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Techniques and Principles Language Teaching

The document is a second edition of Diane Larsen-Freeman's work on language teaching methods, which emphasizes the importance of understanding various methodologies in teacher education. It discusses how knowledge of different teaching methods can enhance teachers' professional growth and effectiveness, while also addressing critiques of method-based approaches. The updated edition includes revisions and expansions on previous content, reflecting new developments in language teaching practices.

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Martin Backinthethirdworld
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762 views104 pages

Techniques and Principles Language Teaching

The document is a second edition of Diane Larsen-Freeman's work on language teaching methods, which emphasizes the importance of understanding various methodologies in teacher education. It discusses how knowledge of different teaching methods can enhance teachers' professional growth and effectiveness, while also addressing critiques of method-based approaches. The updated edition includes revisions and expansions on previous content, reflecting new developments in language teaching practices.

Uploaded by

Martin Backinthethirdworld
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Techniques and Principles in Language Teaching DIANE LARSEN-FREEMAN Second Edition OXFORD eee Soe oes carne ‘Nest Soule Sgha Tope Taye Toe Sedition eros Tenor hore ben ashe Ue Por Nemucied eng sot tm in el no es Sere oee cu. SEES A RekeBpcmee Sued tcc Yop a ny eng ee Ieijoraenpsaem nde acres SASS GO OMLATN ee daca soe Series Editors’ Preface Iisaays a fing of get pride for general editors of a pdagonia seves wea the resounding succes of one of ts books Teds to te ‘nad for publction of second, expanded ein. Weare therefore ‘remly pleased that Diane LaseaFremap has undeaen 1 eon tute nthe fldoflngungeeaching profesional new tered, ‘ised, and colarged version of her gel sad ences aoa “elmiques and Ponies in Language Teaching The ways i which the ‘cond eft difers fom te feet the aidan of aw methods, through more aention fo he eaming poses oa eel lgree Inimethodologeal ehoie—are amply documerte ig Dane's own nes ‘age To the Teacher Favestor’ and thee are departures ha ate both ‘propriate apd iluminaing, What bas not changed, however—20d Ios woul prevent her fom saying sore the incangible qualities ‘Getmade te fc eliton wo special: enighenment without conde Son, comprehemsvenr without ou, eogagemen with eves ‘acon Sil evident au before Danco being ble atl 0 fend one to examine one's own profesional havior for posite incon ‘Stes between on view of lnguspe andthe way one teaches it And ‘cles even eid, evden ber seo a epy postal though devoted to complex pedapopal issues and he incomparable “ily to make thse mates come sive wih great clay forthe Widest olloaareadersip tis wo meen scomplchment RassllN, Camptell ‘ili Rutherford ‘Tomy parents, Elaine and Randolph Larsen, with heartfelt gratitude for thei love and encouragement Contents Acroledgments othe Teacher Educator Iecodction| ‘The Grammar Tranlton Method TheDirece Method “The Audio-Lingual Method ‘The Silene Way Desugustopetin Commanity Language Learing “Total Physical Response (Conese, Task based, and Paricpatony Aoqonches Learning Strategy Tsing, Cooperative Lering, and Mafeplelneligence Colin Appendic 07 159 Acknowledgments nwa bein by thankingthe readers ofthe ist dition ofthis book. Your ‘ceive hs enabled me ro publh thir opted second eon a ‘Sion, char been oy tosnterac wih you. "The appcath | have dein hit Book is baked on my experince in {sichng the methodlsppreaches couse at he Schoo! or Ineraton “Taining This book would not have ben wren i he Brat lace it ‘wernt fo the infec of colleagues hee Tam very {atl ohem al pricy forth cond eition, Imus singlet Ectslyn Nin who went out of her way to give me cocmment besed ‘spon her experienc in using the Book in teacher education program Debra lke and Bil Coney were sho bind enough wo eead porns of ‘hiemanasenpe and offer comments. “Thr book helo bene rom he fact ha ending nethodoogits save eneounlyespondd toy eoquet fo feedback on portion of tmanuserpe Iam indebid to Hal Stevi [To the Teacher Educator), Shake: Gategso of Edacational Solutions Inc (Sent Way), Gears ‘rao Alison Mile an Tetso Nisha (Dessggstopedi), Jenny tele Ravin and Pat Tisneof Counseling Lerng Inte (Comme sy Langucge Lesning) James Aer (Tova Phys Reon), Maroc Wexce (contented nation), and Els Averbach pare. Ipatryappeech). Ther comments made me fee mor conBeat ha Hv interpreted the methodol’ intent Iam alo gatfl forthe ‘amments of Ruth Wary of LARA Consultancy in Australi, and Joann Crandall: Any semaiig errs of nerpetation are, of eure, fey eyesponiby. For the fil faith they showed and fr thei continued encourage ment and blpal suggestions, acknowledge with ratadethe eto of ‘hisses, Resell Campbell and Willa Ruerford. Tt haw ais been lease working with he dtr at Oxford Univer. sip Pre Sst Ange Conybeare aad thes Jb Saab "analy Lut express my deep appreiation tomy spose, Eliot, who has at always, pen mci support hrughou his Poet Diane Larsen Freeman To the Teacher Educator OW LANGUAGE TEACHING METHODS AND THEIR USE IN TEACHER EDUCATION Asad of methods isinvaluale in teacher education nat les ive way 1 Mods sere a fol fr refeton that an ad racers in ringing ‘o concious awareness the thinking that under thar actions, We Know that teachers come vo tescher tinng with ideas aot the ‘eachigetning process formed om the yersthey hae spent a st dens themselves (Loe 1975) A major parpone ofeach education ie to elp racers make che ac exp (Shultn 1987, Freeman 1991) When teachers are expored to thode and ake wo eft on ‘ei prnciles and acivly engage with thir techniqes, they cat come eter bout why they do what they do They become seare ‘oftheir own fandarenal asumpsion values and bel: 2 By becoming clear on whexe hey stand testers can choose teach Airey fom the way they ware tanh They ace sl tse hy they are atracted to etal metho at red yaar Ty ae blo make choices that ate informed, nt conditioned Tey may be ‘he cess, or atest argue aa, the snpostion ofa particular ‘cod by authors. In ecerstaations, where method hot ‘imposed, tethods offer echersaleratvs to whot they carrey think and do. des act neesy flow that teaches wlchooe to ‘of ther caren pace. The point i that hey will ave the tndestanding to ds, fthey are acto nd wan to, 3 Aknowlge of methods x part of the knowlege bse of eaching ‘Withigeachersjoina community of practic Freeman 192), Belagt emmy meer nals rninghe pefeonal aco that co ‘many merber us so that peofesonal dog ean ake place Bing tof couse community confers profesional esi and co ect eachers with oles 0 they ar not so ulated inthe race 4A profesional cous community maya challenge teacher on ‘tons of how teaching leads to lerning Interacting with thes x Tothe Teacher Edcator conceptions of practic pep acer teaching aive—belp pe ‘ent irom bosming ele and one routine (Prabho 199), 5 Alaowledge of methods helps expand a teacher’ repertoire of tech. ‘igus Thi inal provides a 2tinal ave for profesional {rowt, as some teicher find thei way t0 new phloopha pos ‘Son, ot by fst etertsning new principe, bt rater y tying out ‘ew tecnsqes. Moroney efesie teachers who ae mote expt nced and expert have a lrge, diverse seperore of but proties (Arends 199), which presumably helps them dea mote effectively ‘che unig quater and oye of tee ste Despite these peel gins fom a sud of methods it isinportane to schnowiedge tht sinc he ableton ofthe ft edison ofr ook in 1986,» amber of writers nour ld have eid the concepe olan tage teaching methods. Some say that methods ae prescriptions for lasroom behav and that teachers re encouraged by texthouk pub lakers and academics to implement hem wheter or no he methods ae appropiate fora partular context (Penayeoak 1989; Rickard 190; Holiday 194). Others have ord tht the earch fore bese method ihadvised (Prabha 190; Beraome 199), ha wachers do ot thik bout methods when planning thie leone (Long 1991), and that ‘methodological late us ie aboot what relly ecarsinclaoons (Allwrighe 1985; Kae 1996), “These cris have made me stop and think. suppose ire, ‘housht dat parla method canbe impo on teacher by other. owes ths ther ae Hel tobe disappointed they hope that man ating sparseslr metho wil led to andardastog, or We kw that eching more han flowing 2 ecipe. Any methods ong to be Shapedby a teacher own underandig, li spe and level of expe "enc. Teaches are not mere conveyor le deneringlnguap oagh Intent prescribed snd proscribed hehavios (arterecan 1991), they ae professionals who can in the et of ll worl, make hei own dein. They ae informed by ther wn expeienc, the Badings rom ‘evar, and the wisdom of pace secumalated by he profession ey focexampl,Kurmarvadivela 1994). arthermor, a method dacontextualzd. How a method is imple- meted inthe casroom i oing to te affected not only by wh the teacher ba alo by who te sadent aera the eacher exper tations of appropriate soil tok, the istittonal constants tad ‘mands, and factors connected to he wie sococasral context hich he istration aes place en the sgh? method will no com ‘Tothe Teacher Educator xi pent frinadeguate conditions of etznng ox overcome scipolicl neque. naddion, decisions that teachers make are oenafeced by ‘cogent the asroom rather than by methodologies conidee Sons Sayegh precular method ix praia certainly doe not ie Sethe whole pacar of wha i happening in the claseoor. Then, to, tine «method is moe strat thas tening activ, aot supe Sng tht teacher think in rerms of atvites ether than methodol shies when they plan th sons, “Thaw undersea the cet 1 not believe tha td of language teaching methods should be exe! from langage teacher sdacvon Iti not methods, but how they ae wed ha te. A Study of methods nnd not ed othe desing of teachers tater Eanserve a variety of stl funeions when sed peopl teacher duction Iecam lp eachers atc and peshap ransorm, thet Understanding of the teachingleaning prose, Methods can seve at ‘odes of he lngraton of theory (he rnp) and practice he tech niques). The study can enoarape continsing education te llong proces of learning to teach (Larsen Freeman 1998), Teachers and feacer cate shuld to be Minded by he ertcme of methods and thos fal to se the invalanble contbution ro teicher eduction and Continuing devlopment. Key to doings hough storing beyond tology to inquiry, 8 movement to which I hope this back wil oo tabu ‘CHANGES IN THE SECOND EDITION In adition to some modes updating fal he methods peste inthe fisteition, Chapter 6has undergone a subsanal reviton rele the «volun of Sugesopedia rat edition) to Desggeopedi inh tion, Forte the nection (Chapter 1} has ben expended. Contrary to thase who fear hat «method il be imposed om pationer, my ‘experince asa teaceredvstor tht the challenge ht In geting tac ‘rc eave behind teaching as they were taught and become awa of, ind pen aerate. therefore welcome te opportnty tha he “expanded cape ha gen met elaborate om one way tha openness ‘ante encouraged “Another ange the inchson of methods thathave come into promi ence sine the at etn ofthis book. In err to kee ths bok rms Iecomingto long, [nave grouped a number of metods int capers. In addon to considerations of length, Ihave justified this decision Ircause seems these method have in common the vow tit Sst Mi Tote Teacher Educator language can bese be red when i taughe through communition, rather for Caper 0, on conte sey and por tory approach), and second, Ut Lngsage cqestion an be Enhanced by working oot only on langage bt shoo te pros of teaming (Cher 11s ering sexes, cooper ing nd ‘lle lige) “farther usta modifcation that the epiloge ofthe ft sion as grown mo a fal ehaper of ts own (Cpe 12) seo Scicon Readers of he rt ton have tl eta they whe ee ind concaded with more explicit evaluation and comparizon of the smtiodsIchoe not wo do vo inthe Bt eon of his both a am not {he option ta the arp of ering sbow metho 0 one ca dot the igh ne tat I cou chose for ehers which on ht ‘wot be. However i th seond eft, have responded to readers ‘ucts by providing «summary chart ofthe methods sca nis bool and bys dong ighihng thr jor dfleences ave aloo sede opportuni thal al hater presents onde myst sharing with readers my views on making informed meddle Soles. ‘A word about nomenlatre i aso in ord mong the tem ‘acho here norco mean formula prescription, bathe nearer ‘tof links between principles and ceaintceiges snd procedure Anthony (1863) hs made the cane for rpariteheschy. Ase pot « ecigns ary outa med which consent wan apron (0-64), Flowing Anthonys cain ofthe chaps wil ode stiular method by shone hows a exaieof4mare omea "pproach to lnpuage teaching However, not aller dace ths book conveinly follow ftom a geneal approach They all do though, have both a coaepa od a operational componc, ng ‘he dion in Richards ef a 1982) Dctonay of Language Teng © Apple Lng (rho e's wry of ecg guage Wh Jn bated om systema pines and prcedte at pstfng yee the tim.Admiely.someines ave fod dictate em method wit mote een iovatins, Sach ax const ated inte stn and cooperate lesning. At tims, | have rsd Yo the em ‘netodologial innovations reno, some lnguaeedocator might obj tothe inion fon- ‘encased tsk ased nd partiptoyappeoaches ina mths bok for hey might be mae comfortable cling hse labs pee Neve ‘thea ther feel hata metho designation ey sppepeate ew (1591) forisanes, characte conn atdnauctonassetiod ‘Tothe Teacher ductor xi with nny faces boho make she case fr cote sd inaction asa ‘method of language teaching, andro pte gen arty of fos Sndsengsin which takes place: Kermaraadiea 1993) obucre that thetern asst used with ference tobethconten end method ogy oflnguape teaching Indeed, within he rong eson of comm meative approach (Howat 1988) he radon separation of labs

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