Theory of language learning: Authors

Class: March 19, 2012

• Stephen D. Krashen's Monitor Model of second language development (1981)
• Tracy D. Terrell's Natural Aproach (1977)
• Charles A. Curran in his writtings on Counseling-Learning (1972)
• James Asher's Total Physical Response(1977)
• Caleb Gattegno's Silent Way (1972, 1976)

Design

Design is a level of method analysis in which we consider six important points:

Objectives: Determine what a method sets out to achieve. The specification of particular learning objectives is a product of design.

Syllabus model: Criteria for the selection and organization of linguistic and/or subject-matter content.

Types of learning and teaching activities: Kinds of tasks and practice activities to be employed in the classroom and in materials.

Learner roles: 
- Types of learning tasks set for learners. 

- Degree of control learners have over the content of learning 

- Patterns of learner groupings that are recommended or implied.

- Degree to which learners influence the learning of others.

- The view of the learner as a processor, performer, initiator, etc.    

                                                                            

Teacher roles: 
- Types of functions teachers fulfill.

- Degree of teacher influence over learning.

- Degree to which the teacher determines the content of learning.

- Types of interaction between teachers and learners.

Role of instructional material: 
- Primary function of materials.

- The form materials take (textbook, audiovisual).

- Relation of materials to other input.

- Assumptions made about teachers and learners.

Procedure

It is the level at which we describe how a method realizes its approach and design in classroom behaviour. 

There are three dimensions to a method at the level of procedure:

1. The use of teaching activities to present new language and to clarify and demonstrate formal, communicative or other aspects of the target language.
2. The ways in which particular teaching activities are used for practicing language.
3. The procedures and techniques used in giving feedback to learners concerning the form or content of their utterances or sentences.