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    The document is an excerpt from a textbook on language teaching methods. It provides a brief history of various language teaching methods that have been developed over time, from the Grammar-Translation Method to more modern approaches like Communicative Language Teaching. It summarizes several influential methods from the 1970s, including Community Language Learning, Suggestopedia, the Silent Way, Total Physical Response, and the Natural Approach. For each method, it provides a short description of the key principles and classroom techniques involved. The excerpt concludes by mentioning the development of notional-functional syllabuses and moving beyond strict adherence to individual methods.

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    The document is an excerpt from a textbook on language teaching methods. It provides a brief history of various language teaching methods that have been developed over time, from the Grammar-Translation Method to more modern approaches like Communicative Language Teaching. It summarizes several influential methods from the 1970s, including Community Language Learning, Suggestopedia, the Silent Way, Total Physical Response, and the Natural Approach. For each method, it provides a short description of the key principles and classroom techniques involved. The excerpt concludes by mentioning the development of notional-functional syllabuses and moving beyond strict adherence to individual methods.

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    The document is an excerpt from a textbook on language teaching methods. It provides a brief history of various language teaching methods that have been developed over time, from the Grammar-Translation Method to more modern approaches like Communicative Language Teaching. It summarizes several influential methods from the 1970s, including Community Language Learning, Suggestopedia, the Silent Way, Total Physical Response, and the Natural Approach. For each method, it provides a short description of the key principles and classroom techniques involved. The excerpt concludes by mentioning the development of notional-functional syllabuses and moving beyond strict adherence to individual methods.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    155 views491 pages

    Ok Teaching by Principles H Douglas Brown PDF

    Uploaded by

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    The document is an excerpt from a textbook on language teaching methods. It provides a brief history of various language teaching methods that have been developed over time, from the Grammar-Translation Method to more modern approaches like Communicative Language Teaching. It summarizes several influential methods from the 1970s, including Community Language Learning, Suggestopedia, the Silent Way, Total Physical Response, and the Natural Approach. For each method, it provides a short description of the key principles and classroom techniques involved. The excerpt concludes by mentioning the development of notional-functional syllabuses and moving beyond strict adherence to individual methods.

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    of 491

    CONTENTS

    Preface xi
    Text Credits XV

    PART l. FOUNDATIONS FOR CLASSROOM PRACTICE


    Chapter 1 Getting Started 2
    A Classroom Observation, 3
    Bencath the Lcsson, 9
    Topics for Discussion, Action, and Researc/J, 11
    Por Your Furt/Jer Reading, 12
    Chapter 2 A "Methodical" History of Language Teaching 13
    Approach, Method, and Technique, 14
    Changing Winds and Shifting Sands, 16
    The GrammarTranslation Method, 18
    Gouin and the Series Method, 19
    The Direct Method, 21
    Toe Audiolingual Method, 22
    Cognitivc Code Learning, 24
    "Designer" Methods of the Spirited Seventies, 24
    Community Language Learning, 25
    Suggestopedia, 27
    Thc Silent Way, 28
    Total Physical Response, 29
    111c Natural Approach, 31
    Beyond Method: Notional-Functional Syllabuses, 32
    Tapies for Discussion, Action, and Researc/J, 36
    For Your Furt/Jer Readi11g, 37

    ¡¡¡

    ..',
    , ,
    ÍV
    •
    t
    CONTENTS
    í
    Chapter 3 The Present: An Informed "Approach" 39
    e
    4
    An Enlightened, Eclectic Approach, 40
    Communicative Language Teaching, 42 e
    Learner-Centered Instruction, 46
    Cooperativc and Collaborative Lcaming, 47
    Interactive Lcaming, 48
    •
    ~

    Whole Language Education, 48


    •
    Content-Based lnstruction, 49
    Task-Based Instruction, 50 •
    Tapies Jor Discussion, Action, and Researcb, 51 •
    e•
    For Your Furtber Reading, 52
    Chapter 4 Teaching by Principies 54
    Cognitive Principies, 55
    Automaticity, 55
    Meaningful Learning, 56
    '
    f
    e
    The Anticipation of Reward, 57
    lntrinsic Motivation, 59
    Strategic Investmcnt, 59
    Affective Principies, 61
    Language Ego, 61
    Self-Confidence, 62
    Risk-Taking, 63
    The Language-Culn1re Connection, 64
    Llnguistic Principies, 65
    The Native Languagc Effect, 65
    lnterlanguage, 67
    Communicative Competence, 68
    Tapies Jor Discussian, Actia11, and Researcb, 70
    Far Yaur Furtber Reading, 71
    Chapter 5 Intrinsic Motivation in the Classroom 72
    Dcfining Motivation, 72
    A Behavioristic Definition, 73
    Cognitive Definitions, 73
    lntrinsic and Extrinsic Motivation, 75
    Intrinsic Motivation in Education, 77
    Intrinsic Motivation in the Second l.anguage Classroom, 80
    Tapies far Discussian, Actian, and Researcb, 83
    Far Yaur Furtber Reading, 84
    CHAPTCR 2 A "Methodical" History of language Teaching 27

    standing of the target language.


    Today, virtually no one uses CLL exclusively in a curriculum. Like other methods
    in this chapter, it was far too restrictive for institutional language programs.
    However, the principles of discovery learning, student-centered participation, and
    development of student autonomy (independence) all remain viable in their appli-
    cation to language classrooms. As is the case with virtually any method, the theoret-
    ical underpinnings of CLL may be creatively adapted to your own situation.

    2. Suggestopedia
    Other new methods of the decade were not quite as strictly affective as CLL.
    Suggestopedia, for example, was a method that was derived from Bulgarian psy-
    chologist Georgi Lozanov's (1979) contention that the human brain could process
    great quantities of material if given the right conditions for learning, among which
    are a state of relaxation and giving over of control to the teacher. According to
    Lozanov, people are capable of learning much more than they give themselves
    credit for. Drawing on insights from Soviet psychological research on extrasensory
    perception and from yoga, Lozanov created a method for learning that capitalized
    on relaxed states of mind for maximum retention of material. Music was central to
    his method. Baroque music, with its 60 beats' per minute and its specific rhythm,
    created the kind of "relaxed concentration" that led to "superlearning" (Ostrander &
    Schroeder 1979: 65). According to Lozanov, during the soft playing of baroque
    music, one can take in tremendous quantities of material due to an increase in alpha
    brain waves and a decrease in blood pressure and pulse rate. '
    In applications of Suggestopedia to foreign language learning, Lozanov and his
    followers experimented with the presentation of vocabulary, readings, dialogs, role-
    p lays, dmma, and a variety of other typical classroom activities. Some of the class-
    room methodology was not particularly unique. The primary difference lay in a
    significant proportion of activity carried out in soft, comfortable seats in relaxed
    states of consciousness. Students were encouraged to be as "childlike" as possible,
    yielding all authority to the teacher and sometimes assuming the roles (and names)
    of native speakers of the foreign language. Students thus became "suggestible."
    Lozanov (1979: 272) described the concert session portion of a Suggestopedia lan-
    guage class:

    At the beginning of the session, all conversation stops for a minute or


    two , and the teacher listens to the music coming from a tape-recorder.
    He waits and listens to several passages in order to enter into the
    mood of the music and then begins to read or recite the new text, his
    voice modulated in harmony with the musical phrases. The students
    follow the text in their textbooks where each lesson is translated into
    the mother tongue. Between the first and second part of the concert,
    there are several minutes of solemn silence. In some cases, even
    longer pauses can be given to permit the students to stir a little.

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