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Approaches and Methods in Language Teaching

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121 views142 pages

Approaches and Methods in Language Teaching

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d.soria
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Approaches and Methods in Language Teaching aT Alp! otal. jay Ae leew ds 32 Slers AFAR leu yesolbeaty le WE F545 po gilt SONI FPF TY OlogT Hove aaad CAMBRIDGE LANGUAGE TEACHING LIBRARY A seties covering central issues in language teaching and learning, by authors who have expere knowledge in ther field In thie series: ‘fect in Language Leariog edited by Jane Arnold i Approaches and Methods ia Language Teaching, Sezond Editon, by Jack C. Richards and Theodore S. Rodgers ; ‘Appropriate Methodology snd Social Context by Adrian Holliday Beyond Training by Jack C. Richards Classroom Decision-Making edited by Andrew Litejabn and Michael P. Breen Collaborative Action Research for Eaglish Language Teachers by Arne Burm : Collaborative Language Learning and Teaching edited by David Nua Communicative Language Teaching by Wiliam Littlewood Designing Tasks forthe Communicative Classroom by David Numan Developing Reading Skils by Francoise Grellet Developments in English for Specific Purposes by Tony Dudley-Evans anid ‘Maggie Jo St. Jobn Discourse Analysis for Language Teachers By Michael McCarthy Discourse and Language Education by Evelyn Hatch English for Academic Purposes by R. R. Jordan English for Specific Purposes by Tor Hutchinson and Alan Waters Establishing Sel-Acces: From Theory to Pracce by David Gardner and Lindsay Miller Foreign and Second Language Leamnng by Wiliam Littlewood [Language Learing in latezcultral Perspecive edited by Michael Byram ‘ond Michael Fleming ‘The Language Teaching Matix by Jack C. Richards Language Test Construction and Evaluation by). Charles Alderson, Caroline Clapham, and Dianne Wall Learne-Centednest a5 Language Education by an Tudor “Managing Cursicular Innovation by Nurna Marker Materials Development in Language Teaching edited by Brian Tominzon [New leuigrants inthe United Sates edited by andre Lee McKay and Sowing Cynthia Wong A Psychology for Language Teachers by Marion Wiliams and Robert L. Burden a Research Methods in Language Learaing by David Nunan Second Language Teacher Education edited by Jack C. Richards and David Nena : Society and the Language Classroom edited by Hywel Coleman “Teacher Learning in Language Teaching edited by Donald Freeman ‘nd Jack C. Richorde ‘Teaching the Spoken Language by Gillian Brown and George Yule Understanding Research in Second Language Leatnng by James Dean Brown Using Surveys in Language Programs by James Dean Broion Vocabulary: Description, Aequsiton and Pedagogy edited by Norbert Schmitt, and Michael MeCarthy Vocabulary, Semantics, and Language Educ Cheryl Brown ‘Voices From the Language Classroom edited by Kathleen M. Bailey and ‘David Numan by Evelyn Hatch and Approaches and Methods in Language Teaching Second Edition Jack C. Richards Southeast Asian Ministers of Education Organization Regional Language Centce, Singapore and Theodore S. Rodgers University of Hawaii Manoa CAMBRIDGE UNIVERSITY PRESS Contents PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE : ‘The Pie Building, Trumpingron Stret, Cambiidge, United Kingdom ’ CAMBRIDGE UNIVERSITY PRESS ‘The Edinburgh Building, Cambridge cx2 2a, UK 40 West 20th Seret, New York, NY 10011-4211, USA 477 Wliamszown Road, Poet Melbourne, VIC 3207, Asselin A Ruiz de Alarcon 13, 28014 Maced, Spats Preface vii Dock House, The Wateront, Crpe‘Town 8001, South Afi Part Major trends in twentieth-century language pulworcambridge org teaching 1 © Cambridge Univers ress 2001+ 1 Abbtiet history of language teaching 3 . This book sin copycght. Subjet ro searurory exception peeing ee snd othe provision of relevant collecive lcening apeemens, eased nd aes fe fee ee ce ene 3 The Oral Approach and Situational Language Teaching” 36 the wrisen permission of Cambridge Univeriey Press, 4 The Audiolingual Method 50... - First published 2001 Sth printing 2002 Part Alternative approaches and methods 71 Printed in the Unive States of America 5 Total Physical Response 73 ‘Typeface Sabon 1012/29 . . Silent Way 81 A catalog record fr this book is evilable from the British Library. te eee Library of Congress Cataloginin Publication Data 7 Community Language Learning ~ 90 Richards, Jack C. 8 Suggestopedia 100 Approaches and methods in language teaching / Jack C. Richacde and Theodore Rodgers. ~ 2nd ed. ute 9 Whole Language 108 p.m, ~ (Cambridge language tesching libeary) Includes bibliographical references and index 10. Multiple Intelligences. 115 ISBN 0-521-80565-9 -1N 0321 008633 (pb) 1 Langge and languages Sey snd tench Rodger, Tendo (Theodore 11. Newrolipguisic Programming Stephen). Il. Tiele. IM. Series. . : 7 ee PSLRA? 2001 lexical approach 132 ‘418'.0071-de21_ 00-048624 bee eee ISBN 0521 £03659 hardback 13 CompetencyBated Language Teaching 141 SN 052100843 3 paperback i eee Part Ill Current commur ative approaches 151 14 Communicative Language Teaching 153 Contents 15 The Natural Approach 178 16 Cooperative Language Learning ~ 192 17 Content-Based Instruction 204 18 Task-Based Language Teaching 223 19 The posemethods era 244 Author index 257 Subject index 261 Preface This is a revised and reorganized version of the first edition, originally published in 1986. More than half of the contents ofthis new edition has been specially written for this edition. Since the first edition was pub~ lished, ic has become one of the most widely referced to books on teach- ing methods. Since then, however, a great deal has happened in language ‘caching. In planning this new edition, we have therefore made a number of substantial changes. We have divided the book into three main parts: Part Ideals with major trends in ewentieth-cencury language teaching. ‘The chapters in this section are substancally the same as those in the fist edition but include an updated lis of references, Part Il deals with alternative approaches and methods. This section describes approaches and methods that have attracted support zt diffecent times and in different places throughout the last 30 or 50 years, bbut have generally not been widely accepted oz, in some cases, have not maintained substantial followings. The chapters on Total Physical Re- sponse, the Silent Way, Community Language Leaning, and Sug- sgestopedia are shorter versions of chapters from the first edition. Addi. tional and more recent references have been added to these chapters. Because these methods are no longer widely used, a shorter treatment seemed appropriate. Readers requiring fuller discussion ofthese methods should consult the first edition, New chapters on Whole Language, Mul- ‘ple Ineligences, Neurolinguistic Programming, the lexical approach, and Competency-Based Language Teaching complete Part Il. Although these latter approaches share some features with communicative ap- proaches in Part Il, we feel that they ace sufficiently distinct to be grouped with the other approaches discussed in Part I. Part II deals with current communicative approaches. It includes two ‘chapters from the firs edition ~ Communicative Language Teaching and the Natural Approach ~ and new chapters on Cooperative Language Learning, Content-Based Instruction, Task-Based Language Teaching, and the post-methods era, New material has been added to the final sections ofthe chapter on Communicative Language Teaching, and addi tional references have been added to this chapter and to the one on the Natural Approach. Preface ‘The history of language teaching has been characterized by a search for more effective ways of teaching second or foreign languages. For more than 2 hundeed years, debate and discussion within the teaching profes- sion have often centered on issues such as the role of grammar in the language curriculum, the development of accuracy and fluency in teach- ing, the choice of syllabus frameworks in course design, therole of vocab. ulary in language learning, teaching productive and receptive skills, learn- ing theories and their application in teaching, memorization and learning, motivating learners, effective learning strategies, techniques for teaching the four skill, and the role of materials and technology. Al- ‘though much has been done to clarify these and other important ques. sions in language teaching, the teaching profession is continually explor- ing new options for addressing these and other basic issues and the effectiveness of different instructional strategies and methods in the classroom, tthe teaching of any subject matter is usually based on an analysis of the nature of the subject itself and the application of teaching and learn~ ing principles drawn from research and theory in educational psychology. The result is generally referred to 2s a teaching method or

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