Tradition and Transition in Second Language Teaching Methodology

Tradition and Transition in Second Language Teaching Methodology

Tradition and Transition in Second LanguageTeaching Methodology 1Why learn a second language?

250 years of transformations

Direct TranslationDirectMethodAudiolingualismCognitiveCodeSilent WayTotal Physical ResponseSuggestopediaCounselingLearningIn the past 50 years, the teaching of English has gone through a great number of transformations going from direct translation to direct method, then to audiolingualism, then to cognitive code.Then came the introduction of the Silent Way, Total Physical Response,Suggestopedia and Counseling learning.In recent years, the transitions have leaned toward communicative methodology, communicative language teaching, and communicative approach.

3Current Trend - Preparation for the Global Community - Preparation for High Level of Proficiency

But the most current trend in English teaching is to prepare students for the global community, and a high level of proficiency as quickly and effectively as possible.

4ResearchCommunicationInstruction Correction

In addition, research shows that students need a balance of communication, instruction, and correction in this learning process. Teachers need to use strategies, materials and tasks to make this possible.

5As a result: a new methodology

Traditional MethodsCommunicative MethodsAs a result of all of the above, we see the birth of new methodology which now incorporates the traditional methods with these new communicative methods. Language learning and teaching is very complex and requires not just one single method, but many different methods. And then these methods vary depending on the class size, age of learners, whether it is an ESL or foreign language class and the educational and professional background of the teacher.Sohow it this come to be?6What are the common goals of educators regardless of their method?

Language Learning Success!

Of course educators have the same goals and concerns no matter what method they choose and that is simply that the students are successful in learning English inside the classroom and in the future.For one student, success may mean that he can complete the assignments adequately in the classroom, for another, to pass that difficult exam or move up into the next grade or level.For another student, success may be getting into college or just applying his knowledge of English for travel or work. Also, the value we place on the teaching and our job of meeting the needs and goals of the students never changes.

7Communicative Methodology Students learn English through communication techniques

Grammar is taught in indirect ways

Grammar correction reserved for message meaning

Communicative methodology has made a huge contribution to the education of language learners. It was born when we began to think about communication being the purpose of language learning. In the communicative classroom, grammar is still taught, but in indirect ways usually by reading and listening. Grammar correction is reserved mostly to clarify content.

8 Communicative ClassroomNo dictationNo translationNo recitationNo drillsNo dialog

The traditional methods of dictation, translation, recitation, drills and dialog are downplayed or removed completely. Instead, we see student centered communication activities in groups with little or no use of the native language.9Student centered activities

The traditional methods of dictation, translation, recitation, drills and dialog are downplayed or removed completely. Instead, we see student centered communication activities in groups with little or no use of the native language.Research shows that students in a communicative classroom improves the students confidence and fluency and accelerates the early levels language learning.

10New Methodology Communicative Methodology + Traditional MethodologyMeaningful and understandableLearning structure and soundsRelating structure to textApplying structure to reading and writingVerb tense, action, space, number, genter, articles, etc.

But now, we are finding the need for yet another transition of methodology because it is found that communicative approach alone will not achieve high level of proficiency for students to be effective language speakers.Research shows that this approach of acquiring a language for purposes of communication, through communication does not apply to all aspects of learning a language such as complex grammar and sociolinguistic situations.Students need to understand the language they are learning along with all the structure and sounds that pertain to it, how this is related to the meaning of the text, and apply them to speaking and writing.This would not be possible with a communicative approach alone. It is important for them to grasp concepts of verb tense,action, space, number, gender, articles and redundant endings and how to translate them.

11Communication reinforces these rules

Reading and writing needs to take place and corrected when needed

The communication could then reinforce these grammar rules.Also, students need to speak and write in the target language and then receive correction or modification when necessary.Therefore there are 4 necessary components for successful language learning:

12Four components for successful language learningImput(material) is meaningful and comprehensibleAttention to the form and meaning of that inputThey must be able to speakThey must receive feedback for improvementLearners must have input which is meaningful and comprehensible,pay attention to the form and meaning of that input, they must be able to speak the second language, and receive feedback to correct or improve their comprehensibility.

13How do we teach this?Integration of traditional methods into the communicative classFocus on grammar which is very close to that of the native language that the students do not notice it in communicative imput and do not rely on it to understand it.

So how do we teach these 4 components? Traditional methods are integrated into the communicative classroom.Teachers will use traditional instruction and correction of grammatical rules and culture which maybe so close to those in their native language that they would not notice them in communicative material or rely on them to understand the material.

14Integration of traditional methodologies into a communicative classroom.

The integration of traditional instruction into the communicative classroom is important because in a pure communicative classroom they are not forced to be accurate to get their message across (because maybe the structure is similar in their own language) it may be overlooked for the purpose of communication. Therefore they will not get the precise correction like they would in a traditional classroom15Grammar ActivitiesGrammar decision makingInformation exchangeDictoglossDictocomp tasks like verb drills and exercises, dictation and recitation

Different types of activities to teach grammar are: grammar decision-making, information exchange, dictogloss, and dictocomp tasks like grammar exercises, dictation and recitation.Dictogloss is where students work in cooperative groups to recreate a text that has been read aloud to the class.16ReviewResearch shows:

Instruction Correction + Communication Success!To review, research shows the importance of instruction and correction used consistently with meaningful communication:

17ActivitiesFocus on 2nd language form in relation to message meaning.Teach verb form in context.Incorporate listening, speaking, reading, and writing into material.Simple feedback focusing on one error at a time.Grammar activities are effective when students are ready to learn.

1.Effective activities for language learning focus attention on the 2ndlanguage form in relation to message meaning.Teach verb form in context, highlighting them often.In addition, make them meaningful and current.Ideally, the text would incorporate listening, speaking, reading and writing. The most effective grammar teaching practices focus on one error at a time.Provide simple short feedback on one error rather than critiquing the entire passage. Effective grammar learning activities are provided when the students are ready to learn.Research shows that their errors reflected the students hypothesis about the language they are learning.

18ReferencesPica, T. (2000). Tradition and transition in English language teaching methodology. System. 28:1-1819