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Methods of Language Teaching

Questions for Observations and Thought

This section is intended for use in conjunction with any of the individual methods on this DVD. After reading the textual description of a particular method and observing the video, give some thought to the following questions:

1. Richards and Rodgers (2001, pp. 20-21) maintain that all language teaching methods are based on one of three views of language:

(a) A structural view the view that language is a system of structurally-related elements for the coding of meaning. These elements may include grammatical, lexical, or phonological structures.

(b) A functional view the view that language is a vehicle for the expression of functional meanings. These meanings may include functions such as asking questions, tasks such as making a telephone call, or situations such as making transactions at a bank.

(c) An interactional view the view that language is a vehicle for the realization of interpersonal relations and social interactions between individuals.

Which of these views of language do you think this particular method espouses? Explain your answer.

2. All language teaching methods are based to some extent on one or more theories of how language is learned. These theories may encompass processes such as the following:

  • Understanding rules and patterns
  • Practicing rules and patterns
  • Responding to linguistic stimuli
  • Comprehending oral input
  • Answering questions
  • Physically responding to instructions or commands
  • Creating original utterances in the language
  • Interacting with others in the language
  • Expressing thoughts and feelings in the language
  • Reading and understanding various types of texts
  • Writing various types of texts\

On what theory or theories of language learning does this particular method seem to be based? Why?

3. The syllabus or instructional sequence of any teaching method must be organized around some type of content. Some possibilities include:

  • Structural/grammatical patterns
  • Lexical patterns and/or vocabulary
  • Topics
  • Communicative situations
  • Language tasks
  • Linguistic functions and/or notions
  • Stories
  • Commands
  • Academic subject matter
  • Learners' communicative needs

What is the syllabus of this particular method organized around?

4. Language teaching methods vary in terms of the materials they use. Possible materials may include:

  • Textbooks, workbooks, and ancillary materials
  • Teacher-prepared materials or handouts
  • Internet-based materials
  • Realia / physical objects
  • Authentic oral texts (audio and video)
  • Authentic written texts (literary, journalistic, informative, etc.)
  • Pedagogically-prepared oral texts (recorded dialogues, exercises, etc.)
  • Pedagogically-prepared written texts (stories, cultural explanations, etc.)
  • Linguistic corpora

What types of materials does this particular method use?

5. Different methods require learners to assume different roles. These roles may include the following:

  • Responding to the teacher's questions
  • Responding to the teacher's commands or drills
  • Analyzing language and looking for patterns
  • Practicing linguistic patterns
  • Drawing comparisons between L2 and L1
  • Interpreting oral and/or written input
  • Participating in pair and/or group activities
  • Communicating ideas and feelings in the language
  • Understanding academic content in the language
  • Being tolerant of uncertainty
  • Taking responsibility for their own learning

What roles does this particular method require of learners? What would it be like to be a student in a classroom where this method was used?

6. Different methods also require teachers to assume different roles. These may include:

  • Explaining linguistic patterns
  • Drilling or providing practice with linguistic patterns.
  • Providing comprehensible input in the language
  • Giving commands
  • Telling stories
  • Providing opportunities for interaction in the language
  • Teaching subject matter in the language
  • Analyzing learners' needs
  • Helping learners manage their own learning
  • Providing authentic oral or written texts
  • Developing original materials

What roles does this particular method require teachers to assume? How would these roles compare with those of other methods in terms of the demands placed on teachers and the expertise required of them?

7. Examine this method in terms of the content standards or performance standards for your particular discipline and geographic area, such as the American Standards for Foreign Language Learning or ESL Pre-K-12 Standards, the ACTFL Proficiency Guidelines, the Common European Framework of Reference for Languages, the Canadian Language Benchmarks, or similar regional or local standards. What elements of the standards does this method address? Are there any elements that it neglects?

8. What are the overall strengths and weaknesses of this method? What aspects of language learning and use does it emphasize? Are there aspects that are not addressed by the method? What learning outcomes might be expected from the method?

9. Does this method give attention to the learning of culture? If so, how is culture addressed? If not, are there ways in which it might be easily incorporated?

10. How do the tenets of this method fit with your own philosophy of language teaching and learning?

References

Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press.