Summary of Principles in Language Teaching

Provided by Dr. Bill Flick, Director of ESL at Auburn

Grammar-

Audio-Lingual
Direct Method

Silent Way

Translation
1. Goals

Suggestopedia

Method

Read literature in L2.

Communication. Think

Communication.

Self-expression of Ss;

Everyday Comm. Tap Ss

Develop mind. Learn

in L2. Direct association

Automaticity by

independence from T.

mental powers by

grammar, vocabulary,

in L2 without translation.

learning new habits.

desuggesting barriers to

and culture.

learning.

2. Role of the

Traditional. T is the

T-centered.

T-centered. T provides

T as facilitator, resource,

S must trust and respect T as

teacher/student

authority. Ss learn from

T directs.

model of L2 for imitation.

provides what Ss need.

authority. Ss adopt childlike

the T.

roles once they feel secure.

3. Teaching/

Translation. Deductive

Associate L2 and

New grammar and

Ss guided to discover the

Relaxing atmosphere,

Learning Process?

study of grammar.

meaning directly in real

vocabulary through

structure of L2. Initial

music, activate whole brain

Memorize vocabulary.

context.

dialogues.

focus on accurate

+ peripheral learning.

Use L2 only. Inductive

Drills.

pronunciation.

Reception then activation

grammar. Syllabus based

Inductive grammar.

on topics/ situations.

Learning is habit

phase.

formation.
4. Nature of
student/teacher
interaction

T to S.

Both initiate interaction.

T-directed.

T active, but mostly silent.

T/S and S/S interaction from

Some S/S interaction.

S/S in drills.

S/S interaction

beginning.

encouraged.

5. How are students

N.A.

N.A.

N.A.

feelings dealt with?

Positive feelings

Focus on confidence and

encouraged, also S/S

sense of security via

cooperation.

suggestions.

6. View of language/

Literary language over

Spoken language over

Language as system of

Language expresses the

Communication as a

culture?

spoken language.

written.

patterns/units.

spirit of a culture.

2-phase process: language +

Simple to complex.

extra- linguistic factors.

7. What language skills

Vocabulary/

Vocabulary over

Structure important.

Pronunciation &

Vocabulary. Explicit but

are emphasized?

grammar.

grammar. Focus on

Listen-speak-read-

intonation. Structure.

minimal grammar.

Reading/writing.

communication.

write.

Oral before written.

Language use over linguistic

form.

8. Role of the native

L1 in classroom.

language?

Two-way translation.

Not used.

L1 habits interfere

Used to form sounds in L2

L1 used in translation of

with L2. Avoid L1.

and for feedback.

dialogues. As course

Otherwise not used.

proceeds, L1 reduced.

In-class performance.

9. How does evaluation

Written translations.

Use of language

Discrete point testing for

Continuous observation.

occur?

Apply grammar rules.

(interview).

accuracy.

Ss develop their own

criteria.

10. Treatment of errors?

T supplies correct

Self-correction.

answer.
11. Associated with
whom?

Moses

Francois Gouin, Charles

Berlitz

Avoid errors by

Self-correction; peer

No overt correction

overlearning.

correction.

Modelled correctly.

Charles Fries

Caleb Gattegno

Georgi Lozanov

Community Language

Total Physical

Communicative
Natural Approach

Learning
1. Goals

Response

Language Teaching

Communication. Promote

Communication.

Communicative competence.

Communication in social

nondefensive learning.

Learning L1=

Facilitate acquisition by

context. Appropriacy.

learning L2.

providing comprehensible

Functional competence.

input (i+1).
2. Role of the

Counselor/client. As S

Director. T provides

T as facilitator. Primary

Facilitator. Manager of

teacher/student?

assumes more

model of L2 for

responsibility is with S.

learning activities.

responsibility, becomes

imitation. Later role

Promotes communication

independent of T.

reversal.

among Ss.

3. Teaching/

Security, aggression,

Comprehension before

Comprehension before

Ss learn to communicate

Learning Process

attention, reflection,

production. Modelling

production. Developing

by negotiating meaning in

retention, discrimination.

by T followed by

model approximates L2

real context. Activities

Ss initiate speech in L1, T

performance.

(L1, . . . L2). Gradual

include information gap,

emergence of speech. Task

choice, feedback.

supplies L2.

oriented.
4. Nature of

Changes over time.

T speaks, Ss respond

S-centered. Both initiate

T arranges tasks for

student/teacher

Importance placed on

nonverbally. Later, Ss

interaction. S/S interaction in

communication. S/S

interaction?

cooperative relationship

verbalize.

pair and small group

interaction.

between T/S and S/S.

activities.

5. How are

S viewed as whole person,

Ss have fun in a

Affective factors over

Ss are motivated to learn

students feelings

no separation of intellect

nonstressful situation.

cognitive factors. Optimal

thru usefulness of

dealt with?

and feelings. T

learner has low affective

language functions.

"understands Ss.

filter.

6. View of

Language for developing

language/ culture?

Spoken over written.

Language as a tool for

Language in social

critical thinking. Culture

communication. Language

context, for

integrated with language.

function over linguistic

communication.

form.
7. What skills are

Ss determine syllabus by

Grammar and

Vocabulary over grammar.

Function over form.

emphasized?

what they what to say.

vocabulary (initially via

Function over form.

Discourse and

imperatives).

Comprehensione

sociolinguistic competence

Comprehension

earlyproductions

+ all 4 skills.

precedes production.

speech emergence.

Not used.

L1 can be used in

8. Role of L1?

Used in the beginning,

less in later stages.

Generally not used.

preproduction
(comprehension) activities.

9. How does

Integrative tests.

evaluation occur?

Self-evaluation.

By observation.

Communicative

Communicative tests.

effectiveness. Fluency over

Fluency and accuracy.

accuracy. Task oriented.

10. Treatment of

Nonthreatening.

errors?

Correction by modelling.

11. Associated with

Charles Curran

Unobtrusive correction.

James Asher

whom?

No error correction unless

No error correction unless

errors interfere with

errors interfere with

communication.

communication.

Tracy Terrell, Stephen

Various.

Krashen

Based on
Diane Larsen-Freeman, Techniques and Principles in Language Teaching (1986),
Alice Omaggio Hadley, Teaching Language in Context (1993),
H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy (1994).