Second Language Pedagogy

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Second Language Teaching Methodologies
What Is Teaching Method?

Teaching method is a way of teaching a language which is based on systematic principles and procedures, i.e., which is an application of views on how a language is best taught and learned.
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Methods of language teaching include:
1) Grammar-translation method 2) Direct method 3) Reading method 4) Audiolingual method 5) Community language learning 6) Suggestopedia 7) The silent way 8) Total physical response 9) The natural way 10) Communicative language teaching
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Grammar-Translation Method (early 19th century)

Nature of Language
Systematic study of the prescribed grammar of classical Latin and classical texts.
Language Learning
Exercise mental abilities

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LANGUAGE TEACHING
Instruction given in mother tongue Little use (of language) for communication in target language
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LANGUAGE TEACHING
Teacher does not have to be able to speak target language Focus on appreciating literature of target language and translation
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In this method, classes are taught in the students' mother tongue, with little active use of the target language. Vocabulary is taught in the form of isolated word lists. Elaborate explanations of grammar are always provided. Grammar instruction provides the rules for putting words together; instruction focuses on the form and inflection of words.
Grammar-Translation Method
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Little attention is paid to the content of texts. Drills are exercises in translating disconnected sentences from the target language into the mother tongue, and vice versa. Little or no attention is given to pronunciation.
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Direct Approach
1886.The IPA is established Phonetics becomes an issue in language teaching. First true scientific contributions to language learning begins. Reaction to the Grammar Translation Method
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Direct Approach
Nature of Language
Everyday spoken language. Culture, history, geography, everyday life of TL speakers. Language Learning Associate meaning with TL directly
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Direct Approach
Language Teaching
No use of mother tongue allowed Lesson begins with dialogues and conversations
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Direct Approach
Language Teaching
Grammar rules learned inductively Teacher must speak the target language
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Reading Approach
Reaction to the Direct Approach
Reading is viewed as the most appropriate skill to have in a foreign language since many people did not travel abroad (from U.S.)
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Reading Approach
Not enough teachers could speak target language well enough to use it for teaching Only grammar is useful for teaching reading . Emphasis on translation
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The approach is mostly for people who do not travel abroad for whom reading is the one usable skill in a foreign language. The priority in studying the target language is first, reading ability and second, current and/or historical knowledge of the country where the target language is spoken. Only the grammar necessary for reading comprehension and fluency is taught. Minimal attention is paid to pronunciation or gaining conversational skills in the target language.
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Reading Method
From the beginning, a great amount of reading is done in L2. The vocabulary of the early reading passages and texts is strictly controlled for difficulty. Vocabulary is expanded as quickly as possible, since the acquisition of vocabulary is considered more important that grammatical skill. Translation reappears in this approach as a respectable classroom procedure related to comprehension of the written text.
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AUDIO- LINGUAL APPROACH

WWII (1939-1945)breaks out and U.S. military requires people to speak and understand foreign languages The U.S. government hires linguists to help teach and develop materials
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AUDIO- LINGUAL APPROACH

NATURE OF LANGUAGE
Sentence and sound patterns
LANGUAGE TEACHING
Conduct oral/aural drills and pattern practice.

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Audio-lingual Method
This method is based on the principles of behavior psychology. It adapted many of the principles and procedures of the Direct Method, in part as a reaction to the lack of speaking skills of the Reading Approach. New material is presented in the form of a dialogue.
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Skills are sequenced: Listening, speaking, reading and writing are developed in order. Vocabulary is strictly limited and learned in context. Teaching points are determined by contrastive analysis between L1 and L2. There is abundant use of language laboratories, tapes and visual aids. There is an extended pre-reading period at the beginning of the course.
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Great importance is given to precise native-like pronunciation. Use of the mother tongue by the teacher is permitted, but discouraged among and by the students. Successful responses are reinforced; great care is taken to prevent learner errors. There is a tendency to focus on manipulation of the target language and to disregard content and meaning.
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Community Language Learning

Developed by Charles Curran (1976). Influenced by
humanistic psychology Carl Rogers (1951) and Brown (1994).
Nature of language:
Student generated
Language Learning:
Learn non defensively as whole persons following development stages.

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Community Language Learning

Language Teaching
Include the elements of security, attention, aggression, reflection, retention, discrimination
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Community language learning (CLL)

This approach is patterned upon counseling techniques and adapted to the peculiar anxiety and threat as well as the personal and language problems a person encounters in the learning of foreign languages. The learner is not thought of as a student but as a client. The instructors are not considered teachers but, rather are trained in counseling skills adapted to their roles as language counselors.
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The language-counseling relationship begins with the client's linguistic confusion and conflict. The aim of the language counselor's skill is first to communicate an empathy for the client's threatened inadequate state and to aid him linguistically. Then slowly the teacher-counselor strives to enable him to arrive at his own increasingly independent language adequacy. This process is furthered by the language counselor's ability to establish a warm, understanding, and accepting relationship, thus becoming an "other-language self" for the client.
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Suggestopedia
This method developed out of believe that human brain could process great quantities of material given the right conditions of learning like relaxation. music was central to this method. Soft music led to increase in alpha brain wave and a decrease in blood pressure and pulse rate resulting in high intake of large quantities of materials. Learners were encouraged to be as childlike as possible. Apart from soft, comfortable seats in a relaxed setting, everything else remained the same.
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NATURAL APPROACH
An outgrowth of second language acquisition research, especially by Krashen (1981) and Terrell(1977)
listening recognized as a very important skill listen and respond non-verbally learners progress by being exposed to meaningful input just one step beyond their level of competence
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NATURAL APPROACH
Nature of language Language Learning
Vehicle for communicating meaning; vocabulary emphasized
Listen; associate meaning with target language directly.

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NATURAL APPROACH
Language Teaching
Delay speaking until students are ready; make meaning clear through actions and visuals. Learners should be as relaxed a possible
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SILENT WAY
1960 Chomsky argued the language acquisition could not take place through habit formation, but rather a rule formation
This method shares certain principles with the Cognitive Approach
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SILENT WAY
Nature of Language
Unique since it is the expression of a particular group of people.
Language Learning
Develop inner criteria for corrections by becoming aware of how TL works.

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SILENT WAY
Language Teaching
Remain silent in order to subordinate teaching to learning. Focus student attention; provide meaningful practice.
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TOTAL PHYSICAL RESPONSE

NATURE OF LANGUAGE
The oral modality is primary. Culture is the lifestyle of people who speak the language natively. Vocabulary and grammatical structures are emphasized
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Language Learning
TPR is usually introduced in the students native language. Meaning is made clear through body movements Main aim is to reduce the stress. Students speak when they are ready.
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LANGUAGE TEACHING
Initially the teacher is the director of all the students behavior. In the second phase sts demonstrate they can understand the commands by performing them alone. After learning to respond to oral commands the sts learn to read and write
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Nature of Language Language Learning
Communicative approach
Communicative competence. Notions/functions Authentic Discourse
Interact with others in the target language; negotiate meaning. Ability to communicate in second language/TL
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Language Teaching
Use information gaps, role-plays, games Group and pair work is stressed Authentic material use is encouraged
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Focus in on meaning, not form Teachers should be able to use the target language fluently and appropriately
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Second Language Pedagogy

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Second Language Pedagogy

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LOGO

Second Language Teaching Methodologies

What Is Teaching Method?

Methods of language teaching include:

Grammar-Translation Method (early 19th century)

Exercise mental abilities

Grammar-Translation Method (early 19th century)

Grammar-Translation Method (early 19th century)

AUDIO- LINGUAL APPROACH

AUDIO- LINGUAL APPROACH

Conduct oral/aural drills and pattern practice.

Community Language Learning

humanistic psychology Carl Rogers (1951) and Brown (1994).

Learn non defensively as whole persons following development stages.

Community Language Learning

Community language learning (CLL)

Listen; associate meaning with target language directly.

Develop inner criteria for corrections by becoming aware of how TL works.

TOTAL PHYSICAL RESPONSE

TOTAL PHYSICAL RESPONSE

TOTAL PHYSICAL RESPONSE

Nature of Language Language Learning

Communicative competence. Notions/functions Authentic Discourse

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