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Samenvatting Introducing Second Language Acquisition H5
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- Universiteit Utrecht (UU)
Een samenvatting van hoofdstuk 5 uit Introducing Second Language Acquisition
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Introducing Second Language Acquisition – Kirsten Hummel – SummaryChapter 5: Teaching Approaches and Instructional Issues
According to Anthony, approach means a teaching perspective that reflects a theoretical view or
model, method is a specific set of procedures that are consistent with a given approach, and
technique refers to a specific classroom tool used in teaching the target language. According to
Richards and Rodgers, method is an umbrella term for the links between theory and practice; it
comprises approach, design and procedure. Greek and Latin were the first languages to be taught,
using hermeneumata (vocabulary lists, conversational dialogues, the alphabet, syllables). Students
began by learning vocabulary, then practiced grammar rules and vocabulary by reading, comparing
their L1 words and structures with those in Latin or Greek. Another technique was dialogues (Middle
Ages – 19thc). In that same period, teaching of Latin and Greek was called Classical Method. There
was little attention to pronunciation; reading and writing were important. Learning Latin or Greek
had to do with prestige. Focus was on grammatical rules, vocabulary, and translating. Comenius
criticizes this method, because he thinks no language should be learnt from a grammar, but from
suitable authors; the classical method remained popular (up until mid-20thc) and evolved into the
Grammar Translation Method (a teaching method with an emphasis on grammar and translation of
sentences). Features are: classes are taught in the mother tongue, with little active use of the target
language; much vocabulary is taught in the form of lists of isolated words; long elaborate
explanations of the intricacies of grammar are given; grammar provides the rules for putting words
together, and instruction often focuses on the form and inflection of words; reading of difficult
classical texts is begun early; little attention is paid to the content of texts, which are treated as
exercises in grammatical analysis; often the only drills are exercises in translating disconnected
sentences from the target language into the mother tongue; little or no attention is given to
pronunciation. At the end of the 19th century and throughout the 20th century, the new approach
was the Direct Method (an approach developed in reaction to the Grammar Translation Method
which gave priority to oral expression and avoided recourse to the learner’s native language).
Maximilian Berlitz developed the Berlitz Method, using the Grammar Translation Method. Later on,
he decided to teach in the target language. Features are: virtual exclusive use of the target language
in the classroom, avoidance of explicit teaching of grammatical rules (exposure to grammar rules
through dialogues and conversation), teaching vocabulary through dialogues, and use of concrete
objects and pictures. The Direct Method was successful in private language schools, but not in large
public school language classrooms. In the mid-20thc came the Audiolingual Method (ALM) (based on
behaviourist principles, this method attempted to develop good language habits through repetitive
drills and pattern practices), also having an emphasis on developing oral communication skill. During
the build up to the WWII, specialists needed to be trained rapidly in L2’s. The psychological
framework predominant at the time was the behaviourist view, considering that learning occurs as a
result of habituation between stimulus and response. Features are: repetition, avoiding making
errors, practice drills, L1 habits needed to be broken and replaced by new patterns of L2, no explicit
instruction of grammatical rules, not much attention to vocabulary. In the 2nd half of the 20thc, the
method seemed to have failed to teach conversational skills, and Suggestopedia (an L2 teaching
approach developed by Georgi Lozanov that promoted a relaxed stress-free environment for
language learning in small groups) appeared. Features are: background music, and comfortable
environment. Criticism: exaggerated claims as to its efficacy, lack of evidence of its success, and
practical limitations. In the 1960s, the Total Physical Response (TPR) Method (an approach
developed by Asher that allows learners to wait until they are ready to speak, but asks them to carry
out actions) was developed, because young children also begin by listening and later start to speak.
Features are: no pressure on students to speak, and students have to carry out actions. Criticism:
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