Language Teaching Methods: Suggetopedia to CLT
Language Teaching Methodologies
Suggetopedia: Theory of language: Rather conventional, although memorization of whole meaningful texts is recommended. Theory of learning: Learning occurs through suggestion when learners are in a deeply relaxed state. Baroque music is used to induce this state. Learner roles: Learners must maintain a passive state and allow the materials to work on them. Teacher role: The teacher’s role is to create situations in which the learner is most suggestible and present material in a way most likely to encourage positive reception and retention. They must exude authority and confidence.
Silent Way: Theory of language: Each language is composed of elements that give it a unique rhythm and spirit. Functional vocabulary and core structure are key to the spirit of the language. Theory of learning: The processes of learning a second language are fundamentally different from L1 learning. L2 learning is an intellectual, cognitive process. Surrender to the music of the language, silent awareness, then active trial. Learner role: Learning is a process of personal growth. Learners are responsible for their own learning and must develop independence, autonomy, and responsibility. Teacher role: Teachers must teach, test, and get out of the way. Remain impassive, resist the temptation to model, remodel, assist, direct, or exhort.
Total Physical Response: Theory of language: Basically a structuralist, grammar-based view of language. Theory of learning: L2 learning is the same as L1 learning; comprehension before production is “imprinted” through carrying out commands. Learner roles: Listeners and performers have little influence over the context of learning. Teacher role: The teacher has an active and direct role as the director of a stage play, with students as actors.
Natural Approach: Theory of language: The essence of vocabulary is meaning. Vocabulary, not grammar, is the heart of language. Theory of learning: There are two ways of L2 language development: acquisition—a natural subconscious process—and learning—a conscious process. Learning cannot lead to acquisition. Learner role: Learners shouldn’t try to learn language in the usual sense but should try to lose themselves in activities involving meaningful communication. Teacher role: The teacher is the primary source of comprehensible input. They must create a positive, low-anxiety climate and choose and orchestrate a rich mixture of classroom activities.
Communicative Language Teaching (CLT): Suggests that grammatical structure might better be subsumed under various functional categories. We pay less attention to the presentation and discussion of grammatical rules; much more spontaneity is present in communicative classrooms (students are encouraged to deal with unrehearsed situations under the guidance, but not control, of the teacher). Has 6 characteristics.
- Classroom goals are focused on all the components (grammatical, discourse, functional, sociolinguistic, and strategic) of communicative competence. Goals, therefore, must intertwine the organizational aspects of language with the pragmatic.
- Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes. Organizational language forms are not the central focus but rather aspects of language that enable the learner to accomplish those purposes.
- Fluency and accuracy are seen as complementary principles underlying communicative techniques. At times, fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use.
- Students have to use the language productively and receptively in unrehearsed contexts outside the classroom. Classroom tasks must equip students with the skills necessary for communication in those contexts.
- Students are given opportunities to focus on their own learning process through an understanding of their own styles of learning and through the development of appropriate strategies for autonomous learning.
- The role of the teacher is that of facilitator and guide, not an all-knowing bestower of knowledge. Students are encouraged to construct meaning through genuine linguistic interaction with others.