Approaches and Methods in Language Teaching PDF

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Approaches and Methods in Language Teaching Downloaded from Cambridge Books Online by IP 129.215.17.188 on Fri Jan 22 20:45:51 GMT 2016. http://ebooks.cambridge.org/ebook.jsf?bid=CBO9780511667305 Cambridge Books Online © Cambridge University Press, 2016 CAMBRIDGE LANGUAGE TEACHING LIBRARY A series c...

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Approaches and Methods in Language Teaching

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CAMBRIDGE LANGUAGE TEACHING LIBRARY A series covering central issues in language teaching and learning, by authors who have expert knowledge in their field.

In this series: Affect in Language Learning edited by Jane Arnold Approaches and Methods in Language Teaching, Second Edition, by Jack C. Richards and Theodore S. Rodgers Appropriate Methodology and Social Context by Adrian Holliday Beyond Training by Jack C. Richards Collaborative Action Research for English Language Teachers by Anne Burns Collaborative Language Learning and Teaching edited by David Nunan Communicative Language Teaching By William Littlewood Designing Tasks for the Communicative Classroom by David Nunan Developing Reading Skills by Fran¸coise Grellet Developments in English for Specific Purposes by Tony Dudley-Evans and Maggie Jo St. John 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 Tom Hutchinson and Alan Waters Establishing Self-Access: From Theory to Practice by David Gardner and Lindsay Miller Foreign and Second Language Learning by William Littlewood Language Learning in Intercultural Perspective edited by Michael Byram and Michael Fleming The Language Teaching Matrix by Jack C. Richards Language Test Construction and Evaluation by J. Charles Alderson, Caroline Chapham, and Dianne Wall Learner-centredness as Language Education by Ian Tudor Managing Curricular Innovation by Numa Markee Materials Development in Language Teaching edited by Brian Tomlinson New Immigrants in the United States edited by Sandra Lee McKay and Sau-ling Cynthia Wong Psychology for Language Teachers by Marion Williams and Robert L. Burden Research Methods in Language Learning by David Nunan Second Language Teacher Education edited by Jack C. Richards and David Nunan Society and the Language Classroom edited by Hywel Coleman Teacher Learning in Language Teaching edited by Donald Freeman and Jack C. Richards Teaching the Spoken Language by Gillian Brown and George Yule Understanding Research in Second Language Learning by James Dean Brown Vocabulary: Description, Acquisition and Pedagogy edited by Norbert Schmitt and Michael McCarthy Vocabulary, Semantics, and Language Education by Evelyn Hatch and Cheryl Brown Voices From the Language Classroom edited by Kathleen M. Bailey and David Nunan

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Approaches and Methods in Language Teaching Second Edition

Jack C. Richards Southeast Asian Ministers of Education Organization Regional Language Centre, Singapore and

Theodore S. Rodgers University of Hawaii Manoa

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CAMBRIDGE UNIVERSITY PRESS

Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK Published in the United States of America by Cambridge University Press, New York www.cambridge.org Information on this title: www.cambridge.org/9780521803656 © Cambridge University Press 2001 This publication is in copyright. Subject to statutory exception and to the provision of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published in print format 2001

ISBN-13

978-0-511-66730-5

OCeISBN

ISBN-13

978-0-521-80365-6

hardback

ISBN-13

978-0-521-00843-3

paperback

Cambridge University Press has no responsibility for the persistence or accuracy of urls for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.

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Contents

Preface

vii

Part I Major language trends in twentieth-century language 1 teaching 1 A brief history of language teaching

3

2 The nature of approaches and methods in language teaching 3 The Oral Approach and Situational Language Teaching 4 The Audiolingual Method

6 The Silent Way

81 90

100

9 Whole Language

108

10 Multiple Intelligences

115

11 Neurolinguistic Programming 12 The lexical approach

125

132

13 Competency-Based Language Teaching

Part III

71

73

7 Community Language Learning 8 Suggestopedia

36

50

Part II Alternative approaches and methods 5 Total Physical Response

18

141

Current communicative approaches

14 Communicative Language Teaching

151

153

v

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Contents 15 The Natural Approach

178

16 Cooperative Language Learning 17 Content-Based Instruction

204

18 Task-Based Language Teaching 19 The post-methods era Author index

257

Subject index

261

192

223

244

vi

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Approaches and Methods in Language Teaching Jack C. Richards, Theodore S. Rodgers Book DOI: http://dx.doi.org/10.1017/CBO9780511667305 Online ISBN: 9780511667305 Hardback ISBN: 9780521803656 Paperback ISBN: 9780521008433

Chapter Preface pp. vii-x Chapter DOI: http://dx.doi.org/10.1017/CBO9780511667305.001 Cambridge University Press

Preface

This is a revised and reorganized version of the first edition, originally published in 1986. More than half of the contents of this new edition has been specially written for this edition. Since the first edition was published, it has become one of the most widely referred to books on teaching methods. Since then, however, a great deal has happened in language teaching. In planning this new edition, we have therefore made a number of substantial changes. We have divided the book into three main parts: Part I deals with major trends in twentieth-century language teaching. The chapters in this section are substantially the same as those in the first edition but include an updated list of references. Part II deals with alternative approaches and methods. This section describes approaches and methods that have attracted support at different times and in different places throughout the last 30 or so years, but have generally not been widely accepted or, in some cases, have not maintained substantial followings. The chapters on Total Physical Response, the Silent Way, Community Language Learning, and Suggestopedia are shorter versions of chapters from the first edition. Additional 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 of these methods should consult the first edition. New chapters on Whole Language, Multiple Intelligences, Neurolinguistic Programming, the lexical approach, and Competency-Based Language Teaching complete Part II. Although these latter approaches share some features with communicative approaches in Part III, we feel that they are sufficiently distinct to be grouped with the other approaches discussed in Part II. Part III deals with current communicative approaches. It includes two chapters from the first 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 of the chapter on Communicative Language Teaching, and additional references have been added to this chapter and to the one on the Natural Approach. vii

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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 a hundred years, debate and discussion within the teaching profession have often centered on issues such as the role of grammar in the language curriculum, the development of accuracy and fluency in teaching, the choice of syllabus frameworks in course design, the role of vocabulary in language learning, teaching productive and receptive skills, learning theories and their application in teaching, memorization and learning, motivating learners, effective learning strategies, techniques for teaching the four skills, and the role of materials and technology. Although much has been done to clarify these and other important questions in language teaching, the teaching profession is continually exploring new options for addressing these and other basic issues and the effectiveness of different instructional strategies and methods in the classroom. The teaching of any subject matter is usually based on an analysis of the nature of the subject itself and the application of teaching and learning principles drawn from research and theory in educational psychology. The result is generally referred to as a teaching method or approach, by which we refer to a set of core teaching and learning principles together with a body of classroom practices that are derived from them. The same is true in language teaching, and the field of teaching methods has been a very active one in language teaching since the 1900s. New approaches and methods proliferated throughout the twentieth century. Some achieved wide levels of acceptance and popularity at different times but were then were replaced by methods based on newer or more appealing ideas and theories. Examples of this kind include the Direct Method, Audiolingualism, and the Situational Approach. Some, such as Communicative Language Teaching, were adopted almost universally and achieved the status of methodological orthodoxy. At the same time, alternatives to mainstream approaches have always found some level of support within language teaching, though often this has not led to wider acceptance or use. Methods in this category include those from the 1970s such as the Silent Way, Counseling-Learning, Suggestopedia, and Total Physical Response, as well as more recent alternative methods and approaches such as Multiple Intelligences, Neurolinguistic Programming, and the Lexical Approach. Approaches and Methods in Language Teaching seeks to provide a comprehensive and comprehensible account of major and minor trends in language teaching methods from the beginning of the twentieth century to the present. To highlight the similarities and differences between approaches and methods, the same descriptive framework is used throughout. This model is presented in Chapter 2 and is used in subsequent chapters. It describes approaches and methods according to their viii

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Preface underlying theories of language and language learning; the learning objectives; the syllabus model used; the roles of teachers, learners, and materials within the method or approach; and the classroom procedures and techniques that the method uses. Where a method or approach has extensive and acknowledged links to a particular tradition in second or foreign language teaching, this historical background is treated in the first section of each chapter. In other cases we have attempted to establish links between the method or approach and more general linguistic, psychological, or educational traditions. Within each chapter, our aim has been to present an objective and comprehensive picture of a particular approach or method. We have avoided personal evaluation, preferring to let the method speak for itself and allow readers to make their own appraisals. The book is not intended to popularize or promote particular approaches or methods, nor is it an attempt to train teachers in the use of the methods described. Rather, it is designed to give the teacher or teacher trainee a straightforward introduction to commonly and less commonly used methods, and a set of criteria by which to critically read, observe, analyze, and question approaches and methods. We have included several references to articles that are available on or through the Internet through the ERIC databases and ERIC Digests. In order to see abstracts of the ERIC references cited or to order copies of the full articles in hard copy or microfiche or to read the complete texts of the ERIC Digests, consult the ERIC Web site(s) and follow the search procedures listed there. Jack C. Richards Theodore S. Rodgers

ix

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Approaches and Methods in Language Teaching Jack C. Richards, Theodore S. Rodgers Book DOI: http://dx.doi.org/10.1017/CBO9780511667305 Online ISBN: 9780511667305 Hardback ISBN: 9780521803656 Paperback ISBN: 9780521008433

Chapter Part I - Major language trends in twentieth-century language teaching pp. 1-2 Chapter DOI: http://dx.doi.org/10.1017/CBO9780511667305.002 Cambridge University Press

I

Major language trends in twentieth-century language teaching

Language teaching came into its own as a profession in the twentieth century. The whole foundation of contemporary language teaching was developed during the early part of the twentieth century, as applied linguists and others sought to develop principles and procedures for the design of teaching methods and materials, drawing on the developing fields of linguistics and psychology to support a succession of proposals for what were thought to be more effective and theoretically sound teaching methods. Language teaching in the twentieth century was characterized by frequent change and innovation and by the development of sometimes competing language teaching ideologies. Much of the impetus for change in approaches to language teaching came about from changes in teaching methods. The method concept in teaching – the notion of a systematic set of teaching practices based on a particular theory of language and language learning – is a powerful one, and the quest for better methods was a preoccupation of many teachers and applied linguists throughout the twentieth century. Common to each method is the belief that the teaching practices it supports provide a more effective and theoretically sound basis for teaching than the methods that preceded it. The chapters in Part I examine the developments that led to the first major paradigm in modern language teaching – the adoption of grammar-based teaching methods that came to be known as the structural approach or Situational Language Teaching in the United Kingdom, and Audiolingualism in the United States. In Chapter 1 we outline the historical precedents to language teaching in the first part of the twentieth century. In Chapter 2 we introduce a model or framework for the description of methods, one that identifies three levels of organization underlying approaches and methods that we refer to as Approach, Design, and Procedure. In Chapter 3 we describe one of the most important British language teaching proposals of the twentieth century, the Oral Approach or Situational Language Teaching, a method that continues to be widely used today in textbooks and teaching materials, though in somewhat modified form. In Chapter 4 we describe the method known as Audiolingualism, an American teaching method that has similarly left a lasting and continuing legacy in terms of commonly used teaching procedures.

1

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Approaches and Methods in Language Teaching Jack C. Richards, Theodore S. Rodgers Book DOI: http://dx.doi.org/10.1017/CBO9780511667305 Online ISBN: 9780511667305 Hardback ISBN: 9780521803656 Paperback ISBN: 9780521008433

Chapter 1 - A brief history of language teaching pp. 3-17 Chapter DOI: http://dx.doi.org/10.1017/CBO9780511667305.003 Cambridge University Press

1

A brief history of language teaching

This chapter, in briefly reviewing the history of language teaching methods, provides a background for discussion of contemporary methods and suggests the issues we will refer to in analyzing these methods. From this historical perspective we are also able to see that the concerns that have prompted modern method innovations were similar to those that have always been at the center of discussions on how to teach foreign languages. Changes in language teaching methods throughout history have reflected recognition of changes in the kind of proficiency learners need, such as a move toward oral proficiency rather than reading comprehension as the goal of language study; they have also reflected changes in theories of the nature of language and of language learning. Kelly (1969) and Howatt (1984) have demonstrated that many current issues in language teaching are not particularly new. Today’s controversies reflect contemporary responses to questions that have been asked often throughout the history of language teaching. It has been estimated that some 60 percent of today’s world population is multilingual. From both a contemporary and a historical perspective, bilingualism or multilingualism is the norm rather than the exception. It is fair, then, to say that throughout history foreign language learning has always been an important practical concern. Whereas today English is the world’s most widely studied foreign language, 500 ye...