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Second Language Teaching Methods
Second Language Teaching Methods
Teaching Methodologies
Dialog Memorization
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Complete the Dialog
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Ⅳ. Communicative Language
Teaching
i. Background
The communicative approach could be said to be the product
of educators and linguists who had grown dissatisfied with
the audio-lingual and grammar-translation methods of foreign
language instruction.
The origins of Communicative Language Teaching are to be
found in the changes in the British languages teaching tradi-
tion dating from the late 1960s. Interest in and development
of communicative-style teaching mushroomed in the 1970s;
authentic language use and classroom exchanges where
students engaged in real communication with one another
became quite popular.
ii. The Principal Characteristics
Learner-Centered
The role of the instructor in CLT is quite differ-
ent from traditional teaching methods. In the
traditional classroom, the teacher is in charge
and "controls" the learning. In CLT the teacher
serves as more of a facilitator, allowing stu-
dents to be in charge of their own learning.
• Communication
Language is used for
communication. For this
reason, CLT makes use
of communication to
teach languages. CLT
emphasizes real-life situ-
ations and communica-
tion in context. While gra-
mmar is still important in
the CLT classroom, the
emphasis is on communi-
cating a message.
• Social Context
CLT also stresses
social and situational
contexts of communi-
cation. In CLT, stu-
dents learn about
language in social
contexts, such as the
difference between
speaking with an
elder and a peer.
iii. CLT and Multimedia
Multimedia is an ideal way to teach lan-
guage using CLT as the theory. It allows for
realistic simulations of communicative situ-
ations. Many such programs are games,
such as "A la rencontre de Philipe" or "Who
is Oscar Lake?". They place the learner in a
situation in which understanding basic com-
munication, and social and cultural contexts
are vital to advancing in the game.
Ⅵ. Other Teaching Methods
i. Humanism is described in applied
linguistics as ‘language teaching respecting
the integrity of learners, allowing for per-
sonal growth and responsibility, taking
psychological and affective factors into
account, and representing “whole person
learning”’. The roots of humanism in lan-
guage teaching are various. One central one
is the ‘discovery-learning’ movement.
Characteristics
(take that of the Silent Way as an example)
The students have to be fully alert to make
the most of what the teacher says to play
the major part in the learning.
Various aids are used as simple pointers, or
to make shapes, helping the learners de-
duce the meanings for themselves.
The method has many traditional aspects,
including use of traditional structural sylla-
buses.
ii. Task-based Teaching
Task-based teaching has become a subject of
keen contemporary interest, and different task-
based approaches exist today. One underlying
principle holds for all the approaches – to place
the emphasis firmly on activities or tasks that
learners do in class. One thing should be men-
tioned is that, there are a number of features that
will make tasks more or less difficult. So that we
can progressively give our learners tasks where
there are more and more things to think about,
and consequently less and less attention available
for form.
Ⅶ. Summary
i. Comparison of Different Teaching Method
Figure 1. Teacher & Learner Roles in Different Teaching Methods
Method Teacher’s Roles Learner’s Roles
Situational language Context Setter Imitator
Teaching Error Corrector Memorizer
Audio-lingualism Language Modeler Pattern Practicer
Drill Leader Accuracy Enthusiast
Communicative Language Needs Analyst Improviser
Teaching Task Designer Negotiator
Total Physical Response Commander Commander
Action Monitor Action Monitor
Community Language Counselor Collaborator
Learning Paraphraser Whole Person
The Natural Approach Actor Guesser
Props User Immerser
Suggestopedia Auto-hypnotist Relaxer
Authority Figure True-Believer
ii. What's Now, What's Next?
The future is always uncertain, and this is no less
true in anticipating methodological directions in
second language teaching than in any other field.
Some current predictions assume the carrying on
and refinement of current trends; others appear a
bit more science-fiction-like in their vision.
However, the future of L2 teaching methodologies,
as yet not fully explored, is associated with what
might be called a ‘cognitive approach to language
learning’. Perhaps this cognitive, or information-
processing approach is where the future lies.