SummaryofPrinciplesinLanguageTeaching

ProvidedbyDr.BillFlick,DirectorofESLatAuburn

Grammar AudioLingual
DirectMethod SilentWay Suggestopedia
Translation Method
1.Goals ReadliteratureinL2. Communication.Think Communication. SelfexpressionofSs EverydayComm.TapSs
Developmind.Learn inL2.Direct Automaticityby independencefromT. mentalpowersby
grammar,vocabulary, ASSOCIATION in learningnewhabits. desuggestingbarriersto
andculture. L2withouttranslation. learning.

2.Roleofthe Traditional.Tisthe Tcentered. Tcentered.Tprovides Tasfacilitator,resource, SmusttrustandrespectTas

teacher/student authority.Sslearnfrom Tdirects. modelofL2forimitation. provideswhatSsneed. authority.Ssadoptchildlike
theT. rolesoncetheyfeelsecure.

3.Teaching/ Translation. ASSOCIATE L2and Newgrammarand Ssguidedtodiscoverthe Relaxingatmosphere,music,

LearningProcess? DEDUCTIVE study meaningdirectlyinreal vocabularythrough structureofL2.Initial activatewholebrain+
ofgrammar.Memorize context. dialogues. focusonaccurate peripherallearning.
vocabulary. UseL2only.Inductive Drills. pronunciation. Receptionthenactivation
grammar.Syllabusbased Inductivegrammar. phase.
ontopics/situations. Learningishabit
formation.

4.Natureof TtoS. Bothinitiateinteraction. Tdirected. Tactive,butmostlysilent. T/SandS/Sinteractionfrom

student/teacher SomeS/Sinteraction. S/Sindrills. S/Sinteraction beginning.
interaction encouraged.

5.Howarestudents N.A. N.A. N.A. Positivefeelings Focusonconfidenceand

feelingsdealtwith? encouraged,alsoS/S senseofsecurityvia
cooperation. suggestions.

6.Viewoflanguage/ Literarylanguageover Spokenlanguageover Languageassystemof Languageexpressesthe Communicationasa2phase

culture? spokenlanguage. written. patterns/units. spiritofaculture. process:language+extra
Simpletocomplex. linguisticfactors.
7.Whatlanguage Vocabulary/ Vocabularyover Structureimportant. Pronunciation& Vocabulary.Explicitbut
skillsareemphasized? grammar. grammar.Focuson Listenspeakread intonation.Structure. minimalgrammar.Language
Reading/writing. communication. write. Oralbeforewritten. useoverlinguisticform.

8.Roleofthenative L1inclassroom.Two Notused. L1habitsinterfere UsedtoformsoundsinL2 L1usedintranslationof

language? waytranslation. withL2.AvoidL1. andforfeedback. dialogues.Ascourse
Otherwisenotused. proceeds,L1reduced.

9.Howdoesevaluation Writtentranslations. Useoflanguage Discretepointtestingfor Continuousobservation. Inclassperformance.

occur? Applygrammarrules. (interview). accuracy. Ssdeveloptheirown
criteria.

10.Treatmentoferrors? Tsuppliescorrect Selfcorrection. Avoiderrorsby Selfcorrectionpeer Noovertcorrection

answer. overlearning. correction. Modelledcorrectly.

11.ASSOCIATED Moses FrancoisGouin,Charles CharlesFries CalebGattegno GeorgiLozanov

withwhom? Berlitz

CommunityLanguage TotalPhysical Communicative

NaturalApproach
Learning Response LanguageTeaching
1.Goals Communication. Communication. Communicative Communicationinsocial
Promotenondefensive LearningL1= competence.Facilitate context.Appropriacy.
learning. learningL2. acquisitionbyproviding Functionalcompetence.
comprehensibleinput(i+1).

2.Roleofthe Counselor/client.AsS Director.Tprovides Tasfacilitator.Primary Facilitator.

teacher/student? assumesmore modelofL2for responsibilityiswithS. MANAGER of
responsibility,becomes imitation.Laterrole learningactivities.
independentofT. reversal. Promotescommunication
amongSs.
3.Teaching/ Security,aggression, Comprehensionbefore Comprehensionbefore Sslearntocommunicate
LearningProcess attention,reflection, production.Modelling production.Developing bynegotiatingmeaningin
retention,discrimination. byTfollowedby modelapproximatesL2(L1, realcontext.Activities
SsinitiatespeechinL1, performance. ...L2).Gradualemergence includeinformationgap,
TsuppliesL2. ofspeech.Taskoriented. choice,feedback.
 4.Natureof Changesovertime. Tspeaks,Ssrespond Scentered.Bothinitiate Tarrangestasksfor
student/teacher Importanceplacedon nonverbally.Later,Ss interaction.S/Sinteraction communication.S/S
interaction? cooperativerelationship verbalize. inpairandsmallgroup interaction.
betweenT/SandS/S. activities.

5.Howare Sviewedaswhole Sshavefunina Affectivefactorsover Ssaremotivatedtolearn

studentsfeelings person,noseparationof nonstressfulsituation. cognitivefactors.Optimal thruusefulnessof
dealtwith? intellectandfeelings.T learnerhaslowaffective languagefunctions.
"understandsSs. filter.

6.Viewof Languagefordeveloping Spokenoverwritten. Languageasatoolfor Languageinsocial

language/ criticalthinking.Culture communication.Language context,for
culture? integratedwith functionoverlinguistic communication.
language. form.

7.Whatskillsare Ssdeterminesyllabusby Grammarand Vocabularyovergrammar. Functionoverform.

emphasized? whattheywhattosay. vocabulary(initially Functionoverform. Discourseand
viaimperatives). Comprehensione sociolinguistic
Comprehension earlyproductions competence+all4skills.
precedesproduction. speechemergence.

8.RoleofL1? Usedinthebeginning, Notused. L1canbeusedin Generallynotused.

lessinlaterstages. preproduction
(comprehension)activities.
9.Howdoes Integrativetests.Self Byobservation. Communicative Communicativetests.
evaluationoccur? evaluation. effectiveness.Fluencyover Fluencyandaccuracy.
accuracy.Taskoriented.

10.Treatmentof Nonthreatening. Unobtrusivecorrection. Noerrorcorrectionunless Noerrorcorrectionunless

errors? Correctionbymodelling. errorsinterferewith errorsinterferewith
communication. communication.

11. CharlesCurran JamesAsher TracyTerrell,Stephen Various.

ASSOCIATED Krashen
withwhom?

Basedon
DianeLarsenFreeman,TechniquesandPrinciplesinLanguageTeaching(1986),
AliceOmaggioHadley,TeachingLanguageinContext(1993),
H.DouglasBrown,TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogy(1994).