REFLECTION ON

CHAPTER 6 SECOND LANGUAGE DEVELOPMENT

This chapter discusses language education in antiquity, The Grammar Translation

Method, The Direct Method, The Audiolingua Method, Affective-Humanistic approaches:
Suggestopedia, Total Physical Response, Communicative Language Teaching, Task-based
Language Teaching, and the Postmethod perspective. To begin the chapter, one distinction that
has been made in the terminology on languague teaching is that between the terms approach,
method, and technique. Furthermore, classroom perspectives have been debated, such as
whether and how to bring attention to grammar, as in the focus on form argument. Input
enhancement and input flooding, as well as processing instructions, are examples of form-
focusing approaches. Corrective feedback can take many forms, and much research has been
done on recasts. The issue of L1 use in the classroom was explored, including claims that
translation may be beneficial. Finally, in the field of computer-assisted language learning, or
CALL, computer-based technology and computer-mediated communication (CMC) are
playing increasingly essential roles in second language learning and instruction.
What I love best about this chapter is how the author chronicles different teaching
approaches, from strict adherence to grammar drills to more communicative-based ones. This
provides me with a clear picture of how language instruction has evolved through time. The
author objectively depicts the qualities of each viewpoint; he defines the aims and learning
environments, and he identifies the target language learners who are suited for each approach.
He also specifies if the strategy has been effective, is well-known, or lacks experimental
backing. As a consequence, when I implement any teaching style in my real classrooms, I have
a more foundational literature background. For the current perspective, I would like to
recommend one additional method: project-based learning (PBL). Project-Based Learning is a
teaching method in which students develop information and skills by working on a genuine,
interesting, and complicated issue, problem, or challenge over a prolonged period of time.
Students gain deep topic understanding as well as critical thinking, cooperation, creativity, and
communication skills through PBL. Project-Based Learning instills in students and instructors
an infectious sense of creativity. Regardless of how many ways are discussed, the author
presents a postmethod approach. This is a really sensible and adaptable choice for the teaching
style. I completely agree that teachers must actively consider their individual teaching context.
Teachers must tailor their teaching approaches to each teaching situation. The element that
bothers me is the utilization of L1 in the classroom. I expect the author to show me how often
L1 is recommended to be utilized in a certain learning setting. However, I understand that this
area has gotten minimal attention. More statistics or study findings on how much L1 should be
employed in ESL classroom studies would be extremely beneficial to English teachers and
learners, in my opinion.