultant approaches to language teaching. Chapter 2 reviews language and its characteristics. Chapter 3 begins with a 2 Teaching Methodology description of human brain and some of its characteristics and then presents some definitions as well as the implications that the knowledge of the brain may have for theories of learning and, subsequently, teaching methods. Each of the chapters 4 to 11 describes one of the well- known methods of language teaching. Chapter 12 discusses factors other than the method of teaching that may affect language teaching and learning. Finally, chapter 13 is a theoretical review of first language acquisition. The reason for it inclusion in this book is that many believe that a better understanding of the theories of first language acquisition provides a clearer picture of second language learning theories and practices. All of the methods and most of the other materials included in this book can be found in other sources too. They have been gleaned from here and there and organized in what the author believes is a more logical sequence, a much simpler diction, and more pertinent to the needs of Iranian teachers and teacher trainees. 3 Teaching Methodology Table of Contents Topic (Chapter) page Part I. Introduction……………….....……………... 5 Chapter 1: Introduction………………………….. 6 Part II. Language and Learning……………………. 27 Chapter 2: What is language?................................ 28 Chapter 3: What is learning?..................................58 Part III. Methods of Language Teaching…………... 70 Chapter 4: Grammar Translation Method……….. 71 Chapter 5: The Direct Method…………………... 78 Chapter 6: The Audiolingual Method…………… 89 The Cognitive-code Approach…………….. ……... 101 Chapter 7: The Silent Way ………………………103 Chapter 8: Suggestopedia ………………………. 119 Chapter 9: Community Language Learning…….. 132 Chapter 10: Total Physical Response…………147 Chapter 11: Communicative Language Teaching...165 Part IV. Beyond Methods …………………………. 180 Chapter 12: Factors influencing second language learning……………………………. 181 Part V. First Language Acquisition……………….. 212 Chapter13: First language acquisition – A theoretical perspective…………………………. 213 References………………………………………… 232 4 Teaching Methodology Part I Introduction 5 Teaching Methodology Chapter 1 Introduction The history of language teaching has had many twists and turns. More specifically, over the past century, the fortunes of language teaching methodology have waxed and waned. At times, the methods of language teaching were the focus of such a huge surge of interest among teachers and researchers that the period between 1940s and 1980s witnessed the emergence of a multitude of methods. At other times, there was such disappointment about methods of language teaching that some scholars including Stern (1992) proposed a break with the method concept. Others, like Brown (2002), have opted for calling the present conditions of language teaching the 'post-method era ', implying that in the 'changing winds and shifting sands' of language teaching and learning, the concept of method is no longer the central issue. It is the aim of this book to elaborate on both positions. First, the concept of method and the importance of becoming familiar with language teaching methods will be explained. Then, some of 6 Teaching Methodology the most well-known methods of language teaching will be described. Next, to support the idea that 'method' alone cannot explain the differential success of language learners, other factors that influence language learning will be discussed. Finally, some of the more recent theoretical developments in the field of language teaching that have influenced, or may influence, the actual teaching practice at the classroom level will be reviewed. What is method? The notion of 'teaching methods' has had a long history in language teaching, as is witnessed by the rise and fall of a variety of methods throughout the recent history of language teaching. Anthony (1963) gave a definition of method that has quite admirably withstood the test of time. He differentiated between approach , method , and technique . According to Anthony, an approach was defined as a set of assumptions dealing with the nature of language, learning, and teaching; only an abstract idea. Method was defined as an overall plan for the systematic presentation of language based on a selected approach. In other words, it was 7 Teaching Methodology defined as a way to put the abstract idea into practice. It followed that techniques were specific classroom activities consistent with a method, and therefore in harmony with an approach as well (Richards & Renandya, 2002). For Richards and Rodgers (1986) method was an umbrella term to capture redefined approach , design , and procedure . In other words, Anthony's approach, method , and technique correspond to Richards and Rodgers' approach, design, and procedure. And the term 'method' for Richards and Rodgers is a broad concept covering the other three. Similarly, Prabhu (1990) thought of 'method' as both classroom activities and the theory that informs them. From among these definitions, Anthony's understanding of 'method' is the most commonly used. We too will stick to his definition. So, the method is defined as a set of theoretically unified classroom techniques thought to be generalizable across a wide variety of contexts and audiences. Do we have to learn all methods of language teaching? The proliferation of approaches and methods is a prominent characteristic of contemporary second and foreign language teaching. To some, 8 Teaching Methodology this reflects the strength of our profession. Invention of new classroom practices and approaches to designing language programmes reflects a commitment to finding more efficient and more effective ways of teaching languages. The classroom teacher has a wider variety of methodological options to choose from. To others, the variety of method options currently available confuses rather than comforts. Methods appear to be based on very different views of what language is and how a language is learnt, and some methods recommend apparently strange and unfamiliar classroom techniques and practices. As a cynical commentator once said, "theory is when you know everything, but nothing works; practice is when everything works, but no one knows why. In language teaching, we have combined theory and practice: nothing works, and no one knows why!' Even when this is not the case and methods propose techniques that appeal to teachers, the multitude of the methods and classroom practices they involve prompts inexperienced teachers and teacher trainees to ask, "Which method should I use?" or "Is there a best method?" 9 Teaching Methodology A number of scholars have responded to the above questions. Larsen-Freeman (1986) declares that by describing different methods, her purpose is not to convince readers of the superiority of any one of them. She maintains that the inclusion of a method in her book should not be construed as an endorsement of that method. Similarly, Richards and Rodgers ( op. cit .) hold that when the director of a language school or institution announces that an incoming client group will consist of 45 businessmen requiring an intensive course in spoken English, the teachers will not leap to their feet and exclaim, "Let's use method X" or "Let's use method Y". Questions of immediate concern will focus on who the learners are, what their level of proficiency is, what sort of needs they have, etc. Brown (1987) warns that "however appealing a particular method might be to you as you first encounter it, … the best method is one which you have derived through your very own careful process of formulation, try-out, and refinement" (p:12). Spolsky goes even further and avows that any theory of second language learning that leads to a single method is obviously wrong. 10 Teaching Methodology What all this boils down to is that there is no single best method , and whoever thinks you can stick to one way of teaching and achieve viable success is way