Tradition and Transition in
Second Language Teaching
Methodology
Why learn a second language?
50 years of transformations
Silent Way
Direct
Translation
Audiolingualism
Direct
Method
Total Physical
Response
Suggestopedia
Cognitive
Code
Counseling
Learning
Current Trend
- Preparation for the Global Community
- Preparation for High Level of Proficiency
Research
Communication
Instruction
Correction
As a result: a new methodology
Traditional Methods
Communicative Methods
What are the common goals of educators
regardless of their method?
Language Learning
Success!
Communicative Methodology
Students learn English through communication
techniques
Grammar is taught in indirect ways
Grammar correction reserved for message
meaning
Communicative Classroom
No dictation
No translation
No recitation
No drills
No dialog
Student centered activities
New Methodology  Communicative
Methodology + Traditional Methodology
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•
•
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Meaningful and understandable
Learning structure and sounds
Relating structure to text
Applying structure to reading and writing
Verb tense, action, space, number, genter,
articles, etc.
Communication reinforces these rules
Reading and writing needs to take place and corrected when needed
Four components for successful language
learning
• Imput(material) is meaningful and
comprehensible
• Attention to the form and meaning of that
input
• They must be able to speak
• They must receive feedback for improvement
How do we teach this?
• Integration of traditional methods into the
communicative class
• Focus on grammar which is very close to that
of the native language that the students do
not notice it in communicative imput and do
not rely on it to understand it.
Integration of traditional methodologies into a
communicative classroom.
Grammar Activities
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Grammar decision making
Information exchange
Dictogloss
Dictocomp tasks like verb drills and exercises, dictation
and recitation
Review
Research shows:
Instruction
Correction
+ Communication
Success!
Activities
1. Focus on 2nd language form in relation to
message meaning.
2. Teach verb form in context.
3. Incorporate listening, speaking, reading, and
writing into material.
4. Simple feedback focusing on one error at a
time.
5. Grammar activities are effective when
students are ready to learn.
References
Pica, T. (2000). Tradition and transition in English
language teaching methodology. System. 28:118