LANGUAGE TEACHING METHODOLOGY: PAST, PRESENT, AND FUTURE MARIANNE CELCE-MURCIA Intermountain TESOL Conference October 12-13, 2012
Dec 14, 2015
LANGUAGE TEACHING METHODOLOGY:PAST, PRESENT, AND FUTURE
MARIANNE CELCE-MURCIAIntermountain TESOL Conference
October 12-13, 2012
Presentation OutlinePre-Twentieth Century TrendsEarly & Mid Twentieth Century
ApproachesMore Recent ApproachesCurrent ‘Post Methods’ EraFuture Challenges
PRE-TWENTIETH CENTURY TRENDS
Classical Era (Greek and Latin)—pre printing press
focus on listening and speakingno textbooks-some handwritten
texts and dictionaries
Rise of European Vernaculars
Gutenberg- invented printing press-1440
J. Belot (l580) Earliest known ESL textbook; published in England for Protestant refugees.
Comenius- one of the first widely acknowledged teacher-practitioners. (published 1631-1658)
GRAMMAR TRANSLATION (Karl Ploetz, 1819-1881)
Instruction and explanation in L1Little use of target languageFocus on parsing parts of speech,
inflectionsTranslate from L1 to L2 (and vice
versa)Result: inability to use the L2
(Beginning of pedagogical tension: analysis vs. use)
THE DIRECT METHOD F. Gouin-began to publish in l880
No use of L1 allowed (teacher must be proficient)
Use of actions, pictures to give meaning to dialogues and anecdotes
Grammar is learned via exposureLiterature read for pleasure, not
parsingResult: ability to use L2
THE REFORM MOVEMENT (IPA founded 1886): Sweet, Vietor,
Passy, etc.Spoken language is primary- teach
firstApply phonetics to language
teachingTrain language teachers in
phoneticsGive learners basic phonetic
training in L2
EARLY & MID TWENTIETH CENTURY APPROACHES
THE READING APPROACHTeach only the grammar needed for
readingControl vocabulary initially then
expandTranslation is once more
respectableOnly reading comprehension is
emphasizedResult: Learners can read but not
speak/understand L2.
AUDIOLINGUALISM (U.S.)Begin lessons with dialogues (constructed)Mimicry and memorization are used to
reflect that lg. learning is habit formationGrammar is sequenced; rules taught
indirectlySkills are sequenced (L, Sp, R, Wr)Accurate pronunciation is emphasized earlyVocabulary is very limited initiallyEffort is made to prevent errorsLg. is often manipulated with minimal
attention to meaning or context.
ORAL-SITUATIONAL APPROACH (U.K.)Spoken language is primaryLg. is practiced orally before any reading
or writing occursOnly the target language should be usedThe most useful and general vocabulary
is taughtGrammar is sequenced: simple to
complexNew vocabulary and grammar are
introduced and practiced in situations (post office, bank, dinner table, etc.)
MORE RECENT APPROACHES
THE COGNITIVE APPROACHLg. learning is rule acquisition, not habit
formation Instruction is individualized and learners are
responsible for their learning Grammar can be taught either deductively or
InductivelyPronunciation is de-emphasizedReading and writing are as important as
speaking and listening Vocabulary is important again, especially for
intermediate and advanced learners Errors are inevitable and useful for feedback
and correction
AFFECTIVE-HUMANISTIC APPROACHLg. learning is a process of self-realizationRespect for each individual’s feelings emphasized
(teacher and students) Class atmosphere is more important than methods
or materials Priority given to personally meaningful
communication Instruction often involves pair- or group-work Peer support and cooperation help learning Teacher is a counselor or facilitator (instead of the
ultimate source of knowledge) Translation can be used, especially in the early
stages
THE COMPREHENSION-BASED APPROACHListening comprehension is the basic skill that
allows other skills and lg acquisition to develop
Learners begin with an initial silent period so they can just listen and understand
Learners do not speak until they feel ready to Exposure to meaningful input that expands
their experience in the L2 leads to acquisition Explicit rule learning is helpful in monitoring
and editing one’s L2 production but not for acquisition or spontaneous production
Error correction is unnecessary if the learner’s message is understandable
THE COMMUNICATIVE APPROACH Communication is the goal of L2 learning Semantic notions and social functions are as
important as linguistic structure Content (academic or job-related) is often taught
along with lg. Students work in pairs or groups to transfer
information and negotiate meaning Role play and dramatization help achieve register
flexibility and social sensitivity in L2 Tasks often make use of authentic texts and tasks or
involve the completion of projects The 4 skills (L, Sp, R, Wr) are integrated Teacher (1) facilitates communication and (2) offers
feedback and correction
THE 1970’S “DESIGNER METHODS”Silent Way (Gattegno)Community Language Learning
(Curran)Total Physical Response (Asher)Suggestology/Suggestopedia
(Lozanov)
RESEARCH-BASED CONCLUSION
(Strevens, Richards, Prabhu)◦No single method or approach is
optimal for all learners under all circumstances
CURRENT ‘POST-METHODS’ ERA (A TRANSITION)
Kumaravadivelu Base pedagogy on principles established by
research. He offers 10 ‘macrostrategies’◦ Maximize learning opportunities◦ Facilitate negotiated interaction◦ Minimize perceptual mismatches◦ Activate intuitive heuristics◦ Foster language awareness◦ Contextualize linguistic input◦ Integrate language skills◦ Promote learner autonomy◦ Raise cultural consciousness◦ Ensure social relevance
Teachers should design situation-specific materials and procedures to achieve the above objectives
TEACHER PREPARATION SKILLS (needed for post-methods language teaching) Assess learners’ needs Examine instructional constraints Determine attitudes, learning styles, and cultural
backgrounds of students to tailor materials/activities Identify the discourse genres, speech activities, and text
types students need to learn L2 when designing materials Identify assessment instruments and requirements and
prepare learners to deal with such tasks as part of classroom instruction
(Note: This is in addition to the traditional teacher
preparation core subjects such as methodology, pedagogical grammar, syllabus/curriculum design, practical phonetics, teaching listening & speaking, teaching reading & writing, etc.)
FUTURE CHALLENGES
How to integrate everything we now know into better, more encompassing practices?
Research into the following six areas could yield new methodological paradigms (Canagarajah):◦ Motivation◦ Learner Variability◦ Discourse Analysis◦ Corpus-based Research◦ Cognitive Processing◦ Social Participation
To this list we can add:◦ New Technologies◦ Second Language Acquisition (new ways to study it)◦ Others?