Summary of Principles in Language Teaching
Provided by Dr. Bill Flick, Director of ESL at Auburn
Grammar- Audio-Lingual
Direct Method Silent Way Suggestopedia
Translation Method
1. Goals Read literature in L2. Communication. Think in Communication. Self-expression of Ss; Everyday Comm. Tap Ss
Develop mind. Learn L2. Direct association in Automaticity by independence from T. mental powers by
grammar, vocabulary, 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, music,
Learning Process? study of grammar. meaning directly in real vocabulary through structure of L2. Initial 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. phase.
on topics/ situations. Learning is habit
formation.
4. Nature of T to S. Both initiate interaction. T-directed. T active, but mostly silent. T/S and S/S interaction from
student/teacher Some S/S interaction. S/S in drills. S/S interaction encouraged. beginning.
interaction
5. How are students’ N.A. N.A. N.A. Positive feelings Focus on confidence and
feelings dealt with? 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 2-phase
culture? spoken language. written. patterns/units. spirit of a culture. process: language + extra-
Simple to complex. linguistic factors.
7. What language Vocabulary/ Vocabulary over Structure important. Pronunciation & Vocabulary. Explicit but
skills are emphasized? grammar. grammar. Focus on Listen-speak-read- intonation. Structure. minimal grammar. Language
Reading/writing. communication. write. Oral before written. use over linguistic form.
8. Role of the native L1 in classroom. Two- Not used. L1 habits interfere Used to form sounds in L2 L1 used in translation of
language? way translation. with L2. Avoid L1. and for feedback. dialogues. As course
Otherwise not used. proceeds, L1 reduced.
9. How does evaluation Written translations. Use of language Discrete point testing for Continuous observation. Ss In-class performance.
occur? Apply grammar rules. (interview). accuracy. develop their own criteria.
10. Treatment of errors? T supplies correct Self-correction. Avoid errors by Self-correction; peer No overt correction
answer. overlearning. correction. Modelled correctly.
11. Associated with Moses Francois Gouin, Charles Charles Fries Caleb Gattegno Georgi Lozanov
whom? Berlitz
Community Language Total Physical Communicative
Natural Approach
Learning Response Language Teaching
1. Goals Communication. Promote Communication. Communicative Communication in social
nondefensive learning. Learning L1= competence. Facilitate context. Appropriacy.
learning L2. acquisition by providing Functional competence.
comprehensible 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 (L1, real context. Activities
Ss initiate speech in L1, T performance. . . . L2). Gradual emergence include information gap,
supplies L2. of speech. Task oriented. choice, feedback.
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 communication. S/S
interaction? cooperative relationship verbalize. in pair and small group interaction.
between T/S and S/S. activities.
5. How are S viewed as whole Ss have fun in a Affective factors over Ss are motivated to learn
students’ feelings person, no separation of nonstressful situation. cognitive factors. Optimal thru usefulness of
dealt with? intellect and feelings. T learner has low affective language functions.
"understands” Ss. filter.
6. View of Language for developing Spoken over written. Language as a tool for Language in social
language/ critical thinking. Culture communication. Language context, for
culture? 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). Comprehension–e sociolinguistic
Comprehension earlyproduction–s competence + all 4 skills.
precedes production. speech emergence.
8. Role of L1? Used in the beginning, Not used. L1 can be used in Generally not used.
less in later stages. preproduction
(comprehension) activities.
9. How does Integrative tests. Self- By observation. Communicative Communicative tests.
evaluation occur? evaluation. effectiveness. Fluency over Fluency and accuracy.
accuracy. Task oriented.
10. Treatment of Nonthreatening. Unobtrusive correction. No error correction unless No error correction unless
errors? Correction by modelling. errors interfere with errors interfere with
communication. communication.
11. Associated with Charles Curran James Asher Tracy Terrell, Stephen Various.
whom? Krashen
