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A Book Review

Reviewed by:Khansaa Jabbar
Book title:Teachnique and Principles in Language Teaching

Oxford University Press, ISBN 0-19-435574-8
This book is an overview of language teaching methods and the principles
underlying them that have been adopted at one time or another each method is
reviewed in a separate chapter. One purpose of this book is to provide information
to teachers and teacher trainers about eight methods of foreign language teaching
.By reading this book, you will gain a better understanding on some principles on
which these methods are based on techniques associated with each method .Another
purpose is to examine the principles of language teaching and how they influence the
practices. This book will help you observe the techniques a teacher is using and his or
her behavior. It also gives you a broad idea of each principle and their
objectives with some examples with certain activities and materials to be used in
class.

For the most part, each method is reviewed in a separate chapter. The methods
surveyed are Grammar Translation Method, the Direct Method, the Audio-Lingual
Method, the Silent Way, Desuggestopedia (the name of this method changed from
Suggestopedia to Desuggestopedia to emphasize the importance on desuggesting
limitations on learning), Community Language Learning, Total Physical Response,
and Communicative Language Teaching. Two chapters contain 3 methods apiece.
Chapter 10 looks at Content-based, Task-based and Participatory Approaches. These
approaches are grouped together as methods which make communication central, but
differ in their focus. First of all, there is an introduction which explains the principle.
Secondly, there are brief descriptions of how a class is taught with activities
concerning the principle After this description, a list of observations and
principles connecting with the lesson plans are presented. Another section is
reviewing the principles, with question and answers for the reader to clear any
doubts about each one. Larsen-Freeman gives the answer to 10 questions which are
used to summarize every method. This convention makes it easier to compare the
differing methods. The questions include such ones as what are the goals of a teacher
who uses this method? How is language viewed? How is culture viewed? And what is
the role of the students' native language? The following section reviewing the
techniques provides an expanded list of techniques which a teacher could choose
from. For example, in The Direct Method chapter, techniques such as getting students
to self-correct and Dictation are briefly discussed. The Conclusion section for each
chapter asks the reader to consider whether she agrees with and might want to adopt
certain techniques of the method. An Activities section before the final References
Bo Book author :Diane Larsen-Freeman (2000)
and Additional Resources asks questions to check understanding of the method and
gives assignments to achieve techniques from the method.

Larsen-Freeman achieves her main goal of the book, which is NOT to convince
anyone of the 'correctness' of any one method, but to persuade the teacher that many
techniques, even those found in methods the teacher may dislike, may expand one's
teaching repertoire and thus enhance the teacher's effectiveness and the whole
teaching process. Techniques and Principles are useful tool for evaluating any
teaching approach. This book is a quick and enjoyable read which contains
comprehensiveness and engagement qualities.